Record-Review Back to School 2015 by The Record-Review

Back tO School Help for high schoolers

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AUGUST 21, 2015

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Back to School is a special section of

The Record-Review P.O. Box 455, Bedford Hills, NY 10507 914-244-0533 www.record-review.com PUBLISHER Deborah G. White SECTION EDITOR Todd Sliss ART DIRECTOR Ann Marie Rezen ADVERTISING DESIGN Katherine Potter ADVERTISING SALES Francesca Lynch Thomas O’Halloran Barbara Yeaker Marilyn Petrosa ©2015 The Record, Llc. All rights reserved. Reproduction in whole or in part is forbidden without publisher’s written permission.

FRIDAY, AUGUST 21, 2015

Inside Back to School

PAGE 2A | THE RECORD-REVIEW

– Back to School

Feature Stories

High School Help: Every student is different

Sensory Processing Disorder: Hard to pin down, important to diagnose

Martial Artists: Empowering kids against bullies

The Family Connection: Creating more quality time with your kids

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BTS Fashion: Goodbye summer (vacation), hello fall (fashion)!

School News & Notes Katonah-Lewisboro ............17A Bedford Schools .................18A Private Schools.......... 20A, 25A-26 Early Learning............. 22A-23A

10A

Above & Beyond

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“January Term was an experiment. We had the entire 9th grade step out of the familiar to work full-time in teams. They chose human rights challenges and were asked to explore viable solutions. Teachers acted as mentors but students steered the ship. They interviewed experts, they researched, they brainstormed and finally they presented ideas. In a nutshell—they blew us away.” Liz Perry, Head of Upper School Watch the J-Term video at: www.stlukesct.org/jterm

Visit St. Luke’s Open House – October 25 info@stlukesct.org | 203.801.4833 | www.stlukesct.org/jterm St. Luke’s is a secular, college-preparatory day school for grades 5-12.

Back to School – FRIDAY, AUGUST 21, 2015

THE RECORD-REVIEW | PAGE 3A

High school help: every student is different By Anthony R. Mancini

iguring out how to whip a slacking high schooler into shape is a tough job, especially if college is a goal for them (or you). It can be especially frustrating when graduation is inching ever closer and a student seems completely unmotivated to complete coursework and improve their grades. If no improvement has been made, the student and parents alike might begin to wonder if it is too late for a change. One of the first steps parents can take is recognizing if their high schooler has a problem with advancing him or herself. Lisa Rodman, a co-founder and partner at Collegistics LLC, an organization based in Scarsdale that offers personalized help for college applicants, said that the beginning of the academic year is the best time to judge how a student is handling his or her workload. “Certainly by early fall, following teacher-parent conferences, parents should have a good idea of how their children are managing academically,” she said. “Often, if a student is struggling academically, he or she may appear unmotivated, as poorperformance becomes self-fulfilling. Parents should work with their children to break that cycle by having honest conversations with teachers and guidance counselors at school.” Collegistics helps students one-on-1 Ladnmark Postcard ad 9.833 x 6.667_Layout

one with the college application process, working with them to ease the burden of applying. The organization focuses on the topic, such as effective college essay writing and seeking the best school to attend. Greg Quirolo, the director of school counseling at Iona Preparatory School, a Catholic, all-boys’ school founded in 1916 and based in New Rochelle that shares a history with the college of the same name, said that sometimes it is obvious to parents if 11:15 a student has been underperform7/13/15 AM Page 1

ing. “I think their gut can tell them a lot of that if they think their student is lacking motivation,” he said. The prospect of becoming accepted into a choice college might become a sudden motiva ting factor for some students who have not been so serious about academics as a freshman or a sophomore. Quirolo said that Iona Prep uses Naviance, a data platform created by Cincinnatibased technology company Hobsons, which specializes in college enrollment

software. Naviance allows students to see which schools Iona Prep students applied to around the country and see which students were accepted. He said the platform allows students to compare their grade point average to the grade point averages of students who were accepted to a particular college to compare how they might be seen in the eyes of college admissions staff. Quirolo said that if a student’s grade point average is far off from the average accepted by a particular school and they still want to apply, then the student has his or her work cut out for them. Rodman said there are multiple ways for students to bolster their résumés, which would give them more leverage during the application process. “Students mature at different rates and once they do will take ownership of their precollege process,” she said. “Perhaps this will manifest as an upward trend in their grades in the latter half of junior year, or being elected to a leadership position in a club. Students test scores may not match up with their GPAs, but there are many available options when applying to college.” It is important for parents to steer their high schooler toward a college that he or she can reasonably expect to become accepted to if they work hard enough for it, according to Rodman. “Seeing schools that feel right, from a social point of view, whose academContinued on page 10A

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PAGE 4A | THE RECORD-REVIEW

FRIDAY, AUGUST 21, 2015

– Back to School

Sensory Processing Disorder:

Hard to pin down, important to diagnose By Jackie Lupo

s some kids approach nursery school age, parents may notice behavior that’s hard to explain. They may be children whose reactions to everyday stimuli — touch, light, sound, taste, smells, temperature — are out of proportion to the situation. Some overreact to things that typical kids wouldn’t even notice, like the feel of clothing against their skin, the sensation of being in a crowd of people or the aroma of food in a restaurant. Others under-react to stimulation, such as not noticing when the water is too hot or not being able to catch a ball. And some, whose ability to receive normal stimuli is low, may seek out sensation, becoming hyperactive. If these descriptions seem vague or much too general, they still may be symp-

toms of an actual neurological disorder that may affect 1 in 20 children, called Sensory Processing Disorder, or SPD. It’s a malfunction of the nervous system in which sometimes one, sometimes many of the senses send messages, but they don’t get organized into appropriate responses. Children with SPD may act fearful, anxious, uncooper ative, clumsy or out of control. Unfortunately, parents — and often, doctors — can see only their children’s behaviors, which could be symptoms of any number of other problems. That’s why a correct diagnosis is so difficult, but so important. “Sensory Processing Disorder often gets mistaken for a behavioral problem, like Oppositional Defiant Disorder,” said Robbie Levy, an occupational therapist who is the owner and director of Dynamic Kids, an occupational and speech therapy practice in Hartsdale. Levy has been working with kids who have SPD for 33 years. She

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said that SPD is often misdiagnosed as a parenting problem, a general disability, Attention Deficit Disorder or Obsessive Compulsive Disorder (OCD). And complicating diagnosis still further is the fact that SPD often coexists with those conditions. It can accompany Autism spectrum conditions and can even affect children who are gifted. “Every child’s different,” said Levy. But in diagnosis, doctors “don’t always look at the sensory processing piece of what’s going on in the behavior, they go to the behavior piece. They may try a quick fix with medication.” She said sometimes, it’s not until after kids are medicated but still show puzzling behavioral differences that a good diagnostician figures out that the solution to the puzzle is SPD. “A lot of our kids are on medication, but they’ll display those kinds of issues,” said Levy. “So that’s why we know it’s more than one thing. With a course of the right

therapy for the right child, with the right equipment in the right office, they do really, really well.” She explained that with the therapy methods used to treat SPD, it’s necessary to work with therapists who have lots of training and who work in an office with specialized equipment developed for SPD. Levy said a general occupational therapist who makes house calls would probably have limited effectiveness and would not be able to offer the same equipment, because “you really can’t carry it around with you in your car.” Joan Cornacchio, an educational advocate for students with disabilities who lives in Hastings and has a 23-year-old daughter with special needs, said that SPD “is often a highly misunderstood kind of condition, and it can look like so many other things. So the most important thing is for the child to have an occupational

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Back to School – FRIDAY, AUGUST 21, 2015 Continued from previous page

THE RECORD-REVIEW | PAGE 5A

with a world that’s often confusing, painful or threatening. “We have kids who have a lot of quick meltdowns,” said Levy. “They’re quick to change their behavior. They’re emotionally volatile; they have problems with self-regulation. They have difficulty with transition from one activity to another. They have difficulty with flexibility. They really like things to be routinized, which is why it sometimes gets mixed up with OCD. With SPD, the more stable your life is, the more stable you can be emotionally.” When SPD involves the motor system, children may have difficulty performing everyday tasks and parents may be surprised when these children can’t learn new motor skills such as riding a bike or tying their shoes on the same timetable as typical children would learn to do these things. “If it’s really severe, things like getting dressed and undressed can be affected,” said Levy, explaining that the child may insist on wearing one specific kind of clothing that they are capable of getting into and out of themselves. Unfortunately, this behavior may also be confused with OCD, when it’s actually the child making decisions about what to wear based on what clothing they know they can handle. Left untreated, SPD can affect every area of a person’s life. “The disorder never really goes away,” said Levy. “A lot of kids end up with behavioral issues and difficulty with friends. It could interfere with learning at school. Certainly they’re less happy. It’s kind of like feeling uncomfortable in your own skin.” Parents who suspect their child may have SPD should talk to their pediatrician,

therapy evaluation and a neurological workup to make sure there are not other things informing that. You can get a lot from an occupational therapist at a very young age.” She also advises parents who are puzzled by a child’s behavior to have the child’s hearing tested “to make sure there’s not an auditory processing issue involved.” She also stressed that when choosing an occupational therapist, the family needs to find one who specializes in sensory integration issues. She noted that an occupational therapist in a school system might be more interested in providing therapy such as improving a child’s pencil grasp or practicing other motor skills directly involved with classroom activities. Therapy for SPD is focused on helping kids cope with their environment rather than avoiding triggers. For kids who are hypersensitive to touch, the therapist would develop a program that involves using different kinds of equipment that would help retrain the child’s nervous system in a way that creates a permanent change. “It’s really incredible, the lives that we’ve changed,” said Levy. With kids on the other end of the SPD spectrum, their neurological systems are under-responsive. “If you give them an average amount of stimulation, they’re not feeling what we would feel,” Levy explained. “So they don’t have good motor output. You have to have good sensory processing for motor output. When children don’t have a neuro-motor disorder and they’re really clumsy, it could be that they have sensory processing problems.” The behavioral patterns that form RCS_Spring 1 7/16/14 11:19 AM Page 1 Continued on page 10A around SPD 2014_9.833x6.667_Layout are a child’s way of coping

