Record-Review Back To School 2013

a SPecial SecTioN oF

The Record-Review aUGUST 23, 2013

Page 2A | The RECORD-REVIEW | Friday, August 23, 2013 – Back to School

A SPECIAL SECTION OF

The Record-Review AUGUST 23, 2013

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

iNSide

Back to School – FRIDay, augusT 23, 2013 | The ReCORD-ReVIeW | Page 3a

Back to School

4A Back to school countdown is on!

6A Be proactive in financial gameplan for college

8A Social media: great for kids’ relationships?

6a

8a

School Reports 10A Bedford Superintendent: Bedford schools stay on course for the future

10a

11A Katonah-Lweisboro Superintendent: New hires, curriculum, and technology

Back to School Fashion

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Page 4A | The RECORD-REVIEW | Friday, August 23, 2013 – Back to School

Back to school countdown is on!

A last minute guide

By MARY LEGRAND

R

eady or not, here it comes! The start of the 2013-14 school year is just around the corner, and for some parents and their children, the next week or two signals the immediate need to change routines in order to most effectively meet students’ upcoming academic challenges.

While it’s no surprise to families that summer is a time for children to relax and not worry so much about getting to bed early or rising at morning’s first light, it can be difficult for some students to readapt to the hours they keep during the school years.

Matthew Nespole, head of school at Rippowam Cisqua School in Bedford, has some suggestions to make the changeover go easier. Over the summer, video games and television rules often “relax a bit,” Nespole said, but encouraged “parents to put the school year rules back in place at least two weeks before the start of school.”

When asked to name some of the basic (and

perhaps even some unexpected) things parents can do to get their children ready to return to school, Nespole said that parents should spend the final weeks of summer having children readjust, if necessary, or acclimate to a school schedule.

In others words, it might be smart to channel Benjamin Franklin, who famously said, “Early to bed and early to rise makes a man healthy, wealthy and wise.”

“Rituals and routines in the evenings are very important, as is making sure children get plenty of sleep,” Nespole said. “Research states that 10 to 12 hours a night is essential for children, and a healthy breakfast should also be part of your routine.”

Contributors at scholastic.com agree, suggesting that “setting up a regular bedtime and wakeup routine before school starts is a crucial step to prepare your child for class and a practical way to cut down on first-day stress.”

Some children may be less enthusiastic than others about returning to the classroom. For continued on the next page

Back to School – Friday, August 23, 2013 | The RECORD-REVIEW | Page 5A continued from the previous page

them, Nespole said, “Accentuating the positive is a good route for parents to take. Reconnecting with old friends, topics of study and activities that they may like are a few examples of the direction a parent can take.”

During the first few weeks of school parents “should create consistent, ongoing opportunities to discuss with their child the events of the school day,” Nespole said.

“Parents are extremely busy, but trying to find the time each evening to talk about school, even if your child has very little to say, is important.”

Again from scholastic.com experts, advice for parents whose child is feeling anxious about going back to school includes keeping a positive attitude: “Recall the fun and exciting events, field trips, projects and so on from years past, and show excitement about the opportunities for learning new things in the coming year.”

Bringing younger children into school for a classroom visit can be helpful as well, scholastic.com advises, suggesting that parents familiarize a child “with key places such as the bathroom, gym, library and cafeteria — he’ll feel more confident if he knows where everything is.”

Even shopping for classroom supplies can help some children realize that school days are nearing, and, as scholastic.com advises, it can be a “fun way to give him some responsibility. Provide parameters, but allow him to pick out a backpack, lunch box, nap mat, water bottle, new clothes and some basic school supplies (pencils, crayons, etc.).”

Assisting children in readjusting to school is often smoother if parents are well organized, which is often easier said than done in the first few weeks of the new year. Thinking out routines ahead of time is the best course of action.

“Organization is a cognitive skill that different children will master at different times,” Nespole said, adding that “schools provide wonderful resources that can help parents — Web pages with homework, access to teacher lessons and regular updates about programs via e-newsletters and video postings. Very often parents have access

to these resources, and they should take advantage of every opportunity that a school provides, especially if they have a child who struggles with organization.”

The American Academic of Pediatrics’ healthychildren.org offers a checklist that includes a few extremely basic questions (Is your child registered? When is the first day of school? What time does school start?) in addition to other questions that are appropriate for families with particularly hectic schedules or special circumstances (Have any new health problems developed in your child over the summer that will affect his school day? Does the school nurse know about this condition, or is an appointment set up to discuss it?).

While the end of August is probably too late to make up for lost time if a child has done absolutely nothing but watch videos all summer, Nespole said he did not

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Reading should be a regular part of a child’s summer routine, Nespole said, and children should be reading each day for at least 30 minutes. (And, of course, it’s not too late to start that now for the final stretch of summer.)

“As for academic activities, I would take your cue from your child or your school,” Nespole said. “At RCS we do require some students at certain grade levels to do some summer work in mathematics, but having your children engaging in activities that they are interested in over the summer will spark their natural curiosity and love of learning.” n

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Page 6A | The RECORD-REVIEW | Friday, August 23, 2013 – Back to School

Be proactive in financial gameplan for college

F

By JOHN ROCHE

iguring out how to pay for college is always a challenging process for students and parents, as is the task of paying off student loans.

But given the fact that government-imposed rate hikes have been in the national spotlight over the past few months, handling loans for college likely seems even more complicated and daunting.

In late July, a bipartisan bill, which was expected to be signed into law by the president, would lower the rate on federally subsidized Stafford loans from 6.8 percent to 3.9 percent. That measure came just weeks after Washington lawmakers failed to reach a deal to keep the interest rates from doubling, jumping from 3.4 percent to 6.8 percent.

Under the new plan, rates on unsubsidized Stafford loans would also drop to 3.9 percent, loans for graduates would drop to 5.4 percent and Parent PLUS Loans would decrease to 6.4 percent from 7.9 percent.

Interest rates on federal loans would be tied to 10-year Treasury notes, rather than set by Congress. Those rates are expected to rise as the national economy improves, but this plan includes a cap to prevent them from rising higher than 8.25 percent for undergraduates.

The threat of doubled rates, moving-target uncertainty and the eventual figures under the new measure could leave college-age students, recent graduates and their parents feeling like they have to cram for a whole new set of finals, but local experts offered plenty of advice to get through the even more tangled web of student loans.

