Scarsdale Inquirer - Education 2016

Education A S P EC I AL S EC T I O N O F T H E S CA R S DAL E I N Q U I R E R - JA N UA RY 1 5 , 2 0 1 6

Prep for college’s real life experience

Nurture your educational

STRENGTHS

I

or study skills that are necessary when faced with problems that are no longer elementary. But if our star math student was a miserable literature student, he may have the fortitude and creativity to get through it with his self-esteem intact. He will also have some empathy for a fellow classmate struggling through a quadratic equation, making him a well-rounded and successful member of society.”

Rippowam Cisqua School’s head of upper campus Bill Barrett and director of studies Larry Dwyer see the biggest change in students in their middle school years. They noted improvement that is “intellectual, physical, social, emotional, ethical and moral” adding, “During these pivotal years, students demonstrate strengths in different areas at different points along this continuum of growth.”

Smaller classes are a cornerstone of private schools like Rippowam Cisqua School and it can

n the world of helicopter parents, trophies for everyone and shielding our children from the world, one has to wonder if there are times we are doing a disservice to our children. Are they leaving the nest unprepared for the world?

Are colleges overrun by oversensitive, spoiled soon-to-be adults?

Over a decade ago, in 2004, Psychology Today published an article called “A Nation of Wimps.” A quick summary: If we don’t allow our kids to get germs and get the occasional boo-boo or a bad grade, what will happen down the road in the face of real adversity?

What happens when a professor gets on a student’s case? Or students get into an argument about a socially charged issue? There are no referees in college, no one to diffuse such situations.

“I think that many schools have recognized this challenge and created opportunities within their educational programs for students to experience independence, function in real-world settings, challenge themselves and occasionally even encounter failure,” said Michael Kay, head of school of Solomon Schechter School of Westchester.

• National not-for-profit Achieve talked to over 700 college professors and 400 employers/hirers and what was 28 percent in 2004, is now 14 percent that students are ready for college and has dropped from 49 percent to 29 percent for the work place. That’s staggering.

• The Harris Pool surveyed over 1,500 college freshmen for The JED Foundation, Partnership for Drug-Free Kids and The Jordan Porco Foundation for The First Year College Experience survey last year and found, according to an article on the NBC News website, “60 percent of freshmen said they wished they had ‘more help getting emotionally ready for college.’” The less prepared the student felt, the lower his or her GPA was that year. The article continued: “Half of the students said they felt stressed ‘most or all of the time’ and more than a third felt anxious or did not fell as if they were ‘in control managing the stress of day-today college life.’”

• Another study released last year was a five-year College and Career Readiness survey by YouthTruth of San Francisco. According to that study, 45

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Opportunities abound for students who develop talent

BY TODD SLISS

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-plus students have a lot going for them in the classroom.

That we know, and that’s whether the grades come easy or through tireless effort. But what about a B student? Or a C student? He or she is likely not getting all Bs or all Cs, instead maybe a mix some higher grades, middle ground grades and lower grades. Often those higher grades come in subjects the student enjoys more, so while trying to improve the weaknesses is important, so is nurturing that love or like of the strengths.

When turning to the college process, those strengths become even more important than ever and can lead to success for the next two or four years of school and into the workplace. Perhaps someone who struggled in science and math did well in languages and other classes where the

INSIDE

written or spoken word was the focus goes on to become a journalist (wink, wink). Or someone who is strong with art or music becomes an artist, a musician or a teacher. Or the creative soul becomes an editor or author. The math standout who loves sports could work in professional baseball. The choice can actually be easier compared to that A student, but the options are still plentiful for every student who can identify and exploit at least one strength or talent.

“Every student has at least one strength on which she can hang her hat,” said Laura Rice of the Learning Resource Center in Mount Cisco.

“It might be academic, social or artistic. Having a special talent can be a great source of self-esteem and confidence. As they say, ‘Success breeds success.’ The confidence a strong math student feels may inspire her to try upper level science classes which may lead to her future career as an astronaut.”

The number of students who are “globally proficient” is not as high as people think. And the

work students have to put in for the same result, whether it be an A, B or C, can vary greatly.

“Many students study for hours for every good grade they receive,” Rice said. “These students develop excellent problem solving skills and perseverance for when times are tough. Still other students work twice as hard only to attain mediocre scores. They must fight frustration and think creatively to accommodate for their weakness.”

Weakness doesn’t always have to be a weakness, Rice said. In fact, it can develop into a positive as long as a student perseveres and fights off any frustration that comes with the struggle. The ability to work through that weakness, which can be a struggle, will benefit that student in the present and future. Not facing that adversity can be detrimental to a student later on.

“The strong student who sailed through high school and enters an Ivy League school filled with equally skilled classmates may become anxious when he meets his academic equals or superiors,” Rice said. “He may lack the problem solving skills

Common Core continues to evolve under protests

BY ANTHONY R. MANCINI

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3A Traits of successful people come from within 4A H elping high school grads transition into adulthood 5A C ollege: Footing the bill without sacrificing your future 6A P erfect Harmony: Music and the brain 7A E ducation Notebook: School Notes

BY TODD SLISS

fter a number of years of seeing Common Core standards implemented throughout public schools in New York State, parents are concerned about the difficulty of some of the new benchmarks, particularly with younger students.

Many fear that some of the goals of the Common Core program are too hard for their children — and in looking at the way match problems are now solved, too hard for the adults! — and there has been a movement for parents to opt their children out of the standardized testing that is used to conjunction with the standards to measure student performance.

“We are we are working very, very hard. Teachers, administrators, parents and students are working very, very hard every single day to keep our kids really enriched and engaged in a powerful educational experience in our schools despite the challenge of the Common Core presented to us and the challenges that the implementation of revised standards would presents to us,” said Doug Berry, assistant superintendent of instruction at the Dobbs Ferry Union Free School District, which has more than 1,450 students enrolled. “We are going to continue to do that. We’re going to continue to stay the course and do what’s right for kids.”

The Common Core State Standards Initiative was first introduced in June 2010 and is now implemented by 42 states, with New York having adopted the standards in January 2011.

The standards are designed to provide a common curriculum throughout the country in English and math from pre-kindergarten through the end of high school with a stated goal of having students

ready for careers and college once they graduate.

The standards break down goals per grade and some states have had the ability to tweak the standards to achieve a better fit to their curriculum.

