The Record-Review Back To School 2014 by The Record-Review

Back to School A SPECIAL SECTION OF

The Record-Review AUGUST 22, 2014

Back to School A SPECIAL SECTION OF

The Record-Review AUGUST 22, 2014

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, and Marilyn Petrosa ©2014 THE RECORD, LLC. ALL RIGHTS RESERVED. REPRODUCTION IN WHOLE OR IN PART IS FORBIDDEN WITHOUT PUBLISHER’S WRITTEN PERMISSION.

INSIDE BACK TO SCHOOL

PAGE 2A | THE RECORD-REVIEW | FRIDAY, AUGUST 22, 2014

– Back to School

Feature Stories

CCLS, ELA, SAT, ACT... Tests, tests, tests!

4A 6A

Passing the Stress Test Unmotivated student… or something more?

23A

10A Navigating internet miscues 13A Fashion: Prints, quality, contemporary & classic

School Reports

6A 10A

18A

Bedford Central: Many thanks, and many more to come

20A

Katonah-Lewisboro: New year, new opportunities in the K-L Schools

22A

Educational Services

Private Schools 23A-26A

Whitby School, St. Luke’s, The Gunnery, New Canaan Country School, Greenwich Academy, Ridgefield Academy, Rippowan Cisqua School

13A 44A

Record-Review_S Bates_9.833x6.667_Layout 1 7/17/14 9:05 AM Page 1

Beyond “I’ve always put a premium on intellectual inquiry. As a Classical Scholar, I went to research libraries throughout New England and internationally. The challenge of hewing out a tiny contribution to my field of study was incredibly rewarding. I am confident I’ll thrive in college because I’ve already pushed back my boundaries in a way that I simply would not have been able to do anywhere else.” Sebastian Bates Valedictorian 2014, National Merit Scholar, Attending Princeton University Pictured: Sebastian delivering his Classical Scholars presentation, A Wolf Among Many Hounds; Poetry, Politics, and Reform in Solon’s Athens. Watch the presentation www.stlukesct.org/scholars

Visit St. Luke’s

Open House – October 19 info@stlukesct.org | 203.801.4833 | www.stlukesct.org St. Luke’s is a college-preparatory, secular day school for grades 5 -12.

Back to School – FRIDAY, AUGUST 22, 2014

| THE RECORD-REVIEW | PAGE 3A

CCLS, ELA, SAT, ACT... Tests, tests, tests!

By LAURIE SULLIVAN

ith the school year about to begin, and those supplies, backpacks, clothes and sneakers bought, parents and kids start to think about the coming year and what’s ahead. What teachers will they have? What will their schedules be? And parents in particular are eager to know about the standardized tests their children will be required to take. To help navigate the path for parents we’ve detailed state assessments that the New York State Board of Education requires of students by grade level. And it’s not all that easy. State assessments, also referred to as the Common Core Learning Standards (CCLS) or just the Common Core tests, are given to students in grades three through eight in schools throughout the state. These standardized tests are given in three subject areas — English Language Arts (known as the ELAs), mathematics and science — and do not require any outside tutoring or test prep time beyond the time teachers spend in the classroom prepping for tests. Teachers are required by the New York State Education Department to prepare students for the tests, but in high achieving districts like Scarsdale, Edgemont, Bedford, Kato-

þ A parent’s guide to NY state testing

CONTINUED ON PAGE 8A

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PAGE 4A | THE RECORD-REVIEW | FRIDAY, AUGUST 22, 2014

– Back to School

Passing the

Stress Test Managing stress is a major hurdle for some students

By TODD SLISS

nfortunately it doesn’t take long for everything that was gained over the short summer in terms of relaxation and rejuvenation to come to a halt with the start of another long and stressful school year. That’s just the nature of the beast when it comes to getting back into full school days, homework, studying, tests and various after-school activities. In a world where being overly scheduled to the point that young people’s lives are overscheduled, stress can have many negative impacts on students of all ages. Ironically we want and expect kids to perform their best when they aren’t given the tools to cope with the constant go, go, go society. Dorrie Bernstein, who is in private practice as a psychologist, psychotherapist and educational therapist working with children, many of whom have learning and emotional problems, started out as a teacher and was a school psychologist and

learning specialist, so she’s seen a world that went from neighborhood free play to scheduled playdates, a competitive college application process to a cut-throat one. Bernstein acknowledges that “we’re in a competitive world.” Bernstein noted that there are “lots of anxious kids out there” in a “more anxiety-provoking world.” “That’s why all of us — parents, educators, teachers, anybody working with kids — we want to help create a more relaxed time, giving kids space to create and relax,” she said. Bernstein pointed to the film “Race to Nowhere,” which she called a “real attempt to get everyone to take a step back — schools, parents, everyone.” Taking that step back is often not a reality, so dealing with the situation at hand is that reality. “Yes, there are times when kids are overscheduled and that can be problematic because there are loads of opportunities out there and we want our children to learn lots of different things and be well-rounded individuals,” Bernstein said. “If they play a team sport, if they have religious instruc-

tion, if they have music lessons, if they have arts-related lessons or a play, those are all things that take up time after school and if every single day is scheduled, then it can be very hard for kids because young kids need to have time for free, creative play.” That varies by the age of the child. Little ones literally need play time. “Play is young kids’ work,” Bernstein said. “They need time for creative outlet to discover what they can build or do on their own. For very young children some of what they need to de-stress is to leave their structured activity, a school activity, a school day and some people say ‘veg out’ and put them in front of television and that’s one way. It’s not terrible. It’s one way, but not the only way. There are lots of creative things that kids do on their own when they explore and learn about the world. Kids need down time and it’s hard. It’s hard when they’re being scheduled and you can’t argue with things like being a great athlete and playing tennis and soccer and going to religious instruction.” While a television show can serve to

unwind, it should be over at least an hour before bedtime. The light from the screen tells the body that it’s not time for sleep. Giving kids an hour of screen-free time before bed will help to get that full, good night of sleep. “Reading to a kid or having a kid listen to a book on tape or relaxing in bed listening to music or something that’s not visual with a light is good,” Bernstein said. “When they are relaxing in front of screens it can be problematic.” The possibility of the Common Core, in its second year being fully rolled out, contributing to stress for kids has yet to be seen, Bernstein said. “What’s being imposed on school districts and what’s being filtered down to kids is intensifying the curriculum that exists now,” Bernstein said. “I don’t know if it will translate into more homework since it’s fairly new, the Common Core.” Bernstein noted that the balance needs to be there after school between activities,

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Back to School – FRIDAY, AUGUST 22, 2014 of homework depending on the courses they are taking.” homework and free time. And don’t forget For many, the activities that take up so dinner, which Bernstein called “decom- much of their time serve as stress relievpressing time together.” ers after the school day. Some students find “We know we can all produce more in they are more on task when they are busier daylight hours, so if we have playdates, at different points of the school year. That’s which are very important as well, and free the good anxiety or pressure about making play time and then we also have home- sure to get everything done properly. Other work and we want to get it done in daylight things that can factor into stress relief are hours, by the time we’re in December we a good diet, building in some breaks and don’t have very many of those,” she said. getting a good night of sleep, which seems “That’s also pressure. That’s pressure for to be the biggest challenge for teens. families who want to sit down and have “We all need some level of not stress, but family dinner, which in some families is anxiety,” Bernstein said. “We have anxiety still valued as an important time for kids to and get revved up about things because we sort of relax and share with their parents, need that. We need to know not to go toand kids to share about their day. Family ward the dog that’s baring its teeth at us. dinner can’t happen for a lot of families There is a good level of being anxious. We because they are running to one lesson or need to get up for a game, that little bit of another or a tournament.” anxiety that we have. Or for a big test. A litThe teens have the toughest situation tle bit of anxiety is a good thing. It’s when it since not only do they have a lot going on, goes over the top is when we can’t manage but the homework demands are at times it, when we don’t have coping strategies unreasonable. and it’s not good. It’s an awareness of the “A lot of the kids I see are athletes, so stress, or really more about being anxious they go directly from school to practice about something. A little is good because it and then they’re completely booked until gets us up to a level of performance that’s they get home and then they collapse be- healthy.” cause they’re exhausted,” Bernstein said. Parents have their hands full monitoring “It’s very hard. Parents of teenagers walk yet another aspect of their children’s lives, a fine line. It’s important to know what’s a big one being that 8-10 hours of sleep, going on, but kids have to become respon- which Bernstein called “a tall order.” sible for getting the work done and by the “Sleep deprivation can create difficultime junior year comes, it’s very difficult ties healthwise, stresswise,” Bernstein said. for them to have a whole load of free or “We want to make sure they get sleep and discretionary time if they are on a team or that they do manage to schedule down involved in a play. If they are doing after- time even on the weekends so that they school things it’s very difficult because by can have outlets with friends and for creRCS_Spring 2014_9.833x6.667_Layout 1 7/16/14 11:19 AM Page 1 the time they’re in junior year there’s a lot ative things.”

