O happy hours of work and play
The classmates that we join each day
Our flying colors, red and blue,
To thee we promise to be true
Oh, PDS, we pledge to thee
Our reverence and our loyalty.
Presbyterian Day School's colors are red and blue. These colors are used in all school activities.
The PDS shield is the schools’s official logo.
|Baby Blue||PMS 2985|
- Proxima Nova
Quaque Sunt Vera is Latin for, "Whatsoever Things are True" and is taken from Paul's Epistle to the Philippians, Chapter Four, beginning with Verse Eight:
Finally, brethren, whatsoever things are true,
whatsoever things are honest,
whatsoever things are just,
whatsoever things are pure,
whatsoever things are lovely,
whatsoever things are of good report;
if there be any virtue, and if there be any praise,
think on these things.
Let the words of my mouth,
and the meditation of my heart,
be acceptable in thy sight,
O Lord, my Strength and my Redeemer.
The PDS mission is to glorify God by developing boys in wisdom and stature and favor with God and man. We define our education broadly as what happens to the heart, soul, mind, and body of each boy.
We provide a strong academic foundation in a loving and nurturing Christian environment in which all of our boys see and feel the grace and love of the Lord. We seek to impart to our students a Christian faith and foundation that can direct, guide, and sustain them for a lifetime. PDS isn’t just about what happens to a boy through the sixth grade; it’s about what happens to him for a lifetime…and an eternity.
We touch the heart every day at PDS, seeking to graft into the hearts of our boys the love of the Lord, the kindness and respect and courage and forgiveness that Christ modeled for us. America—and the world of tomorrow—must have citizens who can lead both with their minds and their hearts… and citizens centered on serving the Lord.
Our academic programs center on the development of strong critical and creative thinking skills. PDS boys will be skilled researchers, problem-solvers, and communicators, able to evaluate, analyze, and synthesize ideas and information. They will be outstanding readers. They will know how to think and how to learn—vital skills for the world of today and tomorrow.
Our teaching methodology is child-centered, recognizing the importance of boys constructing their own meaning, the reality that there are many paths to learning, and the fact that students learn differently. Our pedagogy is boy-tailored and boy-themed, recognizing that boys learn and develop differently than girls do. PDS uses technological tools extensively when they add value to the learning process. Our curriculum is integrated, recognizing that learning that is connected makes sense and lasts.
We seek to know, understand, appreciate, and celebrate each boy and the unique gifts and talents God has given him. Therefore, we offer a rich and varied curriculum and a wide range of extracurricular and athletic programs. We want every boy to discover and develop passions and to experience success, whether playing the violin or writing poetry or kicking a soccer ball. We offer balanced programs not just to meet the diverse talents and interests of our boys, but because we seek to develop the whole child, broadly defined as including his heart, soul, mind, and body.
We carefully select teachers who possess a passion and commitment to Christian education and to serving boys. They are remarkably talented men and women who share and model with all of their students their Christian faith and love for all of God’s children.
Academic and behavioral performance are reported to parents in the following manner:
Boys in PK-SK receive a developmental progress rating corresponding to their respective academic and behavioral progress.
A printed report card is sent home with the boys in PK – SK each trimester.
The report card of boys in Pre-Kindergarten, Junior Kindergarten and Senior Kindergarten is divided into the following four sections: Subject Area Competencies, Learning and Thinking Skills, Life Skills and Personal Growth and Development.
A boy’s progress in each of the subject area competencies is assessed with the following assessment scale:
The student meets or exceeds expectations most of the time.
The student consistently demonstrates strong, independent progress and understanding of academic expectations and consistently produces quality work.
The student is making progress toward an expectation of mastery.
The student is making good progress.
The student is not meeting grade level benchmarks for achieving mastery.
The student regularly requires additional time and/or support at school and home.
The report card of boys in grades 1-4 is divided into the following four sections: Subject Area Competencies, Learning and Thinking Skills, Life Skills and Character Growth and Development.