For example, one of the goals for second grade students in English is to write opinion pieces where they introduce a topic or book; state an opinion; support their opinion; use linking words such as

“because,” “and” and “also” to connect opinions and reasons; and write a conclusion.

Another English goal for second grade students has them writing narratives where they recount a well-elaborated event or short sequence of events; include details to describe actions, thoughts and feelings; use temporal words to describe event order; and provide a sense of closure.

New York added some of its own educational goals as well. For instance, younger students are asked to create and present a poem, narrative, play, art work or response to an author or theme studied in class.

In mathematics, second graders are expected to add and subtract within 1,000, measure and estimate length, tell time from analog and digital clocks and solve word problems with dollar and cent amounts and coin denominations.

States were incentivized to adopt the Common Core standards as a way to help their chances achieving federal Race to the Top grants. They were also incentivized to implement Common Core in exchange for the federal government waiving goals that have not been met as outlined in the 2001 No Child Left Behind Act. In December, the No Child Left Behind Act was replaced by the Every Student Succeeds Act and has the goal of ending the practice of the federal government trying to influence states to adopt Common Core standards.

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EDUCATION

PAGE 2A/THE SCARSDALE INQUIRER

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Common Core program continues to evolve Continued from page 1A

There has been a large movement protesting New York’s implementation of the Common Core standards. Westchester County Executive Rob Astorino ran under the Stop Common Core party line in 2014 when running for governor, in addition to running as a Republican and other party lines. Astorino achieved more than the 50,000 votes on the Stop Common Core party line, which allows the party to automatically appear on any ballot in New York State as long as it fields a candidate.

It was subsequently renamed the Reform Party.

Berry said one of the most difficult hurdles of the Common Core was introducing it and getting used to its practices.

“Our transition to the Common Core was challenging and what made it challenging was the that the time constraints that we were under,” he said. “We were put in a position of having to make some significant changes in some areas to our curriculum across the district in a very short amount of time. We certainly approached that from the way that we do with all sorts of issues — we tried to and to be as effective as we could.”

The speed of the transition was among one of the biggest criticisms of implementing the program in New York. The state ended up delaying the implementation of some of the high school Common Core standards until 2022.

Berry said standards implemented in kindergarten and first and second grades in particular have been particularly of major concern to parents and educators. For example, some school administrators and instructors say some of the standards are either too easy or too difficult for a particular grade and would like to see them switched around.

Berry said his district would like to see certain goals of Common Core switched between grades.

“The Common Core standards are in many ways a mixed bag and thus there are some very good pieces to it,” he said. “We have had some concerns along the way for developmental appropriateness with some of the standards that are put in place, specifically with in our primary grades —

grades k, one and two — that certainly came to question. I don’t think that experience for us is unique. That’s pretty much what most people have found to be true.

Education is always going through shifts and changes those who worked in the field for a long time have kind of learn to adapt to those shifts and changes so whatever may come in our way, we do our best to implement it.”

It is a goal of the Dobbs Ferry School District not to let the Common Core standards overtake and crowd out other important parts of education such as social development, especially in the younger years.

“One of the things we always take great pride in is that we are a very child-centric school district,” Berry said. “One of the things that we know is that a key part of what goes on in kindergarten through second grade is the social and emotional learning that takes place. We never want to see those pieces of our program get squeezed out.”

Berry said that as teachers become used to the Common Core standards, they become less of an issue to teach. He said teachers are used to changing standards, certainly not a new concept in the everchanging education field.

“I think that there’s certainly a greater comfort among our teachers and that they have a much better grasp of what the standards are and what it is that were asking kids to do and so there’s a greater comfort in that regard,” Berry said. “I do think that for some within our school there are still some concerns that linger with regards to Common Core and where we are, but at the same time in education, we’re used to change. It happens quite frequently in education and we learn to adapt.”

There is a movement by parents to opt students out of standardized assessments and that has led to Governor Andrew Cuomo to reexamine the situation once more through a task force that announced an overhaul last month.

Dobbs Ferry does not encourage parents to opt their students out of tests. He said while a student would not be punished academically for not taking one of the assessment tests, the test is a good indicator of whether or not a student should receive

additional academic support services.

Berry noted the tests are not used alone in determining student performance: “They do provide us with a certain amount of information with regards to student performance on that particular date and time. It’s a snapshot. It’s one day.”

Something like a student have having a rough night could throw off test results, which is why other methods of assessing performance are needed, Berry said.

“On one particular day, a kid might’ve had a sibling who is sick overnight and they didn’t get a good night’s rest the night before,” Berry said. “The kind of assessments that good teachers do over the course of the school year gives us knowledge and understanding of where kids are and what they are able to do.”

Berry does not want the resistance to standardized testing to ruin the idea of assessment for some parents: “One of the things that I worry about quite often is that with all the conversation around state assessments and opting out and about teacher evaluations being tied to assessments is that we’re creating an environment in which parents view all forms of assessments as being negative. That is directly opposite to what most educators would tell you: assessment is a key part of what we do as educators. Good teachers do it every single day. It takes any number of forms from informal assessments to formalized assessments.”

Mr. Berry said he is optimistic about potential future implementations of new federal social studies and science standards because they are being reviewed at the state level.

“Standards aren’t new — there’s always been standards across all subject areas,” he said. “What’s come out most recently is New York State recently published a new framework for social studies in this state and what’s encouraging is that I think they learned from the experience of the rollout of ELA Common Core because the social studies framework was being implemented in a much more time sensitive way.”

William Porter, the director of admissions at The Harvey School in Katonah, said since Harvey is a private school it does not need to follow the Common Core curriculum and standardized testing that

Nurturing your educational strengths Continued from page 1A

often be easier for teachers to connect with every student to bring out their strengths.

“At Rippowam Cisqua School, we create and support an intimate learning experience where our students are known, nurtured and understood as individuals and learners,” Barrett and Dwyer wrote. “As a result, teachers are able to challenge students and help them lead from their strengths, while at the same time understanding and developing the areas of needed growth. When teachers differentiate instruction effec-

tively, all students have the opportunity to engage in the class at the appropriate level, learn from each other and as a result benefit from the unique talents and abilities children bring to the classroom each day.”

The website careerealism.com identifies “5 ways to realize your talent potential” and they are: 1) Recognize your talent.