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CONTINUED FROM PREVIOUS PAGE

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PAGE 6A | THE RECORD-REVIEW | FRIDAY, AUGUST 22, 2014

– Back to School

Unmotivated student… or something more? By ANTHONY R. MANCINI

otivating a student to do schoolwork can be a tough job for a parent, especially with life’s distractions in the way. Sometimes, however, motivation issues go beyond a simple desire to be doing or thinking about something else other than homework. Andrew Clark, a math tutor with clients in the Rivertowns and Scarsdale, put it this way: “One of many reasons for a student to become indifferent or disengaged is a lack of understanding. Who wants to master material that doesn’t make any sense?” he said. “By asking the student to explain things to you or by watching him work through a problem, you may find a basic difficulty.” There is always the possibility if a student is consistently resisting their assignments, it might be an indicator of a larger problem due to an overall difficulty in learning. “Resistance is usually a byproduct,” said Courtney Tricarichi, the center manager at Lindamood-Bell Learning Center in Scarsdale. “It’s not just because they don’t want to do their homework, there’s usually something that’s prohibiting or inhibiting their ability to do work independently and identifying what that underlying cause is, is always going to be

the first step in trying to resolve it.” Lindamood-Bell is an institution devoted to one-on-one tutoring of people of all ages who have some sort of processingbased learning disability, even adults past school age. The definition of a processing-based disability, also known as a pro-

cessing weakness, is complex. It does not mean a diagnosis such as attention deficit disorder, which is dealt with in a different manner. Lindamood-Bell does work with students with ADD and other disorders, however, usually the student is accompanied with a learning weakness as well.

Instead, a processing weakness means that someone is able to comprehend information at a slower pace compared to others. “There’s nothing wrong with this student. It’s just a slower processing ability. They’re just doing it at a rate that’s not what’s expected of them and therefore can’t perform at their grade level,” Tricarichi said. “Our goal is to speed up their processing, come in here, do it intensively and we’ll get you to a point where you can take in and retain information at a faster pace then you were.” Lindamood-Bell tests students to find out if they do indeed have some sort of a learning difficulty. This might be difficult to detect outwardly. Parents might find that a younger child with a processing weakness is reading slowly or not getting a grasp on the material. They might find that an older student just flat out hates reading and homework altogether because of a failure to understand what they have been assigned. These learning disabilities might mean that a third-grader only has a grasp of first-grade material or that a 10th-grader only understands sixth-grade subject matter. “These students, they often don’t get discovered until things become very challenging and sometimes that happens in the later years of high school, someCONTINUED ON THE NEXT PAGE

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"Students with comprehension

times that happens in college. Sometimes they never get a diagnosis,” Tricarichi said. “For those students who are that much older and if they’re not able to process grade appropriate material, they’re not going to want to do the work.” The center director said that it is uncertain why these learning disabilities develop in children, but that they always remain a problem. “For students that have processing weaknesses, it stays with you for life. It doesn’t go away. We can’t fix it,” she said. “However, after intervention, you’re in a significantly better spot than you were when you first came.” Lindamood-Bell offers programs in reading, comprehension and mathematics to students and one-on-one remediation for students of up to five days a week for those in most need of help. Tricarichi compares remediation to learning an instrument. “If you practice the violin one time a week for one year, it will not be as good as if you’re practicing the violin every single day. You’ll be a different type of student,” she said. “That’s what we say to students: If you’re significantly behind, you need daily intervention in order to get to where you need to be, otherwise time continues to progress and your grade level and your requirements and expectations also progress, so if you don’t nip it sooner, you know it’s just going to continue to get worse.” The center director said that students with processing difficulties on a compre-

problems might not be noticed or might be misdiagnosed with a disorder like ADD for not paying attention in class." — Courtney Tricarichi, Lindamood-Bell Learning Center

hensive level might find it hard to grasp meanings of language. “If the sentence was ‘The cat ran up the tree, jumped onto the roof and took a nap,’ and I say what was that about, they’d say, ‘Oh, there was a tree, a cat and a roof,’” she said. If a student has a reading comprehension problem such as this, it would only become magnified as they progress throughout grades and expectations begin to increase. “Now, we’re saying in first grade read a few sentences, understand that. Second grade: read a whole paragraph. Third grade: We start to read chapter books. So all of that increases,” Tricarichi said. “For students that have developmental delays or processing weaknesses, they’re not able to catch onto that information at the same rate as everybody else, so maybe by the time second grade hits, they’re only still able to process, you know, a few sentences. They can’t do a whole paragraph yet.”

From an early age, children are told to read, but they are not told why they should be reading: to be able to comprehend information. Tricarichi said that the concept of reading to comprehend meaning is not apparent to many children with learning disabilities. “The students who can’t read usually get extremely frustrated because they’re constantly told that they need to read and they constantly experience failure and they get upset and they make a decision consciously not to do this assignment,” she sa id. “It’s also easier to identify these students because when you’re sitting in a classroom and you’re a teacher, the students who can’t read are obvious. The student who can’t comprehend, it’s easily put into a different category.” Tricarichi said that for an educator it might not be obvious that a student does not comprehend information, especially if they are able to read. She said those students with comprehension problems might not be noticed or might be misdiagnosed with a disorder like ADD for not paying attention in class due to their difficulty. “Guess why they’re not paying attention. They have no idea what you are talking about,” she said. “It’s kind of like sitting in a room where other people are speaking a different language. Are you going to pay attention for so long? No, not for the purpose of gaining meaning.” The center director said that Lindamood-Bell helps teach children by helping them come to a conclusion on their own instead of simply identifying

| THE RECORD-REVIEW | PAGE 7A

their mistakes. “We work with students that have a hard time and it is in our nature to have this empathy and understanding of these students,” Tricarichi said. “We never, ever tell them that what they’ve done is wrong or that they’re incorrect. We leave them to discover the true answer and the true meaning of things.” Tricarichi said in one example, an instructor might write down “FIP” on an index card to give to a younger child with a reading disability. She said a struggling child might read it as “FAP.” Instead of telling the child that they were incorrect, the instructor would give the child some positive encouragement and ask what the second letter in FAP would be. When the child says “A,” then the instructor would show the same index card to the child again, who might correctly identify the letters as FIP. “You identify the error. You make the change on your own. You correct yourself,” she said. The center director said that in one instance, she had a student read a passage about a boy who had an earache and saw a doctor. The doctor sprayed water into the boy’s ear and two spiders were flushed out, one living and one dead. She said in this case, the student gave a summary of the story saying that a boy went to the doctor, had his ear flushed out and that one spider came out. Tricarichi said that she did not correct the student, but reread the passage, allowing the student to come to the conclusion CONTINUED ON PAGE 17A

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PAGE 8A | THE RECORD-REVIEW | FRIDAY, AUGUST 22, 2014

– Back to School

Preparing for SATs and ACTs

rank Pomilla, president of TestTakers, founded his SAT prep company fresh out of Princeton University back in 1983. He began with only eight students and since that time the business has come a long way from its “modest beginning,” Pomilla said. Since that time, TestTakers has prepared a “couple of thousand students” for the SATs. With a total of 11 locations, three in partnership with schools, TestTakers has become a household name, with locations at Scarsdale Synagogue Tremont Temple and in Greenwich at the Central Middle School. Pomilla said the “optimal time” to take the course is the summer or fall of junior year. Before then is “too early.” He also wouldn’t recommend starting later than the fall of senior year, “because it’s their last shot.” As far as prepping for the PSATs, TestTakers doesn’t run “a specific program unless a kid is in the top 1/2 of 1 percent of the class” and is interested is winning a national merit scholarship: “If kids start [then] it has an effect of boosting their scores.” The SATs are broken down into three parts that include critical reading, math and writing for a total possible score

TESTS, TESTS, TESTS! CONTINUED FROM PAGE 3A

nah-Lewisboro and the Rivertowns, students already receive an education that is considered to be above the Common Core standards, where precious classroom time could be better spent. Preparation varies by school and district. These unfunded mandates are ultimately paid for with shrinking school budget dollars and higher property taxes for residents. The concept of local control of schools and “teaching to test” have not gone over well locally and other locales with educators and parents alike. In fact, back in 2001, in a well-orchestrated and highly publicized event, Scarsdale’s eighth-grade parents boycotted the state science assessment test, the first year it was given. A staggering 67 percent of

of 2,400. According to Pomilla, as of March 2016 a new SAT will be introduced which will revert back to two parts and scoring will be a maximum of 1,600 points. When asked if TestTakers offer preparation for the ACTs, Pomilla said they were “just getting into it.” Some colleges will accept the ACTs in place of the SATs. They are often submitted by foreign students who plan to study here. The ACT consists of four multiple choice tests with a battery of questions in English, math, reading and science. The ACT plus writing includes the four multiple choice tests plus a writing test. These tests show subject matter mastery and are supposed to be indicators for future success in college. So what do students learn in the TestTaker’s course? For Pomilla, he said that there’s been lots of press on “how you teach kids there are gimmicks, [but] you have to improve their skills.” The TestTaker course helps students in critical reading, reviewing math concepts and in writing in particular. Students are taught the rules of grammar and usage and how to construct an essay. “We work with a lot of kids in high achieving schools in Westchester,” he

parents refused to send their children to school for the test. The boycott set off a firestorm in the media — and with the NYS Board of Regents in Albany. Stories appeared not just in The Scarsdale Inquirer, but nationally in print and on radio and television. The following year, Scarsdale parents decided to not boycott again, for fear of reprisals by then-NYS Board of Regents chancellor Richard Mills against the district, the students and then-Scarsdale schools superintendent Dr. Michael McGill, who had supported the boycott. In an article in The Scarsdale Inquirer dated June 7, 2013, it was reported that the Scarsdale Middle School PTA emailed middle school parents urging them to learn more about a “grassroots coalition STOP Albany in an effort to lobby for unfunded mandate relief and for more local control of education and taxes.” In the meantime, standardized tests