A boy’s progress in each of the subject area competencies is assessed with the following assessment scale:
- Level 3 Learner
The student consistently meets (or exceeds) academic expectations.
The student consistently demonstrates strong, independent progress and understanding of academic competencies and consistently produces quality work.
- Level 2 Learner
The student is making progress.
The student is making progress, but does not yet consistently demonstrate understanding of academic competencies and/or does not yet consistently produce quality work.
- Level 1 Learner
The student needs improvement.
The student is not yet able to demonstrate understanding of academic competencies. The student does not consistently produce quality work and/or requires much additional teacher support.
Competency not assessed during this trimester
Modified work or curriculum
A boy’s progress in each skill in the Life Skills and Learning and Thinking Skills sections of the report card is assessed with following assessment scale:
- The student consistently demonstrates this skill.
- The student is making progress, but does not yet consistently demonstrate this skill.
- The student needs improvement in this skill.
The report card of the boys in grades 5–6 is also divided into the four sections described above. The report card and assessment scales are the same for each section; however, boys in grades 5–6 also receive overall numerical grades in the core subjects of language arts, science, social studies and math.
Reporting Grades to Parents
A printed report card is sent home with boys in grades 1 - 6.
Academic Support Services for Boys in the Elementary Division
At PDS, we believe that every boy can learn, and we strive to teach in ways that maximize learning for each boy. Because we also know that all boys do not learn in the same way, at the same rate or on the same timetable, PDS employs four learning specialists, a study skills coach, and three learning coaches to work with our students. The learning specialists and learning coaches work with all boys in the elementary division in small groups to develop and strengthen both basic foundational skills and higher level thinking skills. The study skills coach works with boys and teachers in grades 5–6 to infuse organizational and study skills into the curriculum. The Director of Academic Support facilitates the process of determining boys who need additional academic support and monitoring their progress.
PDS serves boys of high-average to gifted intelligence, including boys with a variety of learning styles, differences and disabilities. Given the rigor and pace of the academic program and the school’s focus on serving boys of the aforementioned range, PDS cannot meet the learning needs of all types of students. The school will counsel out a boy when the school is unable to provide the type of academic and learning program a boy needs. The school, though, can and does serve boys with certain learning differences and disabilities, as long as the student has, in the school’s judgment, the ability, work ethic and study habits to thrive in the school’s demanding curriculum and high expectations, and as long as the parents have, in the school’s judgment, the deep commitment to the child’s learning and close partnership with the school.
What should I do if I think my son might have a learning difference or disability?
First, speak with your son’s teacher. If she has observed similar characteristics and behaviors, she will initiate the academic support protocol. At this point, the Director of Academic Support with meet with teachers and/or parents to determine the best academic action plan for the student.
What if my son needs a psychoeducational evaluation?
The Director of Academic Support can help you determine whether you should pursue a full battery of cognitive tests. The school counselor may also be involved in the process and can provide parents with a list of professionals in the community. All psychoeducational testing must be conducted and written by a clinical psychologist, psychiatrist, licensed psychological examiner, or other licensed professional (in cases where the learning disability is caused by vision or hearing problems). Although a pediatrician might be prescribing medicine for a boy, a letter from a physician cannot document a learning disability.
How is my son placed with the Slingerland-trained learning specialist?
Boys in grades 1–3 who are experiencing difficulty in learning to read and/or write or who have educational testing indicating the need for a multisensory approach to teaching reading can be placed with a Slingerland trained learning specialist. The Head of Elementary and the Director of Academic Support will make the final determination regarding placement in this program.
When during the school day would my son work with a learning specialist?
Boys are scheduled with the learning specialist in the following ways:
Boys in grades 1–3 may meet with the learning specialist during non-instructional class time.