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PAGE 6A | THE RECORD-REVIEW

FRIDAY, AUGUST 21, 2015

– Back to School

Martial artists empowering kids against bullies By Todd Sliss

clear. Abuse is the threat to use. They need to know that. Then we teach them what bullying is. If you humiliate or intimidate or use physical force it’s bullying. We clearly define it for them. It’s important for them to know that.” Physical defense is a last resort, but an important one for youngsters. The first solution for Chillemi’s students is to tell an adult about a bully situation. However, sometimes a child will need to get out of that situation first. “Self-defense in the way we teach it is never to hurt or to harm,” Chillemi said. “Any of the techniques you would use physically in a bully situation — which is what we’re trying to avoid — is to escape. You need to escape the situation so you can go tell someone and get some help. That’s most important. We don’t teach to hurt someone.” Other key skills for Chillemi are the ability to look a bully in the eye and speak firmly in standing up for oneself. For older kids he gets into judging the state of mind of the bully and knowing when it’s best to avoid that person altogether. Being a witness to bullying can also be intimidating for a youngster. “What if you are a bystander? What are your responsibilities?” Chillemi said. “We try to clearly define these for children so they have more tools in their toolbox.” Those responsibilities are: 1) If you know the victim, get the victim out of there and 2) if you know the bully, get the bully out of there. If you know both bully and victim, Chillemi hopes the choice is clear to side with the victim and not be entertained by the bully. Chillemi, who refers to himself as a “child advocate,” sees a breakdown in how some public schools handle bullying from educating to eradicating — as in not enough is being done. “In the public schools alone, where most of this occurs, why aren’t they told they need to tell someone?” Chillemi said. “Why don’t adults in the public school system take

ullying has no limits — it can happen from preschool to the nursing home, involve males and females and have serious repercussions for victims. When taught properly, martial arts have proven to help children with things like discipline, respect, hard work and even schoolwork, but bullying has also been a big focus. In addition to teaching martial arts since 1991 in Hastings-on-Hudson, Shihan Jim Chillemi of New York Goju Karate Association has been educating both victims and bystanders on the ins and outs of dealing with bullies at a young age, something he, too, experienced. “There’s nothing more empowering than to empower a child to learn to stand up,” Chillemi said. “Is there anything more important than standing up for yourself? For what you believe in? And believing in yourself is what it’s all about. And if you have that ability as a child, do you know how successful you will be? Standing up for yourself is worthwhile at any cause. That’s how I coach kids and that’s why I’ve been around for 25 years.” It’s never too early to start educating kids about the four types of bullying: physical, verbal, cyber and the more hidden bullying which, according to Australia’s National Centre Against Bullying (NCAB), includes things like “lying and spreading rumors,” “mimicking unkindly,” exclusion and “damaging someone’s social reputation.” The importance of talking to kids in preschool and kindergarten early is because 1) they may be currently in a bully situation and 2) if it hasn’t happened yet, it could soon. Chillemi’s Mission Bullyproof starts with words. “The first thing we do is we teach them what violence and abuse is,” Chillemi said. “If someone threatens to use or does use physical force, that’s violence. We make that

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THE RECORD-REVIEW | PAGE 7A

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some responsibility and not allow it, to tell people it’s a bullyproof zone and you need to tell us so we can help you? That kind of frustrates me, that more is not being done for these children. It’s controversial, but it needs to be said.” According to a report on stopbullying.gov from 2014, 49 percent in grades 4-12 reported being bullied in the previous month. Overall, 28 percent of students in grades 6-12 have been bullied, while that number drops to 20 percent for high school. “We’ve heard all the horror stories,” Chillemi said. “We introduce kids to soccer balls, to t-ball, to all these other skills that we’d like our children to have, so why wouldn’t we want them to know as soon as possible that there are some people out there that maybe are not so nice? We need to know how to handle that when it happens.” At Steve Sohn’s Krav Maga Muay Thai & Fitness Training Center in Scarsdale, bully prevention is also a major focus. Instructor Erika Beintrexler said that she’s seen bullying in the facility and it gets addressed right away. It’s easy when she and the other mentors are there to address the topic. When it happens outside of the center’s reach it becomes a much tougher situation. “We have a child involved with us who is getting bullied in daycare,” Beintrexler said. “The parent picked him up with a black eye. He’s 4.” An experience at such a young age can have a lasting negative impact, so starting anti-bully work with the kids at a young age can have a positive impact through general martial arts classes and a special booklet the center has put together. “Our No. 1 go-to is we really try to teach the kids to go to their parents,” Beintrexler said. “Every parent has a different rule and I wouldn’t want to say something to the child and it’s against what the parent teaches them. Our personal belief is if feel like you are in harm’s way and you can’t get an adult’s attention, you should defend yourself the way we teach here. “No parent would want their kid to come home with a black eye or being pushed or shoved. When your words aren’t enough and when you can’t get the attention of

Is your child being bullied? Emotional and behavioral signs • Changes in sleep patterns • Changes in eating patterns • Frequent tears or anger • Mood swings • Feels ill in the morning • Becomes withdrawn or starts stammering • Becomes aggressive and unreasonable • Refuses to talk about what is wrong • Begins to target siblings • Continually “loses” money or starts stealing.

Physical signs • Has unexplained bruises, cuts, scratches • Comes home with missing or damaged belongings or clothes • Comes home hungry.

School signs • Doesn’t want to go to school • Changes their route to school or are frightened of walking to school • Doesn’t want to go to school on the bus • School grades begin to fall.

Other signs Sometimes bullying can be far more hidden. The signs include: • Often alone or excluded from friendship groups at school • A frequent target for teasing, mimicking or ridicule at school • Unable to speak up in class and appears insecure or frightened. — National Centre Against Bullying website

an adult, you have to defend yourself when you feel it’s necessary. There shouldn’t be any gray area with kids. Kids should have a black and white situation and that’s where the parents come in.” There are five things a parent can do to help a bullied child, according to NCAB: 1) Listen to your child’s story 2) Have a conversation about what happened 3) Make a record of events 4) Work with your child’s school to find a solution 5) Find other ways to support your child. “Really the most important part of bullying is creating a relationship between the parent and the child and the teacher and the child and dealing with it in an age-appropriate manner,” Beintrexler said. Beintrexler understands the struggle some parents have with whether to allow their children to defend themselves against a physical bully or not. After all, sometimes this gets the child being bullied in more trouble than the bully, which she also knows is wrong. But she has great respect for the parents who allow their children to take control of the situation. “A lot of people turn to martial arts because their kids are getting physically picked on,” Beintrexler said. “It’s not just verbal abuse. They want their kids to have more confidence, to feel that they can take care of themselves if the situation ever arose. Sometimes it’s preemptive. Sometimes if they are being bullied it can be too late. “Bullying creates of vicious cycle of losing self-confidence. Once you have the dips in self-confidence they start to bully you more. Because of that sometimes here it will take us so much longer to bring a kid up to their normal personality that it could even take a year or so. It’s not a quick fix.” At Steve Sohn’s Krav Maga Muay Thai & Fitness Training Center, it’s a team approach to making the world better for kids. “We’ll work with parents and kids individually,” Beintrexler said. “For the majority of our students it really isn’t an issue because they do a lot of anti-bullying at schools. On top of that I think they get this innate confidence from coming here.”

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PAGE 8A | THE RECORD-REVIEW

FRIDAY, AUGUST 21, 2015

– Back to School

The Family Connection

Creating more quality time with your kids By Laurie Sullivan “I won’t be home for dinner — I have basketball practice tonight. I’ll grab something to eat later.” This refrain may sound all too familiar to parents in some form or another. As kids get older it gets harder and harder for families to sit down and enjoy dinner and conversation together. Dinnertime, once considered the cornerstone of traditional quality family time, has been eroded by kids’ schedules — and sometimes our own. In today’s fastpaced world, with our are lives jam packed with work, activities, sports and time spent online and social media, it seems finding quality family time is nearly impossible. But there are ways to create family time, and it doesn’t mean you have to be together 24/7. For years we’ve been hearing about quantity vs. quality time that families should spend together. Research suggests that how families spend time together matters more than the quantity. Even busy working parents can find time to spend with their kids. There are some simple solutions to connecting with your kids. Set aside the first hour after you come home to give your children your undivided attention. Invite them to talk about their day — what was difficult, what was the highlight of the day, anything. If you pick them up after school, stay off your phones and listen to your kids, giving them your full attention, no matter when or where it is. Take advantage of every slice of time you spend together. Set a minimum number of nights the family must have dinner together — screen-free meal for you and your kids! Plan family game nights in which everyone participates. Let your children take turns choosing the game, even if you’d rather be doing something else. For little ones, reading to them is an ideal way to bond and share

precious “us” time with them. Let your messages wait. Put your child first as much as you can.

Play with your kids In author Maria Brett’s article on theworkingparent. com site, “Creating Quality Time with the Kids,” she suggests taking family trips together, not necessarily vacations, though those are great, too, for creating family memories. Schedule a family day to explore the city, go

on a long bike ride or visit a theme park. It doesn’t matter what you do, as long as you can all do it together. Brett encourages parents to get involved in their children’s hobbies or sports, “be it football, their dance troop or Scouts,” whatever the activity may be. It allows you to spend extra time together and will show you care and are interested in the things they enjoy. Continued on next page

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Get down on the floor and play a game of their choice with them — blocks, Twister, a board game or pretend to be a superhero or go outside and kick a ball around with them. It’s fun! With an established bedtime routine, Brett said, “It means you’ll always have the chance to spend a half hour or so together at the end of each day,” which could be spent sharing books and stories or chatting.

