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IN THIS ISSUE 4 Contests to Enter! See page 21! Countering Drug & Alcohol Abuse School-Based Abuse Programs Preventing Alcohol & Drug Misuse Winning & Losing at the Game of School Grades are Means not Ends Community Calendar Summer Camps & Programs Showcase! Education Feature: Cape Ann Waldorf School
ther’s Day! o M y p p a H Cover Photo by Spector Photography: www.spectorphotography.com
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MAY 2011
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North Shore Children & Families
Family & Friends
Celebrating All North Shore Moms! Danvers;Tiara Teel, Nahant. We hope you all enjoyed the show! And the Happy Mother’s Day to all North winners of a $100 gift certificate to Shore Moms! Whether you are Gibraltar Pools & Spas in Topsfield are Mom, Mommy, Mother, Mama, Ma, Debbie Day, Salem – and Cindy Sostak, Mere, Maman, Madre, Mamma – or Hampton, NH – so get ready for some Nanna, Nan, Nana, Grammy, Grandma, summer fun! All of these great prizes Grandmother, Granny, Nonna, Nonni, are awarded courtesy of North Shore Ya-ya, Memere, Abuela, Babushka – or Children & Families – and in Auntie, Guardian, Mentor, Teacher or partnership with select sponsors. Friend – here’s wishing all Moms and caretakers throughout the North We have FOUR contests to enter Shore a very Happy Mother’s Day! this month! Look for the contest “ad” in this issue to see how you can Congratulations to our March enter to win one of 4 different contest winners! The following prizes – which are all amazing! You readers each won a family 4-pack of may enter each contest – but please, tickets to see Big Apple Circus in only one entry per person per Boston: Marisa Bortlik,Woburn; Kristin contest. Good luck to all who enter! Eckhardt, Salem; Mark Leedham, by Suzanne Provencher, Publisher
Note to All Advertisers: Our next issue is our Summer issue – which covers 2 months – June AND July. Our Summer issue has a bonus printing so that we may restock our highest traffic distribution locations in early July (for our regular ad rates!). Our Summer issue also features our final Summer Camps & Programs Showcase for this season (see our May Showcase in this issue!) – so if you need to advertise in June and/or July – you’ll want to plan ahead to advertise in our Summer issue, as we do not have a separate July issue. To advertise in our 2-month Summer issue, please contact Suzanne by May 13.
And finally, if you love our cover photo this month – the credit, once again, goes to Jacquie Spector of Spector Photography, located in Beverly Farms and serving the North Shore and beyond. If you are looking for a professional photographer – Jacquie works out of her studio or at your home or other special location. Please see her ad on page 8, where our readers can save 20% off your first session fee! Thanks for spending some time with us again – and Happy Mother’s Day, Mom! Until next month – Suzanne
North Shore Children & Families
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Letter from the Editor
Countering Drug & Alcohol Abuse by Michael F. Mascolo, PhD Several months ago, in this space, I wrote about the new Drug and Alcohol policy at Swampscott High School. For those of you who do not know about this issue, Swampscott High made headlines by extending the Drug and Alcohol policy for student athletes to the entire student body. This policy is distinctive in that it extends rules and consequences for alcohol and drugs beyond geographical confines of the school and beyond the temporal limits of the school year. If students are caught consuming alcohol or using illicit drugs, they can be barred from all extracurricular activities (sports, dances, clubs, drama, etc.) for a full school year – until such time that they complete a mandatory alcohol and drug counseling program provided by a school guidance counselor. The program has created quite a controversy. Some parents laud the program; others suggest that it oversteps its bounds and attempts to usurp the role of parents.
and drug policies in more detail. As a result, we have devoted part of this issue to an analysis of what works and what doesn’t work in school-based programs that target the prevention of alcohol and drug abuse. Research suggests that some school based approaches are more effective than others. The least effective programs are those that rely upon the mere “dissemination of knowledge” about the risks of alcohol and drug use. The more effective programs are those that call for a more comprehensive approach. They operate by addressing the “whole student” – not just the student’s knowledge and attitudes. Effective programs go beyond the mere dissemination of knowledge and attempt to arm students with specific skills for resisting the social pressures to abuse alcohol and drugs and with ways to define themselves in more healthy and constructive ways.
Count me as one of the supporters of Swampscott High’s program. My reasoning then, as now, is that the Swampscott School system enacted one of the few very comprehensive powers under its purview. Alcohol use by individuals under the age of 21 is illegal. The use of illicit drugs is illegal. The school system is well within its rights to extend an already existing policy that applies to student athletes to the student body in general. By doing so, the school system makes a very public statement: Alcohol and drug use is not acceptable. We are taking alcohol and drug abuse seriously. As a result, we will hold you responsible for your actions, whether or not they occur on or off school grounds and for the entire school year.
The content of this issue raises the question, of course, of how the Swampscott school system’s program compares to other programs that address drug and alcohol use. As stated above, there are two parts to their policy: (a) clearly promulgated rules prohibiting alcohol and drug use and specifying severe consequences for their violation, and (b) the provision of alcohol and drug programs for individuals who violate the policy. Most of what is contained in this issue addresses issues of the content of alcohol and drug programs. My familiarity with the Swampscott program is limited to its published policy* and to what I have read in the newspapers. As a result, I am unable to comment on the merits of the specific alcohol and drug programs that will be offered by the school. However, the rules prohibiting alcohol and drug abuse beyond the confines of the school or school year calls attention to a student’s behavior at all times. This policy doesn’t let students off the hook. At the very least, it raises awareness of the need for a comprehensive solution to this important problem. For these reasons, the Swampscott school system should be applauded.
My support of that policy motivated me to explore the issue of school-based alcohol
*This policy is available online at www.swampscott.k12.ma.us/Pages/Chemical%20Health%20Policy-Student%20Body-Accepted.pdf
North Shore Children & Families
www.northshorefamilies.com P.O. Box 150 Nahant, MA 01908-0150 781.584.4569 A publication of North Shore Ink, LLC © 2011. All rights reserved. Reproduction in full or in part without written permission of the publisher is prohibited.
Suzanne M. Provencher Publisher/Co-Founder/Managing Partner suzanne@northshorefamilies.com Michael F. Mascolo, PhD Editor/Co-Founder/Partner michael@northshorefamilies.com Designed by Group One Graphics Printed by Seacoast Media Group Please see our Calendar in this issue for our upcoming deadlines. Published and distributed monthly throughout the North Shore, 10x per year, and always online. All articles are written by Michael F. Mascolo, PhD unless otherwise credited. Information contained in NSC&F is provided for educational and entertainment purposes only. Individual readers are responsible for their use of any information provided. NSC&F is not liable or responsible for the effects of use of information contained in NSC&F. Established 2007.