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said. “There is a strong inverse relationship in incoming scores. A lower scoring student will improve the most. [However] kids from top achieving schools improve more than you would expect. These schools have trained them well to learn and tend to outperform more than you expect. The problem with kids from these schools is teaching something they don’t know, but they’re able to do so.” According to Pomilla, the SAT board says there is a “practice effect” by taking the SATs more than once, with an improvement of 35 points without taking a course. For the last academic year, students who had taken the TestTakers course improved 234 points from a real test the students had taken before the test without the course. “This is not an easy test, let’s be clear,” Pomilla emphasized. Asked if students have anxiety about the test, he replied “somewhat,” but explained that the course “has a very relaxed tone and I think it relieves a lot of anxiety for the kids.” When questioned about colleges dropping the SATs as a requirement for applying, Pomilla said there are “some in those ranks, but I think it’s the same.” From his perspective, college admissions officers like the SAT (officially

called the SAT Reasoning Test) because “it forces you to reason with the facts you learned in school and it gives them a ‘common yardstick.’” Pomilla said that if admissions officers don’t know the school, it measures the strength of a student beyond grades. TestTakers groups students in small classes of 10-12, according to ability with separate classes for each subject. The full price of the course is $2,195, with discounts available for early enrollment. The TestTakers course includes 32 classroom hours, with classes run on weekends in Scarsdale and Greenwich, and up to 18 hours of additional instruction which are called “spotlight sessions,” for a total of 50 hours of classroom time. The course includes four practice tests. Missed classes may be made up during the week. Asked if kids ever repeat the course, Pomilla said “yes,” but at a “greatly reduced price … but to be clear we show them everything they need.” Pomilla said, “Having been in business 30 years now, I’ve recently been getting the kids of original students,” including eight who took the TestTaker course last year. — Laurie SuLLiVan

across the grade levels continue to be mandated by the NYS Education Department, whose philosophy is that state tests are considered “part of a student’s core educational program … and makes sure kids are on track to graduate high school,” according to the NYS Education Department’s website, a website it should be noted that is not an easy one to navigate. So what’s ahead for your child this year? Here’s a snapshot of what to expect: State tests by the numbers The following information was gleaned from the New York State Education Department’s website and Honore Adams, test scoring coordinator for the Scarsdale school district, via email. According to Adams, the New York State assessments are not given before third grade. She noted that “the testing times listed do not include approximately 10

minutes of prep time at the beginning of each session for handing out materials and reading directions” in the elementary and intermediate level schedule. “Although we haven’t received the particulars regarding specific times for each test, they are released mid- to late fall on the Office of State Assessment website.” The following testing times listed for each session represents those given for the 2013-14 school year. Regardless of whether or not testing times remain the same, all standardized tests are given in the spring. • English Language Arts (the ELAs) start in grade three and test a student’s listening and reading ability with multiple choice, and short and longer answers. Grades three and four are tested over a three-day period, with 70 minutes to complete the test each day. CONTINUED ON THE NEXT PAGE

THANKS TO OUR VOLUNTEERS Who Make After-school a Fun Learning Time for Students!

Join our many Scarsdale volunteers who help with homework, teach cooking and computer skills and help students in Mt. Vernon make the grade! To volunteer or donate to our back-to-school drive, visit us at www.wjcs.com or call 914.761.0600 x222

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Back to School – FRIDAY, AUGUST 22, 2014 CONTINUED FROM PREVIOUS PAGE

Grades 5-8 were allotted 90 minutes of testing time for each of the three days. Tests are broken down as follows: Day 1, Book 1: multiple choice; Day 2, Book 2: multiple choice, short and extended response; Day 3, Book 3: short and extended response. • The math Common Core test for grades 3-8 was also given over a three-day period. This is how it breaks down: grade 3 was allotted 60 minutes of testing for days one and two, while day three was 70 minutes. For grade four, students were given 60 minutes for the first two days, and 90 minutes for the final day. Grades 5-8 were given 80 minutes to complete the test on days one and two, 90 minutes for day three. Students who finished their tests before the given time was up may review their answers. For the math assessments, schools provide students with a ruler in grades 3-8. Protractors are supplied to students in grades 4-8. In grades 3-5, students may not use calculators. In gradeasix, a four-function calculator with a square root key or a scientific calculator is provided. For grades seven and eight, a scientific calculator is used for the second and third days only. • Students with Individualized Education Programs (IEPs) and 504 plans have the full time their plan specifies and the use of whatever devices they are permitted for all grade levels and subject matter. • Grades four and eight take the state science exam, which breaks down to science performance and a written science test.

It should be noted that on testing days students may not bring any communications devices of any kind (cell phones, pagers, PDAs, etc.) to school as dictated by the New York State Education Department. Your student has been prepared for and taken the test — now what? Parents do receive a copy of their child’s scores, which indicate their overall state percentile rank, which compares their child’s performance to the rest of the students who took the same subject area test the year they took it. The higher the percentile, the better a child fared in comparison to the rest of the state. Although the results don’t have any impact on their grades, that doesn’t stop some students from worrying about taking them. Student performance was originally slated to impact 20 percent of teacher evaluations, but teachers have been given a reprieve for 2014 and 2015, thanks to pressure from the teachers’ unions. In an article on education.com from Nov. 14, 2013, it stated that federal funding is tied into test scores to determine how much autonomy a school has. Critics of No Child Left Behind, which the Common Core tests are an outgrowth of, feel it puts “immense pressure on school officials, teachers, students and parents.” That pressure to succeed creates a “poor environment for learning and an environment of fear rather than discovery.” In an article in the New York Post last June, state education commissioner John King noted, “… despite the firestorm of criticism, only one percent of teachers were rated ineffective last year.”

Soundview Prep School: The answer you’ve been searching for. Families choose Soundview Preparatory School because of its rigorous college preparatory curriculum, its strong music and art program, and its uniquely personalized learning community (grades 6-12) that fosters self-confidence and individuality. To speak to our Director of Admissions, call (914) 962-2780. Recent college acceptances include Bard, Brown, Dickinson, Duke, Hartwick, Hobart, Muhlenberg, Oberlin, RISD, Roger Williams, Sarah Lawrence, Ursinus and Williams.

Soundview Preparator y School 370 Underhill Avenue, Yorktown Heights, NY 10598 (914) 962-2780 • soundviewprep.org

October Open Houses Sunday, October 5, 1 - 3 pm Thursday, October 16, 9 - 11 am • Sunday, October 26, 1 - 3 pm

| THE RECORD-REVIEW | PAGE 9A

LEARN FROM THE BEST!

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PAGE 10A | THE RECORD-REVIEW | FRIDAY, AUGUST 22, 2014

– Back to School

Tips for navigating uncharted internet miscues

By TODD SLISS

ife was tough enough when everyone in your hometown knew that thing you did, that embarrassing fact. Now when you make your mistake it could be in an online police blotter or it could simply be something you wrote or posted online, or something someone posted about you. Either way, it’s out there for the whole world to see, and it’s not easy to take it back. The onus to prevent such mishaps is on parents. Like every new generation, today’s parents are dealing with uncharted territory as they themselves did not grow up with such electronic tools and temptations. They have to get young people who are being raised with social media outlets to understand that their actions may have consequences now and down the line. Kids don’t always heed parents’ warnings about speeding, drinking, drugs, fighting, sex — anything really. So why is this different? Perhaps it’s not, but parents can’t ignore the crucial issue. “When it comes to talking with your children it’s really developing the relationship with your children early on,” said Dr. Jacques Jospitre Jr., a founding partner at SohoMD.com and owner of BrainMatriX Inc. “It’s understanding what is important to your child. With any message, you want to know how to frame this information in a way the person understands. It’s less about saying you’re going to enforce this and

about hard and fast rules because kids tend to break those. “You need to put it in a way that the child truly understands the impact. When you get to know someone, how you phrase and use content to put the message across is different and really unique to the person. That’s why investing time in connecting with your children and understanding what’s really important to them helps you get that messaging across.” Breaking the situation down age-appropriately is important,

just like telling little ones not to talk to strangers — you start from that first time they are exposed. “For younger children you tell them they shouldn’t be interacting with people the same way they wouldn’t interact with strangers in public,” Jospitre said. “You teach them what the Internet is, what it’s capable of, what’s going on.” Another key is being involved with the kids on social media. “The same way if a child is playing with a toy on the ground, you’d want to sit down with the child on the ground and play that game at

that level,” Jospitre said. “You want to do the same thing on the Internet with Facebook, Instagram, Twitter. Get your own account and connect with your child and be present the same way that you would be in the real world.” Jospitre’s favorite reference for parents and schools is the American Academy of Pediatrics’ safetynet.aap.org website, which gives parents the tools they need to teach responsible electronic interaction. “The education part helps the child understand that things you’re doing here really sit in the cyberspace forever,” Jospitre said. “It’s very hard to make it disappear once it’s out there — making your child aware ahead of time that it’s really permanent and that everything they put out there they should assume that everyone can see it. Before they put anything out there, how would they feel to know everyone is going to read it?” As many times as high school coaches have told their athletes to stay off Facebook and Twitter before a big contest or rivalry game, those coaches have been ignored and wars of words ignite and escalate to the point that a threat — whether serious or not — is made. That’s a no-no in a world where threats are taken more seriously than ever. Games have been cancelled, players suspended, etc. Last winter adult fans from Mount Vernon and student fans from Mahopac got CONTINUED ON THE NEXT PAGE

How do you measure success? Our 3-year-old students tend to get a little wet while learning about quantity and volume. Our 4-year-olds enjoy exploring our 75-acre campus while recording flora and fauna in their observation journals. Our preschool math and science curriculum is designed to develop a love for learning and to prepare students for academic success.

