With a deep commitment to academic excellence, personal integrity and making the world a better place, the school and its families are partners in helping students achieve their highest potential by maintaining an inspiring, supportive and inclusive community.
Beyond our students, we are committed to developing strong relationships with students’ families, supporting our teachers’ professional development and creating an inspired learning environment.
Harbor graduates are:
- Fearless learners, and reflective leaders who negotiate effectively
- Prepared to exhibit compassion and tolerance in a global community, owing to a solid moral and ethical foundation
- Culturally experienced and conversant in the humanities and the sciences
- Prepared to achieve their dreams because they view themselves as works continually in progress
These are the aspirations we have for our students. They parallel the values and aspirations of the school's founders, and are reflected in the work and passion of our school leaders, faculty, and board of trustees. Our mission guides us in making decisions, and in setting the standards by which the curriculum is evaluated. Moreover, these principles provide the touchstone by which the need for change in the future can be assessed.
- PreSchool PK2 - PK4
- Lower School: Kindergarten - Grade 4
- Upper School: Grades 5 - 8
- Signature Programs
Our littlest learners experience a school setting that introduces them to socializing with peers which begins the starting point that nurtures kindness and empathy. We believe in the importance of educating the whole child, which at this age includes the social, emotional and cognitive developmental skills. There is a balance between open-ended play and structured learning time as this approach fosters a child’s love of learning, creativity, exploration, and discovery.
Preschool 2s follow a play-based program with an emphasis on exploration, discovery, sensory play, and social learning. The small class size enables teachers to get to know students and their families while a the balanced program includes structured activities with opportunities for creative play.
The curriculum is designed using a thematic approach that includes activities such as crafts, science explorations, and interactive play. Students will use their senses to learn about different topics and make connections to the world using a hands-on approach.
The 4:1 student-teacher ratio provides individualized instruction to each child. Students have the opportunity to work on at their own pace and the teacher will be able to accommodate the needs of each child. Our small class size enables our littlest learners to feel the warmth and compassion from our teachers as well as a true connection to their peers.
The Preschool 2s class meets on Tuesdays and Thursdays from 8:30 AM – 11:30 AM. The schedule for our Preschool 2s provides structure with a mix of both whole group and small group activities, along with a time for exploration and play. Establishing a routine gives the children a sense of security and something to look forward to each day.
- Diversity and Character Development
- Fine and Performing Arts
- Physical Education
- Social Studies
Diversity & Character Development
Diversity is a key aspect of our community. We are a richly diverse school community in terms of, but not limited to, race, family systems, religion, gender, ethnicity, ability level, economics, and beliefs. Faculty members encourage open-mindedness by guiding students to make choices that show respect for self, others, property, and school. We wish for our students to be considerate, confident, and respectful members of our school community. Through demonstrated examples, empathic learning, discussions, stories, and guided practice, students learn about different perspectives. We discuss ways to join groups and invite others to join in the play. We create understandings about how to deal with playground conflicts so that students feel safe to join in, knowing they will be welcomed and accepted.
In independent schools, we view the arts, athletics, and academics as core pieces, with equal value, in the school curriculum. Students in early childhood have strong exposure to the arts, which includes art classes as well as music theory.
Art Classes: PreK 3s and 4s
In art class, students work with our artist-in-residence in a studio setting. Our preschoolers work in whole group instruction or sometimes in small groups, which rotate each week, depending on the project being developed. Since art is a centerpiece to preschool learning in the classroom, our preschool art class curriculum is designed to be a deeper and richer artistic experience. Students use a wide variety of tactile materials, such as clay, watercolors, sculpture materials, fabric, and paint, in an environment where creativity is key. Preschool art is about self-expression; the adult’s hand should not be seen in the preschool art piece. Preschool art is about process; all pieces should look individual and one-of-a-kind. We integrate our curriculum so that the themes being developed in the preschool classroom are also explored artistically in art class. We want our students to have the opportunity to demonstrate what they are learning in other disciplines (language arts, science, mathematics) through the creation of a work of art.
Music: PreK 3s and 4s
Music is the basis for Harbor Country Day School’s performing arts curriculum. Preschool students attend a minimum of two music classes a week in which various topics relating to music are explored. Singing and vocalization are of great importance to our music program. Singing, chanting, rhyming, and rhythm activities are used to encourage active participation in an inviting environment. We believe that singing helps to promote a positive sense of community for even our youngest students. In addition to singing, preschool students use various rhythm instruments such as claves, egg shakers, and drums to explore rhythm, timbre, and tempo.