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North Shore Children & Families
Drug & Alcohol Abuse
What Works & Doesn’t Work in School-Based Drug & Alcohol Abuse Programs There is some good news about alcohol and drug use. Cigarette smoking is down to record levels. As a group, about 20% of American 8th-12th graders smoke cigarettes. That is the lowest rate in recent history. Alcohol use among teenagers has continued its decline in recent years. As a group, use of alcohol (within the past month) among 8th-12th graders fell from 28.4% in 2009 to 26.8% in 2010. Marijuana use among American teenagers has declined steadily over 9 of the past 10 years. This is good news. However, despite these positive trends, problems remain. A 20% smoking rate still means that one in every five teens smokes cigarettes, and this of course only includes teens willing to admit it. And while alcohol use has declined, by the 12th grade, over a third of American students are using what is essentially a dangerous and illegal substance. And, after a decade of decline, marijuana use among American teenagers actually increased by 10% between 2009 and 2010. Driven primarily by increased use of marijuana, rates of past-year illicit drug use in 2010 were 16% in the 8th grade, 30% in the 10th grade and 38% in the 12th grade. Prevention is essential. Research shows that substance abuse follows a general trend. For those who go on to abuse alcohol and drugs, adolescents typically start by experimenting with alcohol and tobacco. When teens move on to other drugs, they typically begin by moving on to marijuana. Marijuana use,
thereupon, increases the risk that teenagers will experiment and/or become frequent users of other illicit drugs (e.g., ecstasy, cocaine, etc.). There are things that can be done to influence adolescent drug use. Rates of drug use over time change. A study performed by researchers at the University of Michigan (see figure) shows that marijuana use by American 12th graders has fluctuated between 1975 and 2010. More interestingly, the study shows that changes in marijuana use over time varies with the extent of risk that adolescents perceive in the use of marijuana. This type of research shows that alcohol and drug use among American teens is modifiable. What works and doesn’t work in school-based programs aimed at helping teenagers make responsible decisions about drug and alcohol use?
What Doesn’t Work
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There have been a wide range of programs that have been developed that are intended to reduce the rate of alcohol and drug use among students. Most of these programs have limited effects on the behavior of the students they are intended to serve. Some programs, however, are more effective than others. The most ineffective programs seem to be those that focus on providing students with knowledge and information about the dangers of drug use. Many of these programs incorporate dramatizations that accentuate the risks and dangers of abusing drugs and alcohol. Research shows that such programs – with or without fear-inducing dramatizations of the risks of drug use – fail to reduce rates of alcohol and drug use. Why is this? A few quick examples should illustrate why these programs fail. Here’s one: Eating fatty foods is bad for you. Eating a high fat diet will raise your risk of premature death from heart disease, cancer, diabetes and a range of other diseases. As a result, you should dramatically reduce your intake of red meat, eggs, butter and fats, rich desserts, and, well, you know the drill. Don’t let this be you: Of course, we know all of this. But this doesn’t make healthful eating any easier to do. We are often acutely aware that we are at risk for harming our health when we are eating the very foods on this list! This doesn’t stop us. Why? It’s because we are not simply “rational” beings. We often think that our behavior is determined by our thoughts and attitudes. We first think a thought and then use our thought to guide our actions. But this is only partly true. We are not simply rational beings; we are also social and emotional beings. We like fatty foods. And here we are out to eat with our friends who are also eating fatty foods. And we are pros at being able to “rationalize” our behavior with pure nonsense: “Oh, an extra 10 minutes on the treadmill will get rid of that…” “Fair enough”, you might say. “But what about the photo? The photo makes me feel a little afraid. And you just said that we are emotional beings. Doesn’t fear motivate?” Now, to be sure, you may very well be influenced by the photo. The photo evokes fear and fear does indeed motivate. But for how long? After a few minutes, we have forgotten the photo. And what’s more, we are good rationalizers: “Oh, that guy in the photo is older. He probably had bad genes. That’s not gonna happen to me.” And so, we need more – much more. Let’s take a look at what works. What Works? The most effective school-based programs are those that are comprehensive, interactive and focus on skill-building in a variety of areas. Such programs: • Are guided by a comprehensive conceptual theme that focuses on risk and protection • Engage in developmentally appropriate and culturally sensitive dialogue • Build skills to help children identify situations involving risk and peer pressure • Build specific behavior-regulation skills that help children refuse offers of drug use even when they may be tempted to do otherwise Continued on page 6
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Drug & Alcohol Abuse
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What Works & Doesn’t Work Continued from page 5
• Provide accurate information that shows that drug and alcohol abuse are non-normative: “In fact, everybody is not doing it” • Teach skills to help teenagers to refuse offers of drug and alcohol use • Are presented in an interactive and participatory way, including dialogue to help students articulate their understandings and role playing to help build choice-making skills • Build personal and social skills that give students the genuine sense of self-competence needed to stand up for themselves and avoid situations that might lead to the misuse of alcohol and drugs • Help children to build values, goals and skills for engaging in meaningful alternatives to alcohol and drug use as ways of defining themselves and relating to their peers It follows that such programs are not single session lectures or presentations; they are comprehensive. Optimally, they are programs whose elements are implemented throughout the child’s day – both in and out of class. Attempts should be made to make teaching, modeling and discussing and enacting part of the cultural fabric of the school itself – from the principal through the parents to the para-professionals. And it doesn’t stop there: the students themselves are often the best teachers. Once a culture that views alcohol and drug misuse as non-normative begins to develop, the students will come to influence each other. Peer pressure can then begin to work in reverse; students will be pressured to refuse rather than use.
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Education Feature
The Wisdom of Waldorf are being conducted and “discoveries” made in brain and child-development research that validate Steiner’s theories and methods. Backed by its consistent history, the thousands of successful elementary and high school graduates, and this growing body of scientific evidence to support it, Waldorf continues to be innovative and more relevant than ever.