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Back to School – FRIDAY, AUGUST 22, 2014 CONTINUED FROM THE PREVIOUS PAGE

into a shouting match during a heated boys’ basketball playoff game at the Westchester County Center. Later on, some of the kids took to social media and wrote things they may or may not have meant about their counterparts, and there was big trouble for those kids and the entire town of Mahopac was painted by some as a racist community. The heat of the moment, that moment of losing oneself, that lapse of good judgment… these are all costly. Chances are even before it’s deleted someone has taken a screen shot of it — this goes for celebrities and regular people, too — and even when you think it’s deleted it might still be there in some form even though you can’t see it. “It’s a controversial issue in terms of people’s rights to control content that they created or is about them,” Jospitre said. “Right now it’s very difficult. The water is still not clear. How much control should we have over that content? It’s really difficult to control that once it’s out there to bring it back in. “The best thing is prevention to help your child have that awareness to not put himself in a situation where they are trying to delete information. That’s very difficult.” So you’ve paid your debt for your transgression in 2014. Imagine now it’s six or eight years later, you’re no longer a youngster and it’s time to get a job. Now your potential employer is searching your name. “When you are out there you represent your employer, so when people know you work at such and such company, every-

Katonah

| THE RECORD-REVIEW | PAGE 11A

thing you do is a reflection in some degree on that employer and they care about that image because it affects their brand,” Jospitre said. “I think that’s a standard course of action for people to search for you and see what’s out there. “When you are applying for jobs you should Google yourself and look what’s out there because that will be affecting people’s decisions on you. When you see things that are inaccurate or don’t need to be there or are irrelevant or that you feel shouldn’t be there, by proactively looking at it, you can go in and try to make an effort to have it removed from the search engines.” (Good luck with this.) And keep in mind there are many search engines that could yield different results. A bullying situation is a different type of behavior than an, “Oops, I shouldn’t have done that.” That’s more of an ongoing issue. “You can have your child be the victim of social media — they’re being bullied, teased, embarrassed — so you being present helps to catch that early on and be able to do something about that,” Jospitre said. “A lot of attention is focused on the victim’s side, but there’s also the aggressor’s side. You also want to be present to know if your child is the bully, the person being mean or unfair to other people.” Jospitre also warns parents to watch out for an addiction to social media. “Just like any other substance or anything in a person’s life, with addiction what you’re really looking for is the use of the social media somehow impacting negaCONTINUED ON PAGE 17A

ART Center

Fall Session begins September 15th

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painting drawing photography computer art sculpture pottery printmaking

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St. Matthew’s School 382 Cantitoe Street, Bedford, NY The school is located on the grounds of the historic St. Matthew’s Church and enjoys the use of its beautiful property and woodlands. For more information or to schedule a tour please contact Stephanie Scanlon, Director, at 914.234.7890 or visit us online at www.stmatthewsschool.org

PAGE 12A | THE RECORD-REVIEW | FRIDAY, AUGUST 22, 2014

– Back to School

: G N I N R . A e W s Got Gam

’ y l l A

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Back to School – FRIDAY, AUGUST 22, 2014

| THE RECORD-REVIEW | PAGE 13A

Back-to-School Fashion

Prints, quality, contemporary & classic By MARy LEGRAND

CONTINUED ON PAGE 14A

COURTESY OF LESTER’S

ven though it’s late August and little Bobby and Suzie are still lounging around the pool and sleeping as late as they like, school is lurking right around the corner. And going back to school may mean, to some kids at least, that they actually have to get dressed in something other than an old T-shirt, shorts and a well-worn pair of flip-flops. But what should fashion-conscious kids (and their parents) be on the lookout for when shopping for back-to-school clothes? We’ve got answers. Denny’s, located on Central Avenue in Scarsdale, offers a full range of boys’ and girls’ clothing fitting infants through teens and beyond. Amanda Cherry, girls’ clothing buyer for Denny’s, said that a lot of fashion looks are based on prints this year. Screened T-shirts will be popular, and a lot will be printed with sayings such as “Can’t Wait for Friday,” “Fancy” and various hashtags (#). Screened prints will make their way to other articles of clothing as well, said Cherry, mentioning “printed harem pants and leggings and big, floral kimonos” as being popular with those in the fashion know. “And whether printed or not, palazzo pants are very big too, as are cuffed sweatpants and distressed skin

These cool kids are dressed up from Lester’s in Rye. Left: So Nikki heart tee and short/legging. Middle: Buffalo Nakson stripe hooded zip-up sweatshirt, Inpore short sleeve crew neck tee and Hudson Jagger jeans. Right: denim jacket, zipper bottom legging and printed zipper tee, all from So Nikki.

PAGE 14A | THE RECORD-REVIEW | FRIDAY, AUGUST 22, 2014

– Back to School

Back-to-School

Fashion

CONTINUED FROM PAGE 13A

Denny’s vendors that wow most girls include So Nikki, Ocean Drive and Dori Creations, to name a few, and boys like “pretty much anything by Nike, Adidas or Under Armour,” Cherry said. Colors such as royal blue, purple, fuchsia, dark gray, black and charcoal are showing up on clothing racks. Fabrics include pleather, which is lighter and more stretchy — therefore more comfortable, and animal-friendly — than regular leather. Denny’s accessories buyer Jo Licker laughed when talking about the shopping habits of boys versus girls. “Boys pretty much send their mothers in to do the shopping,” she said. “They don’t have the patience to go through everything and try on clothing.” One accessory obsession that boys and girls have in common this season is socks, Licker said, mentioning the Nike Elite brand. “Boys’ socks come in colors that you would think only a girl would wear, but the guys are wearing them too,” she said. “There are a lot of other vendors coming out with their own equivalent, but I don’t think they’re going to be as hot as the Elite brand.” Some boys’ socks show images of NBA or NLB stars, and there’s even a Derek Jeter “retirement series” sock. Cherry said layering is a big part of a girl’s look and often includes the socalled “strappy bras,” which show some of the strap as a fashion accent. By wearing these bras with a relatively low-cut tank top or sleeveless top that’s low under the arms, “you’re not seeing inappropriate things,” she said. “They’re incredibly popular, and now there are even strappy camisoles that are used in layering.” Candy prints are all the rage with girls, Licker and Cherry agreed, and show up on socks, backpacks, pillows, stickers and whatever else someone can think of to print them on. The trend began last year with leggings imprinted with candy and food patterns. Now, Cherry said, “We walk around the gift shows and there even are shoes and sneakers that look like French fries.” Ann Hardy is owner of the Preppy Turtle, located in Bedford Hills. The mother of two children, she first was a customer of the well-regarded consignment shop, then worked there, and now, in the past year, bought the business. “Our mission is to provide quality clothing at a great price — that’s the way we’ve evolved so successfully,” she said. “Our focus is from size 0 to junior, and we also have women’s clothing and a little bit of menswear as well.” There are name brands “across the board,” Hardy said, “from Gap and Gymboree all the way up to Burberry, the North Face, Mini Boden, Splendid and Lilly Pulitzer. You name it.” Hardy and staff carefully go through every piece that comes in to ensure it’s new or like new. “You can feel comfortable knowing whatever you get will be in fabulous shape and at a great price,” she said. Hardy said she doesn’t see too many trends when it comes

JIM MACLEAN

JIM MACLEAN PHOTO

JIM MACLEAN

Back to School – FRIDAY, AUGUST 22, 2014

| THE RECORD-REVIEW | PAGE 15A

N PHOTO

COURTESY OF LESTER’S

JIM MACLEAN PHOTO

This crew is ready for back to school, thanks to Neil’s, with locations in Scarsdale and Mount Kisco. From left, Rebecca styles in a So Nikki top and leggings; Addie a Bittersweet shirt with Zara Terez leggings and an IScream backpack; Jared a Billabong sweatshirt, Joe’s Jeans and a Retro Sport tee; and Finn a Reebok football jersey and Jordan pants.

At Indigo Chic in Hartsdale, Madison tackles shirt by b.b. Dakota, jeans by A.G., jacket by Fillmore, jewelry by Indigo Chic, bag by Hobo and shoes by Ashe.

3 JIM MACLEAN PHOTO

Alyssa is sporting UJ Circle print palazzo pants and Fate netted Dolman sleeve top

at Yogi’s Paw Unique Clothing Boutique, with locations in Mount Kisco and Mamaroneck. Three of a kind, with some variations, from Lester’s in Rye. Malibu Sugar beanies, cable knit tubes and quilted vests.

At Indigo Chic in Hartsdale, Taylor models Recover t-shirt, pants by j-brand and fur vest by Jack. Jewelry by Indigo Chic and bag by Hobo, shoes by Steve Madden.