Undivided attention Giving your children your undivided attention when you are together is one way to show them that they matter and how much you value them. Turn off your cell phone when you’re together, and if they’re old enough to have their own, insist they turn off theirs. As a parent, you’re the grownup and you have to enforce some boundaries for them — and yourself. In a recent article in The New York Times by Jane Brody she quoted Dr. Catherine Steiner-Adair, a Harvard-affiliated psychologist, who cited two common parental behaviors that can strongly influence a child’s tendency to abuse electronic media. Some parents are perpetually tuned into their own devices, responding to every ping of their cell phones and tablets, receiving and sending message at times that would “enrage Miss Manners.” She suggested that parents text, make phone calls or check email before kids get up, while they are at school or after they go to bed — not when they’re together. It’s easier said than done, but makes sense. Of the 1,000 kids Steiner-Adair interviewed for her book (“The Big Disconnect: Protecting Childhood and Family Rela-

THE RECORD-REVIEW | PAGE 9A

tionships in the Digital Age”), one girl said, “ I feel like I’m just boring. I’m boring my dad because he will take any text, any call, any time, even on a ski lift.” A 4-year-old called her father’s smartphone a “stupid phone.” Quite a wake-up call for parents who are addicted to their phones! Steiner-Adair stressed that school pickup “is a very important transitional time for kids, a time for them to download their day.” She advises parents not to be on the phone to avoid having to ask the kids to wait till they are finished talking. Brody noted that parents can be directly or indirectly at fault when children and teenagers “become hooked on electronic media… instead of interacting with the real world.” And the more time they spend online the less time they can spend with the family. Family therapist Susan Stiffelman, as quoted in The Huffington Post, said today’s parents are unprepared “to deal with the intense pull and highly addictive natures of what the online world has to offer. As parents, we have an opportunity to guide our kids so that they can learn habits that help them make use of the digital world, without being swallowed whole by it.”

Pay attention In the same article, Dr. Jenny S. Radesky, a pediatrician at Boston Medical Center, along with two colleagues, observed 55 groups of parents and children at fastfood restaurants, noting that 40 of the adults immediately took out mobile devices and used them throughout most of the meal. Often more attention was paid to the devices than to the kids. And the more parents were absorbed with their devices, the more likely children were to

act out, in an attempt to get their parents’ attention. And from Steiner-Adair’s perspective, “The art of dining and the connection between delicious food and nourishing conversation is being lost, not just in restaurants, but at home as well.”

Setting boundaries Setting boundaries can also extend to deciding whether your child is engaged in so many activities they take too big a chunk out of family time. Let your child decide which one(s) to drop. By letting him or her choose, it shows you value their judgment and gives them control. To help establish a deeper relationship with your child, be fully present when you are together, suggests author David Klassen in an article on FamilyLife.com. Klassen said parents should really listen to their kids and ask questions about their daily lives, their friends, their fears and their triumphs. Listen and ask them about his or her dreams and aspirations. According to the author, it just might give you surprising insight into what makes them tick. Klassen asks his kids individually (he has five!) what would they do if they had a million dollars. Also, if they could choose to have any superpower, what would they choose and of all the sports they play, what is their favorite and why? Klassen notes that parents can learn a lot about their child’s values, their dreams, their desires and aspirations by asking question like these. He suggests on the weekend to take out one child at a time, just the two of you, to do errands or have a lunch date. Let your child pick the place (within reason). If

you’re available on a weekday, pick one of your kids up from school (getting permission first from the school) and take him or her to lunch. If their selection is within your parameters, don’t complain if you don’t like their choice. The point of the lunch date is to spend one-on-one time and connecting. And allowing them to choose helps to build confidence and independence. Lunch dates with one child at a time makes them feel special and lets you focus solely on him or her.

Priorities and family rituals Author Ansley Roan in an article on Parents.com, “9 Ways to Maximize Family Time,” suggests that parents make a list of what absolutely must get done in the house and what can wait. But most importantly, find ways how you can involve your kids in doing “the musts” and take the burden off you, which also can create bonding time. Even little ones can help you clean up. Have them put toys away in a basket, find their shoes and put them together, ready to wear. Older kids can help set the table and help you cook, even help with laundry. Folding doesn’t have to be perfect — the point is teaching them new skills and spending time together! Look at things that can be delegated, freeing up time to spend with your family. Ask your babysitter to prep dinner, pick up toys or restock the diaper bag. Find out if your dry cleaner picks up and delivers. Schedule that family game night or dining out with the kids on the same night each week or Sunday breakfast every week and stick to it. Together.

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PAGE 10A | THE RECORD-REVIEW

High school help Continued from page 3A

ic requirements are just slightly above that student’s statistics, can be incredibly motivating because they are within reach,” Rodman said. “Parents should be cognizant that the college landscape has changed dramatically in the years since they applied to college, but Harvard is still Harvard. Using schools in the elite upper band of selectivity as a motivating tool can backfire, given the overwhelming odds against admission.” Once parents decide to intervene on behalf of their student to try to motivate their child toward academic success, they must find an appropriate way to attempt to reach their child. Tutoring a student in a particular subject is one method of trying to boost grades and have the child engaged in learning. Quirolo said Iona Prep has its own after-school study center and tutoring teachers are required to open their classroom doors for extra help sessions regularly. Quirolo said that students could possibly benefit from being tutored in one particular subject such as chemistry or math, but that it could also help to use a tutor who works with a student to improve his or her performance overall. He said a good place to start within a school is with the school’s guidance counselor. “There is an academic intervention out there for every kid, but you need a savvy school counselor or adult to have the parent or the student find what that intervention is,” he said. Rodman said that clubs and other extracurricular activities could also help to

motivate a student and that it works best to communicate this to the student earlier rather than later. “As college advisors, we at Collegistics think it’s helpful to begin this discussion early, before students begin high school,” she said. “Parents should encourage their children to get involved in activities. This is a great way to make new friends and explore new horizons. This can bring a sense of connection to a new environment, and with that an excitement for a new academic year. Joining clubs early on also gives a student a chance to build relationships with faculty outside the classroom. Parents should also encourage their children to meet with their teachers regularly.” Rodman said part of intervening on a student’s behalf means getting him or her involved in searching for colleges on the early side of high school as well, so that the student will continue to have a reason to score high marks in high school. “Do a little research and make visiting colleges, especially in the early high school years, just a part of the process,” she said. “Take an hour and visit nearby schools if you are on vacation or even those in your own backyard. Getting a sense of what college is and what it will take to get there may be all the motivation a student needs.” Quirolo said behavioral-based methods of parenting students such as rewarding them with gifts or an allowance when they succeed and grounding them and taking away television and video games when they are slacking might work for some students, but not everyone. He said that he prefers to reach a child on the mental level. “It totally depends on the student,” Quirolo said. “That type of parenting is very

FRIDAY, AUGUST 21, 2015

behavioral and sometimes it can work wonders. I’m a big believer in trying to reach the kid cognitively and trying to address their belief systems. Sometimes all the grounding doesn’t accomplish the outcome.” Quirolo said he believes in a method where a parent or educator works with a student to try to connect with them on a values-based level to see if studying behavior can improve, rather that using extreme methods such as sending a student to a therapeutic school or military school. He said a student might realize by himself that he has to improve if he has put himself in a negative situation due to a lack of focus on schoolwork. “I think true change and motivation really comes from cognitive change,” Quirolo said. “The student has to cognitively break from old belief systems and embrace new belief systems. That takes weeks and months for that student to have that moment. Sometimes it doesn’t happen until the kid wakes up in summer school and says ‘Oh my God, I can’t believe I’m here.’ Hopefully it doesn’t come to that, but it’s usually a change in the student’s belief system that gradually happens over time.” Rodman said determining how a student is not fully participating in her coursework is an important factor, such as whether she is having trouble learning or is growing weary of a high school environment. “First and foremost, it’s important to assess a student’s performance in the context of his or her potential,” she said. “For the student who does not seem intrinsically motivated to learn, or for whom Continued on next page

– Back to School

Sensory processing disorder Continued from page 5A

but if the doctor refers them to an occupational therapist, it’s important to ask whether the therapist works with a large number of kids with SPD in their practice. Levy said it’s important to begin therapy for SPD when kids are young because it can make a big difference in just a few years, preparing kids with SPD for the new sensory challenges of school. Levy said she has worked with most of the directors of special education programs in local school systems to educate them about the special needs of students with SPD. Although SPD is not considered a learning disability, it can be a highly disabling condition, and it’s important for parents to advocate for their kids with both the classroom teacher and with any specialists that may work with their child in school, and to coordinate information between outside therapists and the school. SPD can be managed with a team approach. There are also excellent resources out there, including the Sensory Processing Disorder Foundation (www. spdfoundation.net) and an increasing number of useful guides to the condition. Cornacchio recommends that parents read “The Out-Of-Sync Child: Recognizing and Coping with Sensory Processing Disorder” (Perigee, 2005). “This was one of those books that I went to time and time again, because it breaks down all these sensory issues into different categories, the different systems of the body,” she said.

Back to School – FRIDAY, AUGUST 21, 2015 Continued from previous page

high school is proving difficult to navigate academically, the prospect of college may seem intimidating. For students who are bored or otherwise have one foot out the door, college can be the carrot at the end of the stick. The former group of students needs to know that there is a college for everyone who wants to attend college, each with its own personality, academically and otherwise.” Quirolo said he does not believe that a lack of motivation is what is hurting underachieving students. Instead, he said every student is motivated to do something within the scope of their life. The driving force that motivates some students might not involve schoolwork, so he said these students in particular need the most intervention to straighten their priorities. “I think every kid is motivated,” Quirolo said. “I absolutely believe that sometimes they are motivated to succeed in school, sometimes they’re motivated to avoid it. Every kid is complex. To help a kid is complicated. That’s why you need school counselors and support staff.” Quirolo recommends parents read a book, “The Shut-Down Learner: Helping Your Academically Discouraged Child,” written by graduate professor and child psychologist Dr. Richard Selznick, if they are dealing with a student who might be underperforming in school. The book details subsets of students who are “spatial thinkers,” meaning that they tend to learn and think visually. Selznick argues that spatial thinkers, the so-called shut-down learners, are able to excel in hands-on careers later in life such as architecture, engineering, computer programming, den-

THE RECORD-REVIEW | PAGE 11A

tistry, interior decorating and business to name a few examples. Selznick says the spatial thinkers often face problems with reading, writing and spelling, which causes low self-esteem. He said they might seem shut down in the sense of being increasingly disconnected, discouraged and unmotivated. Spatial thinkers might seem to dislike reading, hate writing, avoid homework and find little to no gratification with school and maybe feel angry toward it. Selznick thinks that this might lead to parents becoming frustrated with their children for not being up to speed academically, which can lead to children feeling worse about their experiences with school. Quirolo said “The Shut-Down Learner” provides a great example of students who learn differently that what academic standards usually expect and what is motivating these students. “It’s a refreshing look at what’s going on with kids who shut down academically and what’s underneath that,” Quirolo said. “It really paints a picture of the academically discouraged child and gives parents a new way to look at them. I don’t really believe that there is any such thing as an unmotivated kid, I just think it’s trying to find the right intervention for the right kid.” All in all, Rodman and Quirolo stressed that for students who might seem unmotivated or slacking in school, it is important to try to understand what is driving them in everyday life so it can be applied to how they are learning in school, and that early intervention methods are often a great way to help a student thrive academically, change negative opinions about school and help them pursue their goals, no matter what they are.