2) Identify what makes you unique.

3) Nurture and develop your talent.

4) Express your talent.

5) Organize a personal board of directors that focus on your talent.

This list can apply to a worker at any

Westchester’s premiere community music school since 1944

time in his or her professional development — or to make a career change — but it can also apply to a high schooler.

Parents are always looking for and finding ways to boost their children’s résumés, and many have helped their children do just this by specializing their activities and leadership roles based on their strengths in and out of the classroom.

Sometimes a little push in the right direction isn’t a bad thing, especially when the student takes that opportunity and makes the most of it on the way to the next destination in life.

public school need to follow. That’s been an even bigger draw for private schools the past few years.

“As an independent school, Harvey is not obliged to follow the Common Core standards and, as such, we do very little standardized testing,” Porter said. “Although we have a very clearly delineated college preparatory curriculum, our teachers are given the freedom to prepare their own lessons and teach to their strengths.

With small class sizes, caring teachers and lots of extra support, we don’t ever feel that we are teaching to the test. In fact, many of the people who come through our admissions office are attracted to us specifically because we are not bound by Common Core standards.”

Brendan Byrne, the head of The Harvey School, said some parents might decide to enroll their children in a private school as an alternative to the state standards that are imposed on public schools.

“Families have considered independent education for many reasons in the past, but certainly in recent years frustration with the implementation of the Common Core standards has prompted parents to consider alternatives to their local public schools,” Byrne said. “The implementation of both the Common Core standards and a controversial new teacher evaluation created challenges for both educators, parents and most importantly students. The state education department and the governor’s office are attempting to gather feedback from concerned citizens of the state through surveys and a task force. What changes, if any, come from these efforts remains to be seen.”

Byrne is married to a public school teacher, which gives him a unique perspective on education. He advocates for parents to consider their options and make the best choice for their families.

“I think the most important thing for parents in Westchester to consider is that it is OK for them to take ownership over their child’s education and seek out the school, be it public or independent, that will provide the best learning experience for their child,” Byrne said.

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EDUCATION

FRIDAY, JANUARY 15, 2016

THE SCARSDALE INQUIRER/PAGE 3A

Traits of successful people come from within

BY EVE MARX

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great deal has been written about the characteristics, traits, and habits of highly successful people, but one big thing is known — there is no one single quality or attribute common to successful people.

In addition, “success” has multiple meanings, including, but not limited to, the standard Webster dictionary definition, which is all about money and affluence.

The trait most lauded and common to successful people is that they read every day. Successful people are often known to be generous with praise towards others, and that they know how to forgive. Successful people are believed be continuously learning. It’s often remarked upon that successful people readily accept responsibility for their failures, and that they are comfortable talking about ideas. The single characteristic that comes up over and over is the ability to set goals and develop plans.

Anthony R. Davidson, Ph.D. MBA, and dean of Manhattanville College, said, “Well-educated, highly successful people have a number of things in common. They are unrelenting, lifelong learners who never pass up an opportunity to acquire new skills and additional credentials, and most importantly, increase their knowledge. They identify key people who are role models and/or mentors and maintain those relationships. They continually strive to frame their career successes within the context of the richness and fullness of life, and all the world has to offer. They have thick passports.”

Jean Mann, director of marketing and enrollment services at Manhattanville College added, “Successful people are able to accomplish goals and they are goal directed. Having a Master’s degree may give you the gravitas to ask for more money.

When you have an M.S. after your name, it gives you more confidence, but that doesn’t necessarily lead to success. You have to be able to commit to something.

Structure deadlines metrics for success and doing homework. In the real world there are deadlines and metrics.”

Dr. Eileen “Lee” Dieck, co-chair of Ethical Leadership, a signature program at The Masters School in Dobbs Ferry, said, “Much has been written about how the commonalities among the highest performing people that go beyond IQ to in-

clude EQ — an ‘emotional quotient’ based on emotional intelligence.” That EQ, as it’s called, is considered the “something” in each person that is somewhat of an intangible.

“Our EQ affects how we manage behavior, navigate social complexities and make personal decisions that achieve positive results,” Dieck said. “The five basic characteristics of EQ are self-awareness, empathy, motivation, self-regulation and social skills.”

Dieck said that while EQ has received a lot of attention in business and industry leadership, the qualities of emotional intelligence are increasingly receiving focus in education as well. “The Masters School, a grade 5-12 day and boarding school, has been building student EQ through a curriculum that aims to develop students’ self- and social awareness, critical thinking, effective decision-making, creative problem-solving and goal-setting,” she said. “This EQ development is supported by the school’s Harkness teaching methodology. In all classes, students and teachers engage in discourse around an oval table, practicing creative and critical thinking, and deepening their under-

standing through exposure to a multitude of opinions.”

The challenge of applying one’s emotional intelligence in daily life is made more complex by the diverse world students will live and compete in, Dieck said. “Our students are able to learn as part of an incredibly diverse community from around the country and around the world,” she said. “Through our school’s Leadership Project, students are asked to envision themselves as leaders in this complex world, working to make their communities better and stronger. The result is students who appreciate that in order to succeed.”

While no one likes to talk about the traits and characteristics of less successful people (and let’s not be so quick perhaps to label failure), there are specific characteristics common to individuals who seem to have failed to launch. Those traits include watching television for hours every day, fear of change and grudge-holding, blaming, and criticizing others. Engaging in negative gossip is believed to be a nonsuccessful person characteristic.

Contrary to popular opinion and perhaps in Presidential candidates, brag-

garts and people who might be considered “know-it-alls” tend to do worse in the world, as well as people who don’t set goals and who feel the world owes them a living.

Parent Nicole Goudey-Rigger said perseverance and mental toughness are qualities she hopes to instill in her children.

“Success in life is about hard work,” said Goudey-Rigger, owner of the Westchester business Pets A Go Go. Goudey-Rigger studied political science at Columbia University. “I absolutely try to teach that concept to my children every day,” she said. “At every challenge life presents to you, you have a choice to accept defeat or fight.”

Goudey-Rigger said served her well to have had children after a battle with cervical cancer, as well as to develop a thriving new business after her previous one collapsed.

Catherine Downs, a mom who also owns and operates a pet-oriented business, said she tries to instill in her children a strong sense of independence. “Independence from an early age breeds street smarts and common sense, which truly successful people possess,” Downs said.