“The new measures will keep federal student loan rates low, capped and tied to the 10-year Treasury note rate should inflation resurface,” said Lisa Rodman of Collegistics LLC, a Scarsdale-based firm that has been helping students and their families successfully navigate the college process since 2007. “The problem, of course, is that students and families are still facing enormous costs that have escalated well beyond inflation in the last several decades. But the fundamentals of finding ways to pay for college will not change. Students and families should honestly assess how much debt they reasonably want to assume. The new

developments guarantee that there will not be a significant departure from prior policy.

The threat of substantial increases in federal loan rates no longer looms.”

Gregory H. Raue, vice president of LEXCO Wealth Management, LLC in Tarrytown, said that even with feelings of uncertainty surrounding federal student loans, he believes students and parents should forge ahead with careful planning as early as possible to pay for a college education.

“The recent changes to the federal direct student loan program have primarily only affected the cost of borrowing and not the borrower process per se,” said Raue, a financial planner, Bedford Hills resident and father of three daughters all with, or soon to have, student loans.

The government’s move to tie interest rates on federal student loans to financial markets is certainly at least a temporary victory for students, although some advocacy groups fear it could lead to higher costs in the future.

“Much of the commotion around the issue related to missing the July 1st deadline, which automatically reset rates to much higher levels,” Raue explained. “I wasn’t personally concerned about the higher rate becoming permanent because retroactive behavior and deadlines mean little in Washington these days and the reset rates were politically untenable. However, ongoing budgetary and deficit issues resulted in a resolution which reset current rates to only slightly higher than before July 1st and tied them to 10-year government borrowing costs. Right or wrong, this now places the interest risk on the borrower.”

The area experts urged parents and students to do their homework to find out what options might work best in paying for college.

“Our fundamental advice is to be wary,” said Leslie Berkovitz, another key team member at Collegistics (www.collegistics. com). “Use trusted websites and substantiate any advice given. Information provided by the government or directly from a college’s financial aid office should generally be viewed as reliable. When doing research, make sure you are reading the most recent updates or versions of documents.

Websites that offer promises ‘too good to be true’ are generally that — too good to be

true. Likewise, if you are asked to pay to get information, do not.”

Raue, who after 25 years in commercial and investment banking, last year channeled his academic, professional and life experiences into becoming a financial planner and wealth manager with LEXCO Wealth Management (lexcowealth.com), said it’s never too early to start thinking and planning about college costs. “My general advice is to begin planning and saving early,” he said. “Established early, the cash value of whole life insurance policies and/ or 529, UGMA and UTMA plans have the maximum time to compound. With the demise of the defined benefit plan, this advice certainly applies to retirement planning and really aspects of one’s financial life. Almost all financial risk has now shifted to the individual and families and away from companies and the government.”

Lillian Hecht, also of Collegistics, stressed being proactive and starting the college planning process as early as possible.

“Our best advice is to have the financial conversation up front,” Hecht said. “Look at the entire cost of attendance, not just tuition, room and board. At a minimum, students need money for books, transportation to and from school, and for food when the dining halls are closed. If, as a parent, you have a finite amount to spend on your child’s college education, be honest with your son or daughter about finances from the very beginning of the process.”

Her Collegistics colleague recommended getting a clear sense of a college’s costs before deciding on the college or university itself. “Discuss applying to in-state public universities and private schools known for

generous financial aid,” Berkovitz said.

“Students should consider applying to colleges where their statistics would place them in the top range of accepted students where merit aid is more likely to be offered.

Students should also apply for the many available outside scholarships listed on sites such as fastweb.com and cappex.com.

“Do not be deterred by additional applications and writing requirements — even scholarships for small amounts add up and can take the bite out of those hidden costs.

Be sure to check with each college to which your student applies to ascertain whether outside scholarships will reduce institutional financial aid awards or if scholarships can be stacked. College is expensive, no doubt, but there is nothing more difficult than to have a student fall in love with a college to which he or she has been admitted only to be told at the end of the process that the financial piece just can’t work.”

The area experts also recommend tapping the college of choice and reliable Internet resources for assistance in the planning, although students and their families ultimately have to decide what’s in their best interests.

“Much of the work process for federal direct loans is initiated by the financial aid office of the institutions and with submission of the FAFSA, or Free Application for Federal Student Aid, form,” Raue said.

“Government Internet sites, such as www. studentaid.ed.gov and www.fafsda.ed.gov, also provide a great deal of information.

Unfortunately, with the cost of higher education being as high as it is, most simply seek the funding and are less sensitive to continued on the next page

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cost in the short run. The impact is realized when repayment begins after graduation.”

Just as Collegistics utilizes a multilayered approach to the whole college planning process, Rodman stressed the need for students and their parents to be meticulous and thorough in their search for the best route to pay for a student’s collegiate or post-graduate education. “Families should be aware of the extended financial commitment college entails and think carefully about the current and future impact of such an investment,” Rodman said. “Tools such as the fafsa4caster at fafsa.ed.gov, the College Scorecards available at the U.S. Department of Education’s College Affordability and Transparency Center at collegecost. ed.gov/scorecard and the required net price calculators provided on college websites since 2011 provide critical data relevant to the decision-making process.”

And remember that borrowing isn’t the only option.

“Scour college websites for scholarship opportunities,” Rodman said. “Colleges do offer need-based and non-need based merit scholarships for academic excellence and special talent. Some scholarships are awarded based on a student’s gender, race and ethnicity, and/or special interest or focus.”

The Collegistics team recommends looking at the big picture right from the start.

“Factors families might consider in deciding how much debt would be reasonable to undertake include whether the student is a candidate for academic merit aid or other scholarships, the possibility that a student’s future might include the expense of pro-

fessional or graduate school, and whether there are younger children in the family slated to attend college in the future,” Berkovitz said.

Raue reminds students and parents that student loans still provide lots of bang for the buck. “Student loans are just one of numerous sources of funding for college and, unlike some such as scholarships, Coverall, etc., are not sensitive to income,” he said.

“Further, despite the new increased cost, governmental direct student loans are still a relatively inexpensive way to help finance higher education especially with potential interest deductibility.”

The number of students obtaining federal Stafford loans has increased significantly over the past decade, as have enrollment and tuition costs. About 35 percent of undergraduate students nationwide took out Stafford loans in the 2011-12 school year, up from 23 percent in 2001-02, according to the College Board’s most recent report on national trends in student aid. The majority of students take out a combination of subsidized and unsubsidized loans. The interest payments on subsidized loans, which are awarded to students based on income, are covered by the government while a student is in school.

The local experts said they advise parents to stay calm and clear-headed when tackling the tough job of addressing the rising costs of college for their kids.