Finn sports UnderArmour pants with a North Face jacket and a Nike backpack; Addie a SAM NY jacket So Nikki leggings; Jared a North Face jacket with Adidas tee and pants; Rebecca a SAM NY vest, So Nikki leggings and Pinc sweater. Available at Neil’s in Scarsdale and Mount Kisco

to younger children’s clothing, “but once you get up to teenagers you see that styles shift and change pretty frequently. Colorwise, we have lots of pink stuff for the younger girls, and I don’t think that’s ever going to change. There’s more variety when you get to the older age ranges.” The Preppy Turtle is known for its comprehensive selection of dress clothing for boys, girls and teens. “Parents generally don’t want to spend a lot on a navy blue blazer that will be worn relatively infrequently,” Hardy said. “We have dress shirts and dress pants, and we also have girls’ dresses for confirmation, communion, bar and bat mitzvahs.” “As a mother, back to school is pretty important to me as well, both from the personal point of view as well as the standpoint of proprietor of this business,” Hardy said. “I saw the value of this shop when my children were younger and enjoyed shopping here. The variety of customers we have is one of the Preppy Turtle’s best aspects.” Elaine Andriotis is owner of Beginnings in Scarsdale and Beginnings Bleus in Armonk. In addition to junior clothing, the shops carry contemporary clothes, accessories, handbags and fashion jewelry. Labels include Haute Hippie, J Brand, Joie, Boulee, Vince, Theory, Madison Marcus and more, and the shops pride themselves on stocking the latest fashion trends. One trend Andriotis is definitely seeing for fall is the color red. “It’s huge,” she said, citing tones that are bold and not watered down in any way. Like others, Andriotis said layering is the way to make one’s fashion look pop, no matter the age of the person picking out the CONTINUED ON PAGE 16A

PAGE 16A | THE RECORD-REVIEW | FRIDAY, AUGUST 22, 2014

Back-to-School

Fashion

– Back to School

CONTINUED FROM PAGE 15A

clothes. Cropped tops and jackets are an essential part of everyone’s wardrobe this year, Andriotis said, with screened prints also at the top of the must-have list. As always, jeans are foundation items to any and all wardrobes, Andriotis said. She emphasized that Beginnings and Beginnings Bleus are shops where girls and their mothers will easily find just what they’re looking for. “The variety of customers we have is one of the best, and we’re proud to serve the community in the way that we have,” Andriotis said, noting that she follows fashion trends by visiting the markets in New York City at least once a week, attending trade shows and doing lots of Internet research. Owned by Julie Zegras, Bubble & Tweet in Bedford Village carries boys’ and girls’ clothing for infants all the way through size 14, “so we have pretty much every size covered, some more than others,” Zegras said. “We have women’s clothing as well.” Zegras attends the trade shows as well, where, she said, “You get an idea of what’s available and popular. I tend to stick to more classic silhouettes and styles, and I don’t typically do too much with the trends because I have more conservative, classic customers.”

JIM MACLEAN PHOTO

A Cheryl textured print skater skirt and Flamingo textured 3/4 sleeve crop top with attached necklace have Alyssa all dolled up at Yogi’s Paw Unique Clothing Boutique, with locations in Mount Kisco and Mamaroneck.

Madison, left, rocks shirt by b.b, Dakota, pants by A.G., jacket by b.b. Dakota, boots by Dolce Vita from Indigo Chic in Hartsdale. Meanwhile Taylor styles in S2S America sweater, pants by joe’s jeans, jewelry by Indigo Chic and a jacket by b.b. Dakota.

Those looking for back-to-school outfits at Bubble & Tweet will find “sweaters, T-shirts and jeans, and a lot of girls’ dresses,” Zegras said. “We will have printed dresses and plaids for girls. I do a lot with Autumn Cashmere Kids — cute little sweaters with graphics like a heart and rainbow.” Bubble & Tweet sells younger boys’ clothing only “up to age 8,” Zegras said, “because once they get past that they get into more sporty clothes.” Zegras said her customers “definitely appreciate the quality of clothing we sell. They can get more than one season out of it or pass it along to a younger child.” She emphasized that when mothers bring their daughters into Bubble & Tweet they will not find anything that makes a girl look too grown up for her age. “I have a 9-year-old girl and yes, they want certain thing s,” Zegras said. “There are a lot of inappropriate clothing items out there, and coming here you will only find items that a mother and her children would agree on. For many people it’s refreshing that I don’t sell anything objectionable.”

THINK

like a GIRL.

CSH girls are critical thinkers, innovators, leaders… Upper School Open House

Wed., Oct. 22 at 6:30 pm K–12 Open House

Sat., Nov. 8 at 9:00 am Early Childhood Open Houses

Fri., Nov. 14 & Fri., Jan. 23 at 1:30 pm

1177 King Street, Greenwich, CT

www.cshgreenwich.org

Tel: 203-532-3534

Learning. Growing. Leading.

Admission Open House Sunday, October 19, 2014 1:00 PM Lower & Middle School 2:30 PM Diversity at GA 3:30 PM Upper School

Greenwich Academy is an independent college-preparatory day school for girls in grades Pre-Kindergarten through 12. greenwichacademy.org/admission | 203.625.8900

Back to School – FRIDAY, AUGUST 22, 2014

UNMOTIVATED CONTINUED FROM PAGE 7A

herself that there were two spiders instead of one. She also asked to find out if the student correlated that the boy visited the doctor because he had an earache, which the student did not mention. “When I asked her summary, she missed a detail, so I’m questioning her picture to see if she actually imaged whether or not the boy went to the doctor because he had an earache or if that was a detail that she missed,” Tricarichi said. “If they say, ‘I’m not sure why,’ that was a detail that was missed and we know that the level that we’re working at is appropriate because they’re not automatically imaging all of the information.” Tricarichi said an older student was asked to understand a passage about a Native American technique of burning the circumference of a tree trunk, hacking away at the ashes with a stone hatchet, burning the tree again and repeating until the tree is cut down. The director said the student’s summary recap did not give the full picture of the technique and that it took a reread of the passage. “She couldn’t image the information because she couldn’t express it in a sequenced way,” Tricarichi said. “Sometimes they can redirect their image and say OK, this doesn’t make sense.” The director said that these techniques are designed to instill a sense of confidence in students who were previously unable to grasp language concepts.

“Something that I wasn’t able to do now feels a bit easier and that type of self-awareness and self-discovery is what helped them gain their confidence back,” Tricarichi said. “You can’t tell someone to be confident. There’s a reason why they’re not and they have to understand for themselves why and how to rebuild their confidence.” Math tutor Clark said, “The student was probably not conscious of it and therefore never asked anyone about it, but it has been making his work a mystification to him. You may need to spend time clarifying a basic principle or providing essential background which the curriculum assumes was mastered long ago, but which, at least in this case, wasn’t. The student will then taste the two rewards of study which are most highly motivating:

insight and competence.” Tricarichi said that parents who are concerned that their child might have a learning disability could visit LindamoodBell for a free information session to find out if the institution is appropriate for the child. She said in the vast majority of cases Lindamood-Bell could help a student in some way. She said Lindamood-Bell is not appropriate for those students who might have a simple resistance toward completing their work, such as students who are having difficulty with a particular teacher or problem at home or with friends. Tricarichi said if there is a learning disability-based concern and a parent is not seeking the help of Lindamood-Bell, then the parent should at least learn as much as he or she can about any potential problem to work to resolve it. “Do your research,” she said. “You have to be educated because there’s so many different things going on out there and you have to be an advocate for your child. Nobody else is going to do it. The school has many students to look over and if there is something actually going on with your kid and you don’t know what it is, you have to be educated on what’s out there.” She said every student has the potential to make progress: “There’s never not a solution. I think it’s sad to think that other educators can’t help and can’t find ways to help these students because there’s always something to help. There’s always something to make things easier.”

| THE RECORD-REVIEW | PAGE 17A

INTERNET MISCUES CONTINUED FROM PAGE 11A

tively on your child’s life,” he said. “Are they not getting their schoolwork done or missing out on other responsibilities, are they disengaging from people in the real world to spend time with social media?” Among the things Jospitre recommends is having the computer in a “public” space at home where privacy is not exactly guaranteed and hours of access should be limited. “It’s getting a feel for the role of social media in the child’s life which helps you prevent a lot of abuses of the technology,” he said. There is a lot to think about when it comes to online behaviors, and once kids get their own mobile devices it becomes that much harder to monitor. “Social media is fun, it’s great,” Jospitre said. “We don’t know if it’s just a fad. How will it evolve over the years? It’s not clear. It’s important to get kids away from social media, to turn it off, to engage with people, to having rules like not using devices at the dinner table, having breaks on vacation from social media. It’s just good to incorporate other aspects of life and find ways of engaging the world that actually involved engaging with the world. “When you’re deep into correspondence with the virtual world, you’re really not paying attention to the physical world that’s around you. It’s good for their balance and perspective to live their actual lives, not just in these virtual spaces.”

The Gunnery, Mr. Gunn’s School, is a coeducational college preparatory boarding and day school for students in grades nine through twelve. We offer small classes, a comprehensive curriculum, a close community, and a range of artistic and athletic offerings in an extraordinary setting. Students are encouraged to prepare for the future by learning in the words of the school motto “Vir bonus semper discipulus est.” - A good man (person) is always a student.