“A few failures along the way make you strong, too. Book smarts are an added bonus, but not as crucial — a smart person can learn from any situation.”

Which brings us back to the concept of having a high EQ or Emotional Intelligence. Robert Horne, Director of Marketing and Communications at the Masters School said, “The challenge of applying one’s emotional intelligence in daily life is made more complex by the diverse world students will live and compete in. Our students experience learning as part of an incredibly diverse community from around the country and around the world.

“Our students are asked to envision themselves as leaders in this complex world, working to make their communities better and stronger. The result is students who appreciate that in order to succeed; it’s not just how smart you are, but how you are smart.”

Coming up with your own definition of “success” is a good place to start, and if you’re looking for tips and ways to get to that point, a simple online search of “habits of successful people” will give you more lists than you can handle from morning habits to night habits and short lists to long lists. There is plenty out there to take home with you for sharing with your children, the future successes of America.

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PAGE 4A/THE SCARSDALE INQUIRER

EDUCATION

Preparing kids for college’s real life experiences C ontinued from page 1A

percent of 165,000 high school students were confident in the next two steps of their lives: college and the working world.

In our towns, we don’t worry too much about academic preparedness — most kids leave here ready for that challenge. But there is so much more to college and life. Things you’re on your own for in college vs. high school, perhaps for the first time: • Dealing with not getting into a class.

• Problems with your roommate.

• A n issue with someone’s “offensive” Halloween costume.

• Handling a bad grade, whether you deserved it or not.

• Waking up on time for class.

• Filling out paperwork.

• Dealing with a bully.

• Doing your own laundry.

• Buying books.

• Finding a job.

• Getting extra help.

• Finding balance between academics and social life.

• Getting sleep.

• Removing yourself from a bad situation.

• Shopping for everyday essentials.

• Taking care of your own mental and physical well-being.

Yes, it’s overwhelming and a major change from what you’ve been used to as a teen. Hey, it’s a big change for Mom and Dad, too, especially if they didn’t recognize this years earlier and help ease you into the transition.

“I once received an admissions essay from a candidate that expressed what an effective communicator he was and how successful he was at all means of communication, verbal and written,” Manhattanville School of Business assistant director of recruitment and admissions Monika Pottgen said. “However, it was his mom who was the one calling me and asking all his questions over the course of his application. It truly is important

for students at all levels to remember to continue to value all forms of communication to succeed.”

For Pottgen, even the way we communicate is having ramifications. Relying on technology to communicate — we use our phones not to converse, but to do everything else — has shielded people of all ages from human contact, whether it be in person or the vocal contact of a phone calls.

“Perceptions, sensitivity and how one communicates are all related,” Pottgen said. “It is interesting to see the changing communication skills of today’s students. Working in admissions at the Manhattanville School of Business, I work with a young adult population interested in our accelerated bachelor’s and master’s degree programs and I spend lots of time daily answering questions through the computer instead of speaking on the phone. Personal interaction seems to be avoided, and this may translate to increased sensitivity.”

Schechter Westchester has shaped its senior year curriculum in order to better prepare student in their final pre-college

year.

“In short, while there is definitely legitimacy to the concern that the nurturing environment of high school may have become too nurturing — thus, ironically, rendering the transition to college more challenging — schools have succeeded in finding ways to engage students differently in their final months and prepare them more effectively for the independence of university life,” Kay said.

Traditional classes are held from September through January.

“Even within some of these courses, the learning style shifts to more creative, experimental, discovery-based approaches,” Kay said. “In our engineering and entrepreneurship program, for example, students establish their own companies, brand themselves, create websites, design products to solve realworld problems and then fabricate prototypes in our makerspace. They pitch their products to investors, who critique the work as they would their real-world investments.”

Then that real world experience kicks

in for February and March when seniors head to Poland and Israel for the trip of a lifetime where they get to walk in the “footsteps of Jewish History.”

“While the trip is obviously closely supervised, students gain experience in dormitory living and other elements of independence that serve as important models for the university experience,” Kay said.

Then come the internships and independent projects from April until the end of the school year, like many do for the final six weeks of public high school.

“Recognizing that the traditional expectations of a high school classroom may not resonate with second-semester seniors, especially those who have just spent two months living in another country, we have found that the trials and tribulations of the workplace, where parents typically cannot be called upon to intervene with the supervisor, serve as considerably better preparation for the independence of college,” Kay said.

Ready to leave the nest.

Helping high school grads transition into adulthood Transitioning from high school to the next life stage can be a time of excitement for young people, but it can also be a time filled with uncertainty.

Whether one is off to college, entering the workforce or starting another big adventure, he or she may need extra emotional support at first. Experts say that parents and caregivers can play a big role in ensuring the transition is a success.

“Whenever your child is going through a major life change, it’s important to consider his or her mental health and general well-being,” said Dr. Thomas K. McInerny, president of the American Academy of Pediatrics (AAP).

With that in mind, AAP offers the following tips for parents and youth navigating this important time of life:

• If your child is going to college, make sure he or she is familiar with the health and mental health support services on campus.

• If your child has a mental health diagnosis, such as ADHD or depression, be sure to ask the college staff what kind of medical information they will need related to your child and how to set up prescription refills if needed.

Talk to the college about special housing and academic accommodations, if necessary.

• Contact your child’s pediatrician, who can be a good source of advice.

In addition to ensuring your graduate has had all the vaccines and other preventive health care recommended for this stage of life, your pediatrician can also help you prepare the way for your young adult’s continuing mental and

emotional health.

• Once your child is settled into his or her new routine, keep in close contact and try to get frequent readings about how he or she is doing academically and socially. While you can’t stand sentinel outside the dorm room, you can remain supportive from a distance.

• Is your child entering the workforce? Even if he or she is remaining at home for a time, life will still change dramatically. Be sure to give your son or daughter extra space as a young adult, but offer help navigating new responsibilities, such as paying bills and managing health care responsibilities.

• Once a teen graduates and leaves home, alcohol, drugs and sexual activity may become much more accessible. Making poor choices can have life-changing results. Continue to have

conversations about peer pressure, good decisions and consequences.

• As always, stay connected and be attuned to the warning signs of depression and other mental health issues.