“We know college costs seem to rise inexorably and well ahead of inflation,” said Raue. “This is an untenable situation and could lead to a more bifurcate society between the haves and have nots. It isn’t clear how this will play out. Somewhat offsetting this is, as I understand it, that financial aid is at an all-time high.” n

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Page 8A | The RECORD-REVIEW | Friday, August 23, 2013 – Back to School

Social media: great for kids’ relationships?

T

By JENNIFER EPEL MULLER

oday’s kids are steeped in social media, and that means their relationships are conducted at a never-before-seen speed. While in the past kids needed to speak individually with each one of their friends in order to keep up with one another — and gossip about other kids — now a quick scroll through Facebook can give kids much more information about their social world, in just the five minutes between classes, than older generations would ever expect to be privy to in their school days.

Much has been made of the potential for kids to use social media for bullying and negative gossip, but those problems far predated social media. So what’s different about it now, now that students have these websites on which to conduct their social battles?

“Where things might have been one to one before, things get amplified very quickly now,” said Jacques Jospitre, a psychiatrist who works mainly with college and graduate students who have psychological issues impeding their performance in school. “It quickly becomes part of the larger community and makes it difficult for young people to escape.”

Jospitre, a 1989 graduate of Scarsdale High School who also created eReview Book, a test-prep app for smartphones, said that this state of affairs is particularly difficult for young people because they’re more impulsive and prone to influence than adults. “It really creates a volatile situation,” he said. He recommended a report by the American Academy of Pediatrics called “The Impact of Social Media on Children, Adolescents, and Families” (http://pediatrics. aappublications.org/content/127/4/800.full#sec-6) for more information on helping kids use social media in helpful, not harmful, ways.

“Kids are influenced by many more people now, because one person leads to another, to another, to another,” said W. Glyn Hearn, headmaster of Soundview Preparatory School in Yorktown Heights, which serves grades 6–12. Before the proliferation of social media, he said, “we were able to monitor interactions that were going on here at school, and if there was a problem, we could stop it before it went too far. Now, with social media, we have no control over that — especially outside of school.”

But the implications of this lightning-speed connectedness are far from all negative for kids. Facebook and other sites make it possible for kids to reach out to one another in ways that really empower them. “For kids who are introverted, the use of virtual empathy — putting out their needs online — helps them to open up and grow emotionally,” Jospitre said. “It’s a rich forum for growth intellectually and emotionally that didn’t exist in this way before.”

Hearn echoed that sentiment: “When new people come into the school, social media becomes a great way for them to get to know other students and become accepted into the community. I think, especially for the younger ones, they get to know each other better and in different ways.”

Because Soundview’s students come from all over Westchester and beyond, it’s hard for those who are too young to drive to get together outside school — but nowadays,

they can hop online and all their friends are there. “I think the kind of relationships they have with each other have changed because they’re in so much touch outside school,” Hearn said.

Also, being hyper-connected makes it easier for kids to stay in touch with people they care about. “You’re forever connected to people you’re friends with,” Jospitre said.

“Before, people would have gaps because they lost touch with people. No matter how distant you are, you have this virtual small town.”

Meanwhile, at Soundview, Facebook has become a forum for alumni to stay in touch through the school’s page on the site.

It’s alluring to stay in constant touch, so kids tend to spend more time on social media than perhaps the adults in their lives would like. “We’ve gotten to the point where the teacher will be taking cell phones at the beginning of class,” Hearn said — in fact, that’s a new policy he plans to implement at the start of the coming school year, for all classes.

At the beginning of class, students will be required to drop their cell phones into a box, and can pick them up at the end of class. The onslaught of communication may continue between classes, at free periods and outside of school, but this way it won’t distract students from what’s going on in class.

“You can’t keep your child away from it, but you can teach them how to use it responsibly,” Jospitre said. “A parent should be present online, but do it in a way that’s trusting. If a parent is ‘liking’ everything their kid puts up, that’s too much. A healthy balance of being present tells the child, I trust you and am monitoring from the sideline, and I’m here if I see something that’s really problematic.”

To counteract bullying and gossip that take place on social sites, communication with parents and school is key, said both Hearn and Jospitre. “We call the students in and

confront the situation very honestly, and go from there in counseling them,” Hearn said. Jospitre said that with online bullying, he advocates taking “the same approach that would have been taken pre-social media” — teaching assertiveness, gathering emotional support from friends and family.

But other pitfalls exist for kids using social media that weren’t there in the past. For instance, if you really would rather not stay in touch with everyone you’ve ever met — say, you’d like to reinvent yourself or shed a bad reputation from an earlier time, as kids have always wanted to do as part of growing up — Facebook and other social media make it much harder to bury the past. To ease that problem, Jospitre recommends using the feature on Facebook that allows you to divide your friends into “groups” and filter certain groups out of certain posts, so that even if you are Facebook friends with someone who knew the old you, you don’t need to make them privy to details about your current life that might make you vulnerable in the present. “Substance abuse is a great example of when it’s critically important,” Jospitre said. “Peer groups will drive someone’s behavior, or help their recovery.

It can be damaging if you don’t manage the virtual world.”

Kids need to be smart about managing their reputations online. “People think things are private that aren’t private,” Hearn said. “We talk with our seniors about the fact that they have to be careful about what they’re posting.”

Jospitre said he’s seen a lot of that type of regret among students graduating from college and starting their careers.

“College is very internally facing, and then all of a sudden there’s this massive flip where social interactions are externally facing: Now I care about what the world thinks because I’m trying to find a job,” he said. “People start unfriending people, deleting images. There’s cleanup that goes on between college and post-college. Your insight and perspective changes.” And potential employers will do online searches on job applicants, so incriminating photos on Facebook can cost you a job.

Then there’s the matter of whether you’re using social media in a way that’s healthy for you. Jospitre said you can tell a lot about how someone uses Facebook by how many friends they have. Someone with thousands of friends, he said, may be “driven by a narcissistic impulse — but too few friends means they’re having trouble connecting. Having a good number of friends with meaningful interactions, in there is the healthy zone.” However, he said, he couldn’t name a specific numerical range that is the “healthy zone” — it differs from person to person, depending on their life circumstances and what their relationship actually is with the people they count as “friends” on Facebook. For instance, a kid who’s moved around a lot and attended several different schools can have a circle of friends from each, increasing their friend count.