The Wow of Waldorf "What every parent would wish for his or her children, Waldorf education provides. The fullest development of intelligent, imaginative, self-confident and caring persons is the aim of Waldorf education." – Douglas Sloan, Professor Emeritus, Columbia University "Being personally acquainted with a number of Waldorf students, I can say that they come closer to realizing their own potential than practically anyone I know." – Joseph Weizenbaum, Professor MIT "Waldorf taught me how to think for myself, to be accountable
for my actions, to be a good listener, and to be sensitive to the Waldorf Curriculum & Teachers needs of others. It also helped me to focus on the underlying A central tenet of Waldorf education is importance of beliefs, and values that are the discovering and supporting the child’s foundations of good leadership." – Kenneth Chenault, emerging individuality. Waldorf teachers Vice Chairman of American Express value diversity in their classes and strive to help students bring their unique gifts to "By the time they reach us at the college and university level, fruition and learn to successfully cope with and What is Waldorf Education? Waldorf students are grounded broadly and deeply and have a overcome obstacles. The teacher skillfully creates remarkable enthusiasm for learning. Such students possess the It all began in 1919, when Rudolf Steiner (1861eye of the discoverer, and the compassionate heart of the a cooperative classroom environment where each 1925), an Austrian philosopher, scientist, artist and reformer which, when joined to a task, can change the planet." child can find developmentally-appropriate renowned lecturer, formulated the principles of – Arthur Zajonc, Ph.D., nourishment and challenges. In early childhood, an educational system that would educate Associate Professor of Physics, Amherst College teachers know that reading must be grounded in a children to become free, responsible, and active rich field of oral learning and meaning, and thus Waldorf Education Values: human beings, able to create a just and peaceful they carefully lay the foundations for early literacy • family and community life society. His aim was not to inculcate in children • a healthy unfolding of childhood through storytelling, singing, and movement games. any particular viewpoint or ideology, or simply to • joy in the learning process In the elementary grades and middle school, all instill knowledge, but rather to make them so • education focused on wholeness in the standard academic subjects are taught yet are healthy, clear-thinking, and creative that they were body, soul, and spirit presented in a pictorial and dynamic manner. Each • intellectual excellence, imagination, strong memory, and more likely to discover and implement solutions teacher works as an artist and a scientist – helping problem-solving skills that furthered human development. children connect to the subject matter through • nature and life’s beauty, rhythm, and seasons • viable alternatives to high-stakes testing Waldorf is Local and Worldwide the heart and guiding children to truly observe • age-appropriate use of media Today, Waldorf is the fastest growing independent the world around them. • training ethical and moral judgment educational movement in the world. Cape Ann • beauty of the environment as a Cape Ann Waldorf School Moves to Waldorf School has been on the North Shore for Moraine Farm formative force in the child’s world. 25 years and is just one vibrant example of the 2011 is a very exciting time in the 25-year history Waldorf Adds Up to a Truly Unique Education 120 Waldorf schools in the United States and one of Cape Ann Waldolf School (CAWS). On Mathematics + science + English + grammar of the over 900 Waldorf/Steiner schools in the + literature + foreign languages + geography + history + drawing Monday, April 25, 2011, CAWS will begin classes at world. Also, more and more public and private + painting + handwork + modeling + woodworking their new home on Moraine Farm on Rte. 97 in schools are implementing Waldorf teaching + physical movement + music + drama + community + respect Beverly. The school is moving into a newly methods and curriculum into their classes. + relationships + diversity + beloved teachers + caring parents renovated and expanded building on eight acres. + nature + health + joy = Cape Ann Waldorf Wherever it is found, the Waldorf curriculum cultivates within its students a deep appreciation CAWS currently serves families from 26 cities and for cultural traditions from around the world towns north of Boston – from Gloucester and The information contained in this education feature was while also being deeply rooted in its local culture Newburyport to Lynn and Marblehead – and submitted by Cape Ann Waldorf School, and published in and context. represents a wide range of socioeconomic, partnership with North Shore Children & Families; www.northshorefamilies.com. cultural, and religious backgrounds. Waldorf ’s Proven & Innovative Methods Why has this form of education blossomed The breadth and depth of the Waldorf experience is just too vast to sum up in one page. throughout the world for the past 90 years? We encourage you to come for a visit. Perhaps it’s because Waldorf is based on sound, For many of our families, enrolling at CAWS has truly been a gift for their whole family. time-tested insights about human development to Cape Ann Waldorf School, 701 Cabot Street (Rte 97), Beverly, MA 01915 help unfold each child’s potential. Modern www.capeannwaldorf.org 978-927-8811 admissions@capeannwaldorf.org science is catching up, as more and more studies
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North Shore Children & Families
Drug & Alcohol Abuse
When “Not” is Not Enough: The Do’s & Don’ts of Preventing Alcohol & Drug Misuse In addressing risky behavior in children and teens, our goals cannot simply be to convince students of what they should not do. We must also provide them direction and skills about what to do instead. As a rule, one cannot directly teach a don’t. In order to not do something, one must actively do something in order to inhibit an unwanted action. Odd as it might sound, not doing something is actually a type of active doing; we must actively do one thing in order to inhibit the impulse to do something else. Or, we must actively do one thing instead of doing another. Successful alcohol and drug prevention programs arm children with direction and skills for what to do, not simply for what not to do. Why do comprehensive school-based programs designed to decrease alcohol and drug use work? These programs work by addressing the whole child rather than simply focusing on providing knowledge or information. To put it most directly: Children and teens will be less likely to misuse alcohol and drugs if they have a clear set of values that help them define who they are, as well as a set of where-the-rubber-meets-the-road skills to engage their peers in terms of those values. These are the do’s that allow children to pull off the don’ts.
fundamental questions that they will ask themselves when it comes to risky situations: Who am I? How do I relate to you? Each of the strands of the diagram refers to ways that we can help teens build skills for answering these questions and regulating their actions in real social situations.
So, how do we help our children and teens build the skills to make healthy and constructive choices about risky situations? The figure (right) provides some examples. At its core, we want to help our teens answer two of the most
Teens need a sense of personal identity. They need to be able to answer questions like: Who am I? What do I value? What is important to me? What gives my life purpose? A teen who is able to identify a sense of what is
important is a teen who will be more likely to make healthy choices about risky behavior. Such a teen will gain a sense of meaning from pursuing his or her passions. Further, teens who have a sense of purpose in their life will be more likely to associate themselves with similar highly responsible individuals. When that happens, peers influence each other in constructive ways. Values, conformity and social acceptance. Teens are deeply concerned with conformity, acceptance and fitting in. It is easy for teens to gain a sense that alcohol and drug use is normative. If most people are doing it, then I must do it too if I am to gain acceptance. It is helpful for students to learn that alcohol and drug use (like other risky behaviors) are not the norm. If such activities are not the norm, then what is? Discussion of such issues raises questions about the types of activities, valued by peers and adults alike, that can bring about social acceptance. Identifying risk. Taking the subway is a pretty clear-cut skill. You have to know how to read the schedules. You pay your fare, choose the right train, get on the train and get off at your stop. But, as we all know, there’s more to it. All types of people ride the train. With whom is it safe to speak? Who isn’t safe? Is it safe to get onto a subway car with a bunch of rowdy kids? What may seem obvious to an adult is often not at all obvious to children and teens. Identifying risky situations is a skill that must be cultivated over time. It’s not enough to warn children about risks using abstractions. “If there are a bunch of rowdy kids, wait until the next train.” Just what is a rowdy kid? And how is your child to identify one? Creating a stable social identity. To have a personal identity is to know who one is and what one thinks is important. However, a person’s sense of self often differs – sometimes dramatically – when interacting with different people. Who I experience myself to be may vary when I’m with my teacher versus when I’m with my best friend versus when I’m with a popular boy who
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I really want to impress and to have like me. As a result, part of arming a child to resist social pressures is helping gain a sense of who they are in relation to different people. Mark is a likable boy who likes to play basketball, smoke marijuana, attend parties and drive fast. I like to play basketball, too. But who am I when I am with Mark? Resisting pressure. Merely knowing that I shouldn’t or don’t want to misuse drugs or alcohol does not mean that I will be able to resist pressures to do so. Resisting social pressures is a skill that must develop in its own right. It generally consists of at least two parts. The first – already discussed to some extent – is having a clear sense of one’s self and one’s own goals and purposes. If I know and feel comfortable with what I think is valuable, good and important, I will be more likely to stand up for myself against social pressures. But even that is not necessarily enough. The second part has to do with knowing what to say, saying it and dealing with the uncomfortable emotions that arise from resisting social pressures. Engaging in alternative activities. Some might say that smoking, drinking and drug use bring about pleasurable sensations. Perhaps. Such pleasures, of course, carry risks – although there is evidence that adults may benefit from moderate amounts of alcohol. There is, of course, a chasm of difference between drinking responsibly and drinking-in-order-to-get-drunk. Drinking responsibly usually takes place while participating in meaningful social activities in which the social activities themselves are the source of pleasure. (In such activities, responsible use of alcohol is the salt that enhances the meal; it is not the meal itself.) Meaningful social activities bring about satisfactions and pleasures that are deeper than can be attained through the use of substances. Helping children cultivate skills for appreciating and participating in such activities arms them with alternatives to the culture of alcohol and drug use.