Look for “red flags,” such as excessive sleeping, excessive moodiness, obsessive body-image concerns and personality shifts.

• When it’s time to “graduate” to an adult doctor, your pediatrician can arrange for the transition to care by an adult health care provider.

Parenthood doesn’t end when your child turns 18. By offering emotional support, you can make the transition from high school to the next life stage a smooth one.

More health tips can be found at www.HealthyChildren.org.

— StatePoint

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Parenting: Checking up on your teen’s mental health Parents know to take their children to the pediatrician for physical checkups, but mental health is as important as physical well-being. A child’s teenage years can seem stressful. Teenagers enter high school, where they must make new friends. Increased academic and athletic competition can make teens feel inadequate or overwhelmed.

Parents can help their teenagers navigate these difficult years. First, parents should ask their pediatrician to evaluate their teenager’s mental well being. Pediatricians develop close relationships with their patients, so teenagers might feel more comfortable discussing sensitive subjects, like depression, stress and relationships, with their doctors instead of their parents.

Teenagers need a trusted adult to speak with, whether that adult be parent, pediatrician, teacher or counselor. Make sure that your teenager knows that stress, sadness and anger are normal, and that talking about her feelings can really help her cope.

Remind her of the people who can help her, and tell her that reaching out is a sign of strength, not weakness.

Second, parents should make sure they’re not putting too much pressure on their teenager. Too-high expectations can often

become damaging, but parents should still make sure that their teenagers have strong support systems at home.

“Kids tend to live up, or down, to the expectations of their parents,” said Dr. Renee Jenkins of the American Academy of Pediatrics. “Teens who understand what standards are expected of them stand a better chance of setting realistic goals for the future.”

Third, parents should help their teenagers feel empowered to change circumstances for the better.

If your teenager says she feels stressed, help her identify the source of her stress.

Ask your teen to brainstorm about possible solutions to her situation. Discuss the pros and cons of her suggested approaches, making sure to consider future ramifications. Decide on the best course of action.

Parents can help teens learn from their mistakes, gain better judgment and develop stronger senses of identity — the tools that will help them through the rest of their lives.

For more information on children’s and teens’ mental health, visit the American Academy of Pediatrics at www.aap.org and search for “mental health tips.”

— NewsUSA

Maximize study, fun with cost-effective technology Today’s youth are well-versed in transitioning their computers and phones from school to home and futurists believe that will be even more necessary in coming years. Project Tomorrow’s recent Speak Up Data shares that, “Students in a blended learning environment (utilizing both physical books and online digital resources) are more likely to self-direct their learning outside of school.”

The best tech device options allow your student to learn and play anytime, anywhere and in any environment. The critical items to consider are devices that allow full access to learning applications; nine-plus-hour batteries; keyboards; easy connectivity; a backpack-friendly weight; powerful browsers that allow for fastloading videos; access to school assignments and research tools.

Cost-effective technology such as the Intel processor-powered Chromebook is being embraced by entire school districts for its fostering of streamlined education allowing faculty and IT administrators to communicate with students at school and at home. As a bonus, your student can also use a Chromebook to socialize with friends and engage in fun learning apps and popular gaming sites.

“This is a whole new definition of what school looks like,” said Alice Keeler, au-

thor and Google for Education certified innovator. “Students can ask questions by posting to the stream in Google Classroom 24/7, and since other students have access to the stream, students are able to learn from and help each other.”

The ability to handle such multi-tasking is projected to serve youth well in the coming decades as technology evolves, according to a 2012 survey by the Pew Research Institute. Fifty-five percent of respondents agreed that by 2020, “The environment itself will be full of data that can be retrieved almost effortlessly, and will be arrayed in ways to help people young and old navigate their lives.”

The Intel-powered Chromebook addresses that need for multitasking with several advantages over ARM processbased models. That’s partly why school district IT specialist and education speaker Kyle Pace calls it “the biggest nobrainer in education.”

“Schools must begin leveraging these tools to bring students into the world of working in the cloud, communicating, collaborating and creating on the web,” Pace said. “We can’t afford not to give our students this type of access — at school and at home.”

— BPT

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EDUCATION

FRIDAY, JANUARY 15, 2016

College: Footing the bill without sacrificing your future Families who have children heading off to college are likely navigating an array of options when it comes to actually paying for higher education. A new white paper by Prudential Financial titled “Paying For College: A Practical Guide for Families,” seeks to dispel some of the misconceptions surrounding loans, grants, scholarships and available tax benefits. If the bad news about financing a college education is that it can be complex and time-consuming, the good news is that families willing to educate themselves on the process (and familiarize themselves with the potential pitfalls) can develop a strategy that does not break the bank for students or the parents.

“It can be a daunting process, but well worth the effort, especially if it means avoiding large amounts of debt or not dipping into retirement savings,” said Caroline Feeney, president of Prudential Advisors. “If it seems too intimidating, don’t be afraid to seek guidance because there is a good chance you’ll be able to put the right payment strategy in place that works for your family.”

Creating a plan

While earning a college degree is certainly a worthwhile pursuit, the skyrocketing costs of college tuition can leave many students laden with burdensome levels of debt. Parents can also struggle, often sacrificing retirement savings to help their children.

According to Feeney, “We urge families to tap into school resources, guidance and financial aid counselors, as well as the experience of a financial professional who can help them make critical decisions with respect to leveraging existing financial resources in a way that helps protect longer-term financial security.”

The report provides a roadmap for financing a college education. It provides basic, foundational information about qualifying for undergraduate financial aid, taking out public and private education loans, and taking advantage of potential tax deductions and credits. It also offers targeted advice for single, as well as divorced parents.

Seeking aid: knowledge is power

One of the primary goals when researching college payment options is identifying all of the sources that do not result in long-term debt. For families who lack the resources to save in advance or to fund that education on a pay-as-you-go basis, seeking all types of financial aid is essential. Some consider-

ations include: • Becoming familiar with the application deadline and requirements for the Free Application for Federal Student Aid (FAFSA).

• Learning the pros and cons of aid sources available, including grants, scholarships, work-study programs, tax credits, and tax deductions.

• Researching the variables that affect a student’s access to financial aid, including choice of school, how much and in what form the family has saved for college, and how adept the family is at working through the process of applying for help.