PreK 3s and 4s
Preschoolers’ reading/writing interests and skills are an important part of how we proceed with literacy. It is important to instill a love of learning without pushing the individual child in age-inappropriate ways. Preschool readiness is a part of how we approach the balanced literacy program in preschool. The elements we use in kindergarten, first, and second grade are all there, but our approach is more centered on teacher-directed read alouds, literary discussions, and early stages of phonics instruction. We encourage inventive spelling as a way to support letter/sound connections. Our three-year-olds explore shape recognition as a precursor to letter recognition. We learn our names through repeated exposures in circle time. We practice fine motor skills, such as using play doh, cutting with scissors, building blocks, and beading, which prepare students for holding a pencil. Using read alouds, teachers model intonation and reading comprehension strategies. Children are exposed to concepts of print. Multisensory approaches are used to practice writing letters. Fingerplays and rhymes support phonemic awareness. Upper and lower case letters are introduced through a variety of exercises.
In PreK 4s, preschoolers work on letter-sound correspondence, first sounds in words, and early inventive spelling (sounding out words by practicing what sounds they hear). They practice writing their name and capitalizing the first letter in their name. The upper and lower case letters are introduced. Rhymes and first sounds are introduced in circle time, and through stories and fingerplays. Storytelling and comprehension is reinforced through student-directed retelling of stories. We use methodologies that relate to the Teachers' College Reading & Writing Project, which is later introduced in kindergarten. Preschoolers practice hearing word boundaries, learn that words are made up of sounds, practice rhymes and syllables. Students develop understandings that there are patterns in words and recognize some high frequency words.
PreK 3s and 4s
Our preschoolers are highly curious and engaged mathematicians! They like to compare and contrast volumes, mix and pour liquids, sort objects by colors and create patterns using blocks. During daily meetings, age-appropriate mathematical concepts are introduced to the whole group, and children practice these during our centers time, either independently or with guided practice in small groups. They work on visual patterns, sorting objects based on two features, identifying one- and two-digit numbers, and recognizing shapes and numbers. Counting and one-to-one correspondence, especially for PreK 4s, is emphasized.
PreK 3s and 4s
PreK 3s participate in physical education a few times each week. Students are introduced to basic locomotor skills throughout the year, using child-centered activities. The children learn about moving through general space while maintaining one’s personal space. By engaging in movement challenges, the students begin to develop social skills, gross motor coordination, and eye/hand, eye/foot coordination. In each class, a variety of musical genres are employed both as signals and for student motivation. As the school year progresses, listening skills are encouraged, with music as one of the tools used to help develop emerging listening capabilities.
PreK 4s participate in physical education classes several times each week, where they engage in a wide variety of developmentally appropriate activities and experiences. Locomotor skills are practiced throughout the year. These include power walking, leaping, galloping, and skipping, all cued with music as a signal. Manipulative activities, using early childhood equipment, are explored during class. Child-centered activities during PE class allow the students to experience frequent successes and improve their social skills, while encouraging the continual development of physical fitness levels. By the end of the year, each child develops a love of movement.
Students in preschool have science at least twice each week, with a dedicated, early childhood/lower school science teacher. Students study the biological sciences, earth science, and physical science. Our science teacher visits the preschoolers twice each week with hands-on lessons such as hatching baby chicks, caring for caterpillars, and studying ant farms. Students learn about light and shadows, friction and gravity, air, and motion. They maintain a Long Island ecosystem fish tank and learn about the ocean, farm life, adaptations, and hibernation.
The early childhood social studies curriculum begins with the classroom. Early on, especially in preschool, we instill a sense of community in the classroom, first by developing trust between the student and teacher, then by creating routines and structure that helps to foster good feelings between peers in the classroom. We share our customs and traditions while modeling respect for others. Students learn about different people in communities. By kindergarten, we introduce a greater sense of community as well as community helpers, symbols of patriotism, holidays, and map skills. Children are developing a burgeoning sense of responsibility to self and others. Across grade levels, students are given opportunities, in age-appropriate ways, to engage in higher-level thinking, to problem solve, to negotiate, and to develop understandings related to facts versus opinions. A strong emphasis is placed on the ideas of citizenship, community, and respect.