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Drug & Alcohol Abuse
I Caught My Kid Smoking Pot by Judy McAdams Elaine and I have a good relationship. She is my 15-year-old daughter. I trust her. Well, at least I trusted her. She is a smart kid. She gets very high grades at school. She participates in extracurricular sports (soccer) and even volunteers at the mission to help feed homeless people. By any standard, she’s a good kid. Mary Ann is her best friend. Mary Ann’s mother called me to tell me that Mary Ann admitted to having smoked pot in their basement. When Mary Ann’s mom asked who else was there, Elaine was one of the kids that she mentioned.
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So, I confronted Elaine. “Elaine, have you ever smoked pot?” “No mom, of course not.” “Have you ever been around other people who were smoking pot?”, I asked. “No. Why do you ask?” After her denial, I then confronted her with the evidence. Elaine admitted to being at Mary Ann’s house on the night in question. “Mary Ann’s mother said that Mary Ann admitted to smoking pot that night. Was she smoking pot that night?” Elaine’s face went red. “Well, actually mom, yeah, she did.” “But wait. You just told me that you’ve never been around anyone while they were smoking pot.” And that was the beginning of the unraveling of the truth. Elaine admitted to smoking pot. She said it was her first time. Of course, knowing that she had just lied to me, I simply didn’t know anymore if she was telling the truth. “Elaine,” I said, “This is really devastating to me. I just can’t believe that you did this. We’ve talked about this over and over and over. And you not only did it, but you lied to me about it.” “Mom, it’s no big deal. I just did it once. It’s not going to affect me for life.”
“I don’t know whether you just did it once. You’ve lied to me. How do I know you haven’t done it more than once? Was this really the first time you tried it?” Elaine hesitated. And so, I knew. “I see. So, now you’ve lied to me twice. How many lies make a pattern?” “I’m sorry, mom. I just wanted to try it. I knew you wouldn’t want me to.” “You’re right, Elaine. I wouldn’t have wanted you to, and I don’t want you to. I don’t know what I’m more angry with – your smoking or your lying. I do know that what you have done is to betray my trust. For all these years, you have given me no reason not to believe you. We talk about everything. You earned a lot of ‘honesty points’ during those years. But now, in this one act, you’ve cleared your account. At this point in time, I simply can’t trust you. And so, you have gone from 100% to 0% in the trust department.” “We are going to start over. You are starting from zero. Now, you are going to have earn back the trust that it took so many years to build. I’m serious. Things are back to the beginning. From this point on, I’m going to be all over you. You are going to tell me everything. And we are going to talk about it. You are going nowhere and you are doing nothing until you begin to earn back the trust. And then, when you begin to earn it back, we are going to talk and talk some more.” “Total openness, total honesty and total transparency – that’s what this is going to be about. You are going to be open with me and I’m going to help you to make the right decisions. And I’m not going to stop until you do. Openness, honesty and transparency is healthy communication. That will help us strengthen our relationship for a lifetime between us.” “I am going to choose to see this
as a wake-up call. Elaine, you and I have a great relationship. I refuse to see this as a threat to that relationship. In fact, I’m committed to seeing this as an opportunity – an opportunity to become even closer and to really work to understand one another. It may be pretty hard at first, but this is my decision.” “The trip we had planned to the Dance Competition is out this weekend. I’m not doing that as a punishment. In fact, I wish we could go; I really want to go for myself and for you. But at this point, I don’t have it in me to go. I’m that upset. We’ll use this time to begin to rebuild trust. And when I feel that I can trust you – and that you truly understand me and I am understanding you – you will begin to earn back your privileges.” “We are going to start rebuilding the trust. I’m going to help you make healthy decisions. We start now. Right now.”
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Education
Winning & Losing at the Game of School What if I don’t do well? My grade is going to suffer. It’s simply not fair.”
Imagine you are in a classroom: “As you know, there are two basic requirements for this class. The first is to complete your research paper over the course of the semester. You’ve been doing a good job with this. Every time that you update and revise your paper, you improve both your paper and your writing and research skills. Good for you.” “Now, it’s getting near the end of the semester. Unfortunately, because of snow, we are still trying to recover from the three classes that we missed at the beginning of the semester. And we’ve been so busy with your first paper, that we haven’t had a chance to start the second paper. This is the one in which you develop your knowledge about how the scientific method
Phoebe is adamant. “Yeah, it’s not our fault that we missed classes because of the snow.”
works in the social sciences. We’ve got to get cracking on that paper.” Jason pipes up: “But wait – that’s not fair! We’ve been working hard on our research paper. It’s not fair to give us a second paper so late in the semester!” Ellen agrees. “Yeah, we aren’t going to have as much time to write it.
So, is it fair or is it not? It’s a debatable issue. To be sure, if the professor were to give in to the student’s demands, he would be a hero in their eyes. My question here, however, is not whether such an action would be fair or not. Instead, it’s about why the question of fairness comes up at all? What is it that is being contested here? And why? And what does this tell us about education, at least in the minds of many of our students?