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PAGE 12A | THE RECORD-REVIEW

FRIDAY, AUGUST 21, 2015

– Back to School

Learn the differences: liberal arts colleges v. universities

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By Jane C. Hoﬀman, MBA, CEP As high school students begin to make sense of the college terrain and research and visit colleges to determine where they will apply, understanding the differences between liberal arts and sciences colleges and universities is an important first step. Liberal arts and sciences colleges are neither “liberal” nor focused on the arts. In fact, while generally known as liberal arts colleges, they offer sciences in their curriculum. One of the things that distinguish them from larger universities is their general focus on the varied academic disciplines in the liberal arts and sciences as opposed to more specialized or career focused disciplines. Some examples of disciplines in the liberal arts and sciences are biology, psychology, art history, chemistry, political science and English. These colleges tend to be smaller than universities and often focus on teaching undergraduate students and do not have programs and schools for graduate students. They can provide opportunities for students to feel like a big fish in a small pond and to connect with faculty members who serve as mentors. Generally one applies directly to the college rather than to a specific school within. While the application will likely ask the student to indicate academic areas of interest, one isn’t applying into a specific major. As such there is generally the flexibility to choose one’s major by the end of sophomore year. Universities are usually larger institutions that have colleges or schools subsumed under that umbrella. While the specific col-

leges they include and the names of those colleges vary, they may include a College of Arts and Sciences and additional entities such as a College of Engineering, College of Business, and others. The liberal arts and sciences majors found in liberal arts and sciences colleges are typically available through a university’s College of Arts and Sciences. Beyond those liberal arts and sciences disciplines, a university may offer additional majors that may be deemed specialized or preprofessional. For example, they may offer majors in finance, international business and general management through the College of Business and mechanical engineering and aerospace engineering through the College of Engineering. Students interested in other more specialized majors like sports management will likely need to apply to the specialized college in a larger university that houses that major. When applying to a university one often must decide about major and apply into both the school and the major directly from high school. Whether an institution is called a university or college doesn’t in itself necessarily identify its structure. Some liberal arts and sciences colleges offer majors in disciplines like engineering and business that are more commonly found in colleges within a larger university. And some schools that are named university, like Colgate University, are actually a liberal arts and sciences college. Jane C. Hoffman (member AICEP, IECA, NACAC, HECA, WPRCA) of College Advice 101 can be reached at CollegeAdvice101@ aol.com or visit www.CollegeAdvice101. com.

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Back to School – FRIDAY, AUGUST 21, 2015

THE RECORD-REVIEW | PAGE 13A

Back-to-School

Goodbye summer (vacation), hello fall (fashion)! By Mary Legrand

At Indigo Chic in Hartsdale, Taylor, left, wearing a sweater from Nally & Millie, jeans by My Tribe and Steve Madden Boots. Madison, right, sporting a top by Chaser, sweater jacket by Nally & Millie and shoes by Ashe.

RIDGEFIELD ACADEMY K - Grade 8 www.ridgefieldacademy.org/STEM LANDMARK PRESCHOOL Ages 1 - 5 www.landmarkpreschool.org

Continued on page 14A

JOHN MEORE PHOTO

he phrase “Back to School” means many things to parents and their kids. For some, it means a return to regular routines, like going to bed earlier in the evening and getting up earlier in the morning. For others, it means needing to get into the habit of wearing something other than a variety of summertime tees, shorts and bathing suits. Merchants throughout Westchester are more than happy to help outfit kids of all ages so they look their best in the classroom and on the playground. And the coolest trends for back-to-school fashion are first and foremost on the minds of merchants. Phyllis Samuels of Neil’s, which has locations in Mount Kisco and Scarsdale, says comfort is important these days. “Everything is super-soft, with brushed stretch fabrics that feel unbelievable when they’re being worn,” she said. “Kids are tactile crazy these days — if a seam doesn’t feel good they don’t want to wear it.” Using that basic advice as a jumping off point, SamuAnnabelle looks great in Gap overalls and a Jacadi top from the Preppy Turtle in Bedford Hills.

Where does your child want to go?

PAGE 14A | THE RECORD-REVIEW

FRIDAY, AUGUST 21, 2015

– Back to School

BTS Fashion

Hello Fall!

➊ At Lester’s in Rye Brook, boys look stellar in a Quiksilver plaid shirt and logo tee, and Hudson Slim Jeans. For the girls, a Rebel Yell sienna rainbow zip-up, track and field madison raglan and rainbow zoe sweatpant, plus a Butter emoji tote.

➋ ➋ Juliette, left, wearing a plaid cardigan from Cozy Casual, rip skinny jeans from Kan Can and a cami tank from Zenana Outfitters and Caroline, right, is rocking a thermal hoodie from Vintage Havana and black leggings from PopShop Style at PopShop Style in Dobbs Ferry.

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els added that the “hot statement print for girls is the emoji — anything with an emoji is hot right now; they’re everywhere.” Leggings are being offered in lots of prints — denim, snake and space-dyed, even striated. The high-low silhouette in tops is back again, stronger than ever, Samuels said, and a perfect match with leggings, mostly because the longer back “covers the tush.” Boys still prefer wearing sports-related clothing. “It’s all about the players, and everyone wants dry-fit,” Samuels said, adding that bright colors — orange, teal and bright blue — are popular for late summer and early fall. Zip-front hoodies complete the look when boys are wearing sweatpants. Jon Shapiro, founder of Mixology Clothing, headquartered in New York City and with a shop in Rye Brook, said high school and college girls are his business’s most loyal and vibrant customers. He’s seeing “lots of sued, fringe and flare denim for this season’s students,” adding, “Color palettes range from olives to burgundies, but black is always essential.” Once again, comfort is key. “The hand of the garment must speak to the customer and be stylish and easy to wear and style,” Shapiro said. “We are launching a full and dynamic ‘athleisure’ collection in all our locations and have an exciting partnership with Rebecca Minkoff to launch their athletic collection.” As for trends, Mixology’s Shapiro says that “boho chic is still hot. Hats are unconstructed and wide, and jewelry is trending towards spirituality. Dainty rings adorn hands this season.” Returning fashion trends include denim, with dresses, overalls and skirts all being shown. “The ’70s inspiration is being felt at retail,” Shapiro said. At LF Scarsdale, stylist and store manager Allison Batty said she is seeing a lot of the soft bell bottoms as “a big trend for the summer continuing through the fall. There are cool patterns, also a lot of new fabrics, different ribs and textures.” Crop tops “are coming back,” according to Batty, being paired with lowerand higher-rise pants, “making for two different looks — showing more skin or covering up more.” What Batty calls “border prints” are “almost a pattern within a pattern, emphasize animal prints, florals and paisleys amid thick stripes.” Favorite colors are deeper for the late summer and early fall, including maroon, olive and burnt orange. New trends include dressing rompers in different patterns and shapes, Batty said. For the colder weather the rompers could be paired with leggings for additional warmth, but in the transitional season when the weather can still be warm, rompers are perfect with knee socks. Accessories making fashion statements this season are layered bracelets and “rings on every finger,” Batty said,

COURTESY OF LESTER'S

Continued from page 13A

➌ At the Preppy Turtle in Bedford Hills, Caitlin is ready for school in a Chaps plaid top and Gap jean skirt. ➍ Elenore is wearing a dress from Mini Boden at the Preppy Turtle in Bedford Hills.

Back to School – FRIDAY, AUGUST 21, 2015

adding that coin necklaces and jewelry with “really big stones including chunky quartz” are very hot. Jessica Harris, owner of & James in Katonah, offers fashionable and comfortable clothing for the younger students. One trend she’s seeing is for “bright and bold colors, vivid graphic prints,” while on the other hand there is still strong demand for natural fabrics and earth tones. “It seems like companies are either going one way or the other,” Harris said. “Our shop is mostly traditional, but we also add the fashion pieces. Children have such a point of view, especially the girls, and they want to mix and match.” Harris says she emphasizes clothing that’s age-appropriate at & James, knowing that’s what parents want for their kids. “We don’t offer things that are too short or too tight,” she said, and her shop is very popular as a result. “Never in a million years did I think it would be as busy as it is. I’m satiating a need that’s out there. Parents and grandparents are hungry for good products at the right price.” Julie Zegras, owner of Bubble & Tweet in Bedford Village, offers infant sizes all the way up to size 14. She also carries women’s clothing. “Fall fashion trends are cozy sweaters, jeans, plaid shirts and casual tees for the 7 to 14 age group,” she said. “For the younger sizes 2T to 6X there are leggings with fun tunics and dresses.” Once again, comfort is at the top of everyone’s fashion wish list. “For example, I carry Vintage Havana, which has a lot of fleece sweatshirts and sweatpants with fun prints or solids,” Zegras said. “I don’t carry a lot of accessories for kids other than tights — fun printed tights are always a big hit.” As far as trends go, “Bubble & Tweet doesn’t get too trendy,” Zegras said. “I try to have a nice balance of classic pieces that can work with a few trendy pieces. I find I have to keep a balance to make moms and kids happy. Kids these days have such an opinion on what they want to wear, so I find moms and kids making a lot of compromises.” Maisha Stephens-Teacher, owner of Yummy Yummie Goodness in Hastings-on-Hudson, carries clothing for newborns to size 14. She’s seeing a lot of prints and vibrant colors, along with hipster harem pants and furry outerwear. “Most of our designers use 100 percent cotton and

JOHN MEORE PHOTO

THE RECORD-REVIEW | PAGE 15A

➑

➎ Ready to read, Ava models a Gap skirt and a les Parrotinez top from the Preppy Turtle in Bedford Hills.