PreK 3s and 4s
Based on the most recent research related to technology and the young child, we teach our PreK 3s and PreK 4s three main ideas about technology: technology can be fun, there is a safe and responsible way to use technology, technology can teach us things that we don’t already know. Our iPad-to-student ratio is 1:4 with 10 minute sessions of supervised use. Applications are related to letter/sound correspondence, categorical reasoning, thematic reasoning, and letter formation. Preschool teachers use laptops to illustrate concepts, such as when students are learning about oceans and studying jellyfish – images and videos bring this learning to life. Technology is a part of a preschooler’s world in limited, but meaningful, ways.
We strive to create a learning environment in our independent elementary school that is joyful, engaging, challenging, and multi-faceted. It is a place where students grow in confidence and independence within a broad program where they feel safe to take intellectual risks and grow. With basic academic skills built upon responsibility, creativity, problem-solving, and hands-on learning, we endeavor to teach the “whole” child.
Co-curricular teachers tap into the various interests and talents of the students as they work closely with the homeroom teacher to meet the needs of the class and grade. Being a part of a community of learners where students work together and respect differences is a critical element to the first, second, third, fourth, and fifth grade experiences.
Academic rigor, intellectual engagement, character development, and the ability to work with others are core values in Harbor Country Day School’s upper school. We know that every child has a unique learning style and the relationships that develop between each child and his or her teacher are critical in inspiring students to become independent, self-aware, and joyful members of our school community. We believe that every interaction between teachers and students contributes to creating a school environment in which students can feel comfortable taking risks, asking questions, and challenging themselves to go further than they ever thought possible.
Upper school courses build foundational skills as well as foster curiosity through inquiry-based learning and STEAM-based projects. In the upper school, we strive to create an environment that is engaging, challenging, and enriching, while providing the support needed whenever necessary. We offer math and writing labs daily through our exploratory program. Our social and emotional learning goals are interwoven throughout the culture of the school, most significantly through our advisory program. In challenging students to reach beyond their expectations, we encourage them to stretch themselves and achieve as excellent writers, readers, mathematicians, athletes, artists, and musicians. The goal of the middle school program is to instill confidence and prepare students for high school and beyond.
Harbor’s motto, “Sine labore nihil” (“Without work nothing”), serves as the backbone of our academic program. This motto is weaved throughout our curriculum to frame our programs in mathematics; STEAM; English; history; social studies; life, physical, and earth sciences; technology; visual and performing arts; and physical education, as well as Harbor’s “signature” academic programs, which are shared in detail below.
- Singapore Math
- Teachers College Reading & Writing Program
- Advisory Program
- Global Languages
- Service Learning
- Social & Emotional Learning (SEL)
Harbor's STEAM philosophy is a cross-curricular method of teaching that combines science, technology, engineering, the arts, and mathematics through student-centered, inquiry-based projects that develop real-world skills. Through this collaborative, in-depth approach, students develop critical thinking and problem-solving skills in an authentic way, which fully prepares them for life after Harbor.
The life, physical, and earth sciences, studied in a lab-based setting, are the three areas of focus in our upper school science program. The goal of our science program is to promote the important role science plays in our world and foster a positive attitude toward the study of science. Our science teachers help students develop the skills needed to succeed in rigorous high school science programs and beyond. We unite theory with practical applications through field trips to natural outdoor settings on our nearby coastline and Long Island’s regional science centers. The scientific process forms the backbone for our laboratory work, and lab reports are the culmination of the students’ research and hands-on studies. Basic academic skills, such as note-taking, proper lab report writing, discussion, and collaboration, are reinforced throughout the year. Students will graduate with one NYS science credit completed after taking the Earth Science Regents.
Engineering projects are based on grade levels and change from year to year. A sampling of what those projects entail includes:
- Software Engineering (Grade 5) - Students create digital time travel stories that allows the end-user to determine the ending.
- Electrical Engineering (Grade 6) - Students design circuits and coding chipsets that allow them to create a 'Rock, Paper, Scissors' game that determines the winner using bluetooth technology. These skills will also be used to control servo motors and LEDs (light-emitting diode) to control the head of a robot.
- Coding Language (Grades 7&8) - 7th grade students will learn the python coding language and 8th graders will learn to is write code for an AI (Artificial Intelligence) to remove garbage from lakes and oceans. This coded AI will then be used to work on a Project Management module where the students take on the role of an AI manufacturer, sell their code and time, and determine if their efforts were profitable.