Before addressing the question, let us entertain a similar story, placed in a slightly different context: “As you know, there are two basic sets of skills we have to develop here. When our team is up, our goal is to get as many runs as possible. We’ve been working on batting very hard in anticipation of our first game. You’ve been doing a good job with this. Every time that you get up to the plate and practice your swing, you increase the number of runs you score and you improve your batting skills. Good for you.” “Now, it’s getting close to our first game. Unfortunately, because of snow, we are still trying to recover from the three weeks of practice that we missed at the beginning of the season. And we’ve been so busy with batting that we haven’t had a chance to learn about and Continued on page 17
COME ROLL WITH US! Great Family Fun for All Ages! SPRING SCHEDULE: (through 7/4/11)
Sun., 1-6pm, $7 Tues. & Sat., 7:30-11pm, Ballroom Dance, $12 Fri., 3-11pm, $7 / before 6pm; $8 / after 6pm SUMMER SCHEDULE: (7/5/11-8/27/11)
Sat. & Sun., 12-5pm, $7; Wed., Thurs. & Fri., 12-4pm, $7 Fri., 7-11pm, $8; Sat., 7-11pm, Special Events Roller skate rental is included in our rates; add $3/pair for roller blades.
Summer Camp Special for Camps & Summer Programs! Offered Wed., Thurs. & Fri., 12-4pm. Group rate & food packages available. This is a program for camps; we do not offer a camp.
Have Your Next Birthday Party at Roller World! Please call our Party Line for more info. on camp outings & private parties at Roller World: 781.233.3255.
SKATING CENTER 425 Rear Broadway (Rte. 1), Saugus • 781.231.1111 www.roller-world.com
North Shore Children & Families
13
Summer Camps & Programs Showcase Series Part 3 of 4
Series continues in our Summer issue.
14
North Shore Children & Families
Summer Camps & Programs Showcase Series Part 3 of 4
Series continues in our Summer issue.
North Shore Children & Families
15
Summer Camps & Programs Showcase Series Part 3 of 4
Series continues in our Summer issue.
Proudly serving the North Shore since 1993
At Salem State University Instructor: Joe Gallo, USPTA Tennis Teaching Professional Salem State University Men’s Tennis Coach Ask about our Lexington camps, too!
SWING & SWIM® for Ages 7-14 High School Players’ Tennis Weeks 2 Sessions Offered for Both Programs: Session 1: August 1-5 Session 2: August 8-12 Mon. through Fri., 9 am-12 noon
Call 781.391.EDGE to register! www.summersedgedaycamp.com
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North Shore Children & Families
Summer Camps & Programs Showcase Series Part 3 of 4
Series continues in our Summer issue.
YOUR CAMP COULD BE HERE NEXT MONTH! Contact Suzanne by May 13 to have your summer camp or program appear in our final, Summer issue showcase!
781.584.4569 suzanne@northshorefamilies.com
Winning & Losing Continued from page 12
practice our pitching, catching and defense. We’ve got to get cracking on what to do when the other team is up.” Jason pipes up: “But wait – that’s not fair! We’ve been working hard on our batting. It’s not fair that we have to practice pitching and catching so late in the practice!” Ellen agrees. “Yeah, we aren’t going to have as much time to learn how to pitch and catch. What if we don’t do well? It’s simply not fair.” Phoebe is adamant. “Yeah, it’s not our fault that we missed practices because of the snow.” Now, why does this sound so odd? The two stories are very similar indeed. It is entirely plausible that students would be elated if their professor were to drop a paper requirement for class. But why is it so implausible that team players would react similarly if their coach were to drop plans to learn to pitch and catch? Why would the professor be a hero?
And why would the players have nothing but blame for their coach? Well, what do the students want in each case? How do they understand what they are doing and what is at stake? In the classroom scenario, the students are concerned about their grades. They want to get the highest grades that they can with the least amount of work. If they get good grades, they’ll feel good about themselves; if they get bad grades, they won’t. In the baseball scenario, the players want to win a game. They want the status that comes with winning a game, and they want to avoid the feelings of shame that can arise from losing – especially losing big. There are many differences between these two scenarios, but two are perhaps most important. First, players care deeply about winning and losing at sports. Winning at sports brings high status, whereas getting good grades in school is more ambiguous with respect to status and identity. The second reason is, perhaps, more
North Shore Children & Families important. In sports, players are motivated to build the skills and knowledge they need in order to win a concrete flesh-and-blood game. They know that if they are to win the game, they must develop certain skills and knowledge. They not only know what those skills are, they also know that if they don’t have those skills, they will fail in their personal quest to win and achieve social status. As a result, any coach who is willing to risk failure by cutting the workload in half will quickly earn the disdain of the players. The players are willing and wanting to work hard to build the personal skills that they know that they need to achieve at athletics. This is not generally the case in the classroom. In the classroom, the object of the game is not building a worthy product and submitting it to public scrutiny; instead, it is getting a good grade. The grade, however, is an abstraction that is several steps removed from the student’s efforts and products. The grade comes to replace the concrete outcome of the
17
student’s efforts. As a result, the student comes to care less about producing worthy outcomes than she does for obtaining grades. And so the teacher who relaxes course requirements becomes a (short term) hero to her students in a way that a coach would never be allowed to be. The point here is not to say that we in education should be more like sports or that we shouldn’t give grades. The point is to show that, after so many years of tinkering with education, we still have not solved the problem of leading students to invest themselves in their learning and education. The case of sports shows that when students identify themselves with a goal, they come to internalize it as something worthy of their hard work and investment. We have consistently failed to find ways to foster or inculcate in our children similar forms of aspiration and investment for academics. Read the article on page 18 to learn how projects can help students to truly succeed beyond the grade.
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North Shore Children & Families
Education
Grades are Means not Ends Is it important for students to get good grades? Yes, of course it is. We cannot lose sight of the practical importance of getting good grades. The grades that a student achieves in high school and college will exert important influences on his or her life. Scores on standardized tests are also important. They play important roles in determining what colleges and universities students can attend, and thereafter, the sorts of positions that they will be qualified to obtain. Education has two equally important sides. The first side is the practical side. Getting good grades and high test scores has obvious practical importance. But there is another side of the educational coin. It’s about learning and development. It is reflected in the old adage: Don’t let your education get in the way of your learning. What’s the relationship between grades and learning? Because of their practical importance, we tend to think that grades are the ends of education. (And when we speak of the practical purposes of education, perhaps grades are an important end.) However, the idea that “grades” are the ends (goals) of education puts the cart before the horse; it gets the relationship backward. Grades should function not as ends unto themselves, but as means toward the proper end of gaining knowledge and skills.
