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Faculty

Dana Vance, Middle and Upper School Director
dana.vance@bennettday.org
312-236-6388

Martin Moran, Lead Designer and Head of Middle and Upper School Program
martin.moran@bennettday.org
312-236-6388 x1002

Jennifer Newberry, Counselor
jennifer.newberry@bennettday.org
312-236-6388 x1014

Krystina Roemer, Learning Specialist
krystina.roemer@bennettday.org
312-236-6388 x1019

Hannah Roskin, Humanities Teacher and Upper School Division Chair
Hannah.roskin@bennettday.org

Eric Totheroh, Mathematics Teacher
eric.totheroh@bennettday.org

Shannon Hurst, Science Teacher
shannon.hurst@bennettday.org

Alexandra Modica, Humanities Teacher
alexandra.modica@bennettday.org

Julia Hodges, STEM Teacher
julia.hodges@bennettday.org

Emily Fields, Lead Teacher (STEM)
emily.fields@bennettday.org

Ben Kirk, MS/US Art Teacher
ben.kirk@bennettday.org

Meredith Falk, MS/US Spanish Teacher
meredith.falk@bennettday.org

Renzo Bologna, Middle and Upper School Physical Education
renzo.bologna@bennettday.org

Mission Statement

At Bennett Day School, our mission is to provide a collaborative culture that nurtures our innate sense of inquiry and curiosity. We are committed to advancing creativity, innovation, and the development of lifelong learners and leaders.

Philosophy

Bennett Day School is an inquiry-based learning community where teachers create experiences that stimulate and follow the natural curiosities and intelligences inherent in all children.  Balancing a rigorous academic approach with a powerful sense of self and self-direction to the learning process are key elements of a Bennett Day education.  Our goal is for children to “learn by doing,” fully realizing their capacity to think, learn, play, and create. 

Professional development within and outside the school is essential to our craft.  Teaching requires ongoing reflection that builds on past experiences, applies educational best practices, and prepares for enhanced student learning opportunities.  A critical component to teacher reflection is the ongoing process of documenting student learning. Professional development on Wednesdays provides this time for teachers to respond to student provocations and inquiries and document the learning process.  

Our educational practice is influenced by ideals including  the Reggio Emilia school of thought, cognitive understanding inherent to multiple intelligences, and global and social awareness, which is central in place-based education. Independent schools are free from the constraints imposed by the public school system, but are by no means reckless with a child’s education.  Through constant evaluation of our practice, Bennett Day School stays on the forefront of progressive education, honoring its rich history and carrying it forward.

Upper School Vision

Bennett Day School is a progressive school that provides unparalleled experiences – in our program offering, instructional approaches, and nurturing environment – that shape our community for a fulfilling, successful, and impactful life. Compelled by curiosity, immersed in complex questions about the world around them, and supported by a diverse faculty and peer population, the Bennett Day School community asks and seeks the answers to those questions that derive from creativity and innovation. Individual and collaborative learning are central to the work of our school day; students and teachers are held to the highest standards, not simply in terms of final outcomes, but in the planning and realization of their own learning. Ours is not a desk and chalkboard institution but rather a center, a laboratory, where students develop ideas and understanding, pursue passions and dreams, and hold themselves and their colleagues accountable for shared and individual work. Because school life at Bennett Day School embraces and celebrates the world outside as well as the world within, natural extensions of community awareness and service play a central role in what motivates our work. Understanding the world around them, our students see what is and what should be and tap into innovative thinking to make change a reality.

Level of Instruction

Each learning experience contains instruction at the highest academic level. We partner with universities, businesses and nonprofits to both instruct and evaluate student work and students must demonstrate authentic application of specific, targeted skills to verify that they have acquired the specific skills to thrive at the college level and beyond. We believe this to be the best possible preparation for college and university study, and therefore do not offer AP or Honors curriculum, nor do we use grades. Students demonstrating exceptional academic work beyond even the high standards and rigor of our program qualify for “Advanced Competency Credits,” which are explained in the section entitled “Competency Credit Information.”