Once they do their homework, families may be surprised to learn about more effective ways to qualify for grants

and scholarships, and if student loans must be taken out, how to navigate the new repayment options that have become available.

Divorced and single parents also have special provisions available to them that are worth looking into.

“Every family has unique circumstances to consider,” Feeney said. “Investing time with a financial professional who can help guide them through resource planning can help alleviate some of the stress associated with understanding the process and making sure that the family’s finances are well handled.”

To learn more, visit www.prudential. com/payingforcollege.

— BPT

Restaurant skills carry students through many careers One in three Americans get their first jobs in restaurants, and half of all American adults have worked in the restaurant industry at some point in their careers. Restaurants are the nation’s second-largest private sector employer, offering skills and career opportunities to millions.

A majority of employees who work in the restaurant industry are proud to do so, and while not everyone stays in foodservice forever, the industry still prepares them to succeed in any career path they choose. Teamwork, professional behavior, time management and communication are all skills learned in the restaurant industry. These skills are applicable to any industry, and serve to prepare students and young people for their careers.

It is not only possible, but common, for employees to move from entry-level positions to those of management, and even ownership. Nine of 10 restaurant managers, supervisors and chefs, and 8 of 10 restaurant owners’ first restaurant job was in an entry-level position, according to “Who Works in the U.S. Restaurant Industry? A Nationwide Survey of the Restaurant Workforce.”

The upward mobility offered to em-

ployees in the restaurant industry allows for growth and fosters a belief that it is a place where people of all backgrounds can open their own business.

“The opportunities available in the restaurant industry are endless,” said Steve Kramer, vice president of communications and external affairs, National

Restaurant Association Educational Foundation. “Few industries offer the upward mobility found in restaurants and foodservice careers, and those who start in an entry-level position have the means to achieve a long-lasting and fulfilling career.”

Last year, the U.S. Department of

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Labor published the first-ever Food and Beverage Service Competency Model, officially codifying the skills learned at each level of a restaurant career, and profiling the employability and technical skills essential to achieving lifelong career success in the industry. The model is made up of nine tiers. The first two include personal effectiveness and academic competencies measured in any industry. Skills include motivation, critical thinking and dependability.

Because these base skills learned in a restaurant are so important for any job, the industry is effectively training America’s workforce. Data, as well as anecdotal evidence, suggests that no matter what career they end up in, people who have worked in the restaurant industry never stop using the skills they’ve learned there.

With the opportunity for upward mobility, skills-building and a fulfilling, long-term career, the restaurant industry offers a unique blend of opportunities not usually found in other industries.

These traits make it a good choice for your first job, a second career or a lifelong commitment.

— BPT

Mid-Westchester Early Childhood Center

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The JCC Early Childhood Center provides a nurturing, educational environment for children 17 months - 5 years. We are different from all the rest because we have experienced, qualified teachers (most with Masters degrees), and the JCC facility, which is equipped with a pool, dance studios, and sports facility ... under one roof!

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THE SCARSDALE INQUIRER/PAGE 5A

This is the season of coats, scarves and hats, but the Conservatory is already planning its summer program!

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EDUCATION

PAGE 6A/THE SCARSDALE INQUIRER

FRIDAY, JANUARY 15, 2016

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Perfect Harmony:

Music and the brain

BY DEBORAH MOLODOFSKY

Small School… Big Opportunities…

Endless Possibilities.

260 Jay Street • Katonah, NY 10536 • 914.232.3161 admissions@harveyschool.org • www.harveyschool.org A coeducational college preparatory school enrolling students in grades 6–12 for day and in grades 9–12 for five-day boarding.

Come visit us at our Admissions Open House:

Wednesday, January 27 at 9 a.m.

T

with

Shane Newmark Dolch

wenty years of experience as both the head of Amadeus Conservatory of Music & Theater, as well as a violin teacher, concert artist and mother, has taught me that children who study music excel in math, science, languages and creative thinking.

Albert Einstein, who began playing violin at age 6, said his discovery of the theory of relativity was “the result of musical perception.”

Stanford University’s Thomas Sudhof, who won the Nobel Prize in medicine last year, gave credit to his bassoon teacher.

James Wolfensohn, former World Bank president says, “Music functions as a ‘hidden language’ which I would characterize as a universal language, one that enhances the ability to connect disparate or even contradictory ideas.”

When a person plays music they are seeing patterns of notes, translating their patterns and interpreting them… all simultaneou sly. The notes are a language, the patterns mathematical and the interpretation creative.

Professor Nina Kraus, a neurobiologist at Northwestern, spent two years tracking 44 6- to 9-year-olds in a program in Los Angeles that gave free instrument lessons to children, and then measured their brain activity. She found a significant increase in the music

students’ ability to process sounds, which is key to language, reading and focus in the classroom.

Kraus was quoted as saying, “A musician has to make sense of a complicated soundscape,” which translates into an ability to understand language and to focus, for example, on what a teacher is saying in a noisy classroom.

Music and academic organization

Music can even help with core studying skills and getting in to college. Learning music stimulates the executive function of the brain, helping kids take responsibility for their studies and to be more organized with their time.

A study of 48 preschoolers at the University of Toronto published in 2011 found that verbal IQ increased after only 20 days of music training, five times that of the control group who were given visual art lessons.

Lead researcher Sylvain Moreno found that music training enhanced the children’s executive function, their brain’s ability to plan, organize, strategize and solve problems. He found the effect in 90 percent of the children, an unusually high rate.

Music, brain size and IQ

If I were to tell you that music literally made your brain bigger and made you smarter, you would probably think I was being a shameless marketer of music education. So here are some studies from recent articles

by Joanne Lipman published in the Wall Street Journal and New York Times and from The Guardian so you

can hear it from the scientists: • In a 2009 study in the Journal of Neuroscience, researchers used an MRI to study the brains of 31 6-year-olds, before and after they took lessons on musical instruments for 15 months. They found that the music students’ brains grew larger in the areas that control fine motor skills and hearing, and that students’ abilities in both those areas also improved. The corpus callosum, which connects the left and right sides of the brain, grew as well.

• E. Glenn Schellenberg, a University of Toronto psychology professor, devised a 2004 study to assess musical study’s impact on IQ scores. He randomly assigned 132 first graders to keyboard, singing or drama lessons, or no lessons. At the end of the school year, the IQ scores of the music students increased more than those of the other groups.