Please RSVP to wrightk@gunnery.org for our Open House on September 27th .

the

Gunnery

Mr. Gunn’s School Established 1850

www. gunnery.org ~ 860-868-7334 ~ admissions@gunnery.org 99 Green Hill Road, Washington, CT 06793

PAGE 18A | THE RECORD-REVIEW | FRIDAY, AUGUST 22, 2014

– Back to School

Schools Report Bedford Central: many thanks, and many more to come By JERE HOCHMAN Bedford Central Schools Superintendent

hank you! To the residents, businesses, civic and recreation partners, volunteers and houses of faith in our district’s towns and village of Bedford, Mount Kisco, New Castle, North Castle and Pound Ridge, thank you! It is with pride and high expectations that together we build on years of tradition and excellence as the Fox Lane graduating class of 2027 enters kindergarten this September. Looking ahead, we expect continued accomplishments in student learning, “school the way it oughta be” for students, and yes, operational efficiency and fiscal prudence. Thank you! Because of you and your support we have been able to reduce the annual increases in tax levies significantly (six years in a row), to become more efficient in our operation and to retain that which you have told us matters most in student experiences and opportunities. Thank you because it is working! Whether or not you have children in our schools, as one unified school district

learning community we all support and educate America’s future. I hope you share our pride in all of our students’ effort and achievements. I imagine the venerable academic John Dewey had districts and communities like ours in mind when he expressed, “What the best and wisest parent wants for his own child, that must the community want for all of its children. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy.” In Bedford Central, our “ideal for schools” is the academic success, participation and sense of belonging of “every single student” from the first day of kindergarten and every day until the day every student receives his or her diploma. Last spring, we learned that Fox Lane’s senior class of 2014 had received close to 1,000 acceptance letters to 294 different colleges and universities. In addition, some students will continue their learning and service in the military and trades. Complementing this are the representative accomplishments highlighted at graduation recently by Fox Lane principal Dr. Joel Adelberg and others: During the last several weeks of school, 96 seniors participated in ASPIRE work internship experiences in the com-

munity. During the school year, several students traveled to Nicaragua to build homes and community centers, to both Western and Eastern Europe and to China, continuing our sister school connection. Over 100 seniors were celebrated at our Senior Sports Banquet, hundreds had joined some of the more than 80 Fox Lane clubs and dozens of seniors were recognized in each of our music programs and in art exhibits. Twenty-one students were inducted into the National Art Honor Society and more than a third of our seniors graduated with honors. Approximately two-thirds of the senior class took an Advanced Placement course with a large number taking multiple AP courses and we expect that onethird of this class will be named AP Scholars and AP Scholars with Distinction. The Academic Challenge Team participated in national competition in Chicago and the Model Congress participated in some of the most prestigious competitions in the country. Thirteen members of this class completed the rigorous three-year Science Research program, with one student winning at the international level and others winning awards at the regional, state and tri-county levels.

The class of 2014 includes five National Merit Scholarship Commended Students, two National Merit Scholarship winners, 16 students who graduated with tremendous success at our Hillside Alternative School, six who graduated from our OPT program and 28 seniors who came to us not speaking a word of English, yet achieved success in our ESOL program and district coursework. Additionally, the College Board has listed Fox Lane High School as one of 477 schools nationally on its AP District Honor Roll, which recognizes schools for simultaneously increasing access to Advanced Placement coursework while increasing the percentage of students earning scores of 3.0 or higher on AP exams. Fox Lane High School was honored as one of 79 high schools from around the country as a 2014 Top AFS (American Field Service) School. The NAMM (National Association of Music Merchants) announced the Bedford Central School District as one of 376 schools across the country as a Best Community for Music Education. Fox Lane High School was recognized CONTINUED ON THE NEXT PAGE

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by The Washington Post as one of the nation’s most challenging high schools. And, in all of our schools the list of awards, accolades and activities includes our children in all grades who participate in spelling bees, science fairs, elementary school mock trials and historical debates, the BCSD Elementary BikeRun, the Brooklyn Nets AVID Fan Experience, the Westchester Autism Speaks Dinner, the 2014 School Library Summit, the Hudson Valley Writers Program, the BCSD Family U., events organized with the Bedford Historical Society and our public libraries, yearlong internships and leadership program participation at the Northern Westchester Hospital, volunteer efforts across the area, the Bedford Hills 5th Annual Run For the Hills and in numerous other authentic and relevant learning experiences. We continue to raise achievement and academic success with students overcoming obstacles to their learning. And, while state test scores have become a moving target across the state, our students in all grades have achieved extremely well and competitively on national assessments with comparable students in the region. The 2014-15 school year builds on this success as we continue the improvement and refinement of curriculum, accountability and several district procedures and projects and we look to the future that will challenge and test us. 2014-15 is truly a year of investment in the future.

The first phase of our capital projects is under way, our first step in the two-way dual language program begins and work continues on an ever-increasing rigorous curriculum along with new ventures in technology. We will act on recommendations from external reviews of our world language curriculum, special education and multiyear financial planning. And, we will collaborate as an entire community to work better as one diverse district learning community. We hope you share our pride in our students’ success and our persistence for continuous development because it is because of you that we can strive for such ideals. The accomplishments cited above and the hundreds of others behind the scenes are indicative of an extremely successful school district and the source of our ambition goes much deeper. Amidst the handshakes and hugs at the Fox Lane graduation, every student receives his and her diploma and a copy of the Constitution of the United States. In the hands of every one of our students, citizens and aspiring citizens alike, our democracy will thrive as our students and all of us work vigorously to pursue and protect the American Dream with continued learning. With your support, our entire community working together, the leadership of our board of education and the remarkable work of our faculty and staff, I am confident we will have much of which to be proud and celebrate in the years ahead. Thank you.

| THE RECORD-REVIEW | PAGE 19A

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PAGE 20A | THE RECORD-REVIEW | FRIDAY, AUGUST 22, 2014

– Back to School

Schools Report New year, new opportunities in the K-L Schools By JOHN A. GOETZ Katonah-Lewisboro Schools Interim Superintendent

ith another school year on the horizon, the KatonahLewisboro School District is looking forward to welcoming students back Wednesday, Sept. 3. The district anticipates another robust year of learning, growth and achievement in 2014-15 following what has been a summer full of exciting changes, including updates to the curriculum at all levels, a number of facilities projects and new district hires. Students and families will see a number of new faces at the administrative level in the district this year. Among them is Debra Legato, the assistant superintendent for human resources, who has replaced interim Harry LeFevre. Paul Christensen is the district’s new director of school facilities, replacing Tom Psomas. John Jay High School welcomed Antonio Ramos as an assistant principal, replacing newly assigned Vinnie Bell. Bell, now serving as an administrator for curriculum and instruction for the

district, is one of several newly assigned administrators in Katonah-Lewisboro this year. Former John Jay High School interim principal John Goetz is now interim superintendent. Jessica Godin, previously Katonah Elementary School’s principal, is John Jay High School’s new principal. Cristy Harris, formerly of Lewisboro Elementary School, will replace Godin as Katonah Elementary School’s principal. Finally, Gill Cass, previously a John Jay Middle School assistant principal, will assume an assistant principal role at the high school. At John Jay High School, students will

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see more science and math initiatives this academic year, including the implementation of Common Core geometry and an algebra 2 extension. The latter will include additional time in the math lab for students to focus on completing algebra 2 and trigonometry coursework throughout the year. The anatomy and physiology 2 courses will be expanded to offer a focus at the macroscopic scale, giving students the opportunity to study organs and organ systems that can be observed without the aid of a microscope. The high school will also be offering two new electives: financial algebra,

which will allow students to study the practical applications of algebra; and astronomy, a once-popular elective that will be reintroduced. Seniors will also have the option to take part in the new Senior Independent Experience program, an offcampus initiative that will allow students to explore a specific interest or proclivity for four to six weeks during the fourth quarter. There are a number of exciting new academic programs and expansions at John Jay Middle School this year. For the first time, a 7/8 accelerated math program will be offered to seventh-graders, in addition to the math 7 Common Core course. In eighth grade, all students will be taking an additional period of math each rotational cycle (every four days), which equates to about 40 additional periods of mathematics instruction in the academic year. Following up on some of last year’s pilot science programs, the middle school will expand its inquiry-based discovery units, which allow students to think and behave like scientists while learning in the classroom. Based on feedback from students and parents, the middle school will introduce a computer program curCONTINUED ON THE NEXT PAGE

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riculum unit at the sixth-grade level this year, with the potential for expansion into the higher grades in coming years. The faculty and staff at Katonah Elementary School, Meadow Pond Elementary School and Increase Miller Elementary School are dedicated to providing a smooth transition for students and families as the school year begins and will continue to support students throughout the year. For the first time, full-day kindergarten will be in place across the district and the Kindergarten Committee has been at work all summer aligning the curriculum and assessments in multiple content areas, including literacy and mathematics. 2014-15 also marks the third and final year of the k-5 science program (STC) implementation and administrators have also been dedicated to refining mathematics and writing curricula and assessments for students k-5 in preparation for the new year. Families are invited to the fall Curriculum Nights (Sept. 23 for k-1, Sept. 30 for 2-3 and Oct. 2 for 4-5) to learn more about curriculum updates and expansions. There are minor improvements taking place at every school campus this summer, ranging from playground tune-ups to gym floors painting and SMART Board reallocations. As of Aug. 4, teachers who have been reassigned from the now closed Lewisboro Elementary School have been able to access their new classrooms with ample time to unpack and set up before the school year begins.