Authentic learning and accountability provides a rigorous environment that responds quickly to an ever-changing set of criteria for college admissions, and more importantly, an ever-changing world.

4-Year Planning and Course Selection

In collaboration with their advisor, Bennett students select courses for each trimester of their career. In 9th and 10th grade, these are typically assigned to them in a manner that helps them meet all competency requirements, while in 11th and 12th grade, students select courses that better speak to their own interests. Over four years, Bennett Day Upper School Students have the opportunity to take part in four types of courses. Those types of courses are:

Project Based Learning Courses

All students participate in a cross-curricular Project Based Learning (PBL) course each trimester, studying Science and Humanities. These PBLs require 600 minutes of class work each week. 

Studios

In addition to PBLs, each student takes 3 “studio” courses per trimester. During 9th and 10th grade, students take required studio courses in Mathematics, Language, and Research/Presentation skills. During 11th and 12th grade, students choose studios across the curriculum in collaboration with their advisor. These studios require 300 minutes of class work per week. Students will receive a list of the following year’s courses on curriculum day each Spring.

Wednesday Workshops

Each trimester, the school offers “Wednesday Workshops,” which are dedicated to specific topics of interest to students. These workshops include courses such as Drama and Improv and Music Production. If a student would like to opt-out of Wednesday Workshops for a trimester or year, parents must submit a form giving permission for them to do so. 

Online and Non-Bennett Day Elective Courses (Including Summer Courses)

Online and elective courses are provided by Bennett Day partners and are optional for students. These courses are taught remotely by accredited teachers from programs approved by Bennett Day. These courses earn up to a trimester’s worth of course credit per course, the skills learned in these courses can be used as evidence for competency credit, and may be applied towards a student transcript for the purposes of graduation. 

Elective courses can be taken by a student at institutions approved by Bennett Day School.  Students must provide Bennett Day School with a record that they completed the course as well as course description and/or syllabus. Students should discuss their options and interests with their advisors on a regular basis. Students wishing to take a course at a school outside of Bennett Day should consult with their advisor and counselor to determine if the school is likely to be approved. 

All elective courses should be decided upon in collaboration with a student’s advisor. If a student has questions about the applicability of a summer, after school or weekend course, they should provide their advisor with a course description prior to enrolling in the course.

Graduation Requirements and Information

Graduation Requirements

Students qualify for graduation from the Bennett Day Upper School when they:

  1. Successfully complete all required Courses AND
  2. Successfully demonstrate, to an “accomplishing” level, all Foundational Competency Credits

See below for explanations of both course and competency credits. 

Course Credit Information

Definition of a Course Credit 

Course Credit is awarded based on weekly class hours in attendance over the course of an academic year. All courses contain the same amount of course credit with the exception of PBL, which meets for a double period and is thus worth double credit. Each studio class is 

PLEASE NOTE: Course credits are unique from Competency Credits. Competency credits are demonstrated through student work, while course credits are acquired through attendance in classes at Bennett Day School.

Enrollment Status (Trimester Credit Load) 

A student is classified as full-time if he or she is enrolled in the following each trimester:

  1. Advisory
  2. PBL
  3. 2 Studio courses

Total Credits Required for Graduation 

A student must earn a total of 25 credits to graduate with a Bennett Day School diploma. A student must maintain full-time status for 10 trimesters, unless otherwise approved by the Director of the Upper School.  

Earning Course Credit

Add/Drop Period

At the beginning of each trimester, students in elective courses will have one week to drop any elective course and add a different course. After the conclusion of the first week of classes, the add drop period will be considered complete and no additional schedule changes will be accommodated. 

Students will not receive any absences for classes in which they are not yet enrolled.

Student Attendance and Course Credit:

Student attendance on campus and in person is necessary for academic and social/emotional progress within our program. As such, student attendance is monitored by our front office and registrar, and credit for courses is granted for students meeting the minimum attendance expectations. For a detailed explanation of the attendance policy, please see the family handbook.  