Boys in grades 1–3 may be pulled out of regular small group reading instruction and placed with a learning specialist during their small group instruction time. Boys who are served in this way will show an “M” on their report card indicating that the regular curriculum has been modified to meet the needs of the student.
Boys in grades 2–3 may be pulled out of the regular classroom and receive all literacy instruction with a learning specialist. Boys who are served in this way will show an “M” on their report card indicating that the regular curriculum has been modified to meet the needs of the student.
What accommodations and/or interventions might my son receive at PDS?
After receiving and reviewing the psychoeducational evaluation, the Head of Elementary and the Director of Academic Support will meet to determine which accommodations PDS will be able to implement for the student. The counselor may also be involved. They will then meet with the parents and classroom teachers to outline the school’s plan for the student.
If a parent chooses to seek academic intervention from an educational program outside of PDS that would require the student to miss any portion of the regular school day, the parent must first receive permission from the Head of Elementary.
How often does my son need to be re-evaluated?
Evaluations on file at the school should be no more than three years old.
PDS offers an after-school care program from your son’s class dismissal time until 6:00pm for grades YK–6, the day-to-day runnings of which are handled by a trained staff consisting mostly of young adults and college students, who answer to the Director of AfterCare.
The children will be given a snack and engage in various organized and free-play activities both indoors and outdoors.
Boys in the Elementary division will have a period of supervised study and homework help during their day if it is needed.
All sign-ups are done online.
Since class dismissal times are staggered, Early Childhood students (YK-SK) who have an older sibling at PDS will be able to enroll in the program and attend AfterCare until the older sibling is dismissed. The younger sibling will be picked up by an AfterCare assistant at his specific dismissal time and join aftercare until his older sibling dismissal time. The parent is required to walk inside the main entrance and sign the younger sibling out of Sibling Stay BEFORE picking up the older sibling in carpool. The younger sibling will enjoy time on the playground or being inside with toys and activities during his time in Sibling Stay.
The cost for Early Childhood Sibling Stay is $400 per semester.
NOTE: BOYS LEFT AT SCHOOL PAST THEIR DISMISSAL TIME (15 MINUTES FOR EARLY CHILDHOOD, 30 MINUTES FOR ELEMENTARY) WILL BE TAKEN TO AFTERCARE AND CHARGED THE DROP-IN FEE OF $25.
AfterCare logistical and financial policies:
- Hours of operation are from 2:00pm (1:30pm on Wednesdays) – 6:00pm. AfterCare main desk is open from 3:30–6:00pm.
- The AfterCare desk is located at the main school entrance (the Elementary entrance by the gym). Please sign out your child at that location. To reach our AfterCare receptionist, call 901-842-4600.
- AfterCare for JK–6th grade begins Wed, August 14. YK and PK AfterCare begins Monday, August 19. Last day of AfterCare is Wednesday, May 20.
- AfterCare will operate every day PDS is in session including most half days. Please note that there will be no AfterCare on Friday, December 20 (Christmas Break).
- AfterCare will not operate on inclement weather days or student holidays.
- All boys in AfterCare are held to the same standards of conduct they are held to during regular school hours.
- If you wish to register your son for AfterCare, please fill out our online registration form. Rates for the 2019–2020 school year are as follows:
- 5 days a week - Per Semester - $1,042.50
- 4 days a week - Per Semester - $962.50
- 3 days a week - Per Semester - $812.50
- 2 days a week - Per Semester - $620.00
- 1 day a week - Per Semester - $395.00
- Your son will be automatically enrolled and billed for the 2nd semester on January 1, 2020. Please let us know by December 1, 2019 if he will not be returning to aftercare for the 2nd semester.
- If you would like to use our drop-in service please register online. Drop-in rate is $25 per day for a regular school day and $50 for a half-day school dismissal if kept past 3:00pm.
- Boys (YK-SK) left at school 15 minutes past their dismissal time and boys (1st–6th) left at school 30 minutes past their dismissal time will be taken to AfterCare and charged the drop-in fee of $25.