➏ At the Preppy Turtle in Bedford Hills, Nyla, left, is wearing a Gymboree dress, Erin, right, a Bon Point jumper and a Gap jacket.

➏ ➐ Taylor sports Blank Jeans, a James Perse tank, BB Dakota jacket and Edelman boots at Indigo Chic in Hartsdale.

➐ ➑ Caroline, left, is wearing a PopShop Style hoodie and Celebrity Pink jeans, while Juliette goes with the striped sweater from Tea n Rose and Celebrity Pink jeans from PopShop Style in Dobbs Ferry.

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PAGE 16A | THE RECORD-REVIEW

FRIDAY, AUGUST 21, 2015

– Back to School

BTS Fashion

Hello Fall!

➒ At the Preppy Turtle in Bedford Hills, Zoey is wearing a Tea dress and William looks great in a shirt from the Gap and shorts by Charlie Rocket.

➓ ➓ Caroline struts in a burgundy dress by Poetry from PopShop Style in Dobbs Ferry.

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JOHN MEORE PHOTO

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are really big on quality fabrics where the color is maintained and the garments retain their shape,” Stephens-Teacher said. “The hipster harem trend is a comfy look hitting the fashion scene heavy this fall.” Designers are having fun with accessories Stephens-Teacher said: “The colors are vibrant for tights, and look for hats that look like masks, plus fun headphone-like earmuffs. Shoes are beautiful in colored leathers — no more boring basic browns, blacks and blues!” Returning fashions are hooded, oversized capes and hooded vests, which “are continually being made unisex, which is great if you have multiple kids to pass along items to. The jeans are also unisex.” Clearly there will be no problem getting children outfitted and looking their best for school. All would be perfect if the merchants could also help parents figure out how to wake their kids up extra-early and get them to the bus stop on time — that would solve a lot of family issues during the first few weeks of classes!

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Continued from page 15A

Madison is happy in a Lola & Sophie top, J. Brand jeans, Dolce Vita boots and a bag by Brave from Indigo Chic in Hartsdale.

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Back to School – FRIDAY, AUGUST 21, 2015

THE RECORD-REVIEW | PAGE 17A

School Reports

New district leader, expanded learning in the KLSD

hen the Katonah-Lewisboro School District’s doors open for another exciting year of learning and growth on Wednesday, Sept. 2, students will be welcomed by their teachers, district staff members and administrators, including new superintendent of schools Andrew Selesnick. Mr. Selesnick officially entered his new post on July 1 and his district entry plan is well under way. “Many school leaders, myself included, use an entry plan process described by Barry Jentz and Joan Wofford in their book ‘Entry,’” Mr. Selesnick said. “It is a method for a new leader to begin thoughtfully understanding where a district has been, where it is today and where it needs to go in the future. It is a method for meeting the people who comprise the district, for understanding their hopes and frustrations, and for doing it all in a way that is as fair to all and as unbiased as possible.” In his first month, Mr. Selesnick has held approximately 60 individual meetings with board of education trustees, district administrators, teachers, support staff, parents and residents who do not have children in the schools. He looks forward to beginning his meetings with students in September, and he expects to continue holding these meetings well into the winter. Administrators and faculty at the district’s three elementary schools have

been collaborating on the examination of ELA and mathematics curricula during the summer months. Following up on recommendations the Literacy Committee formed last year, teachers in grades 1 through 5 have been working under the leadership of principals Kerry Ford and Cristy Harris to develop curriculum and identify common assessments in the area of writing. The teachers worked four days over the summer to prepare curriculum for the coming year based on the three types of writing identified in the Common Core Learning Standards: narrative, opinion and informational. The work on writing will continue during the Oct. 23 professional development day for kindergarten through fifth-grade faculty, led by staff developers from the Reading and Writing Project at Teachers College. The Math Committee, with representatives from each elementary school, met in several sessions over the summer. Principal Carolann Castellano led the work, which included developing and revising common assessments for grades 1 through 5. Several of the grades throughout the district will be piloting new math units in the coming year. Parents and caregivers are invited to the fall Curriculum Nights (Sept. 10 for k-1, Sept. 16 for 2-3 and Sept. 24 for 4-5) to learn more about curriculum updates and expansions. In addition, all three elementary

schools will continue to emphasize the Elementary Code of Conduct and encourage students to “Be Your Best” in the coming year. The Code of Conduct urges students to take responsibility for their actions and to be respectful. After the principles laid out for personal conduct are introduced during the first couple of months of school, they will be reinforced through the regular assemblies that promote character education. “We will be making sure we are supporting children in a positive way throughout the school year,” Mrs. Castellano said. Three areas will see new initiatives this year at John Jay Middle School: science, world language and music. In the area of science, the sixth-grade classes will be adopting two Science & Technology Concepts units on the subjects of “Properties of Matter” and “Weather and Climate.” In seventh- and eighth-grade, science teachers will continue work with a consultant on creating new inquiry-based units aligned with the Next Generation Science Standards. In the area of world language, administrators and teachers have been writing a new curriculum for Spanish based on the introduction of a new text. The new curriculum will emphasize students’ commitment to the oral practice of the language. A new general music course will be offered to students in grades 6 through 8, called “Discovering Music.” Using the school’s refurbished

music lab, students will be engaged in the composition of their own music in the course. Students at John Jay High School will have many more options for elective classes in the coming year. Some of the new courses include game programming, sports and entertainment marketing, fashion marketing and merchandising, advanced engineering in robotics, drama in performance, film studies, aviation, bioethics, food chemistry and nutrition, geology and the history of New York City, among others. The school is also continuing its implementation of the Common Core math curriculum, including a revised Algebra 2 course that more closely aligns to the Common Core and a new math “3 in 2” program that allows students to accelerate their learning of three years of math in two years. Additional work is continuing in the area of writing curriculum, as well. Teachers continue to make use of some of the best consultants in the region to assist in the fortification and the addition of new curriculum as state standards continue to change. Students are participating in a community read of “All the Light We Cannot See” by Anthony Doerr, a Pulitzer Prize winner. When students return to school in the fall, discussions about the summer reading will occur in all ELA classes 9-12, with high levels

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PAGE 18A | THE RECORD-REVIEW

FRIDAY, AUGUST 21, 2015

– Back to School

School Reports

Bedford schools preparing students for 22nd century By Jere Hochman

BEDFORD CENTRAL SCHOOLS SUPERINTENDENT

n June, the Fox Lane Class of 2015 received their diplomas and copies of the Constitution of the United States and embarked on continued learning in the military, full-time jobs, volunteer service and a tremendous range of colleges and universities across the country. Soon, the Class of 2028, our kindergartners, will begin their public school journey and its array of opportunities in the footsteps of our graduates and alumni across the globe. They will learn the basics; learn to think, to problem solve, and how to collaborate with others for jobs that don’t yet exist; and pursue their interests and dreams. And, we are keenly aware these children will live in the 22nd century! Awaiting our students are high academic standards and progressive methodologies in all content areas and electives. We are focused on the measurable benchmarks of achievement and blended through all we do are field trips, project-based learning, dramatic and musical performances, science fairs, spelling bees and more. We take great pride as our dynamic and diverse schools encompass all the experiences

and opportunities of public education and “school the way it ought to be!” The Bedford Central bar of excellence remains competitive and high. As is our tradition, the Class of 2015 is distinguished by Advanced Placement courses taken by two-thirds of the class and 94 percent of our seniors attending colleges; National Merit Semi-Finalists, scholar-athletes and teams and All-State honors in music and world languages; participation in our ASPIRE student intern program and recognition in science research and innovation competitions, Science Olympiad and Model Congress; students achieving their personal best and goals and many more accomplishments. In recent years, Fox Lane High School has been ranked in Newsweek and The Washington Post, which places us amongst the highest ranking schools across the country. We have been cited as an Advanced Placement (AP testing) “District of Distinction” for increasing access and enrollment in AP courses while keeping test scores up and we recently received a silver award in the Washington Post’s “Schools of Opportunity” recognition for our work closing the opportunity gap. This past school year, we successfully implemented a new high school schedule, completed the first year of a

dynamic and engaging dual language program in first grade at Mt. Kisco Elementary School, explored unique and innovative technology projects and continued professional development for our adults. The latter was exemplified at our recent summer “Tech Boot Camp,” where teachers were engrossed by one expert panel discussing the benefits of learning with technology and the intrigue of “coding” and programming. The panel teaching the teachers? Fourth grade students! Recognizing our successes and challenges, we are focused on continuous improvement with ambitious district goals and projects in 2015-16. To insure we are on course with the expectations of the entire community and parents, we will continue our efforts in public engagement, public opinion research, district advisory committees including a new Academic Achievement Advisory Committee, community round-table discussions, Superintendent Coffees and Curriculum Spotlight evenings. We are very excited about our inaugural Community Read with all schools and libraries within our district’s five towns. As we monitor and develop all curriculum areas and instruction annually, this school year brings about a review of physical education and health and a

response to our review of social studies and business; ensuring our curriculum matches the needs of our special education students; analysis of new science standards and course sequencing; recommendations from program evaluations in world languages; and an enhanced model for innovative practices by students and teachers. Enduring the rollercoaster of changes in State education reform and testing, we have identified areas where students are performing well, where curriculum is well-aligned and where we require more intensive efforts on both fronts. As we promised, we will review State testing with meetings in every school in fall and will once again publish our next steps to meeting expectations for competitive test scores within a rich and relevant curriculum. We continue to pursue a shared vision for the academic excellence of every student, our school district and the future. We hope you will take time to read our District Department and School Highlights Profile, tune into the Bedford Central Buzz and the volumes of information on our website, attend our Academic Performance and Curriculum Spotlight presentations and enjoy one of the dozens of concerts, plays, Continued on next page