Successful completion of a course includes: 

  1. In person attendance for no fewer than 10 class periods during the trimester (see absence policy in the handbook for more details)
  2. Completion (to the satisfaction of the instructor) of at least 70% of all assignments given in the course.
  3. Completion of any final summative assessment.
  4. Participation in Demo Night or Internship Expo.

Extended Absences and Course Credit

In some circumstances, a student may need to miss substantial time due to health reasons. In these circumstances, the Upper School Director, along with the learning services department, will work with the family to determine how a student may continue to receive credit despite the absence, provided written documentation and notice has been given to the school within a week of the onset of the absence.

A student who is unable to attend class for an extended period of time may receive an “Incomplete” for the course. In these cases, the student may be given the opportunity to make up work  in order to receive credit for the course. In these cases, the family should also report the extended absence to the registrar’s office as well. 

Bennett Day School Course Credit Graduation Requirements

While Bennett Day School is focused on Competency-based education, most universities have a basic request that high school students enroll in courses across a wide spectrum of subjects. To ensure that our students meet this basic request, we have set expectations for students to take courses in these subjects while at Bennett. 

Subject-Level Completion Expectations

To see an example of the way in which a student might complete the subject-based scope and sequence for Bennett, please refer to the Upper School Course Requirements document. 

Course Completion Equivalents

If a Bennett Day student successfully completes all the courses listed in the Upper School course requirements document (see above), they will be on track to complete all the course requirements for high school graduation in the state of Illinois.

Internships

Every 11th and 12th grader has the opportunity to participate in a one-trimester internship. These internships are arranged by the student with the support of the internship coordinator, and the process of determining a student’s internship interests begins as early as the Spring of the prior school year. Students who are in good academic standing and have strong attendance are eligible to participate in an internship. 

Students with a history of excessive absences and or poor academic standing may not be placed in an internship for that year, and if there are concerns that a student’s academic standing or absences would potentially make a student ineligible for an internship, the internship coordinator will reach out to the student and family to discuss these concerns prior to the trimester in which the internship takes place.

While we do our best to place all eligible students, placement at an internship site is never guaranteed. Internships may be terminated by the internship site, intern, or Bennett at any time. In the event an internship ends prematurely, a new internship placement is not guaranteed, and students who either do not find an internship or whose internships are terminated will be provided with an academic experience during the trimester in lieu of the internship, and the successful completion of this replacement academic experience will be applied to the internship  credits required for graduation.

Earning Competency Credit

In addition to credit-based requirements, Bennett Day School requires that students demonstrate competencies across the curriculum. These competencies represent the essential skills within various disciplines that demonstrate a student’s readiness to move on to post-high school life and are categorized in alignment with our Portrait of a Graduate. 

You will find all the credits and competencies on our document labeled “Bennett Day Upper School Competency Chart.”  

Competency Credit Assessment

Each course students take at Bennett assesses unique competencies. All students must demonstrate a minimum number of competencies to graduate-these are referred to as “foundational credits.” Successful completion of these credits indicate that the student has completed the expectations for graduation. You will find a chart containing where each foundational credit is assessed during 9th and 10th grade here, and a learning scale for each of those competencies here. 

Each trimester, students complete work related to the assessed competencies, creating a portfolio of their work completed and an explanation of how it demonstrates their proficiency. In order to receive credit for the competency, they must be able to demonstrate adequate proficiency in all the core elements of that competency. Teachers will provide feedback on the student’s portfolio, explaining specifically how they’ve demonstrated the competency(ies) and/or what they need to improve upon to satisfy the requirements.

Students also have the opportunity to demonstrate “advanced competencies,” which demonstrate work above and beyond the minimum requirements. These competencies can be demonstrated in classes, independent studies, or courses taken outside of Bennett Day and, like the foundational competencies, require a portfolio of work to be evaluated by their teacher. 

For core courses taken during 9th and 10th grade, foundational competencies are assigned to courses by the faculty. This ensures that all foundational competencies will be assessed for every student during their first two years. As students work through their courses, teachers are expected to regularly assess their progress in the assigned competencies, giving verbal and written feedback to the student. For example, if in a 9th grade PBL course, a student is being assessed on “Use of Evidence,” they may be asked to write a paper, a lab report, and do a presentation that requires evidence. Teachers will then give them feedback at one of the following levels:

Emerging: In the initial (Emerging) stage, a student is demonstrating the first level of skills on which the competency is founded. These skills are calibrated at a “basic” level of complexity.