The problem, of course, is that it’s hard to motivate children toward the end of “gaining knowledge and skills”. That’s one of the reasons we give them grades. If you learn this, you’ll get a good grade. So children learn in order to get the grade; and the grade becomes the end and not the means. It’s a vicious circle. The Power of Projects How can we, as parents and educators, prompt our students to focus on the learning and not just on the grades? One way to do this is to turn everything into a project. Let’s compare a project to a test. Let’s say that the task is spelling. Spelling is one of those important skills that we hate but have to learn. How can we teach spelling? Well, we can give children a spelling test. We can send a list of words home for children to study. The next day, we give the children a test. Simple. Is this an effective way to learn? Well, yes. It helps children learn how to spell words like those assigned on the list. But it doesn’t do much more than that. And further, it makes the grade the prize; learning to spell is just this onerous task we have to complete in order to get the grade. Are there better ways? Here is a better way. A teacher can send home a list of words for study. Each student is asked to use the words in a meaningful sentence. Better yet – have the students write a meaningful essay in which the words must be used appropriately. Now, this is a more integrative task! The
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North Shore Children & Families
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The final product will be a representation of you. Your capacity to put this together and show you have really learned something is what is going to be judged here. Invest in it. Make it your own. Why can projects (rather than tests or isolated assignments) lend themselves to being a representation of the child himself? A project – almost by definition – is an integrative type of activity. In order to perform any given project, a student must actively bring together a series of (ever-evolving) skills and understandings into one single integrated whole. The child is given a concrete goal that organizes the project. It is the child’s responsibility to organize and plan a project around that goal that gives the project meaning. Even though the project will be graded, once the student assumes responsibility for the goal of the project, that goal can organize and animate the child’s work. The child’s attention is directed toward the goal of creating a worthy project, rather than the goal of simply getting a grade.
students must not only spell the words correctly, they must also learn their meanings and learn how to use the words effectively in writing. There is a problem, yes, the students may misspell the words in the assignment. The assignment doesn’t have the threat of the grade to prompt students to memorize the spelling words. Those grades come back as incentives yet again. Let’s compare both of these two tasks to a real integrative project – preferably one that must be both written and presented to an audience in some way. What happens when a child is asked to take responsibility for completing an integrative project? When a child is asked to take responsibility for a project, the stage is set for parents and educators to help the student see that the project is an expression of the child himself. This is your project; this is your work.
But weren’t we talking about spelling? How does a project help students learn about spelling? By making flawless spelling one of the requirements of the project, of course! The point of an integrative project is that the child has the opportunity to create something meaningful out of his or her own activities, and in so doing, learn new skills in the process. The whole point of doing a school project is to build the skills necessary to complete the project! Spelling and a suite of other skills become part of the task of creating a meaningful expression of the self. For example, let’s say that the child is asked to complete a project on the Causes of the American Revolution. The project must contain a written report and an oral presentation using PowerPoint (or some other old or new-fangled technology) to facilitate the presentation. In an optimal Continued on page 20
Speech Therapy Group Does Your Child or Someone You Love Struggle with a Communication or Swallowing Disorder?
Speech Therapy Group can help you. At Speech Therapy Group, our mission is to maximize communication skills and improve swallowing disorders. We are a full service speech pathology practice serving clients from infancy through geriatrics. Our staff consists of highly skilled, competent, creative, compassionate and licensed speech pathologists. Speech therapy addresses a variety of disorders, including but not limited to articulation, voice disorders, stuttering, receptive and expressive language disorders, augmentative and alternative communication, cognitive linguistic disorders, aphasia, apraxia and communication disorders related to autism and dysphagia/feeding problems caused by cancer or various neurological problems. We improve the quality of life for our clients by providing assessments, treatments, skills and knowledge to those who need assistance with a communication or swallowing disorder.
Pediatric Specialties: • Feeding/Swallowing Disorders • Apraxia • Autism • Social Impairments • Reading & Writing Skills Development • Learning Disorders • Language & Articulation Disorders
Also Accepting Clients for Summer Programs: Social Skills Groups & Feeding Groups. We accept Medicare and most insurance programs, as well as private pay. Sliding scale fees are available and we accept all major credit cards.
Speech Therapy Group, LLC 100 Cummings Center, Suite 135H, Beverly • 978.927.0172 www.speechtherapygroup.net
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North Shore Children & Families
Community Calendar
Grades are Means not Ends Continued from page 19
To Submit to our Community Calendar:
assignment, what will the child have to do?
Please visit us at www.northshorefamilies.com and submit your listings directly through our website. From our Home Page – click on Calendar – then click on Submit in the upper right corner and our form will open for you to complete and submit your listings.
• Read and comprehend sophisticated material about the American Revolution • Organize relevant ideas and facts into a coherent structure • Engage in pre-writing to plan out the writing assignment • Write multiple drafts of the paper, revising each after having received feedback • Learn to use the various functions of a word processor • Select the major ideas for presentation • Select photos, graphs, key terms and evocative audio-visual material for the PowerPoint • Practice the presentation • Use the PowerPoint in the service of the presentation rather than vice-versa
While we will make every attempt to post all appropriate listings in our Community Calendar, space is limited – and priority will be given to those events that are free and family-friendly – and those submitted by our advertising partners & sponsors. Calendar listings are generally due by the 15th of each month prior and must be submitted through our website. If you need to guarantee that your listing will be posted – please contact Suzanne to advertise. See our current Calendar for our upcoming issue deadlines. To advertise, please contact Suzanne at suzanne@northshorefamilies.com or 781.584.4569.
For complete listing accuracy, we recommend that you call ahead or check the websites listed. Featured listings do not constitute an endorsement from this publisher and we encourage our readers to always do their own research.
Project-based teaching and learning is inherently integrative. It requires that the child bring all parts of him or herself to the task. When children complete projects – especially when they are given instruction, guidance and feedback throughout the project – they not only learn new skills, but they learn the value of investing themselves in their own activities. Will students appreciate their grades that come from their hard work? Yes, of course they will. But those grades will cease to be the be-all and end-all of their learning. Students not only learn what it takes to create worthy projects; they also learn that it is they themselves who are the creators of such worthy projects. One can never be proud of a test in the same way that one can be proud of one’s worthy creations.
SUMMER ISSUE DEADLINES!
All Ads Due/Done By Tuesday, May 17 June & July Calendar Listings Due By Tuesday, May 17 Please submit your listings directly through our website.
To secure your ad space:
suzanne@ northshorefamilies.com
781.584.4569
APARTMENT for RENT! See page 2.
IT’S TIME TO CHOOSE SUMMER CAMPS & PROGRAMS! See pages 13-16 for the LARGEST summer camps & programs showcase
SAVE TODAY: Save 20% off your 1st session fee with Spector Photography when you mention the ad on page 8! www.spectorphotography.com
The North Shore Party Planner
Our Summer issue covers 2 months – June AND July
Ad Space Closes Fri., May 13
MAY IS THE MONTH FOR: Asthma & Allergy Awareness, Better Hearing & Speech, Flowers, Mental Health, Physical Fitness & Sports
in print on the North Shore! Check back in our Summer issue for the final summer camps & programs showcase for this season! To advertise, contact suzanne@northshorefamilies.com. Summer issue ad space reservations are all due by noon, Friday, May 13!
To advertise, please contact suzanne@northshorefamilies.com.