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Back to School â&#x20AC;&#x201C; FRIDAY, AUGUST 21, 2015 Continued from previous page

sporting events, and academic celebrations throughout the school year. In the financial arena, 2015-2016 brings about the challenge of continuing to keep the tax levy below the allowable tax levy cap while maintaining quality programs. Over the past six years, the tax rate increase has been 2.19 percent in Bedford and 0.14 percent in Pound Ridge which is significantly lower compared to the average 5.09 percent and 4.20 percent increases in those towns, respectively, over the past 20 years. Similarly, the average annual tax levy increase for the district the last six years is 1.75 percent compared to increases of 9.47 percent in 2002, 9.19 percent in 2005, and 7.92 in 2008. To achieve this, we have worked collaboratively with our unions in the resolution of five union contracts, controlled spending and implemented numerous efficiencies, and made significant cuts into our programs and services. We are mindful, too, of concern expressed that cuts to programs and services have gone too deep. We aspire to retain and expand the full complement of programs and services our community expects and all of our students deserve. However, we recognize the public sector economy is recovering more slowly than the private. In spite of all that has been accomplished, we persist seeking balance. We have developed a multi-year financial plan targeted to keep expenditures balanced with revenues and will research cost-benefit analyses of several district

THE RECORD-REVIEW | PAGE 19A

programs and services and space and enrollment challenges due to steady enrollment with one elementary school that is full. We must reconcile the realities of expectations for exceedingly low tax levies and compliance with the State comptrollerâ&#x20AC;&#x2122;s recommended fiscal health levels and bond rating agency guidance, both which recommend maintaining a viable fund balance. We are pursuing an equitable formula for State funding with the New York State Education Department and our State legislators. We will continue to protest broken promises to address unfunded State mandates, overregulation and inconsistent changes in education law and guidelines with our elected officials in Albany and Washington and with the NYS Education Department. Moving forward, our work centers on a vision of preparing students who will lead, be responsible and contribute to our democracy well in the 2030s, 2040s and into the 22nd century. With the leadership of our board of education; the remarkable work of our faculty, staff and administration; partnerships with parents, parent-teacher organizations and district support and advisory groups; and collaboration with colleges, universities, businesses and community agencies and programs, I am confident we can address our challenges and continue to celebrate the success that reflects the uniqueness of the Bedford Central School District

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PAGE 20A | THE RECORD-REVIEW

FRIDAY, AUGUST 21, 2015

– Back to School

Elevating wellness, while remaining successful By Mark Davis ST. LUKE’S SCHOOL HEAD OF SCHOOL National Association of Independent School Trustee

“In Fairfield county, we are bred like racehorses to be highly competitive students. There always seems to be the ‘right’ path to take, and it’s always been forged by someone else. When you add in pressures from media and society, the environment can be almost suffocating.” When I heard an upper school student say this during his meditation (a reflective talk given by students and teachers), my first reaction was surprise. “Not at our school,” I said to myself. Our school is exceptionally warm and supportive. It’s not a pressure-cooker like those other schools. My second reaction was gratitude. This student felt safe enough to say this out loud, in front of everyone. In front of me. Then I looked around the room. Here we are, I thought, a stone’s throw from Ivy League and well within the orbit of the Big Apple. We are driven to be the best, whether we are conscious of it or not. And we’re certainly not alone. “You can’t help but slip into the system of competitive insanity related to college admissions to achieve social normalcy.” — Sorrows of Young Palo Altans. A student in Palo Alto, California, wrote the above in an essay published in a local paper. “The sorrows of young Palo Altans” went viral, offering a stunning wake-up call about the pressures of high school. She described her school not as a place to learn and try new things, but more like a treadmill: good grades, good schools, good job, good life. More homework, more extra-curricular activities (not because they were loved but because they looked good on a transcript), more pressure — until the treadmill goes so fast one may feel no choice but to jump off. The New York Times followed with an article about the alarming teen suicide rate in Palo Alto entitled, “Best, Brightest — and Saddest?” Before concluding that this is a self-inflicted issue for over-achieving families in privileged areas, consider the 2014 World Health Organization report. It named depres-

sion the number 1 cause of illness and disability in teenagers and pre-teens worldwide. This was borne out at February’s National Association of Independent Schools (NAIS) conference. There, a panel of college presidents was asked how high schools could better prepare students for college. The unanimous answer: send us emotionally healthy young people.

Well-being vs. success Can schools deliver exceptional education without pushing students? If students don’t feel the stretch, are they reaching their potential? In his meditation, our “racehorse” acknowledged that, though pressured, his path was rich with wonderful experiences and led to acceptance at his college of choice. As teachers and parents we can’t eliminate pressure — it’s not fair to send students into the real world without experience and coping mechanisms. But there is something we can do. We can shift our mindset. We can value well-being as much as we value success. John Chubb, President of the NAIS, has made this shift a priority. In his words: “Well-being may be the umbrella under which the elements essential to our children’s happiness finally come together. Throughout our schools I see every necessary piece. I see joy. I see potential. Assembling the pieces, not buying into solutions that we know are incomplete, may be the most important work that educators today can tackle.” “We don’t need to drive kids crazy to educate them. Given freedom and opportunity, without coercion, young people educate themselves.” — Peter Gray, PhD. Dr. Peter Gray wrote these words, and an entire book, “Free to Learn.” He points to something our faculty has observed (and been thrilled by): Give students more control over learning and they are more motivated. Work they influence feels more rewarding, valuable and enjoyable. Educators have seen this for years with independent study for example, where students are pushed to explore and trust their instincts. But recently, I’ve had opportunities to see it on a larger scale. St. Luke’s launched a program students’ named January Term or J-Term. In a nutshell, a group of teachers decided

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to try something completely new and for eight days stepped out of normal classes and into a new world where teams of students spent all their school time researching and pitching solutions to real problems plaguing the world. The entire ninth-grade participated and as one student said, “J-Term is really your journey, and you choose what you’re going to get out of it.” What teachers got out of it was deep satisfaction as young students embraced responsibility for meaningful learning. These children were ready to collaborate and plan, ready to research and interview and reflect. Other than initial anxiety over trying something new — there was a notable lack of stress despite increased responsibility. In fact, there was laughter and energy — still palpable at the concluding symposium where students shared findings and ideas. Seymour Papert, a renowned educator and pioneer of artificial intelligence, calls this “hard fun.” St. Luke’s design lab director, Michael Mitchell, frequently uses the phrase to describe the engagement and investment found in selfdirected work. He sees it in his engineering courses where students learn through a “mastery” approach — moving forward at their own pace as they master concepts. He sees it in various maker activities and optional experiences such as our Hackathon (a weekend-long invention event) and Rube Goldberg Challenge, where students work tirelessly, not for a grade, but for pure pleasure. Certainly “hard fun” is not the single antidote to student angst and depression. But ideas for educating without driving kids crazy certainly merit our attention. I am comforted and enticed by this idea of reducing stress by increasing student control. Educators everywhere should look for ways to spread this approach while simultaneously introducing mindful practices that have proven effective in bolstering emotional and physical well-being. It takes a village to care for our children. In the digital world, that village can expand. I hope others will speak out on this topic. Parent and student voices are mighty. The more we value well being, the more likely we will raise young people equipped to thrive as adults. St. Luke’s is located in New Canaan, Conn. Visit www.stlukes.org.

Back to School – FRIDAY, AUGUST 21, 2015

Katonah-Lewisboro Continued from page 17A

of differentiation. “The philosophy behind the project was to bring the school closer together through a shared learning experience utilizing a rich text,” said principal Jessica Godin. “Most of the staff and administration has read the book as well and I look forward to seeing students and staff engaged in rich discussions and close readings of the text as the school year begins.” The district’s operations and maintenance team has been busy overseeing several major projects during the summer months. The high school and middle school track and field is undergoing a complete overhaul, with the new turf field offering much improved traction and the track being switched over to a new rubberized surface in John Jay purple for the many athletic contests and school events held outdoors. The track and field improvements also include site work to assist in better stormwater control and drainage. The district anticipates these projects will be complete by Sept. 15, in time for homecoming. Also nearly complete at the high school campus is the installation of a new sixcourt tennis complex, which was funded by the Katonah-Lewisboro Community Tennis Association, a grassroots organization. Once complete, the tennis courts will be used by JJHS and JJMS varsity and junior varsity athletic teams and physical education classes, as well as boardapproved community organizations. The summer work on the complex has included adding asphalt and fencing to the

THE RECORD-REVIEW | PAGE 21A

courts, as well as stormwater drainage control. Throughout the district, other projects under way include correcting the basketball court backboards, which have slipped over the years; improving the landscaping around and access to Katonah Elementary School’s big red slide to make it easier for younger students to access it, and completing the middle school’s new boiler project, which will result in fewer hot and cold zones when the new system comes online in the fall (a project funded through an energy performance contract). At the high school, several of the computer labs have been transformed to perimeter labs, which will give teachers the ability to see the screens, while the Step Labs are now multipurpose rooms, which allow teachers to conduct a traditional class in front of the whiteboard with students seated either at tables or individual computers. The district and its Sustainability & Wellness Committee are also continuing efforts to decrease the output of greenhouse gas emissions. After an audit of the district’s greenhouse gas emissions from 2007-09, a goal was set to decrease emissions 20 percent by 2015. “We should see a final report mid-fall,” said director of facilities Paul Christensen. “We are very optimistic that the goal set will be achieved.” The Katonah-Lewisboro School District is proud to be a leader in education, providing exceptional opportunities for students in all realms as it responds to a changing society. The district’s leaders are looking forward to an academic year full of learning and excitement for all students as they continue to discover and develop their passions by taking advantage of the tremendous offerings in the KLSD schools.