And ultimately, social-media-fueled friendships should serve as supplements to real-life friendships, rather than substitutes for them. “If someone is ‘liking’ a thousand things, but not going out and doing anything,” Jospitre said, that may indicate an unhealthy relationship with social media, as can a situation in which someone reads their friends’ status updates and doesn’t interact, using the website as a way to fuel alienation and envy of other people’s lives. In other words, all this constant connection can be socially and emotionally beneficial for young people — as long as they learn to use it judiciously. n

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2014 Common App has changed

By CAROL GILL

Welcome to the new Common Application.

The class of 2014 will be the first to use the new version called CA4.

CAROL GILL For years students knew what to expect on the application, which is accepted by 488 colleges.

Now the Common App is different, and students should understand the changes, which took place beginning Aug. 1.

What’s new? n The Personal Statement may be up to 650 words. It is now cut and paste, not uploaded. That means essays may not exceed the word limit by even one character. n Prompts for the Personal Statement have changed. Students are no longer given the option of Topic of Your Choice (see below). n The Activity Essay is gone. Some colleges may, however, ask that question on their supplements. n The Common App officers assure us that the technical aspects of filling out the application will be easier. We’ll see.

New essay prompts Answer one of the following: n Some students have a background

or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story. n Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn? n Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again? n Describe a place or environment where you are perfectly content. What do you do or experience there, and why is it meaningful to you? n Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.

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Page 10A | The RECORD-REVIEW | Friday, August 23, 2013 – Back to School

School Reports Bedford schools stay on course for the future

By Dr. JERE I. HOCHMAN Bedford Central Schools Superintendent

H

appy new school year!

Our Bedford Central schools continue to revel in student success stories; an outstanding record of college entrance and remarkable student achievement; incredible opportunities and participation in the arts, foreign languages, advanced and unique courses, athletics and activities; and an array of field trips, projects and meaningful learning experiences.

Over the decades, our schools have become more rigorous and innovative, inclusive and individualized, responsive to social issues and technologically savvy.

We have come a long way from research papers that began at a card catalog, chalkboards and kids passing notes on real paper, and communication with parents that took days instead of seconds.

In September, we will welcome the class of 2026 with great expectations and anticipation for the next 13 years building on traditions and successes as we have with thousands of students for years. It is noteworthy, however, that every child in elementary school this year was born in the 21st century and that all of our students

have only attended school in the 21st century. Education in the 20th century is now officially “history.”

Everything in and around schools today comes after the turn-of-the-century horror and heroism of 9/11, the school tragedy in Columbine, the federal “No Child Left Behind” law and advancements in technology and social media. Educators wondering several years ago if these events and other external issues would affect our children, our schools and the economy now know the answer: Yes. This is not their grandparents’ or parents’ education!

In addition to incredible advancements in technology, pedagogy and educational planning, the 21st century is characterized by challenges of safety and security, instant news from around the world, privacy concerns, an overly zealous need for supervision and control, a fragile economy and some 20th century rearview-mirror thinking. Setting our students apart from generations past are the effects of these circumstances, the unprecedented rate of change, and their 24/7 social media world.

But, dedicated to preserving the innocence of youth and what we describe as “school the way it ought to be,” we will prevail.

We tolerate public misperceptions of

RCS_Spring 2013_9.833x6.667_new_Layout 1 7/26/13 9:00 AM Page 1

public education and quick-fix political and corporate interests in schools. We face ever-increasing state and federal regulations and mandates void of cost-benefit analyses and funding. We contest wrongheaded approaches of school and professional accountability and excessive highstakes testing.

As is its tradition, the Bedford Central School District will lead the way with amazing children, inspired professionals and dedicated staff, a responsive and forward-thinking board of education, supportive parents and a connected community. We will proceed with progressive planning, keeping current with research, taking a stance and navigating the opportunities and challenge of this new century.

We may not get it right all the time or make some mistakes along the way, and when we don’t, we listen, we learn and we move on.

We are consistent and future-focused in our efforts for continuous academic improvement, prudent fiscal practices and operational efficiency. We persist in maintaining our goals for the highest levels of student learning and college entrance, our focus on meaningful school and extracurricular experiences, and accelerated learning of students not yet proficient.

The 2013-14 “to-do” list includes bringing forward a prudent and practical capital plan for a community vote; program reviews of our literacy, science and foreign language curriculum; implementation of new safety measures; attention to civility in all settings and implementation of the “Dignity Act”; continued efforts in community engagement and shared services; preservation of all programs in the arts and our “unique” courses; and much more.

Furthermore, the year brings about expanded efforts to inform legislators and educational policy makers, to find new sources of outside financial support and to address new and revised district policies.

We will continue to confront misguided approaches to testing and accountability, over-regulation and attacks on local control. We will continue to develop prudent budgets and to improve operational efficiency. And, we will embark on planning the 2014-15 implementation of a new Fox Lane High School schedule, a dual language program at Mount Kisco and recommendations from program evaluations. We are keenly focused on continued student and school district success in the future.

At graduation, Fox Lane principal Dr. continued on the next page

Rippowam Cisqua provides students with an exceptional education grounded in academics, the arts, and athletics.

The curriculum is specifically designed to engage and inspire each child to reach his or her fullest potential, and develop a lifelong love of learning.

The program, highlighted by a better than 6:1 student/faculty ratio, features caring and enthusiastic teachers who encourage the students to think critically and take intellectual risks.

RCS graduates leave the School prepared for the best possible secondary school and college opportunities.

Join us at our Open Houses: Lower Campus – Grades PreK-4 Saturday, October 26, 9:00 a.m.

325 West Patent Road, Mount Kisco, NY 10549

Extraordinary Students… Exceptional Foundation…

Remarkable Outcomes

Upper Campus – Grades 5-9 Thursday, December 12, 9:30 a.m.

439 Cantitoe Street, Bedford, NY 10506

For more information, please visit www.rcsny.org

Rippowam Cisqua School is a coeducational, independent country day school for students in Grades PreK through Nine.

Back to School – FRIDay, augusT 23, 2013 | The ReCORD-ReVIeW | Page 11a coNtiNuED fRoM thE pREvious pAGE

Joel adelberg illustrated a sampling of the class of 2013’s successes by the numbers: 19 recognized advanced Placement scholars, even aP scholars with honors and 33 aP scholars with Distinction; 12 National Merit scholarship Commended students and a National Merit scholarship winner; 111 seniors in asPIRe internship experiences; 25 inducted into the National art honor society; 97 inducted into the National honor society; 43 seniors qualified for the American Mathematics exam Competition; 13 seniors sat for the National Latin exam; 65 percent of the class participated in competitive athletics; 70 percent participated in approximately 80 clubs; 20 students received special recognition for participation on multiple productions of our theater program; 78 participated in all-county, area all-state and all-state music; and three made it to the prestigious New york all-state Conference ensembles. and the list goes on and on.