- Woodworking (Grade 8) - 8th grade students also learn how to use woodworking hand tools to build a custom stool.
The Harbor Country Day School studio art program is designed to help students grow in knowledge, perception, and appreciation for the arts. We help them grow in these areas by exposing them to the theory and practice of art. Experimenting with new materials, exploring new ways of creating, and discovering new ideas are just as important as the history behind why we are able to create art today. The study of art history is an integral component to the curriculum, becoming the springboard for many projects. Connections are always made to classroom studies, helping the students recognize how learning in all areas are related. Students become well-versed in expressing their creative thoughts through the study of art studio vocabulary and group critiques. Students share their strengths/weaknesses and failure/success while discussing their work and the work of others. A safe and open environment is fostered by never giving up, keeping an open mind, learning from our mistakes, never judging our work until we’re done, and knowing that artists are problem-solvers.
Singapore Math is a highly effective teaching approach that focuses on the mastery of mathematical concepts from one grade level to the next. Singapore Math relies on hands-on manipulatives used to explore mathematical concepts, followed by a pictorial representation which the child reasons out, and finishing with the presentation and use of a formula for solving a problem. This last part is referred to as the abstract understanding - when a child can make the connection between reasoning out a problem and applying a formula to solve it.
Using number bonds, bar modeling, and mental math, students are able to show relationships between numbers and think through very difficult word problems as they develop deep mathematical reasoning skills. In the exploration phase of understanding a new concept, students are encouraged to solve problems in unique ways and to collaborate to see other ways to problem solve. This produces greater mathematical fluency and mental flexibility.
Harbor Country Day School uses the Teachers College of Reading and Writing Program (TCRWP) as a guide to reading and writing instruction. The TCRWP is a premier program created by Columbia University's Teachers College to teach teachers how to use thoughtful methods and strategies to help students unlock their ideas for writing, creating polished pieces with strong voice, details, descriptive language, stamina, and fluency. Students write across many writing genres including fiction, non-fiction, historical fiction, poetry, "how-tos", science fiction, and memoir writing. Students enjoy the writing workshop process, collaborate with classmates, and celebrating their work through publishing parties.
An equally thoughtful reading workshop program is used in complement with the writing workshop program. Here, students read the same genres they are simultaneously writing about. This provides students with examples of good literature while they, themselves, are crafting writing pieces of the same genre. he TCRWP is one program in an array of literacy approaches used at Harbor Country Day school to create its balanced literacy program. That program also includes classroom 'read-alouds', student book groups, guided reading with the teacher, phonics instruction, partner reading and reading comprehension studies.
Upper school students participate in a unique advisory program designed to support and guide them through their years at Harbor. Every upper school student has a faculty advocate and a group of four to six students with whom to connect. This small group dynamic allows for improved communication between Harbor and home through ongoing discussions between the advisor and parents. Advisors are aware of their advisees’ academic, social, and emotional wellbeing at all times and serve as the “first line of communications” between Harbor and home. In grade six, students are assigned an advisor who will stay with them through the year. In grades seven and eight, students may choose from available advisors.
This opportunity for input into their own paths further empowers the students to grow as leaders of both their advisory groups and the school as a whole. Advisors meet with their advisees every morning before school and once a week during a weekly advisory period. The advisors come together at the beginning of the school year and plan lessons and activities based on the needs of the incoming group of students.
Subjects for study in advisory include mindfulness, character-building, leadership skills, educational skills, and respect for differences.
Global language programs in Mandarin and Spanish incorporate listening, speaking, reading and writing, as well as the in-depth study and celebration of the cultures related to those languages.
The study of global language in the upper school is where students begin to focus on the use of a language other than English as a form of communication. Students may choose between Spanish or Mandarin in the fifth grade and will continue through eighth grade. Listening, speaking, writing, and reading are the core skills around which each language is taught. Students begin the formal study of grammar, vocabulary, and culture during their first year in the upper school. Students not only develop the ability to communicate in a language other than English, they also develop an understanding and appreciation of the culture of their chosen language.
The department leads the school in our annual multicultural celebration where world cultures come to life through song, public speaking, art, and music. Through hands-on projects and formal study, students graduate Harbor with a solid foundation to move into high school level languages.