Parenting Programs Now enrolling Fall 2015 A nuturing environment for 2, 3 & 4 year olds

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PAGE 22A | THE RECORD-REVIEW

FRIDAY, AUGUST 21, 2015

– Back to School

Landmark Preschool opening in Bedford this September

• Modern, Contemporary, Ballet, Jazz, Tap and Hip-Hop • Performing Groups and Choreography Opportunities • Toddler – Adult • Moving Wheels & Heels for dancers with special needs Providing the best dance education in Westchester County since 1937 Online registration now available at www.steffinossen.org or call 914-328-1900

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Landmark Preschool, a premier early childhood program, is pleased to open its doors this September at 44 Village Green in Bedford. Landmark Preschool is a division of Ridgefield Academy, a non-sectarian, not-for-profit independent day school that educates over 600 Westchester and Fairfield county students enrolled across its three existing campuses. The school has over 40 years of early childhood education experience. Landmark Preschool Bedford offers comprehensive programs for 2-year-olds (2s), 3-year-olds (3s) and 4-year- olds (4s). The three-hour school day (9 a.m.-noon) will balance social-emotional, cognitive, and physical skill development. The program will include early literacy instruction and math skill development, as well as art, science, technology and music instruction with classroom specialists. Children will also enjoy outdoor play and cooking activities. Goldens Bridge resident Ann Hirsch, a 17-year veteran at Landmark Preschool, is directing all student enrollment, facility improvements and curriculum development in preparation for the Bedford program’s Fall 2015 opening. “We are very much looking forward to partnering with families in the Bedford community,” Hirsch said. “Preschool is often a child’s first experience outside of the home, and is an important time to develop confidence and independence. Our experienced preschool teachers provide differentiated learning strategies to best meet each child’s inter-

Landmark Preschool is a division of Ridgefield Academy.

ests and needs, all in a nurturing and supportive environment. Students engage in a variety of activities designed to foster a love of learning and develop readiness for reading, writing letters and understanding basic math and science concepts. Our students graduate ready to take on the challenges of kindergarten at Ridgefield Academy or their school of choice.” Landmark’s Bedford program has taken over three rooms in the education wing of the historic Bedford Presbyterian Church. (The Village Green Nursery School and Bedford Village Nursery School formerly occupied the space). The space offers newly renovated bright and airy classrooms and a newly installed outdoor playground. Landmark Bedford is currently accepting applications. Contact Hirsch at ahirsch@landmarkpreschool.org or 914393-2293.

Back to School – FRIDAY, AUGUST 21, 2015

THE RECORD-REVIEW | PAGE 23A

Bet Torah Nursery offers educational fun for children Join Bet Torah Nursery School for the fall 2015 semester of Mom’s Day Out, a program of separation, socialization, sharing and fun for toddlers. Classes begin Sept. 8 and run through Dec. 22. Children 18 months and older (as of September) may be enrolled for one or two mornings of music, art, story time, movement and indoor and outdoor play each week. Classes are held on Tuesday and Thursday mornings from 9:30-11:45 a.m. A snack is provided. Enrollment is limited. Limited spots in Bet Torah Nursery School are available for families wishing to enroll their children in preschool programs for fall 2015. Two-day, three-day or five-day morning classes are offered for 2-year-olds from 9:30-11:45 a.m. Children in the 3s and 4s program meet Monday through Friday from 9:15 a.m.-noon. The Parenting Program welcomes back parent coach and educator Adrian Kalikow, who will facilitate Baby Talk, a onehour weekly group for parents and infants.

She will also host a monthly parents-only group, the Preschool Parent Connection. For more information or to register call the nursery school office at 666-7595. The Bet Torah Nursery School program is designed to promote the cognitive, social, emotional and physical growth of each child. An outstanding, nurturing and creative staff strives to provide opportunities for children to learn through play each day. The curriculum includes regularly scheduled visits by music, sign language, science and movement specialists. Special events throughout the year include Tot Shabbat, family services, schoolwide assemblies and celebration of the Jewish holidays. Bet Torah (www.bettorah.org) serves as a leading center for Conservative Judaism in Northern Westchester. Bet Torah Nursery School is located at 60 Smith Ave. in Mount Kisco. Parents wishing to arrange a tour of the school or receive information about the program should call 666-7595.

LKPS offers preschool and more Established in 1957, Lissie’s Katonah Playschool is a private, nonsectarian early childhood center, operating on the premises of the First Presbyterian Church of Katonah. Programs include preschool classes for children 2-5 years old, afternoon pre-k science enrichment and before- and after-school care for preschool and school age children. Children of all races, colors, creeds and abilities are welcome at Katonah Playschool. LKPS is accredited by the National Association for the Education of Young Children (NAEYC), and is licensed by the NYS Office of Children and Family Services, offering many different options for care and learning. Through developmentally appropriate practice and an enriching environment, children strengthen skills in physical wellbeing, health and motor development; social and emotional development; approach to learning; cognition and general knowledge; and language, communication and literacy. The preschool curriculum is also enhanced through music, art, drama, tae kwon do, yoga, science, cooking and computers. A large outdoor playground allows for fresh air fun and learning. Before- and after-school care for school age children is offered beginning

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at 7:30 a.m. Breakfast will be available and transportation is provided by the district to school. After school, children will be helped with their homework and can engage in art activities, games, piano lessons, fun with food, entertainment/drama and outdoor play. Preschool options feature morning and afternoon classes for 2.5 hours each, with lunch bunch added for 4.5 hours and extended day from 9 a.m.-3 p.m. School age options are before- and after-school care for kids k-5 until 6 p.m. Contact 232-5903 or kpkids@optonline. net. Visit www.katonahplayschool.org.

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PAGE 24A | THE RECORD-REVIEW

FRIDAY, AUGUST 21, 2015

– Back to School

Innovation Lab spurs Ridgefield Academy students

A Therapeutic Day School for the Underachieving Student Dedicated to helping students overcome academic difficulties and personal obstacles, through carefully designed programs for individual achievement. Students come to us for the following reasons: • Underachievement, despite being bright • AD/HD ; Learning disabilities • Social-emotional problems Offering Regents level classes and exams. NEW: PG Program with college credit 23 Purdy Avenue, Rye, New York 10580 (914) 967-2530 wdsinfo@optonline.net www.westfieldschools.info

“Wow.” That’s what Adafruit Industries founder Limor Fried said when she saw Ridgefield Academy students’ entry in Adafruit’s first annual international Raspberry Pi competition. What got her attention? The students built an operating system for a Raspberry Pi, a single board computer the size of a credit card. The Raspberry Pi was attached to a helium balloon and connected wirelessly to a camera. When the balloon was launched, students logged in remotely with SSH and executed a Python code they had made in class to take and download pictures while the camera was floating in the air. When the people at Adafruit saw the results — stunning photographs that tell a story of hard work, innovation and creativity — they called them “amazing.” Amazing things happen when kids learn to make and engage with technology. This is the point of Innovation Lab, Ridgefield Academy’s STEM workshop. Designed to work in conjunction with the science curriculum, Innovation Lab offers students hands-on learning in science, technology and engineering. Whereas traditional science labs rely on teaching with the scientific method, Innovation Lab encourages students to become Makers, people who actively and creatively manipulate their world through technology. The 2014 Raspberry Pi aerial photography project is one example. Innovation Lab is part of Ridgefield Academy’s commitment to empower students to take charge of their world. That’s why

Teacher Deborah Lasala and students launch Raspberry Pi computers into the air with the help of helium balloons to take aerial photos of the campus.

Innovation Lab is a part of the curriculum for all k-8 students. In addition to learning about wiring, circuits, components and code, Innovation Lab allows students to conduct robotics projects, reverse engineer common appliances and hack their own musical instruments. More importantly, Innovation Lab is fun. A child’s earliest learning happens in play, and there should be no end to that. Every day at Ridgefield Academy, students dream up innovative projects. Ridgefield Academy offers individualized k-8 education on a 42-acre campus near downtown Ridgefield, Conn. The school’s rigorous academic curriculum is enriched with programs in public speaking and community service, STEM labs, performing arts opportunities and interdisciplinary digital arts projects. Call (203) 894-1800 or visit www.ridgefieldacademy.org.

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Back to School – FRIDAY, AUGUST 21, 2015

THE RECORD-REVIEW | PAGE 25A

Convent of the Sacred Heart, a day school for k-12 girls

ounded in 1848, Convent of the Sacred Heart is an independent Catholic day school for girls from kindergarten through 12th grade in Greenwich. Graduates attend top colleges and universities and become leaders with broad intellectual and spiritual horizons. Sacred Heart Greenwich also offers a co-ed early childhood center. The Barat Center for Early Childhood Education provides many exciting opportunities to discover, be imaginative, explore and grow cognitively through the play-based curriculum. Children must be age 3 by Dec. 31 to enter in September. The school is renowned for its students’ achievements in academics and athletics, curricular innovations and awardwinning programs in science research, broadcast and journalism. Sacred Heart Greenwich serves approximately 740 students on a modern campus beautifully situated on 116 acres atop the highest point in Greenwich, overlooking Long Island Sound. New facilities opening this fall include a 35,000-square foot athletic center, expanded dining room, outdoor commons area with amphitheater and new playgrounds. True to its international heritage, Sacred Heart Greenwich welcomes students and faculty of diverse backgrounds and faiths so that each student will grow in an understanding of different cultures and people. The international exchange program, coordinated with other Sacred Heart network schools, strengthens cultural and

world language interests and provides opportunities for personal growth. The school offers a rigorous and integrated program in science, technology, engineering, arts and mathematics (STEAM), which provides numerous opportunities for students to combine creativity with skills in the sciences and mathematics to identify and solve problems. Students learn coding, enroll in computer science, use the new Maker Space and unleash many other opportunities for collaboration and in-depth study using the latest in technology, including a seminar-style Backbone Table. Technology is fully integrated into all academic disciplines at all grade levels. The computer is a tool for writing, research, analysis, presentation, dissemination and discussion of classroom projects. Upper school students can enroll in the three-year Science Research Program, which offers internships at medical colleges and research institutions. Students in the lower, middle and upper schools attend hands-on science classes, and middle and upper school students engage in research through the school’s partnership with the Cold Spring Harbor Laboratory’s DNA Learning Center. The approach to