Developing: In the second (Developing) stage, a student has mastered the first level of skills and is now building on those with additional interrelated skills that require the student to integrate more complex skills into their framework of understanding.

Accomplishing: In the third (Accomplishing) stage, a student is demonstrating the most complex skills and is connecting those skills to one another and all the previously demonstrated skills, putting together a full Competency.

Each competency has a unique learning progression/rubric that is outlined in the Mastery Transcript so that, in their assessments, teachers can give specific and actionable feedback on where, specifically, the student needs to improve to meet the minimum competency expectations for graduation. 

Google Classroom

All Bennett Day School teachers are expected to use Google Classroom to manage their classes, including regular assignments, assessments and announcements. All class work for students will be provided to students there.

When Competencies Are Assessed

By the conclusion of 10th grade, a student will have been assessed multiple times in each of the foundational competencies, giving that student an opportunity to have completed all foundational competency minimum requirements before beginning 11th grade. 

For elective studio classes, the competencies assigned in each studio are found in the course descriptions when students choose their electives each year. Students should use these descriptions to choose courses that best appeal to their interests and areas in which they would like to demonstrate advanced skills and competencies.

MTC Progress Tracker

As outlined in the assessment calendar, students will submit a collection of work at the beginning of each month. This will be submitted on the MTC Progress Tracker. This is also where students will receive feedback from their teachers and where all student progress towards competency credit will be documented.  

Advanced Competency Credit

Advanced credit is competency credit for demonstrating competencies beyond the basic expectations of a high school student. A student is not only required to work consistently and capably over a long period of time, but also demonstrate skills beyond what might be expected at the high school level. Advanced credits help college-bound students create a portfolio and profile that tells their story in a way that distinguishes them in a unique and skill-specific manner.

Advanced credit can be earned through independent study, work outside of school, or by taking courses at Bennett Day School. However, credit is not earned solely by hours completed–Advanced credit is ONLY awarded through a demonstration of learning that shows students have satisfactorily shown competencies at the college or university level. Enrollment in a course labeled “Advanced” does NOT guarantee advanced competency credit. 

Earning Advanced Competency Credit

To earn advanced credit, a student must demonstrate all the skills that  make up the credit. This comes through the work a student creates in their classes and/or outside of school. Advanced credits do not necessarily have to be tied to a specific course (although they can be), however the credit is awarded based on the work a student demonstrates over time. 

Students earn Advanced credit by applying for approval through our transcript and presenting their work in a portfolio to a teacher, who provides feedback to the student in pursuit of the Advanced Competency Credit. 

Advanced Competency Credit for Work Done Outside of Bennett Day

Students wanting to earn Advanced Competency credit on their transcript for work they’ve done outside of Bennett Day is no different from earning credit for work done in school. Students must present their work to teachers who provide feedback, helping students demonstrate all the skills associated with the Advanced Competency. Students should submit any work they would like the teachers to review through use of the “evidence” portal on their Mastery Transcript, with an explanation of how their work demonstrates the skills outlined on the learning scale for the competency. Once the student demonstrates the skills associated with each level of the Learning Scale for the competency to the satisfaction of a Bennett Day School teacher, an Advanced Competency Credit will be added to the students’ transcript.

NOTE: In the case of both online and elective courses taken by a student, Bennett Day students must demonstrate the skills applicable to that course (based on the Bennett Day Competency Map) to the satisfaction of Bennett Day instructors in order to receive competency credit towards graduation. 

Proposing New or Novel Advanced Competency Credits

Understanding that students all lead unique and interesting lives outside of the classroom, there may be times when students are taking on academic challenges and learning skills that are not currently identified on the Bennett Day Competency Map. When these moments occur, students may, in consultation with a teacher, propose a new Advanced Competency Credit to be added and pursued by the student. 