Our 2012-13 college profile lists over 240 colleges our graduates attend and the lists of scholarships and honors are remarkable. and, there are the quiet victories, the personal bests, the accomplishments of occupational skills that most of us take for granted, and the individual and team displays of character of which we are equally as proud. so, as the class of 2026 begins their journey from word recognition to that “I can read!” moment, from chapter books to the classics, we are dedicated to the success of all of our 21st century students, every single one of them, every single day. n

K-l: New hires, curriculum, and technology

By DR. pAuL KREutZER Katonah-Lewisboro schools superintendent

T

he Katonah-Lewisboro school District will open its doors to students on Monday, sept. 9, the first day of classes for the 2013-14 school year. The district anticipates an exciting year of learning and achievement as an assortment of new developments is introduced. additionally, two buildings will celebrate milestones: this year marks the 50th anniversary of Increase Miller elementary school and the 75th anniversary of Katonah elementary school. as the start of a fresh year draws near, the district is pleased to highlight new hires, curriculum updates, technology initiatives and facilities work.

First, the district recently welcomed Mr. harry LeFevre as interim assistant superintendent for human resources. he has held various educational leadership and administrative roles for over two decades, and most recently worked in the harrison Central school District as interim assistant principal at Louis M. Klein Middle school. The district is pleased to introduce this newest member of its central administration.

Throughout the district, and particularly at John Jay Middle school and John Jay high school, technology will be a major area of focus this year. New upgrades and innovations are instrumental in prepar-

ing students for futures in the 21st century. The middle school is providing five iPad carts, with a total of approximately 150 iPads that may be reserved by teachers for use on an as-needed basis. a cart will be available in the library as well for student research.

While the high school will also provide some iPad carts, a new progression is the ability to accommodate students’ personal laptops and mobile devices, enabling them to connect to the district’s network for curricular purposes. This capacity for a “Bring your Own Device” environment is designed for classes wherein the

teacher wants students to use technology frequently for the purposes of advancing the teaching and learning experience.

It allows for network connections with some regulations, such as web filtering, in order to ensure Internet safety and appropriate use. Through this system, students can also access district software (such as art, photo and design programs used in certain classes) from outside of school, making it possible to work on assignments remotely when necessary. The high school does have mobile devices coNtiNuED oN pAGE

Katonah Center FALL SESSION

Kids Jazz Jazz Lyrical mommy & Me Musical Theatre Photography Pottery Tap Triple Threat Sculpture Special Needs Suzuki guitar Swing Dance Tai Chi Yoga ... & More!

begins Sept. 16th Acting Adult Art & Dance Dance & Fitness Drawing & Painting Ballet Belly Dance Enrichment Fashion

ALL-NEW

TADA at KAC!!

Theatre A nd D ance A r ts Program NEW

Renaissance Kids Enrichment Program (914) 232-4843 www.katonahartcenter.com

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Page 12A | The RECORD-REVIEW | Friday, August 23, 2013 – Back to School

A remarkable, diverse community where the whole student thrives

Come visit us!

OPEN HOUSE Sat., Oct. 26 at 9 a.m.

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

Students in driver’s seat with CA4’s ‘Dashboard’

W

hen rising high school seniors go to fill out the new Common Application, they will be pleasantly surprised to find themselves in the driver’s seat, thanks to the new Dashboard feature. So says Maxene Fabe Mulford of Uniquely U. College Essay Consultants, now in its 16th year.

By now, everyone knows about the five great new essay questions (https://www. commonapp.org/CommonApp/default. aspx). Now, get ready for clarity, organization and ease of use with the newly overhauled, all-electronic application now used by 527 member colleges.

Here’s what to expect, according to Mulford, who took part in a CA4: First Look webinar in late May. As of Aug. 1, when you create your CA4 account, students will quickly notice that the new application is organized into three sections: 1) The Common Application itself, the grouping of questions ALL applicants have to answer. These fall into the following familiar categories: Profile, Family, Education, Testing, Activities, Writing.

2) The new Member section, which replaces the Future Plans section. Here, you’ll find consolidated a college-specific set of questions further organized into four sections: General, Academic, Contacts and Family. You’ll complete this informa-

tion and electronically submit it with the Common App, along with your application fee.

3) The new Writing Supplement, where you’ll find any additional short and long essays each individual school requires beyond the Common App main essay. Many colleges will ask questions of the “Why is our school a perfect match for you?” variety. Others — like the University of Chicago, Wake Forest and Tufts — are apt to continue asking quirky additional questions. Some schools may forego them.

Some colleges may also additionally request résumés, research papers and graded assignments. You’ll submit these separately, after you’ve sent in the main part of your Common App, the Member Page and your application fee.

Sound complicated? More like thorough. Once you’ve registered, CA4 will ask you to compile your list of colleges from its newly centralized College Search screen. Doing so automatically activates the Dashboard, your personal electronic spreadsheet with a pull-down informational screen containing the requirements for each of your schools. It gives you the power to stresslessly keep track of everything.

And, if you get too overwhelmed, said Mulford, as usual, Uniquely U. will be on hand with its famous free consultation.

Visit www.uuessay.com. n

Back to School – FRIDay, augusT 23, 2013 | The ReCORD-ReVIeW | Page 13a

Back-to-School Fashion

Now or (a little) later, iT’S Time To SHoP!

By MARy LEGRAND

coNtiNuED oN pAGE

taylor is wearing an MM Couture top and tractor black pants; Madison a bb Dakota top, bb Dakota leather jacket and black Lysse leggings; hannah a Freeway apparel top, tractor high-waisted denim pants, and a wrap bracelet by Indigo Chic in hartsdale.

14A

The Right Day or Boarding School Makes All The Difference...

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We are a student-focused, family-friendly practice committed to helping each student to thrive academically, emotionally and socially.

Our Day and Boarding School Advisory Services team at Greenwich Education Group knows that choosing the right educational program or independent school for your child is a decision that carries lifelong implications. We understand that going through the admissions process can be overwhelming.

From interview tactics to supporting essays that make each student shine, we prepare and position your child in the strongest possible light. We get to know your family and make it our mission to identify the target schools that meet your expectations. Paying close attention to every detail throughout the process, we present each student optimally to Directors of Admissions.