A Service Learning Program provides students with opportunities to develop real-world skills by contributing to the world outside of Harbor. Students use their personal interests to research organizations that deliver services to the community. They can become involved in the cause directly or indirectly, by raising awareness in the school community or by making connections in the community and working for the cause. Past projects include:
- Working with a local wildlife rehabilitation center and organizing an assembly
- Researching ways to make affordable water filtration systems for villages in Madagascar and organizing a fundraiser to aid the efforts of scientists working in Madagascar
- Working with Smithtown Food Pantry, bringing awareness to our school community about local hunger issues
- Working with hurricane victims in Texas and organizing a gift card fundraiser for clothing, food, and home repair service.
Harbor's Student Council delivering food to the Smithtown Food Pantry
after the annual Thanksgiving Food Drive.
A unique Social & Emotional Learning (SEL) curriculum designed to help prepare Harbor's Upper School students for the social-emotional rigors of high school and beyond is also provided. At Harbor, our Portrait of a Graduate is someone who is emotionally mature and ready to take on higher-level curriculum after graduating from Harbor.
The goals of SEL are to encourage students to become grounded mature individuals who are emotionally insightful, who make thoughtful, responsible decisions, cultivate positive relationships, self-advocate, and demonstrates empathy in appropriate ways. Our goal is for students to grow in their ability to make short and long term goals that will take them down the path of success in life.
While our Signature Programs are academic in nature, Harbor students also enjoy an athletic program that is equal in balance to our academic offerings.
The goal of our physical education and athletics program is to focus on the process and teaching of sportsmanship, fair play, leadership, teamwork, strategies, problem solving, and developing an appreciation for lifelong physical fitness, nutrition, and health. Through a supportive and non-judgmental environment and teaching methodologies, students learn concepts that apply to the body and its relationship to space, movement, and effort.
Students learn skills to improve performance, set personal goals, and participate in programs to achieve those goals. Harbor’s physical education teachers help students recognize the long-term effects of regular physical activity. Grades six through eight meet five days of the seven-day rotating schedule. During the sports season (soccer in the fall and basketball in the winter), P.E. time is used for sports practice.
Harbor participates in the Long Island Independent School Athletic League, with games each week during the sports season. Game participation is mandatory for all upper school students. In between seasons and in the spring, teachers focus on foundational physical education skills. Each year culminates with upper school students helping to plan and run field day for the lower school.
Harbor Country Day School strives to create a learning atmosphere where our core values of integrity, open-mindedness, respecting others, empathy, forgiveness, and compassion are integrated not just throughout our curriculum, but woven deeply into the fabric of the school's daily life and culture. From the head of school's morning handshake as students arrive at school each day, to the time when the students step on the bus at the end of the day, the manner in which we talk, work, and interact with one another is as important as what and how we teach.
Throughout the school day, and in each grade, there are inevitable moments when children learn lessons from one another, and when teachers seize opportunities to teach the skills of compassion, empathy, and open-mindedness. The way in which a three-year-old shares her blocks a friend, how a second grader listens and responds to his classmate's sharing of a daily current event, or how an eighth grader leads his soccer team in a pre-game talk -- all of these experiences teach children about the fundamentals of character.
Of course, character education is formalized at Harbor as well. An upper school advisory program, which pairs students in sixth through eighth grade with faculty advisors, supports and guides our oldest students through their years at Harbor. Every morning before school, and once a week during the weekly advisory period, these groups focus on topics such as mindfulness, leadership skills, educational skills, responsibility, and respect for self and others.
An extension of the advisory program, our buddy program pairs upper school students with Harbor's younger students, on a regular basis, to work with one another to solve, build, design, create, and learn together. During these sessions, upper school students learn valuable lessons about leadership, empathy, and respecting differences in learning, while early childhood and lower school students are able to learn from and mirror the qualities and behaviors of their older school-mates.
Each year, student representatives from grades six, seven, and eight are elected to Harbor's student council. The student council runs various social events throughout the year, including the popular "canteen nights" for our younger students that are designed, organized, and supervised by upper school students. Student council also hosts school-wide fundraisers, donation drives, and awareness campaigns in support of social services organizations such as local food pantries, animal shelters, and the US Marines' Toys for Tots program. Giving back and helping others, from fellow students to members of our surrounding communities, are at the core of Harbor's student council experience.
Finally, the ways in which we respect each other and our surroundings, at all levels, creates a caring community and positive learning environment. Students are tasked with recycling and cleaning the dining room; lower school homerooms have daily "jobs" within the classroom; faculty and staff model simple gestures such as holding doors for each other and saying "please" and "thank you;" we openly and intentionally admit mistakes, appreciate others, and reach out to help one another -- these are just some of the ways Harbor maintains a school culture that is built on strong character. From child to child, adult to child, and adult to adult, we all try our best to be our best. It is our hope that every visitor to our school can sense this when they step into the halls of Tulip Knoll for the very first time.