To propose a new Advanced Competency Credit, a student must first approach a teacher in the subject area in which they would like the Advanced Competency Credit to reside. For example, a student wanting to do advanced work in a World Language might find a World Language teacher to work with in creating the competency. When meeting with the teacher, the student should be able to describe the work they are doing or will do in this area and work with the teacher to determine both the Competency Name as well as the full Learning Scale for the Competency. After these are completed, the student will submit the new proposed competency, including the learning scale to the Lead Designer using the Upper School Advanced Competency Proposal Form. The Lead Designer will determine if the competency is unique and valid and, if so, it will be added to the competency map and the student may begin submitting work to demonstrate the skills associated with the competency. 

Earning College Credit Online

All students in grades 10-12 will have the opportunity to enhance their learning and receive college credit through Arizona State’s Universal learner program. 

This program offers students online courses that can be taken through ASU in subjects across the curriculum. The benefit of these courses is that successful completion automatically confers college credit (no AP test required) from Arizona State University, meaning that students can transfer these credits to any university they choose. 

Students can enroll and participate in these classes; if they successfully complete their online course with a passing grade that the student feels is satisfactory, they will earn college credit from ASU.  If students do not complete the course or do not pass the course, no record of the course will exist. Students who complete the course can apply for an Arizona State University transcript through the portal after completion of the course. More information about the program can be found on the ASU website. 

For example, Bennett students seeking to extend their studies and prepare for college level mathematics courses can enroll in online courses and receive support from Bennett teachers as they complete the course. These courses include the following:

Online College Algebra

Online College Mathematics 

Online Precalculus 

Online Calculus for Business

Online Calculus for Engineers

If a Tenth- or Twelfth-grade student wishes to take one of these courses and receive credit, they must contact their advisor if they are interested in taking a course and they will work with Mr. Moran and that student to determine times for support. Support will provide students with a Bennett teacher to check in with and receive guidance and get questions answered regularly as they complete the work for the course.

If students successfully complete these courses they will receive competency credit from Bennett as well as college credit from ASU that can be transferred to any university. 

We have guidelines for participation so that students receive the most possible support and accountability for their learning. Students choosing to take these online courses must receive parent approval prior to beginning the course. 

Courses are available both as “instructor-led” and “self-paced.” Instructor-led courses have finite deadlines and dates in which assignments and work must be submitted, while self-paced courses do not. Bennett recommends students focus on instructor-led courses to provide additional structure and enable student success. When a student is seeking an advisor’s signature on the course agreement form and has chosen a self-paced course, they will need to provide a schedule that they plan to adhere to when completing the course and get approval from the advisor.

Prerequisites for taking an online mathematics course at Bennett:

  1. Tenth, Eleventh, or Twelfth grade status
  2. Completion of the ASU Universal Learner Course Agreement Form

Please note that the enrollment in an online course does not excuse the student from taking the courses required in 9th and 10th grade. Students do not need to take online ASU courses for successful completion of their high school requirements. This opportunity is specifically designed for students who seek to both extend their learning from class and also receive early college credit. 

Frequently Asked Questions

  1. What are Competency Credits?
    Competency Credits reflect a student's mastery of specific skills within various disciplines. These are demonstrated through work approved by a Bennett Day faculty member and are categorized in alignment with the school's Portrait of a Graduate. 
  2. How many credits are required for graduation?
    Students must earn a total of 25 credits to graduate. 
  3. What is the difference between a “course credit” and a “competency credit?”
    At Bennett Day School, course credits and competency credits are distinct entities, each serving a unique purpose in a student's academic journey. Course credit is earned through the successful completion of a course over a trimester. This involves regular attendance, satisfactory completion of assignments, and participation in culminating activities like Demo Night or Internship Expo. On the other hand, competency credits signify a student's mastery of specific skills within a discipline. These are not tied to a particular course but are demonstrated through a portfolio of work evaluated by faculty members. While course credits reflect a student's engagement and completion of coursework, competency credits provide a nuanced picture of their skill development and mastery level within the school's Portrait of a Graduate framework.
  4. How do students earn course credit?
    Students earn 0.5 course credits upon successful completion of each course (except for PBL, which earns 1 credit) at the end of each trimester. Successful completion includes meeting attendance requirements, completing at least 70% of assignments, finishing any final assessments, and participating in Demo Night or Internship Expo. 
  5. What is the add/drop period?
    At the beginning of each trimester, students have one week to drop and add elective courses. After this period, no further schedule changes are accommodated.