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Have an Awesome Birthday Bash at The Little Gym! · Private party – clean, safe, beautiful facility all to yourselves. · Instructor led – great age-appropriate games and activities. · Stress-free for The Little Gym of Danvers parents…we take 978.777.7977 care of EVERYTHING! www.tlgdanversma.com Call for details.
The Little Gym of Woburn 781.933.3388 • www.tlgwoburnma.com
PAUL’S REPTILE CIRCUS We Connect Reptiles With Kids! Featuring your choice of 9 reptiles, including a water dragon, cornsnake, box turtle, scorpion and more!
SCHOOLS • BIRTHDAYS SPECIAL EVENTS
• Fully insured • Credit cards accepted
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A COOL PARTY STORE!
Route 110, Salisbury
1.800.45.PARTY www.gofunnybones.com See our ad on page 3!
Birthday Party on Roller Skates! Roller World, Saugus 781.233.3255 Party Line See ad on pg.12!
SAVE TODAY: Save $50 off a new assessment at Brain Balance Centers, Danvers; with the ad on page 10! www.brainbalancecenters.com Just in time for warmer weather and summer fun in your own backyard – check out the ads on pages 6 & 11 – with lots of great coupons & offers from Gibraltar Pools & Spas, Route 1,Topsfield! SIGN UP TODAY: Speech Therapy Group, Beverly, is now accepting clients for summer programs: social skills groups & feeding groups. To learn more, see the ad on page 19 or visit www.speechtherapygroup.net. Now accepting students for spring & summer: private music lessons for ages 7-adults. Free intro. lesson. Ibanez Music, Beverly. www.ibanezmusic.com Ipswich Montessori School opens this September! Currently enrolling for Sept. 2011, ages 2.9-6. For info., May open house dates, to visit & to register, please call 978.356.2838. (1) Infant Opening eff. 7/6/11 at Miss Wendy’s Child Care, Salem, MA. Space is limited for toddlers, school age & after school care. See ad on page 3. WEDNESDAYS: Open School Wednesdays, 9-11am, at Harborlight Montessori School, Beverly. www.harborlightmontessori.org GET TICKETS NOW FOR: North Shore Music Theatre box office opens for individual show tickets to the gen. public at 9am on May 1 for all musicals, concerts and kids’ shows! Musicals: My Fair Lady, June 7-19; Tarzan, July 12-24; Footloose, Aug. 16-28; The King and I, Sept. 27-Oct. 9; Legally Blonde, Nov. 1-13; A Christmas Carol, Dec. 2-23. Concerts/Events: Debbie Reynolds, July 27+28; Harvey Robbins’ Royalty of Doo-Wopp, Aug. 6; Marie Osmond, Aug. 29; B.B. King, Sept. 1; Steve Tyrell, Sept. 10; Harvey Robbins’ Royalty of Rock ‘N Roll, Oct. 22; Children’s Shows: Pinocchio, July 22; Snow White, July 29; Cinderella’s Wedding, Aug. 5; Little Red Riding Hood, Aug. 26. For tix & info.: www.nsmt.org.
Boston Ballet Performances: Bella Figura – Through May 8; Balanchine/Robbins – May 12-22. At the Boston Opera House. www.bostonballet.org West Side Story, June 14-July 9 at The Colonial Theatre, Boston. www.broadwayacrossamerica.com/boston Aladdin and the Wonderful Lamp, through May 15, for ages 6-12 w/adult ($15-$30), at Wheelock Family Theatre, 180 The Riverway, Boston. www.wheelockfamilytheatre.org JAZZ STANDARDS: Enjoy an evening of Jazz with Just the Two of Us, featuring Marc Maccini & Al Whitney! Appearing at Trattoria Bella Mia, 218 Cabot St. in Beverly, on 5/14 (7-10pm), 6/4 (8-11pm) & 6/25 (8-11pm) - and also at Red Rock Bistro, 141 Humphrey St. in Swampscott, on 6/12 (noon-3pm). SEEKING HOST FAMILIES: Host an international student for 3 weeks this summer! Weekly stipend for host families. For info.: email maria.barreda@ef.com; visit www.efhomestay.org. MAY 1: May Day, Loyalty Day, Mother Goose Day Book Bash at Brookwood School, Manchester. Fun for all ages, 11am-3pm. A literary adventure & community event. Traveling with The Magic School Bus – purchase tix online now for $15; children under 4 free. www.brookwood.edu Transfer Open House at Cohen Hillel Academy, Marblehead, 3-5pm. Now accepting applications for all grades. www.cohenhillel.org MAY 2: Baby Day, Brothers’ & Sisters’ Day MAY 2 + 4:
North Shore Children & Families MAY 4:
MAY 11:
Program Discussion by Brain Balance Centers, 6:30pm, free/all ages; at Amesbury Public Library. www.brainbalancecenters.com
School Nurses’ Day
MAY 6: National Family Child Care Providers’ Day MAY 7: Free Infant-Toddler Saturday Playgroups at Harborlight Montessori School, Beverly. Play, group snack, music time; 10:45am12:30pm. Free, bring a friend; to RSVP & for more info.: 978.922.1008. MAY 8: Happy Mother’s Day! MAY 9: Book Discussion by author Sally Fretwell: Growing Green, A Garden of Natural Paint Colors, 6pm, free/all ages; at Brain Balance Center, 156 Andover St., Danvers. www.brainbalancecenters.com
MAY 13:
Advertising Space Reservation DEADLINE for ALL ADS for our SUMMER [June/July] issue! Our 4th Annual Summer Camps & Programs Showcase series for 2011 concludes in our SUMMER issue! To advertise, contact suzanne@northshorefamilies.com! Our Summer issue covers 2 months – June AND July – with bonus distribution to cover both months. If you need to advertise in June and/or July – plan ahead for our Summer issue! MAY 14: Program & Book Discussion by Brain Balance Centers, 3pm, free/adults; at The Book Rack Bookstore, 52 State St., Newburyport. www.brainbalancecenters.com Continued on page 22
North Shore Children & Families invites you to
Enter to Win! Family 4-pack for
2 tickets to any musical
BOSTON DUCK TOURS!
NORTH SHORE MUSIC THEATRE!
$100 Gift Certificate to
$100 Gift Certificate to
BOSTON BALLET SCHOOL
GIBRALTAR POOLS & SPAS!
NS STUDIO!
Spring Showcase, 5pm – Endicott College’s performing arts students present drama & dance; free/all ages. 376 Hale St., Beverly. www.endicott.edu/centerforthearts
DEADLINE TO ENTER IS MAY 31!
MAY 3:
Please enter online at www.northshorefamilies.com.
National Teachers’ Day, World Press Freedom Day
21
All prizes are awarded courtesy of North Shore Children & Families, and in partnership with select sponsors.