teaching robotics includes BeeBots, the Arduino platform and the NAO Humanoid Robotics system. Technology is integrated into all academic disciplines at all grade levels. The 29,000-square-foot science center has fully equipped laboratories for all three divisions. An outdoor observatory features a computerized, 16-inch telescope with 800x magnification, as well as 10 eight-inch telescopes. Students interested in the arts have full use of a performing arts theater, art studios for the lower, middle and upper schools, storytelling room, outdoor amphitheater and broadcast journalism center. Beyond the classroom, students are engaged in academic experience facilitated by the national Online School for Girls, Blackboard Learn, Google Apps for Education and SophieConnect, an online learning initiative within the Network of Sacred Heart Schools. Athletic teams compete in leagues in Westchester and Fairfield Counties and throughout New England. In the fall of 2015, a new athletic center opens to incorporate a variety of features to serve the school’s high-performing athletic program, including two gymnasiums for basketball and volleyball, six squash courts, a fitness studio, trainer’s room, dance studio and classrooms for physical education. Sacred Heart’s lacrosse, soccer, field hockey, softball, and tennis teams compete on the school’s synthetic turf fields, playing fields and six tennis courts. In addition, there is a cross-country course and

indoor swimming pool. The library/media center provides an extensive collection of print volumes and periodicals for academic work, as well an ever-increasing number of electronic resources and databases. The center includes facilities and equipment for a suite of broadcast journalism rooms, a storytelling room, a group study room, quiet study areas, lower school computer lab, Maker Space and a Backbone Table for course use. Prospective students and families are encouraged to attend one of the school’s tour days, open houses and early childhood events, including the k-12 open house. Tour Days provide an opportunity to see Sacred Heart Greenwich and The Barat Center for Early Childhood Education in action. Drop by the school on Oct. 7, Nov. 4, Dec. 9 or Jan. 13, 2016 between 9 a.m.-noon for a tour conducted by a parent volunteer. You will also have the chance to meet the admission office staff, who will be on hand to respond to your questions and to guide you in selecting the age-appropriate admission material that you will need for your child. Open Houses are held as follows. • Upper school: Oct. 21 at 6:30 p.m. • Kindergarten through grade 12: Nov. 7 at 9 a.m. • The Barat Center for Early Childhood Education: Nov. 13, 2015, and Jan. 22, 2016, at 9:30 a.m. Contact admissions director Catherine Cullinane at (203) 532-3534 or admission@cshct.org.

A car broke his bones, but not his spirit. Sean Hughes Car accident survivor / High school sophomore

A mother’s worst fear — your boy has been hit by a car. Sean suffered from a traumatic brain injury, broken legs and a spine fracture. But thanks to the advanced care and support the Hughes family received from Maria Fareri Children’s Hospital, a mom’s worst fear turned into her greatest appreciation, for saving the life of her son.

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Long Ridge School for age 2 to grade 5 The Long Ridge School, an independent day school for 2-year-olds through grade five, is located on a beautiful 14-acre woodland campus in North Stamford. The school serves students from southern Connecticut and Westchester County. At Long Ridge, teachers work with each child’s natural curiosity to build critical thinking and problem-solving skills. The school believes children should explore, experiment and experience the joy of learning in a caring, exciting and challenging academic community. Interdisciplinary themes connect the curricular areas and excite children about learning, lend context to new information, help children learn to make logical associations and develop their critical thinking skills. The school’s greatest strength is the expertise and dedication of the faculty. The teachers at Long Ridge have an average of 24 years teaching experience and most have advanced degrees in early childhood or elementary education. Classroom teachers are supported by specialists in art, music, science, Spanish library and physical education. The school teaches students to think independently, to learn how to learn and to participate actively in their own educations. Long Ridge students are motivated, successful individuals who score well on nationally administered achievement tests. They go on to a variety of public and private schools, well prepared for their next schools and a lifetime of learning. Founded in 1938, The Long Ridge School attracts children from diverse economic,

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Parachute time is a favorite for beginners at The Long Ridge School.

racial, religious and cultural backgrounds. Transportation is provided for Stamford residents and New York residents within 15 miles of the school. Before and after school options available. Visit www.longridgeschool.org or call (203)322-7693.

Rippowam for joyous, enlightened learning Established in 1917, Rippowam Cisqua School is a co-educational, independent country day school for students in grades pre-k through nine. For almost 100 years, Rippowam Cisqua has inspired and challenged each student to fulfill his or her own unique potential through a dynamic program of academics, athletics and the arts in an atmosphere that promotes critical think-

ing, individual development and personal excellence. Rippowam Cisqua School believes that learning is a shared experience, the responsibility of both students and teachers. RCS urges active student involvement and seeks to provide a rich curriculum for children of different abilities and learning styles. The approach to learning incorporates experimentation, simulation and collective and individual problem-solving, as well as traditional lecture, discussion and skill development techniques — all toward the goal of attaining excellence. Students are challenged to demonstrate their competence in a variety of subjects, with emphasis placed on the written word, throughout their school career. The process by which children arrive at a final product is an important part of their education. The interaction between adults and chil-

dren is fundamental to Rippowam Cisqua School. Warmth, humor and compassion characterize individual student-teacher relationships. RCS encourages communication of ideas and feelings to help develop understanding and cooperation. The adults seek to help children develop self-discipline and sound judgment. As a community, RCS requires respect, honesty and common decency at all times. The goal is to graduate students who are confident and knowledgeable lifelong learners. RCS strives to be a school of joyous and enlightened learning: a place where children come, not where they are sent. The lower campus for pre-k to grade four is located in Mount Kisco, the upper campus for grades 5-9 in Bedford. Visit www. rcsny.org.

Lab promotes growth at Greenwich Academy Greenwich Academy’s state of the art engineering and design lab was developed to spark innovative thinking. Here, principles in engineering, design and computer science come together and come to life for the girls who attend the school. Students of all ages are challenged to solve problems, experiment with new ideas and learn from their mistakes. Using age-appropriate CAD applications such as iDraw on the iPad for younger girls, Tinkercad and Adobe Illustrator, the students produce their creations using Continued on next page

Temple Shearith Israel & Jewish Family Congregation PARTNERSHIP • COMMITMENT • COMMUNITY

Religious School for Grades K-12 Flexible programming to meet the needs of all families • Project-based inclusive learning • One day a week for for K-6 + enrichment option (no fee) • Teen Youth Groups—NIFTY/NAR & BBYO • Classes available Sundays, Wednesdays & Thursdays • Music & Services every day school meets!

Classes for 2, 3 and 4 Year-Olds • Developmentally appropriate curriculum • Nurturing, experienced teachers • Large, enclosed play space Art ~ Nature ~ Music ~ Movement ~Science ~ and Reading Readiness For more information, please contact: Leslie Gottlieb at 914-763-3028 or 203-438-6589 lgottlieb@jewishfamilycongregation.org or Jane Emmer: jane@jfcearlychildhoodcenter.org 46 Peaceable Street Ridgefield, CT tsiridgefield.org

Enroll now for Fall programs!

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the machines found in the lab. The lab is equipped with a ShopBot, a 3D milling machine, 3D printers, a laser cutter, vinyl cutter and a large format printer. Lab-centered projects are integrated into the curriculum across all divisions, in a variety of disciplines. Upper school students in the honors engineering and design course can be found in the lab building electronics, programming microcontrollers and designing for 2D and 3D fabrication. A highlight in the middle school is a project where all sixth grade students design and build scale models of orca flukes as part of their science course. In the lower school, fourth grade girls discover engineering and design principles through the design and construction of toys based on interviews with parents and children. During the school day, the lab is buzzing with the activity of students and teachers working on class projects. After school, the machines are still humming as robotics teams use the space to build and test their competition robots, often designing and manufacturing custom parts. The lab is also home to Makers groups, students that comes together to “tinker.” Whether they are soldering together a wearable art creation or wiring up an Arduino project, members imagine, design and build. The kind of learning that takes place in the lab goes beyond acquiring skills. The thinking that is practiced as part of this work promotes curiosity, autonomy, and creativity. Visit www.greenwichacademy.org.

71 years of musical growth journey at Hoff The Hoff-Barthelson Music School celebrates its 71st anniversary as a major Westchester center for music education and performance. Private musical instruction, sequential musicianship classes and annual performances constitute the school’s core curriculum for ages 5 through adults. Students may join one of the many chamber, choral, jazz or orchestral ensembles. The HBMS Jazz Studies Program incorporates private lessons, jazz ensembles, jazz improv and arranging and theory into an extensive jazz/pop curriculum. The youngest students will enjoy HoffBarthelson’s Music & Movement Program, which features classes for parents/caregivers and children from birth to 5 years. Group recorder classes introduce children to the basic concepts of music. New this year for 4- and 5-year-olds is Suzuki guitar, added to the school’s roster of Suzuki violin, viola, cello, flute and piano lessons and classes. Instrumental students will find that Hoff-Barthelson’s Orchestral Training Pyramid is unique in structure, substance and quality. Students begin their orchestral experience in the Young People’s Symphonette, move on to Chamber Orchestra or Wind Ensemble and then may audition for the selective Festival Orchestra. School begins Friday, Sept. 11. Call 7231169, email hb@hbms.org or visit www. hbms.org.

Iona Preparatory School K-12

OPEN HOUSE Saturday, Oct. 24 12 - 3 p.m. admissions@ ionaprep.org (914) 632-0714 IonaPrep.org/sn Come for a Visit. Schedule a Tour. Apply Today.

Matthew Ryan Iona Prep ’15 Notre Dame ’19 Alfred Blanco Iona Prep ’26 Sounds of Music Instrumental Class 3 - 5 years Guitar (Electric & Acoustic), Keyboard, Drums, Bass Piano, Voice, Strings, Winds, Brass, Harp Rock Bands, Jazz, Chamber Ensembles Electronic Composition, Musical Theater Camp NYSSMA Preparation

201 King Street, Chappaqua, NY 10514

www.amadeusconservatory.com www.amadeusquartet.com

St. Matthew's Church 382 Cantitoe Street, Bedford, NY 10506

914-238-0388 twitter.com/amadeusconserv facebook.com/pages/Amadeus-Conservatory-of-Music/45197157901

EXCELLENCE

Today. Tomorrow. Always.

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