Music training and key academic skills

In 2013, the German Institute for Economic Research compared music training with sports, theater and dance in a study of 17-year-olds. The research, based on a survey of more than 3,000 teens, found that those who had taken music lessons outside school scored significantly higher in terms of cognitive skills, had better grades and were more conscientious and ambitious than their peers.

The impact of music was more than twice that of the other activities — and held true regardless of the Continued on the next page

Learning the right answers will get your child through school.

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EDUCATION

FRIDAY, JANUARY 15, 2016

Music brain Continued from the previous page

students’ socioeconomic background.

The other activities also had benefits: kids in sports showed increased ambition and those in theater and dance expressed more optimism. But when it came to core academic skills, the impact of music training was much stronger.

This is not to say that kids shouldn’t do sports, theater or dance if that is what they love. The interesting thing about this study is that when it comes to core academics, music was at the top of the list. In fact, many times, physical activity is a helpful precursor to music study helping a person to settle down and concentrate.

Music and language

In an increasingly global economy, many of us are seeing the need for our children to learn additional languages such as Chinese or Spanish. The sound of music trains our ears to speak other languages, while learning to read and play notes helps us with vocabulary, grammar and syntax.

Lisa Henriksson-Macaulay, the author of “The Music Miracle: The Scientific Secret to Unlocking Your Child’s Full Potential,” wrote an article “Are musicians better language learners?” in The Guardian in 2014. She is from Finland where the average person speaks three to five languages and was curious to see if Finland’s custom of early music training — where even babies and toddlers learn

core music skills through songs and games — might have an influence on their ability to speak foreign languages.

As music training boosts all the language-related networks in the brain, Henriksson-Macaulay, expected it to be beneficial in the acquisition of foreign languages. Reading through many research papers from peer-reviewed scientific journals, she discovered, in her words, “Music training is the only proven method to boost the full intellectual, linguistic and emotional capacity of a child.”

According to the studies she read, just one hour a week of learning music is enough to fully benefit the brain, including an all-round boost in language skills and a significant increase in IQ. So if you worry about the burden of time and practice for your family, this is great news!

Music training plays a key role in the development of a foreign language in its grammar, colloquialisms and vocabulary. One recent study found that when children age 9 and under were taught music for just one hour a week, they exhibited a higher ability to learn both the grammar and the pronunciation of foreign languages compared to their classmates who had learned a different extracurricular activity.

So, what is music doing to our children’s brains that is so helpful with language? In The Guardian, Henriksson-Macaulay wrote studies found that showed when “children start studying music before the age of 7, they develop bigger vocabularies, a better sense of grammar and a higher verbal IQ. These

advantages benefit both the development of their mother tongue and the learning of foreign languages. During these crucial years, the brain does 95 percent of its growth. Starting music training during this period also boosts the brain’s ability to process subtle differences between sounds and assist in the pronunciation of languages — and this gift lasts for life, as it has been found that adults who had musical training in childhood still retain this ability to learn foreign languages quicker and more efficiently than adults who did not have early childhood music training.”

Just by adding music to your child’s repertoire you will be helping them with their linguistic skills for life.

Music and success

Multiple studies link music study to academic achievement. But what is it about serious music training that seems to correlate with outsize success in other fields? A 2013 New York Times article

by Joanne Lipman, asked this exact question. After interviews of highly successful people from government to arts to business, Lipman found: • Condoleeza Rice trained to be a concert pianist.

• Alan Greenspan was a professional clarinet and sax player.

• Hedge fund billionaire Bruce Kovner is a pianist who took classes at Juilliard.

• Paul Allen began violin at 7 and took up guitar as a teen.

• TV broadcaster Paula Zahn played cello.

• NBC chief White House correspon-

dent Chuck Todd played French horn and attended college on music scholarships.

• NBC’s Andrea Mitchell trained to become a professional violinist.

• Both billionaire Microsoft co-founder Paul Allen and Google co-founder Larry Page played sax in high school.

• Steven Spielberg is a clarinetist and son of a pianist.

• Former World Bank president James Wolfenson has played cello at Carnegie Hall.

Many people are put off studying music because all this talk of “practice, practice, practice,” can seem daunting and intimidating. But this is just one side of the coin. Having music in your life and household is enriching and rewarding.

Much like the “Mindfulness Practice” which is being introduced in schools, playing for the sheer pleasure of the moment is great for our brains, too.

Whether it’s a recipe for Carnegie Hall, a gig at a local dive, a family sing-a-long or chilling alone in your basement playing an instrument, music fills the body and mind from an early age to an later one with both aesthetic and academic results.

Deborah Molodofsky is founder and CEO of Amadeus Conservatory of Music & Theater in Chappaqua. Shane Newmark Dolch is founder of SGN Consulting.

Education Notebook

The importance of play in early childhood education along.”

Children love repetition. They will play the same idea day after day. To make the play more productive, it is the teacher’s job to make subtle suggestions that extend the idea. Persistence is a wonderful thing to instill in children.

If the teacher can lead the children towards deeper understanding of the world they are trying to figure out, a simple 10-minute game becomes a 20or 30-minute interaction.

The teacher’s role is to scaffold the play: ask questions, narrate what is being observed (vocabulary!) and take them to the next level until they are able to do it on their own. There is a place for everyone to join in so thinking people who can develop plot and dialogue grow, children who can bring ideas and characters to life.

Blocks are another great open-ended, child-directed activity. Zoos are often a favorite as they are easy to make. Enclose some animals in blocks and there you have it. All it takes is one simple question from the teacher: “When do the people show up to see the animals?”

Suddenly sidewalks are being built around the enclosures. As the people figures are added, the block structures are slowly reconfigured to include windows for viewing places. Signage may be added. Parking lots are built because the people must have driven to get there.

The ideas deepen, different perspectives are taken and vocabulary is growing.

Executive functioning requires working memory (the ability to retain information), cognitive flexibility (the ability to determine what is relevant) and inhibitory control (the ability to resist distractions).

Professionals who work with young children have always recognized the importance of play. When early childhood educators watch children interact in an unstructured, open-ended setting that they are directing, they see development in action.

“For years as I witnessed these interactions with children, I felt it was what they should be doing; it all made sense,” said junior pre-kindergarten teacher Lisa Adorno, the early childhood coordinator for Rippowam Cisqua School in Bedford. “I hear the students’ vocabularies growing; I see their interactions becoming more cooperative. Magically, they are discovering their own potential.”