At Increase Miller Elementary School, an improved traffic pattern will be in place in September to allow parents to drop off and pick up more efficiently and safely. At John Jay High School, the campuswide facilities upgrades are continuing and crews have been working all summer to replace portions of the roof with a longer-lasting membrane-style roofing material. New outdoor lights for the batting cages and outdoor athletics will also be on site in time for fall sports. Students can also look forward to the continued replacement of old water fountains with new ones districtwide that both filter and chill the water. The new fountains also allow students to fill up their reusable bottles easily. The district is also planning to replace outdated heating systems at the middle school before winter arrives, as well as combining the current two boiler rooms into a single master heating system. Upcoming track and field work at the high school is expected to break ground in the spring following a water study. The district offices are now all back at 1 Shady Lane in South Salem, following a three-year stay at Increase Miller Elementary School. As the world of education continues to grow and change, the Katonah-Lewisboro School District is committed to maintaining its outstanding programs, efficient facilities, excellent instructional spaces and best possible opportunities for its student body. The district’s administration, faculty and staff are looking forward to a prosperous and exciting school year.

| THE RECORD-REVIEW | PAGE 21A

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PAGE 22A | THE RECORD-REVIEW | FRIDAY, AUGUST 22, 2014

– Back to School

BTS GUIDE N Educational Services Use scholarship searches to your advantage By DR. RAYMOND J. HUNTINGON One tip parents hear frequently regarding the college application process is that their teens should search far and wide for scholarships. Scholarship search engines are a helpful tool to do just that, but what is the best approach to getting started and which scholarship websites are reputable? Here are a few tips on how to best utilize online scholarship search engines and a few services to consider. Narrow down scholarships’ criteria. While it is a good idea for your teen to apply for as many scholarships as possible, it is important to first ensure that he or she fits the criteria. Scholarship search engines help students narrow down hundreds of thousands of scholarships to the ones they may be eligible for. Your teen should be as specific as possible when completing an applicant profile in order to start with a suitable list of scholarships. Pay close attention to deadlines. Most college scholarship deadlines are between October and March. It makes sense for your college-bound student to begin looking as early as junior year. Don’t blow off the details. If your teen plans to apply for multiple scholarships, it may be tempting for him or her to supply the same essay, recommendation and other

information to save time. However, it is a mistake to gloss over the details of each application’s requirements and directions or assume it is fine to deviate from what is requested. Here are some well-known websites for you and your teen to explore: • Scholarships.com: Founded in 1998, scholarships.com allows students to search more than 2.7 million college scholarships and grants worth more than $1.9 billion. Completing a profile takes 15-20 minutes. In addition to offering scholarships, the site allows students to help colleges find them, making it easier for them to recruit or offer scholarships. • Fastweb.com: Founded in 1995, fastweb.com has more than 1.5 million scholarships totaling $3.4 billion. In addition to its scholarship database, the website offers tools and advice on financial aid, college admissions and other topics. After completing a profile in a few short steps, your teen will get a list of applicable scholarships. Students are notified any time new scholarships are added for which they might be eligible. • Https://bigfuture.collegeboard.org/ scholarship-search: The College Board’s scholarship search tool has scholarships, other financial aid and internships from 2,200 programs totaling nearly $6 billion. Students can search scholarships without registering for an account. The scholarship application process takes time and persistence, but can certainly pay off. Using scholarship search

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engines is a free way to obtain information about a large number of scholarships that you and your teen likely would not hear of otherwise. Just as important, these services often offer many other helpful features and tools to keep your teen motivated and on top of scholarship and other college deadlines. Encourage your teen to explore these websites and go after scholarships diligently. Every dollar counts, and with dedicated effort, he or she may very well win a few scholarships before packing up for college. Founded in 1977, Huntington Learning Center is a pioneer and leader in the tutoring industry. For over 36 years, Huntington has provided quality instruction to hundreds of thousands of students. Call 800-CAN-LEARN or visit www.huntingtonhelps.com.

What are ‘they’ looking for in a college essay? As rising seniors in the high school class of 2015 prepare to face the annual college application free-for-all, clutching the latest list of “College Essay Dos and Don’ts,” one terrifying question overshadows all: What are “THEY” looking for? “As head of Uniquely U. College Essay Consultants, I can confidently state that I’ve actually figured out the answer,” said Maxene Fabe Mulford, owner of the essay and application service that has been helping high school seniors for the past 17 years.

College admissions officers are looking for applicants who don’t care what they are looking for. That is why that list of college essay dos and don’ts all the experts are so fond of touting is essentially worthless. “That said,” continues Mulford, “here are some Uniquely U. college application/ essay-writing guidelines.” • DO view your entire application as a narrative in which the personal statement is merely one component. In this way, you can maximize your supplementary essays to reflect your personal aptitudes and learning style, describe your activities to underscore how you’ve matured, even remind teachers of key classroom papers and projects to guarantee that your recommendations glow. • DON’T pay over-much attention to the wording of the essay question itself, especially when you are first getting started. Instead, concentrate on how best to communicate a turning point in your understanding of yourself and an insight that elicited. • By the same token, DON’T count words too early in the process; you will only shut down your creative flow just as you are getting into gear. • DO leave yourself enough time to enjoy the writing process and what you’re about to learn about yourself. Mulford is available for free consultations to see how she can help tell your story. Call 1-866-UUESSAY, email uniquelyu1@gmail. com or visit www.uuessay.com.

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| THE RECORD-REVIEW | PAGE 23A

BTS GUIDE v Private Schools Whitby School: preparing students for a dynamic world Preparing students for a dynamic world in which innovation and collaboration will measure success, Whitby School inspires a passion for learning and empowers each child to take responsibility as an openminded, principled citizen in a global community. Whitby’s IB-accredited program (with Montessori in early years) provides children with opportunities for inquiry and exploration throughout the educational continuum from 18 months through eighth grade. More families than ever before are choosing Whitby, with enrollment and re-enrollment at an all-time high, while graduates continue to gain acceptances into their first choice of schools such as Andover, Choate Rosemary Hall, Greenwich Academy, Hackley and King to name a few. As the region’s premier early childhood program and the birthplace of the American Montessori Society (AMS), Whitby understands the road to lifelong learning begins early, and its proven educational approach is rooted in a child’s innate inclination to learn. Research shows the Montessori approach enhances performance, persistence, memory and creativity, and that Montessori children are better prepared for elementary school, outscoring peers in math and reading skills and testing

Whitby students work on robotics, multimedia, programming and design.

higher on the ability to adapt to changing and more complex problems — key indicators of future school and life success. At Whitby, Montessori is complemented by the International Baccalaureate (IB) — the world’s fastest growing educational program and a seamless extension of Montessori practice and philosophy. The IB trans-disciplinary, theme-based curriculum gives children the intellectual tools to understand and navigate the complexities of today’s global community and provides a foundation that serves students throughout their lives. Reflecting Whitby’s commitment to innovation and excellence, the school re-

cently embarked on a multiphase campus improvement plan. The first stage — completed in 2013 — includes a new design technology lab, a state-of-the-art science lab and two additional classrooms, enabling a trans-disciplinary curriculum centered on “design thinking.” Students work on robotics, multimedia, programming and design as they learn about the systems and relationships involved in taking an idea through the design cycle between thought, prototype, product and evaluation. The design tech lab features 3-D printers and scanner, large wall-mounted monitors and an interactive whiteboard. Phase two of the expansion plan includes the addition

of a new athletics center aimed at solidifying the school’s already competitive athletic programs. The expert faculty, small class size and low student-faculty ratio ensure a focus on each student to stimulate the child’s thinking and maximize learning. Whitby’s well-rounded curriculum incorporates music, drama, art and world languages while leveraging a 1:1 technology program. The diverse learning experience at Whitby, which includes families and faculty hailing from 40 countries and speaking 15 languages, also brings cross-cultural learning to life. Students participate in athletics and team sports beginning in third grade, and also enjoy a variety of after-school electives, with award-winning chess teams, Lego engineering, math club and mother-tongue language classes. Outside the classroom, students also gain from a variety of experiences beyond the school’s walls, starting with the expansive grounds right outside the classroom to an annual middle school overseas trip (the Dominican Republic, Costa Rica and Spain in the past three years), where they are immersed in language, culture and service. With 440 students and a 5:1 studentteacher ratio, the co-ed independent school sits on a beautiful, 25-acre campus at 969 Lake Avenue in Greenwich, Conn. This year’s open houses take place on Oct. 16 and Nov. 2. To learn more, call (203) 302-3900 or visit www.whitbyschool.org/ ready1.

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PAGE 24A | THE RECORD-REVIEW | FRIDAY, AUGUST 22, 2014

– Back to School

BTS GUIDE v Private Schools St. Luke’s: great people making great students Algebra II. World History. AP French. What about kindness? Inclusivity? Character? Can these be taught to students? “I think they have to be taught,” said Stephanie Bramlett, director of diversity at St. Luke’s School in New Canaan, Conn. “Developmentally, it’s a self-focused time. Kids are forging their own identities. We need to remind them to be kind and show them where they can practice it. A kind community is an inclusive community. They go hand in hand.” St. Luke’s offers a state-of-the-art education for its 540 students. The school has embraced online and blended learning and uses iPads and laptops in tandem as foundational and complementary learning tools. Several years ago, the St. Luke’s Center for Leadership was launched and this fall, a brand new science wing opens, complete with sophisticated labs, collaborative spaces and a fabrication lab featuring 3D printers and a laser cutter. Students are exposed to many exceptional tools and opportunities, but none as valuable as St. Luke’s focus on character. As one parent put it, “I truly believe that SLS is a community where our children will learn how to be the best

ens of emails from excited parents and human beings they can be.” students who are enjoying lively dinner St. Luke’s 2014 graduate Sebastian conversation about these crucial topics. Bates concurs. In his valedictory address he stated: “Kindness is part of our In a recent blog post, St. Luke’s head institutional DNA: it is writ large on the of school Mark Davis wrote about the banners in the parking lot, and now on school’s inaugural Social Justice Leaderthe main building’s very façade.” Bates, ship Summit and commented, “It’s a St. who is attending Princeton this fall, Luke’s tenet that developing good peocontinued: “Kindness is embedded in ple is as important as developing great the heart and soul of our faculty, and in students.” It brings to mind a similar our student body, which promises every statement by Martin Luther King: “Intelhb_PREP_ad4.833x3.225_7-9-14_hb_PREP_ad4.625x3.5_7-23.qxp year to uphold that virtue as part of the ligence plus character — that7/9/14 is the 4:22 goalPM Honor Code.” of true education.” The spirit behind How does a school nurture a kind these words distinguishes a St. Luke’s and inclusive environment? “Every day education. there are opportunities,” Bramlett said. Visit www.stlukesct.org. “We make sure no one is sitting alone at lunch. We make sure everyone’s voices can be heard. When everyone can bring their authentic selves to school, we have a stronger and better community.” Even over the summer, inclusivity is There was general rejoicing when scifostered through the “community read.” ence department chairman Steve Bailey Upper school students are reading “The announced that The Gunnery Physics Other Wes Moore,” by Wes Moore. Team was the top team for the New EngYounger students are reading “Wonder,” land Region in the Division II National by R.J. Palacio. Parents, teachers and Physics Bowl. The Gunnery also had an nonteaching staff are also reading the individual regional winner, with Allen books to enable a greater community Jing securing second place in New Engconversation. Come fall, teachers will land. discuss the books’ themes of commuThe Gunnery’s Division II team numnity, inclusivity and diversity in faculty bered 25 students who were competing meetings and carry them into small stuagainst 4,500 students from 280 schools dent advisory meetings. across the United States, Canada, ChiAlready Bramlett has received dozna and Spain. All the students take the