Victoria C. Newman, MS Ed & Muffy Fox, MS Ed Day and Boarding School Advisory Services Greenwich Education Group 6 Riverside Avenue, Riverside, CT 06878 203.742.1230 • www.GreenwichEdGroup.com

• Assessment and Support Services: Neuropsychological, Speech and Language, Reading, Social/Emotional/Behavioral, Writing, Executive Function Skills, Psychological, Gifted • Coaching Services: Social Skills, Executive Functions, Test Taking, 1:1 and Groups • Tutoring Programs: 1:1 academic support and remediation for students with learning differences (LD, Autism Spectrum Disorder, ADHD, Medical) • Educational Program Review: IEP, 504, Testing Review, School Observations, Program Recommendations

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JIM MACLEAN PHOTO

L

ike the lunchtime staple peanut butter and jelly, “back to school” and “fashion” go together perfectly. and now that the 2013-14 scholastic year is just a week or two away depending on your district’s calendar, it’s time for students of all ages to check out their closets and bureau drawers to make sure everything’s in order for that big first day.

But, truth be told, it could be a tad bit difficult to think about clothes for school when mid- to late-august weather is often warm — even hot — and children may prefer to spend each and every day in swimsuits, tank tops and flip-flops.

Kathleen Luparello, owner of the Preppy Turtle in Bedford hills, a consignment boutique that serves the needs of growing families and stocks items sizing from newborn to women’s and men’s large — with adult sizes appealing to teens — said her shop typically does not see back-to-school shopping until late august. “however, I have noticed that over the past few years many parents wait until the end of september when cooler temperatures prevail and they are better able to gauge growth spurts,” Luparello said.

Page 14a | The ReCORD-ReVIeW | FRIDay, augusT 23, 2013 – Back to School

1

Back-to-School Fashion

iT’S Time To SHoP!

JIM MACLEAN PHOTO

2 JIM MACLEAN PHOTO

coNtiNuED fRoM pAGE

3

COURTESY OF LESTER’S

13A

In spite of that, Luparello said she is already seeing customers “snagging every denim jacket that comes into the store. as a consignment shop we receive a wide variety of washes and styles, so toddlers, tweens and teens can find a jacket that is most appropriate for their age and personality.”

The bonus, according to Luparello, is that denims purchased at the Preppy Turtle are “already washed, worn and comfy. Denim jackets look great over dresses or paired with fun colored jeans.”

Of course students come in more than just the female form. “The Preppy Turtle is a great resource for jeans for guys and girls alike,” Luparello said. “If your school doesn’t require a uniform, then jeans are probably your uniform.

We take in all the best designer and mall brands and don’t sell the ‘over-ripped’ style, so parents can walk out with jeans that look neat and meet dress codes.”

For students who do wear a uniform, the Preppy Turtle stocks khaki pants, solid polo shirts and navy blazers.

Luparello said she hasn’t seen much yet in the way of customers looking for specific colors, but

she has seen “more of a trend toward solids, rather than patterns. solids are very versatile — easy to mix and match. We sell a lot of scarves and accessories to add personality without the price commitment.” she also said that cardigan sweaters are popular because they help with “transitional weather” and add polish to a basic tee or tank. gaynor scott and sydney schwab of Boo girls, formerly a bricks-and-mortar shop in Katonah and now an online retailer at boogirlshop.com, said parents of younger girls will typically start looking for their daughters’ school clothes when kids come back from camp, which is late august.

Older girls, they said, often will wait until the first day of school to see which fashion trends are the most popular among their peers.

“Once they have an idea they will shop,” scott said. “It is also still so hot during the first few weeks of school that the girls aren’t shopping for their fall wardrobe yet.” and perhaps more importantly, “customers have different habits now,” schwab acknowledged. “They enjoy shopping all year long instead of two big shopping trips for spring and fall. Fashion changes at a fast pace, and girls like to stay on top of each emerging trend.”

Boogirlshop.com carries clothing that is “school appropriate except for the dressier items,” scott said. “We are seeing a lot of trends this fall; to name a few there are graphic tees, printed leggings, vegan leather jackets, stretched denim with vegan leather inserts, sweaters and fit-and-flare skirts.”

When asked if comfort is more popular with kids than style, Schwab said it is “definitely a combination of both. Clothing designers, who have a huge variety of fabrics to choose from, create clothing with attention to the feel of each item. so the clothing offered to our customers is already a mixture of style and comfort.”

Back to School – FRIDay, augusT 23, 2013 | The ReCORD-ReVIeW | Page 15a

7

JIM MACLEAN PHOTO

O

From Neil’s, with stores in scarsdale

1 and Mount Kisco, Will is wearing a

Lebron James Nike tee and Adidas pants; Mia a Kiddo british flag tee and soLow bootleg leggings; Jared a Retro brand Cornell tee, a Quicksilver flannel shirt and Volcom jeans.

Alyssa is wearing a Jacaranda lace

JIM MACLEAN PHOTO

6

2 dress and Go Max patent pumps at Yogi’s Paw Unique Clothing boutique, with locations in Mount Kisco and Mamaroneck.

A stylish pair dressed by Lester’s in

3 Rye: Chris sports Joe’s Jeans plaid

long sleeve woven shirt, Lucy folk rock tee and seven For All Mankind rhigby jeans, while Lucy’s look consists of blank NYC vegan leather motorcycle jacket, blank NYC plaid shirt, blank NYC denim/vegan leather jeans and steve Madden ‘Melody’ wedge sneaker.

5 COURTESY OF LESTER’S

Ali goes with the 525 America cable

4 boyfriend sweater, Joe’s Jeans skinny

4

With target customers ranging in age from 13-25, scott said she is seeing a “nice amount” of color this fall, including eggplant, red, lavender, ivory and cobalt blue “for pops of color,” along with metallics and, of course, black.

Lauren Dunn is district manager with Denny’s Childrenswear in scarsdale, with other locations across Long Island, New Jersey, Pennsylvania and Florida.

Dunn said parents typically begin purchasing school clothes for their children in august. This year, she said, there is a lot of camouflage “for both boys and girls,” along with neon trims on other fabrics.

“For girls, pleather and prints are big,” Dunn said enthusiastically, noting that “colorful prints for girls leggings” are popular as well.

Denny’s, which stocks clothing and accessories for girls and boys of all ages, also stocks backpacks, lunch bags, messenger bags and totes.

