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2

challenges children to become self-reliant, curious, and

resourceful problem solvers with the academic and social skills to engage constructively and ethically in our diverse,

changing world.

l e a r n

CELEBRATING& PRESERVING

CHILDHOOD

JOYFUL LEARNING

4

cold spring school is a progressive independent school that welcomes children

from diverse backgrounds in multi-grade class-

rooms from preschool to sixth grade. Children’s

voices are heard and are integral in the process

of learning, and a balance of collaboration and

independence is intentionally fostered. Teachers

create vibrant learning environments where dis-

covery, engagement, and kindness are valued.

PHILOSOPHY

c r e at e 5

Our small size, committed teachers, and a culture

of openness easily allow for the birth of innova-

tive and exciting programs. We pride ourselves

in producing curious, observant, compassionate

children who experience joy in learning through

integrated thematic studies. They become confi-

dent learners who are not afraid to ask questions

or take risks. Children and teachers celebrate

mistakes and value the process of learning.

PHILOSOPHY continued

EXCERPT FROM JOAQUIN’S GRADUATION SPEECH

JUNE 2014

“ Every day I walked through the school door, I knew that I would be listened to whenever I raised my hand to speak, so I spoke my mind. I knew that when I had a problem, the community would come together, and so I asked for help.”

6 wond e r

7da r e

ob s e rv e8

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CONNECTIONS

PROCESS

DEEP THINKING

10 t h i n k

THEMATIC STUDIESthrough year-long themes, teachers provide

context for learning to emerge within the class-

rooms. Children’s interests and questions guide

the direction of the content while grade-specific

academic benchmarks define the structure.

11d e s i g n

THEMATIC STUDIES continued

—ALFIE KOHN EDUCATIONAL AUTHOR AND LECTURER

“ Facts and skills do matter, but only in a context and for a purpose. That’s why progressive education tends to be organized around problems, projects, and questions—rather than around lists of facts, skills, and separate disciplines.”

Our investigations connect disciplines of reading,

writing, math, science, history, Spanish, and the

arts. We emphasize deep thinking, and the process

of learning is celebrated.

qu e s t i o n12

Sparked by his class’s Marine Studies, a 2/3 student wonders, “How many cups of water are in the Mariana Trench?” and begins to puzzle with a teacher about what he will need to know in order to solve this potentially unsolvable problem. Meanwhile, two other students pose and tackle a more concrete challenge: deciding to run further than the depth of the Mariana Trench at the school’s Jog-a-Thon.

COLD SPRING SNAPSHOT

Mariana Trench Investigation

13

p l ay

We believe that creating art, moving one’s body, singing, read-

ing music, playing instruments, being comfortable in another

language, and being mindful are essential to the development of

the whole child. Our interdisciplinary approach includes Special

Areas: art, fitness, music, Spanish, and yoga.

SPECIALS

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s i n g 15

PERSPECTIVE

KINDNESS

EMPATHY

d i s cov e r16

people are often struck by how con-tent Cold Spring children are in school, with

each other, with adults, and in the larger commu-

nity. We hear remarks about our students’ abili-

ties to name their own feelings, to listen to others’

perspectives, and to extend kindness. We believe

SOCIAL & EMOTIONAL CURRICULUM

r e f l e c t 17

that individuals need to be emotionally present

for learning to occur and therefore, we take the

time to create a culture of openness and compas-

sion. Our intentional social and emotional cur-

riculum is not a discrete subject area; it is inter-

woven into all aspects of school life. We all work

hard to create strong learners and good people.

SOCIAL & EMOTIONAL CURRICULUM continued

EXCERPT FROM ROHAN’S GRADUATION SPEECH

JUNE 2014

“ Where did we learn to be such good friends to one another? Cold Spring teaches friend-ship: talking to each other without hurting feelings, how to get over an argument, how to make friends.”

l e a d18

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g row 21

r e t h i n k

DIFFEREN- TIATION

LONG-TERMGOALS

DEEP RELATION-

SHIPS

22

cold spring school deliberately configures

its classrooms as mixed-grade groupings, with the

exception of sixth grade. Every classroom has two

full-time teachers and children stay in the same

classroom for two years. This allows for deeper

relationships between students and teachers and

expands the children’s peer groups. There are

MIXED GRADES

co l l a bo rat e 23

clearly defined, formal benchmarks for each

grade. Differentiated instruction is the norm

with academic extension and support built

into the very structure of the classroom

MIXED GRADES continued

EXCERPT FROM ANDREW’S GRADUATION SPEECH

JUNE 2014

“ I have my silent slow days and you have helped me through the quick busy days. Cold Spring School, you give me freedom. You challenge me. I struggle, but you help me get through. I appreciate your ways. I listen to you. And you listen to me.”

l au g h24

embracing the spirit of trial and error, 4/5 students collaborated,

designed, and built vehicles within a set of given parameters. In their final presenta-

tions to the school community, the teams reflected on the obstacles they overcame in

designing their vehicles as well as in working through team dynamics.