Gunnery top NE school in National Physics Bowl

same test in April. The top schools and the top individual winners receive monetary and other awards from the contest’s sponsors. “I am so excited and happy with this news,” Bailey said, “Division II is actually a more difficult test to take and is for those who are in AP courses.” Added head of school Peter Becker, “Congratulations to all of the students who participated in the National Physics Bowl. The Page 1 speak to Mr. Bailey’s leadership results and dedication to teaching.” When asked what the results meant to the school, Bailey said, “We have come close to being in the top two in the region, sometimes missing by a few points; however, this year’s group of AP students are on their game.” Founded in 1850, The Gunnery is a co-educational college preparatory boarding and day school for students in grades nine through 12/post graduate. Gunnery’s mission stresses the importance of citizenship and social responsibility in a nurturing and cohesive community dedicated to fostering lifelong accomplishment. Located on the historic Washington, Connecticut Green, the school takes pride in being part of a community that honors both tradition and innovation, and continues to espouse the core character-building values of its founder, Frederick W. Gunn. Visit www.gunnery.org.

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| THE RECORD-REVIEW | PAGE 25A

BTS GUIDE v Private Schools

A journey of becoming at New Canaan Country School

possibilities and seeking solutions. When they are encouraged from the age of 3 to jump right in and share their thoughts, they learn their ideas have value, and that their questions are important. I invite you to come to campus to experience this yourself. As you visit classrooms and meet teachers, consider the flow, the pace. Look for activities that speak to blossoming passions and the development of a strong academic foundation. I also encourage you to visit www.countryschool.net/earlyeducation, where you will find students experiencing the delight of discovery in a short video, Kindergarten Butterfly Project. Notice moments where excellence and relevance intersect, where good teaching happens in integrated, meaningful and contextual ways. Welcome to the journey. How thrilling for us that it is just beginning.

By BETH O’BRIEN

here is a moment when, as a parent, we move from talking about our children in terms of months to talking about them in terms of years. In the Early Childhood Division of New Canaan Country School, the children’s ages range from 36-72 months, a mere 3 to 6 years old. How new the children are to this world. We gather here as witnesses to the beginning of a journey. A journey of becoming. One thing we know here at the country school is that becoming takes time. Let’s reflect for a moment about the arc of time that children spend here at NCCS. I want to share with you what it is we value in early childhood and how those values are the cornerstones of all the experiences the students encounter on this campus. From beginners (ages 3-4) through grade 9, we are committed to an education that embraces an expanded fluency, a fluency that includes both excellent and relevant teaching and learning. A fluency that at its core offers repeated opportunities for children to learn how to persist, to create and to contribute in meaningful ways. That journey begins in early childhood.

Butterflies provide a learning opportunity for New Canaan Country School students.

With great intention, we balance a day. Moments of direct instruction share time in our daily schedule with open-ended experiences. In small groups we teach the foundational skills and concepts of language arts, mathematics and science. Open-ended experiences are offered with carefully chosen materials to extend

children’s thinking, to invite wonder and imagination, to cultivate curiosity and creativity. Teachers continually invite children to contribute to the conversation. What do you notice? What should we do next? What is your idea? By asking children to think critically and reflect on their process, they begin considering

Beth O’Brien is head of early childhood at New Canaan Country School, an independent day school serving students from Fairﬁeld and Westchester counties. Individual tours are offered daily by appointment. Call (203) 972-0771 or email admissioninfo@countryschool.net. The next open house will be held Nov. 2 from 1-3 p.m. Visit www.countryschool.net.

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PAGE 26A | THE RECORD-REVIEW | FRIDAY, AUGUST 22, 2014

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BTS GUIDE v Private Schools Greenwich Academy girls’ innovative spark

Rippowan Cisqua strives for excellence

Greenwich Academy’s state-of-the-art engineering and design lab was developed to spark innovative thinking and offers GA girls the resources to take ideas from concept to completion. Principles in engineering, design and computer science come together and come to life for the students. The girls are challenged to solve problems, experiment with new ideas and learn from their mistakes. Use of the lab has been integrated into the curriculum of classes of all disciplines and across all divisions as a means to developing the girls’ problem-solving and spatial abilities. Students from the upper school research seminar can be found using electronics, microcontrollers and fabrication machines to advance their research. A highlight in the middle school is an elective where students develop their 2-D and 3-D understanding through architectural building and drawing, and CAD programming for 3-D printing. Lower school girls discover engineering and design principles, and solidify their understanding of the material world through hands-on processes like woodworking and mold making. The lab is equipped with 2-D and 3-D computer-driven machines that perform their functions through the use of CAD software. The 2-D machines include the laser cutter, vinyl cutter and large format printer. Students seeking to design and output directly into 3-D have access to two 3-D printers, a milling machine and the ShopBot, a computer-driven router. Girls are taught to use age-appropriate computer applications with these lab machines including 2-D vector design programs like iDraw on the iPad for younger girls, Adobe Illustrator for middle and upper school and 3-D modeling software like 123D Design and Rhino. 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 the school’s robotics teams use the space to build and test their competition robots, often designing and manufacturing custom parts. The lab is also home to the Maker’s Club, a group of students that comes together to “tinker.” Whether they are soldering together a wearable art creation, wiring up an Arduino project or assembling a Rube Goldberg machine, club members imagine, design and build. Visit www.greenwichacademy.org.

Rippowam Cisqua School’s mission is to promote critical thinking, individual development and personal excellence for students in pre-k through ninth grade. Parents are drawn to Rippowam Cisqua in Mount Kisco and Bedford because of the small class sizes, joyful learning environment and dedicated teachers who challenge students to discover and explore their talents to the fullest. Rippowam Cisqua is committed to a dynamic program of academics, the arts and athletics in an atmosphere that promotes intellectual curiosity and a lifelong love of learning. Rippowam Cisqua School believes that learning is a shared experience, the responsibility of both students and teachers. The school urges active student involvement and seeks to provide a rich curriculum for children of different abilities and learning styles. RCS’s 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 children 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. Visit www.rcsny.org.

Ridgefield Academy students attached a wirelessly networked Raspberry Pi with a camera to helium balloons, then used remote terminal commands to take aerial photos of the campus. The photos were collected remotely, during the flight.

Raspberry Pi and robotics at Ridgefield Academy At Ridgefield Academy, students are learning how to build and program robots as part of their everyday curriculum. In fact, all seventh- and eighth-graders take a collaborative yearlong robotics course that uses the LEGO Mindstorms RoboLab software, a graphical programming language designed to teach students the basics of computer programming. Students work together in small teams in Ridgefield Academy’s STEM (Science, Technology, Engineering and Mathematics) Lab to design, build and program structures to execute specific tasks. Said one student, “Sometimes we need to make a robot that will travel along a track or move through an obstacle course. Right now we are working on making our robot throw a ball a certain distance.” Different students work on different aspects of robot-making. Some may work on programming while others build and conduct trials.

Greenwich Academy’s engineering and design lab is a place of excitement.

Last year, RA students were introduced to new Raspberry Pi computers, which are credit card-sized and inexpensive. This year, using Scratch (a graphical programming language) and Python programs, students are learning how to build and write code for their own Raspberry Pi computers, which includes learning to solder and create motherboards and sensors. Each eighth-grader is required to take an advanced robotics course for one trimester, a Raspberry Pi course for another trimester and will choose either an engineering of robotics or programming Raspberry Pi for a third trimester. Last winter, eighth-grade students took a private tour of OSDA, an electronics assembly manufacturing company in Milford, Conn., to enhance their understanding of the computer-building process. Among other things, OSDA makes circuit boards like the ones students learn about in science class, and not unlike the ones they work with on their Raspberry Pi creations. Robotics at Ridgefield Academy is based on teamwork and the collaborative skills all students will need to meet with success in the many aspects of their bright futures, technology or otherwise. The independent day school located in Ridgefield, Conn., has educated children from Westchester and Fairfield counties for 40 years, and provides students in preschool (2-year-olds) through eighth grade with daily opportunities to build confidence, use their creativity, work collaboratively and learn how to problem solve. Through small classes and individualized teaching instruction, children develop the skills to be critical thinkers, public speakers and self-advocates. Many families have discovered what a difference the Ridgefield Academy experience can make for their child. Visit www.ridgefieldacademy.org/ny, or call David Suter at (203) 894-1800 Ext. 112.

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Take a closer look at

Ridgefield Academy

Our Preschool - Grade 8 program offers: • Small class sizes • Teachers who engage and empower • Freedom from state and federal mandated curriculum and testing • Only 6 minutes from the intersection of Route 124 and Route 35 • Busing within 15 miles of our campus Empowering every student 223 West Mountain Road Ridgefield, CT 06877 www.ridgefieldacademy.org/newyork www.landmarkpreschool.org

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