“There are various prints for girls and boys along with ProTeam merchandise,” Dunn said. “We also sell supplies to decorate lockers and novelty items like charms for pencils.” elaine andriotis, owner of

COURTESY OF LESTER’S

ankle ripped jeans and echo chunky rib newsboy hat outfit available in Rye at Lester’s. the little darling and bigger darling

5 are dressed in clothing from so Nikki,

JIM MACLEAN PHOTO

Beginnings in scarsdale and Beginnings Bleus in armonk, said parents start getting their children ready for the school year “as soon as kids get home from camp.” andriotis said her stores stock “a huge selection of premium denim” appropriate for students to wear to school, including “skinny jeans and coated denim,” along with leather, camouflage and the biker look. For girls, “Wedged sneakers are very popular. We have brand-new arrivals of ash sneakers in both our locations,” she said.

When asked if comfort has become more popular with students than style, or whether it’s a combination of both that appeals the most, andriotis said, “Now that we carry men’s items in our armonk location, we find that guys tend to look at comfort first, then style. Girls look more at style, then comfort.”

This year’s favorite back-to-school colors and fabrics include “denim with denim [denim tops with denim bottoms],” andrio-

tis said. “Olive and wine are among the favorite fall colors, and army colors are also very popular, along with the motorcycle [biker] look.” andriotis’s shops are for “mother/daughter, father/son from teenager and up,” she said. “We have clothing for everyone.”

In addition, there are basic polo shirts for boys and men from Vince, splendid and Velvet, usable for students who attend independent schools. “For girls, we have basic white button-downs from Vince and Theory,” andriotis said. so it seems as though, no matter when and where students and their parents start looking for back-to-school clothes and accessories, there are plenty of sources and lots of advice available at shops throughout the area. Now all the kids will need to do is wake up early enough on school-day mornings to get dressed and out the door in time for class.

It’s the time of year where you want to be fashionably on time. n

available at Lester’s in Rye. On the left you have a pleather sleeve denim jacket, camp heart hi lo tee and pleather insert legging while on the right is an outfit of a vegan leather vest, camo long sleeve shirt and distressed jeans.

F rom Indigo Chic in hartsdale, han-

6 nah is wearing a Nalley and Milley

sweater, evleo leggings and jewelry by Indigo Chic; Madison a Joie top, evleo leggings and a necklace by Indigo Chic; taylor a Luxe junkie t-shirt, Joe’s camouflage jeans and jewelry by Indigo Chic.

Mia is wearing a so Nikki tee, tractor

7 Jeans, a North Face hat and a North

Face backpack; Will a Miami Dolphins jersey, Adidas pants and an Under Armour backpack; Jared a Nike sweatshirt, Adidas fleece sweatpants and a Volcom backpack, available at Neil’s, with stores in scarsdale and Mount Kisco.

At Yogi’s Paw Unique Clothing bou-

8 tique, with locations in Mount Kisco and Mamaroneck, Alyssa is wearing a Pinc zipper accent skater skirt with a better be open-backed striped top

Page 16a | The ReCORD-ReVIeW | FRIDay, augusT 23, 2013 – Back to School

BTS Guide N School News & Notes Ridgefield Academy empowering students There is something different about Ridgefield Academy. Located on 42 scenic acres in Ridgefield, Conn., Ridgefield Academy is an independent day school that offers a dynamic and comprehensive program for children in preschool through eighth grade. Our challenging program empowers children to realize their academic potential through technology and creativity, arts and athletics, innovation and diversity.

Teachers and administrators believe the key to future success is empowering each and every student. students have daily opportunities to build confidence, use their creativity, work collaboratively and problem solve. Through small classes and individualized teaching instruction, children develop the skills to be critical thinkers, public speakers and self-advocates.

Ridgefield Academy’s curriculum combines the traditional core subject areas of language arts, mathematics, science, history, world language and social studies with a rich program of music, art, media arts and drama designed to inspire students and spark their creativity. Thanks to talented teachers and small class sizes, Ridgefield Academy can take teaching out of the textbooks and bring lessons to life with memorable experiences. When children learn by doing, they care more, remember more and are empowered to achieve more.

an important part of becoming a confident learner is learning the tools to effectively communicate your ideas. Many years ago Ridgefield Academy implemented a public speaking program. The school recognized that if children are taught the tools for effective communication and given ample opportunity to practice, they could effectively learn written and verbal communication at a young age. Ra students learn the strategies for successful written and oral communication and through practice, develop into confident writers and public speakers.

The Ra school community is also a caring community built on a foundation of shared values. In all areas of school life, students model and reinforce the principles of respect, responsibility, fairness and service to others. service learning is incorporated into the curriculum to engage children in meaningful activities that reinforce the importance of service to others.

Ra’s recent addition of a 5,800-squarefoot state-of-the-art media arts center and sound room allows students to use the latest technology to develop their writing skills, learn the current methods of research and explore the digital arts through classes such as animation, digital storytelling, film and sound editing. This fall, a similar facility will open in the preschool and lower school building.

Last september, the academy opened a renovated preschool wing under the Landmark Preschool name, designed specifically for students ages 2-5 years. The facility

The opportunity to be anything, the freedom to be yourself.

Upper School Open House. . . . . . . . . . . . . . . . . . . . . . . . . Wednesday, October 23 All School Open House. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Saturday, November 2 Barat Center Open House. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Friday, November 15 In the close knit community at Convent of the Sacred Heart, girls are surrounded by supportive peers and faculty who help develop their potential. Our Middle School girls emerge well prepared for the academic rigors of high school. More importantly, they feel valued and confident, have a strong sense of spirituality, and feel free to be themselves as they prepare to challenge the world.

Greenwich, CT 203-532-3534 www.cshgreenwich.org

NEW IN

2013

An independent, Catholic school for girls K-12 with coed preschool and prekindergarten.

The Barat Center for Early Childhood Education

Dynamic coeducational learning for preschool and pre-K

features a kitchen laboratory and a small amphitheater for performances. The academy’s preschool program offers children purposeful learning experiences to support social, emotional, cognitive and physiological development through science, art, math, foreign language, pre-reading exercises and movement activities.

Many families have discovered what a difference the Ridgefield Academy experience can make for their child. For more information about Ridgefield Academy, visit www.ridgefieldacademy.org or call David suter at (203) 894-1800 ext. 112.

Future taking place at Greenwich academy

By MARK fEiNER In september 2012, greenwich academy announced the launch of the Initiatives for the Future, pioneering new programs, opportunities and partnerships that will prepare ga students not just to meet the challenges of the rapidly changing world, but to be leaders in shaping that world. The initiatives are designed to cultivate in students the skills necessary for true creativity and innovation, as well as to facilitate collaborations with other top schools and organizations so ga students can transcend the imaginary boundaries between the ga campus and the “real world.”