On our Home Page, simply click on the buttons for the contests you wish to enter! Enter one contest or all 4, but only one entry per person per contest, please. Several winners will be selected for each contest.
22
North Shore Children & Families
Community Calendar Continued from page 21
MAY 14: Celebrate “Get Caught Reading Month”, 10-11am, at Ipswich Montessori School, 75 Turnpike Rd., Ipswich. For pre-K & K - $5; story, decorate your own book bag & bookmark, snack. Space is limited; call 978.356.2838 to secure your spot. Hippity Hop into Spring! Enrichment Progam at The Phoenix School, 89 Margin St., Salem; 10-11:30am. For ages 3-11, free (sugg. donation of spare change to benefit Harvest for Hope). Pre-register: www.phoenixschool.org or 987.741.0870. Free Infant-Toddler Saturday Playgroups at Harborlight Montessori School, Beverly. Play, group snack, music time; 10:45am12:30pm. Free, bring a friend; to RSVP & for more info.: 978.922.1008.
Conversations in Childbirth, 3-5pm/adults; sugg. donation $10. Pres. by Birth Bliss & Happy Doula, benefits Midwives for Haiti. Presentation by healthcare providers w/focus on pregnancy & labor, Q&A. Please register by emailing jean@birth-bliss.com. MAY 16: Happy Birthday, Gracie! MAY 17: Community Calendar listings’ deadline for SUMMER issue! Please submit your listings for June AND July events directly through our website (see beginning of this Calendar for details). Our Summer issue covers 2 months – there is no separate July issue so plan ahead! MAY 18: Program Discussion by Brain Balance Centers, 6pm, free/adults; at Whole Foods, 170 Great Rd., Bedford. www.brainbalancecenters.com
MAY 21:
MAY 25:
The Pan-Mass Challenge Kids’ Ride at Brookwood School, Manchester. For riders ages 3-15; check-in 8:45am, ride 9:30am. Online registration: kids.pmc.org/brookwood. To benefit Dana-Farber Cancer Institute.
National Missing Children’s Day
Free Infant-Toddler Saturday Playgroups at Harborlight Montessori School, Beverly. Play, group snack, music time; 10:45am12:30pm. Free, bring a friend; to RSVP & for more info.: 978.922.1008.
Parent Talk by Brain Balance Centers, 6:15pm, free/adults; at Brain Balance Center, 156 Andover St., Danvers. www.brainbalancecenters.com MAY 27: Happy Birthday, David! MAY 28: Amnesty International Day MAY 29 + 30:
MAY 22:
Spring Fest Newburyport, 2011 North Shore Arthritis Walk, 10am-5pm; free, family event. 10:30am, Lynch Park, Beverly. www.newburyportchamber.org/springfest www.northshorearthritiswalk.org MAY 30: MAY 24: Memorial Day Parents’ Workshop: MAY 31: Incorporating Sensory Integration & Language Development, 6:30-8pm, at Kids OT to Play, Danvers. Come learn what activities can help your child. For info. & to register: www.kidsotplay.com or 978.777.1122.
Deadline to enter to win our May contests – 4 to enter! See page 21!
North Shore Children & Families is available for free each month at over 400 familyfrequented locations throughout the North Shore!
Attention Advertisers: Ask us about our … … “Try Us!” program for new advertisers … Annual advertising frequency programs … The Annual Planner for Schools program … The North Shore Party Planner program … Annual Summer Camps & Programs Showcase series … Service Directory Target your message to North Shore parents. We’ve got the North Shore covered!
2011 PUBLISHING SCHEDULE Issue
Ad Space Deadline
Summer (June/July) Fri., May 13 August Fri., July 15 September Fri., Aug. 19
Ads Due
Tues., May 17 Tues., July 19 Tues., Aug. 23
To explore your advertising options or to secure your space, please contact Suzanne at 781.584.4569 or suzanne@northshorefamilies.com. To learn more, please visit www.northshorefamilies.com.
Service Directory
North Shore Children & Families
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SCHOOLS
SUMMER CAMPS & PROGRAMS
Ipswich Montesori School Ipswich Enrolling now for Sept. 2011! 978.356.2838
Camp Quinebarge New Hampshire 800.869.8497 www.campquinebarge.com
Kids OT to Play Danvers 978.777.1122 www.kidsotplay.com
The Phoenix School Salem 978.741.0870 www.phoenixschool.org
Glen Urquhart School Summer Program Beverly Farms 978.927.1064, ext. 131 www.gus.org
Drs. Merle, Zicherman & Associates Peabody & Lynn www.mzdental.com
Speech Therapy Group, LLC Beverly 978.927.0172 www.speechtherapygroup.net
Shore Country Day School Beverly 978.927.1700 www.shoreschool.org
DEVELOPMENTAL LEARNING
PHOTOGRAPHY
To advertise: suzanne@northshorefamilies.com ART INSTRUCTION TheArtRoom Topsfield 978.887.8809 www.theartroomstudio.com DENTAL CARE
Brain Balance Achievement Centers Danvers 978.705.9570 www.brainbalancecenters.com
OCCUPATIONAL/SPEECH THERAPY
Spector Photography Beverly Farms 617.755.8148 www.spectorphotography.com SCHOOLS
EARLY EDUCATION Little Sprouts Several North Shore Locations 877.977.7688 www.littlesprouts.com ENTERTAINMENT North Shore Music Theatre Beverly 978.232.7200 www.nsmt.org
Brookwood School Manchester 978.526.4500 www.brookwood.edu Cape Ann Waldorf School Beverly 978.927.1936 www.capeannwaldorf.org
FAMILY FUN
Clark School Danvers 978.777.4699 www.clarkschool.com
Boston Duck Tours Boston 617.450.0068 www.bostonducktours.com
Cohen Hillel Academy Marblehead 781.639.2880 www.cohenhillel.org
Gibraltar Pools & Spas Topsfield 978.887.2424 www.usaswim.com
Covenant Christian Academy West Peabody 978.535.7100 www.covenantchristianacademy.org
MUSIC INSTRUCTION
Harborlight Montessori Beverly 978.922.1008 www.harborlightmontessori.org
Ibáñez Music Beverly 978.998.4464 www.ibanezmusic.com
Sparhawk School Amesbury & Salisbury 978.388.5354 www.sparhawkschool.com Tower School Marblehead 781.631.5800 www.towerschool.org Waring School Beverly 978.927.8793 www.waringschool.org SPECIAL EDUCATION LAW Education Consulting, Advocacy & Legal Services 781.231.4332 Serving MA, including the North Shore
www.educationandjuvenilelaw.com SUMMER CAMPS & PROGRAMS Andover/No. Andover YMCA Summer Programs 978.685.3541 www.mvymca.org Boston Ballet School/NS Studio Marblehead 781.456.6380 www.bostonballet.org/school Brookwood Summer at Brookwood Manchester www.brookwood.edu
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