Dear Current and Prospective Families,
With the plethora of secondary school options available to our graduates, choosing a destination after Harbor Country Day School can be a difficult, at times overwhelming, task for our families. For our faculty, it is as William Shakespeare once wrote, “parting is such sweet sorrow.” Sweet, because we are excited for our alumni to continue the journey for which we have helped them prepare, and sorrow, because we are sad to see them go and will miss them terribly.
As the director of secondary school placement, it is my honor to guide parents through the various steps involved in choosing and applying to a secondary school. Beginning at the end of seventh grade, I work with families to ensure that they are aware not only of the variety of secondary schools, but also of the tests and other hurdles they should anticipate. It is my goal to help parents and students make the best choices for their families and to find placements that will help all graduating students be as happy and successful as they were at Harbor.
I have assisted students and families with school placement for more than ten years. After guiding more than 100 high school students to the colleges of their choice, I am thrilled to focus on our own Harbor community and the task that lies before our eighth graders. Through yearly visits to the high schools in our area, I maintain relationships with admission representatives to stay current with each school’s goals, attributes, and personality. It is with this experience that I educate parents and students about what schools may be the best fit for each individual child.
I look forward to working with you and your children as they begin the next exciting phase in their educational journey. Please feel free to reach out to me with any questions you may have related to the secondary school admission process at firstname.lastname@example.org.
Director of Secondary School Placement
Bayport-Blue Point High School
Cardigan Mountain School (NH)
Chaminade High School
Commack High School
Deerfield Academy (MA)
Elwood John H. Glenn High School
Hauppauge High School
The Hill School (PA)
Kings Park High School
The Knox School
The Loomis Chaffee School (CT)
Montclair Kimberley Academy (NJ)
Mount Sinai High School
Our Lady of Mercy Academy
Phillips Exeter Academy (NH)
Sachem High School
Smithtown High School East/West
St. Anthony’s High School
St. John the Baptist High School
The Stony Brook School
Tabor Academy (MA)
The Walnut Hill School (MA)
Ward Melville High School
Westminster School (CT)
Adelphi University (NY)
Alfred University (NY)
American University (Washington DC)
Bard College (NY)
Barnard College - Columbia University (NY)
Bennington College (VT)
Bentley University (MA)
Boston College (MA)
Brooklyn College CUNY (NY)
Butler University (IN)
Columbia University (NY)
Cornell University (NY)
Davidson College (NC)
Drexel University (PA)
Eastern Nazarene College (MA)
Emerson College (MA)
Elon University (NC)
Farmingdale State College (NY)
Fordham University (NY)
Full Sail University (FL)
Georgetown University (Washington DC)
Gettysburg College (PA)
Harvard University (MA)
Haverford College (PA)
Hobart and William Smith Colleges (NY)
Hunter College CUNY (NY)
Ithaca College (NY)
Lehigh University (PA)
LIM College (NY)
Long Island University C.W. Post (NY)
Macaulay Honors College CUNY (NY)
Manhattan College (NY)
Marist College (NY)
Marywood University (PA)
Northeastern University (MA)
Quinnipiac University (CT)
Roanoke College (VA)
Rose-Hulman Institute of Technology (IN)
Santa Clara University (CA)
St. John's University (NY)
Stonehill College (MA)
Suffolk County Community College
SUNY New Paltz
SUNY Stony Brook
Swarthmore College (PA)
Syracuse University (NY)
University at Buffalo SUNY
University of Mary Washington (VA)
University of Miami (FL)
University of Michigan (MI)
University of New Hampshire (NH)
University of North Carolina at Chapel Hill
University of Pennsylvania (PA)
University of Rochester (NY)
University of South Carolina (SC)
University of St Andrews (Scotland)
University of the Arts (PA)
University of Vermont (VT)
Villanova University (PA)
Virginia Polytecnic Institute (VA)
Wake Forest University (NC)
Washington & Lee University (VA)
Wellesley College (MA)
Westminster College (PA)
Yale University (CT)
K-Grade 8 - Winter Sing Along and Hot Chocolate Festival- Noon Dismissal (11:15 for PreK) - No Aftercare