COLD SPRING SNAPSHOT

Motion and Design

25

Rising out of discussions between the Spanish and art teachers, chil-dren began a study of the monarch butterfly migration from North America to Mexico. Writing from the perspective of the monarchs, the children created short stories that included real scientific facts and Spanish. They painted a flock of beautiful butterflies and hung them, migrating up the school’s stairwells. The young authors then

COLD SPRING SNAPSHOT

Monarch Butterfly Stories

26

recorded sections of their stories on class iPods, sewed handmade pouches to hold the iPods and earphones, and affixed the pouches under the stairwell butterflies—creating an interactive exhibit for community members. Later the class published their full collection of monarch butterfly stories on iTunes and did a community read-ing of the stories at a local New Haven café.

Cold Spring students learn to use technology flexibly, creatively, and purposefully. Technology is seamlessly incorporated into the curriculum and its use grows as children progress through the grades.

TECHNOLOGY

27

PURPOSEFUL

INTEGRATED

MISSION-DRIVEN

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UN

ITY

CL

A

SSR O O M

SC

HO

OL

C H I L D

WO

RL

Das one of our parents likes to say,

“Cold Spring has permeable walls.” Cold Spring

School recognizes that true learning takes place

both inside and outside the classroom. We take

advantage of the rich resources of individuals and

organizations in greater New Haven and beyond.

These connections and partnerships spring from

the curriculum and support our mission of having

children “engage constructively and ethically in

our diverse, changing world.”

CONNECTION WITH THE COMMUNITY

i m ag i n e 29

School Meeting, a weekly tradition, illustrates

and embodies the culture of Cold Spring

School. Led by children, it is attended by

students, faculty, administrators, and par-

ents. It is a time to come together, to sing, to

celebrate one another, and get a glimpse of

learning in the classroom through prepared

shares. Shares are opportunities for children to

present projects, written pieces, mathematical

explorations, questions they are contemplating,

and more. School Meeting gives children from

a very young age the comfort and confidence

to speak in public. There is a spirit of shared

purpose and celebration.

SCHOOL MEETING

d r e am30

l i s t e n 31

e x p lo r e32

Challenging themselves to institute new habits and produce as little waste as possible in their classroom, 4/5 students became environ-mental stewards when they started an all-school compost project in partnership with New Haven Farms, which has an urban farm within walking distance of the school.

COLD SPRING SNAPSHOT

Compost

33

cold spring children are happy to come to school. Each morning, students run to our

front door excited to connect with their teach-

ers and classmates, to share their discoveries,

thoughts, and wonders. Cold Spring students

know that they are trusted, that their voices and

perspectives are heard and valued, and that they

are supported by the adults and the other chil-

dren in the community. Children view teachers as

partners in the learning process.

COLD SPRING SCHOOL CHILDREN

EXCERPT FROM S IMON’S GRADUATION SPEECH

JUNE 2014

“ Cold Spring is more than a school to me. The com-munity here has always felt like a second family. I leave home every morning and go to my other home. It’s like a shelter, where we share our hopes and dreams.”

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ana ly z e 35

being a teacher at cold spring school requires genuine respect for children,

understanding of child development, and the

flexibility to respond to children’s interests and

needs. Our teachers are learners themselves

and model a continued interest and passion in

new discovery. They are collaborators—with

children, with one another, and with parents.

COLD SPRING SCHOOL TEACHERS

s u p po r t36

g e n e r at e 37

b u i l d38

Founded by working parents, we recognize that parents are incredibly busy. We support working families with flexible morning drop-off, an Extended Day program until 5:30pm, Vacation Childcare, and more. In fact, Cold Spring School has no scheduled half-days, and even faculty meetings take place at night so as not to impact the children’s instructional time or the schedules of working parents.

we believe that parents are not only choosing

a school for their child, they are also choosing a com-

munity for their family. Cold Spring School parents

are encouraged to take active, participatory roles in

their children’s education. At a time when school doors

are often closed, we at Cold Spring School welcome

and encourage parents to come into the classroom, join

School Meetings, and participate in field trips. We even

host a casual, weekly Parent Coffee so that parents can

form connections among themselves.

COLD SPRING SCHOOL FAMILIES

em p ha s i z e 39

cold spring school graduates go on to a variety of school settings, both indepen-

dent and public. They bring with them strong

academic skills, the ability to collaborate and to

work independently, and a clear sense of commu-

nity. They continue to view themselves as agents

of their own learning and teachers as partners.

Schools often remark on the positive impact our

graduates have in the classroom and on their

classmates. Parents of both recent and post-col-

lege alumni frequently comment on the profound

effect that Cold Spring School had in shaping

their children as learners and people.

COLD SPRING SCHOOL GRADUATES

EXCERPT FROM MADELEINE’S GRADUATION SPEECH

JUNE 2014

“ The CSS community has raised me since second grade. When I move on, I will become a part of a new community, but I will always stay part of Cold Spring. I am a Cold Springer.”

i n q u i r e40

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PRINTED IN NEW HAVEN

USING 100% WIND POWER

AND SUSTAINABLE SOY AND

VEGETABLE-BASED INKS

ON FSC-CERTIFIED PAPER.

Artwork by COLD SPRING STUDENTS

Interior photog raphs byISABEL CHENOWETH

DOMINGO MEDINA

SARA ARMSTRONG

Cover photog raph by

DOMINGO MEDINA

Desig n by

NICK MISANI

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