- Drop-ins and late pickups will be billed monthly.
- Late pickup charges from AfterCare are as follows:
- 6:01pm - 6:05pm: $25 late fee
- 6:06pm - and later: $5 per minute
A vibrant after-school program can be an important part of a child’s school experience and development. It can, among other things, give him an opportunity to explore and nurture new talents, experience success, and/or build upon classroom experiences during the day.
Several components, all under the ultimate leadership and coordination of both the Dean of Students and the Director of the Tutoring and Enrichment Center, constitute the after-school program at PDS.
Should a boy have less than satisfactory conduct, the school reserves the right to restrict or prohibit his participation in after-school activities.
Boys in grades PK–6 may sign up for a wide variety of activities that meet after school. These sessions, which typically last for an hour, are led either by PDS faculty or by a respected vendor or member of the community, and include classes ranging from Taekwondo to Theatre, Chess to Legos.
A complete listing of the various offerings and their schedules for each semester will be both published to the website and sent home as a handout. Registration for all classes will be online.
Looking to register for an AfterSchool Adventure? Look for them on our event registration page.
For more information on AfterCare, see the AfterCare handbook entry.
Football, Basketball, and soccer are offered for boys in grades 4–6.
Tutoring & Enrichment Center
PDS offers both private tutoring sessions and after-school academic classes during both the school year and the summer.
For more information on tutoring, contact Laura Glenn.
Playing an instrument is a skill that can bring joy for a lifetime. PDS has a vibrant band program and offers instruction during the day and after school for boys in grades 5 and 6. Nearly half of the students participate in the optional program. Our boys receive both small group instruction and full-band rehearsals in two different levels. For more information about band, contact Stephanie Hancock, band teacher.
Private Art and Music Lessons
Nurture your son’s creative side by enrolling him in private art or music lessons. Sessions are billed per half-hour and instructors’ abilities range from painting and sculpting to piano, guitar, violin, mandolin, ukulele, and drums.
Our goal for the 2019–2020 school year is to have 100% of our parents contribute to the PDS Annual Giving Fund. A gift of any amount is important, and these gifts directly impact the educational experiences of each and every PDS boy.
A few facts about the Annual Giving Fund:
Tuition dollars cover just under 90% of the actual cost to educate a PDS boy. This dollar gap comes to $2,220 that is not covered with the price of tuition.
Monies from the Annual Giving Fund go directly into the operating budget of PDS. There are many programs that could not exist if it were not for these generous gifts.
Your gifts are keeping PDS boys safe by increasing security on campus.
We have over 50 security cameras and 4 armed guards.
Your gifts help PDS teachers with their professional growth. They are able to attend seminars and workshops all over the country to learn the latest and best methods with which to educate boys.
Your gifts help to keep our class sizes smaller so that the student/teacher ratio is 8 to 1.
Your gifts help PDS attract new teachers and provide a competitive salary and benefits to our current teachers.
Your gifts help provide science and athletic equipment, computers, musical instruments, and learning specialists.
Your gifts help support our character development program Building Boys, Making Men.
Your gifts help maintain long standing traditions at PDS such as Grandparents Day, the Christmas Pageant, Yipes Stripes and 6th-grade graduation festivities.
Under the leadership of the 2018-19 Annual Giving Fund Chairs, Early Childhood Division Chairs, Chavanne and Jay McDonald and Elementary division Chairs, Jackie and Jon Peters, the Annual Giving Fund will begin a solicitation blitz on September 12 and concludes on October 8, 2018. You will be contacted by a volunteer, staff member and/or a mailing with an opportunity to participate. We hope to have all gifts and pledges in by October 8, 2018. All pledges need to be paid in full by June 30, 2019.
Participation at any at any level is appreciated and provides a vote of confidence in PDS. We ask that every parent make a gift to the Annual Giving Fund.
No gift is too big or too small.
The boys of PDS say THANKS in advance!