  6. What happens if a student misses a substantial amount of school due to health reasons?
    In such cases, the Upper School Director and the learning services department will work with the family to determine how the student can continue to receive credit, provided there's written documentation and notice given to the school within a week of the absence. 
  7. Can students earn college credit while at Bennett Day School?
    Yes, students in grades 10-12 can earn college credit through Arizona State University's Universal Learner program. Successful completion of these online courses confers college credit that can be transferred to any university. 
  8. How are internships handled at Bennett Day School?
    Every 11th and 12th grader has the opportunity to participate in a one-trimester internship. Students arrange these internships with support from the internship coordinator. However, placement is not guaranteed, and internships may be terminated under certain circumstances. 
  9. How does Bennett Day School prepare students for college and university study without offering AP or Honors curriculum?
    Bennett Day School focuses on providing a rigorous academic experience through authentic learning and application of skills. Instead of AP or Honors courses, students engage in Project-Based Learning and studio courses that require them to demonstrate mastery of competencies aligned with the school's Portrait of a Graduate. This approach ensures that students develop critical thinking, problem-solving, and communication skills that are essential for success in college and beyond. 
  10. What is an Advanced Competency and how does a student go about earning Advanced Competency Credit?
    Advanced competency credits are earned for work that goes above and beyond the minimum requirements. Students can demonstrate advanced competencies in classes, during independent studies, or in courses taken outside of Bennett Day. To earn advanced competency credit, a student must demonstrate all the skills that make up the credit through a portfolio of work that is evaluated by a teacher.
  11. What support is available for students who may struggle to meet the academic expectations?
    Bennett Day School provides support for students through its learning services department. The school's Learning Specialist collaborates with teachers and families to identify students' needs and develop individualized plans to help them succeed. Additionally, the small class sizes and close-knit community foster a supportive learning environment where students can receive personalized attention and guidance.

Glossary of Terms

  • PBL (Project-Based Learning): A cross-curricular course that all students take each trimester, studying Science and Humanities under a single theme. PBL courses require 600 minutes of class work each week.
  • Studios: Courses that students take in addition to PBLs. During 9th and 10th grade, students take required studio courses in Mathematics, Language, and Research/Presentation skills. During 11th and 12th grade, students can choose studios across the curriculum. These studios require 300 minutes of class work per week.
  • Wednesday Workshops: Workshops dedicated to specific topics of interest to students and are offered each trimester. These workshops include courses such as Drama and Improv and Music Production. Students can opt out of Wednesday Workshops for a trimester or year with parental permission.
  • Course Credit: Credits added to a transcript that indicate the successful completion of a trimester's worth of a class at Bennett Day. Course credit is earned through regular attendance and the completion of assignments.
  • Competency-Based Learning (CBL): Also sometimes referred to as “Mastery-Based Learning.” The assessment process by which students have specific collections of skills (called “a competency”) on which they are working and submitting direct evidence of their mastery of these skills.
  • Competency Credit: The credit listed on a Bennett Day School transcript indicating that a student has successfully demonstrated all the skills that make up the competency. Competency credit is only demonstrated through demonstrations of work approved by a Bennett Day faculty member.
  • Foundational Credits:  The minimum number of competencies that all students must demonstrate to graduate. Successful completion of these credits indicates that the student has completed the expectations for graduation.
  • Advanced Competency Credits: Competencies that demonstrate work above and beyond the minimum requirements. These competencies can be demonstrated in classes, independent studies, or courses taken outside of Bennett Day.
  • Mastery Transcript Progress Tracker: A digital platform where students submit a collection of work at the beginning of each month. This is also where students will receive feedback from their teachers and where all student progress towards competency credit will be documented.