Recent advances in brain research have helped professionals like Adorno understand why it makes sense. In fact, the research she finds most relevant to her work focuses on two skill sets: executive functioning and self-regulation.

These skills account for the ability to follow directions, focus, communicate, think critically, make connections, regulate impulses, solve problems, take turns and exhibit self-control. Young children need to explore, use their senses, interact, touch and manipulate objects to help make sense of the world around them. Frequent opportunities to engage in open-ended play scenarios help to foster and grow all of these abilities. While soccer and ballet certainly have their own importance in providing fun and physical activity, dramatic and imaginative play offer a far deeper purpose.

Consider a simple game of playing family or doctor, two very popular themes with young children. Decisions must be made, roles assigned/assumed.

Certain expectations and rules lead the

play. Children must communicate in order for the play to move forward. Let’s assume we follow the game of doctor. It is somehow known that whoever plays the doctor must be gentle and caring (children rarely give aggressive shots to each other). The sick child must appear somewhat scared or nervous and the doting parent must soothe. If the child pretending to be the doctor were to act nervous or scared, the play would come to a screeching halt. It just wouldn’t make sense to those involved. Many complex ideas must be kept in mind for the play to continue; the children must inhibit impulses that don’t fit the role.

While dramatic play is child-directed, this does not mean the teacher is not involved — quite the opposite in fact.

“The teacher’s role is to be right on the edge of the play, listening, learning where exactly those students are,” Adorno said. “Only then can you move them

WRT ECC offer critical 1st step

The Harvey School sees record enrollment

The Early Childhood Center at Westchester Reform Temple (WRT ECC) in Scarsdale is a state licensed preschool offering programs for infants through pre-k. WRT ECC offers a comprehensive, top-notch educational program in a warm and nurturing environment. The school is dedicated to enriching young children’s lives socially, emotionally, academically, spiritually and physically.

WRT ECC strives to be inclusive, welcoming every child regardless of cultural background or affiliation. The ECC and synagogue encourage parents to get involved and are known as a Center for Families with Young Children. Families are included in holiday parties, weekly Shabbat celebrations as well as social functions on and off site.

Parents and children are also invited to many activities open to the greater temple community like monthly Tot Shabbats, children’s High Holy Day services, charitable activities and holiday carnivals and festivities.

The ECC seeks to create a stimulating environment for children and their families so that they may grow and explore the world together. The preschool experience is a critical first step in a child’s journey of developing values, self-esteem and lifelong learning, planting the seeds from which a child will eventually grow into adulthood.

Contact Sue Tolchin at sue.tolchin@ wrtemple.org.

When The Harvey School in Katonah opened this fall for its centennial year, it registered its largest September enrollment in the school’s 100-year history.

The 366-student enrollment in grades 6-12 exceeds the previous high water mark of 362 established two years ago.

Admissions director William Porter said Harvey’s catchment area is a wide one: “We have a geographically diverse student body from three different states — New York, New Jersey and Connecticut — and from over 100 different ZIP codes.”

Harvey’s five-day boarding option for students in grades 9-12 is one factor contributing to the increase in overall school enrollment. “Our current boarding enrollment of 34 exceeds our previous high opening enrollment in the dorms by one,” Porter said.

The growth also comes as a result of its third-year International Student Program (ISP), which has generated strong interest from students who live abroad.

The school’s ISP has 19 students enrolled, 15 from mainland China, two from Taiwan, one from Korea and another from Haiti. Six of the 19 are new to Harvey this year.

In addition to the diversity that having an international program fosters, Harvey’s financial aid offerings also promote a richness of campus life, which Porter believes makes Harvey unique.

“We have one of the most diverse student

Play is an important aspect of the Rippowam Cisqua School.

bodies in the region, geographically, ethnically, racially and internationally, while still maintaining a warm, friendly, small-school structure,” he said.

Harvey, a co-educational independent college preparatory school, is situated on a 125-acre campus that features separate buildings which house an upper school, a middle school, an arts center, a library, a new athletic center and an ice rink. With the recent opening of the John G. Davis Tennis Center, Harvey students have one more campus facility to serve their journey for self-discovery.

“With all that is transpiring at Harvey these days, we have truly become a ‘small school, with big opportunities and endless possibilities’ as we proudly say,” Porter said.

Porter and his admissions team will host an open house Wednesday, Jan. 27, from 9-11 a.m. Visitors will have the opportunity to meet Porter, middle school head Brendan Byrne and upper school head Phil Lazzaro, who will speak about Harvey’s academic mission, goals and program features and offer a Q&A segment. In addition, there will be a tour of the school while classes are in session.

To register for the event, visit www. harveyschool.org. For information, call 232-3161, ext. 138.

Play is the perfect vehicle to develop and grow all of these in an organic manner. Pretend play helps promote development of the prefrontal cortex, the part of the brain that houses the executive functioning and self-regulation skills.

Young children are not equipped to learn through a didactic approach — they learn best through play.

Founded in 1917, Rippowam Cisqua School is a co-educational, independent country day school for students in grades pre-k through nine with campuses in Bedford and Mount Kisco. Visit rcsny.org.

THE SCARSDALE INQUIRER/PAGE 7A

a team approach to personalized college advising Individualized guidance...

College Lists Application Support Essay Development Extracurricular Activities Interview Preparation Deadline Management Testing Strategies Course Selection

...and so much more Leslie Berkovits ▪ Ellen Golden ▪ Lillian Hecht Nancy Michaels ▪ Lisa Rodman

914-282-3820 www.collegistics.com School Westchester Reform Temple Registration Ongoing • Nursery School for 2016-17 Classes for Toddlers,

2s, 3s & 4s • Extended Day Enrichment Options for 3s & 4s • Mini-Camp and Summer Play Place • 2 outdoor play areas: Nature Play Space & Tour of Israel Playground • Free Weekly Babies & Bagels Play Group Shabbat with ECC Director

Susan Tolchin, Director

Early Childhood Center, 255 Mamaroneck Rd. Scarsdale

914-723-5493 • Sue.tolchin@wrtemple.org

EDUCATION

PAGE 8A/THE SCARSDALE INQUIRER

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