While the focus areas of the Initiatives

for the Future are broad, they share these common objectives: • To empower girls and young women to become leaders for positive change.

• To foster creativity and a spirit of innovation in the student body.

• To enhance students’ engagement in the world, locally and globally.

• To honor and inspire faculty innovation and growth.

• To affirm Greenwich Academy’s role as a model institution for ingenuity and intellectual inquiry.

• To continue to inspire in Greenwich academy students and alumnae a lifelong commitment to our motto, Toward the Building of Character. so how do we accomplish all of that?

We offer educational opportunities that are as ambitious and creative as any out there in schools today. We offer ga students the chance to study and form lifelong relationships with peers at schools in China, spain, France, New Zealand, argentina, australia, Peru, switzerland and elsewhere around the globe. We teach ga girls from the youngest ages to be problem solvers, to tackle real-life challenges by designing and building their own solutions in the context of their classrooms and in extracurricular endeavors. We offer courses at every level in which the classroom learning is supplemented by expeditions both near and far, so students associate education with action, and learning with doing and living. coNtiNuED oN thE NExt pAGE

Back to School – Friday, August 23, 2013 | The RECORD-REVIEW | Page 17A

continued from the previous page

We engage in partnerships like the Global Online Academy and the Center for the Study of Boys’ and Girls’ Lives to ensure that our students are collaborating with the brightest students around the country and the world. We invite them into the GAINS Network, the STEM Interest Group and the Honors Research Seminar when they enter high school, supporting independent research and fostering mentoring relationships with women leaders in STEM fields. And we support our faculty in their efforts to build the most ambitious, most innovative and most challenging educational experiences they possibly can for the students at Greenwich Academy.

GA has always offered a top-notch, traditional education, and the foundation for all of the inspirational learning here is the relationships between students and teachers. When GA students and faculty work together, there are no limits. The Initiatives for the Future have already begun to build on the incredible strength of our existing programs, and over time they will empower students to take ownership of their educational lives, to pursue learning that is based in experience, to merge traditionally distinct disciplines, and to immerse themselves in their education as innovators and creative problem solvers.

The GA students of today are cultivating the intellect, the creativity, the ingenuity and the character to play a role in shaping the world of tomorrow.

Mark Feiner is associate head of school at Greenwich Academy. Visit www.greenwichacademy.org. n

Katonah-Lewisboro continued from page

11A

available for those students who are not able to bring their own; these devices can be borrowed on an as-needed basis.

Technology upgrades also include the switch from PCs to new iMacs in the architecture classroom to better support the curriculum, and newer iMacs in the music and art departments. The district has also switched from SMARTBoard brand document cameras to a variation manufactured by IPEVO. The new cameras, which project students’ work onto large displays, are significantly lower in cost than those previously used, and are lighter and more portable. Also on the technology front, the entire John Jay campus has a new wired and wireless infrastructure using Alcatel equipment.

This includes Wireless N Access Points throughout the middle school and high school with greater throughput than the previous equipment. Moreover, the Alcatel equipment is about a quarter of the cost of the previous network equipment.

An additional Internet circuit was brought on for the high school to provide greater bandwidth to account for the increase in Internet demands as more devices are used within the building.

John Jay High School will implement Algebra 1 and Algebra 1 Extended, the first math courses aligned to the Common Core Learning Standards (CCLS). Both courses will culminate in the new Regents exam in algebra, slated for June 2014. At the middle school, the implementation of Response to Intervention (RTI) will con-

tinue in grade 6, and is also expanding to grades 7 and 8. This will provide students with improved academic support in ELA and math as needed. The middle school will also be piloting units in math and science connected to the CCLS and Next Generation Science Standards. At the high school, the World Language Program continues to flourish and Level 3 honors courses will be offered for all languages starting in September.

The elementary schools are continuing the implementation of the Science and Technology Concepts (STC) Elementary Program. Last year it was presented within grades 1-5, and this year will be extended to include kindergarten. The science units use an interdisciplinary approach that includes connections to the Common Core Learning Standards in both mathematics and ELA. Regarding math, the elementary schools will incorporate some of the modules developed through EngageNY and the New York State Education Department into their program this year. A number of teachers worked during the summer months to map out the implementation of the modules and will share the work with their colleagues prior to the arrival of students. Math progress report indicators have been revised as well. During the 2012-13 school year, an elementary Progress Report Committee adjusted the mathematical indicators on the progress report (report card) to reflect the expectations of the Common Core Mathematical Standards. The progress report will continue to inform parents about their child’s performance throughout the year.

John Jay Middle School, Increase Miller

Elementary School, Katonah Elementary School, Lewisboro Elementary School and Meadow Pond Elementary School are all enhancing English Language Arts based on the CCLS. Administrators and teachers are focusing on including more nonfiction and informational, data-rich text sources within the curriculum.

A great deal of facilities work has been initiated and/or completed. Districtwide projects include exterior door replacements, painting of classrooms and corridors, and carpet installation in classrooms and offices. At the high school, extensive renovation of the H Building art classrooms is under way. Other work that is in progress includes the installation of new ceramic tile flooring in the G Building, new roofing for the library, fire alarm replacement and painting and floor refinishing of the gym as well as other athletic department areas. The middle school will see new carpeting in the library, new roofing, new stair treads and new fire alarm systems. Boilers are being replaced at both Meadow Pond Elementary School and Increase Miller Elementary School. At Katonah Elementary School, new roofing and new stair treads are being installed.

New roofing is being added at Increase Miller Elementary School as well.

The educational world is ever-growing and changing, and Katonah-Lewisboro administrators, teachers and other staff are continuing to work together to explore and provide the best possible opportunities for students across all areas of the curriculum. The district is looking forward to an excellent and exciting year. n

Page 18A | The RECORD-REVIEW | Friday, August 23, 2013 – Back to School

BTS Guide N School News & Notes Every student has a voice at NCCS Throughout their journeys at New Canaan Country School, students from pre-k through ninth grade have many opportunities to develop their own unique voices and build confidence through public speaking and leadership roles.

“We view children as early as our 3-year-old Beginners as capable and competent,” said head of early childhood Beth O’Brien. “And when you view children through that lens, there are no boundaries to what they can do.”

As students move through the continuum at every grade level they have weekly opportunities to stand among and in front of their peers to lead discussions and artistic expressions and to be captains on the sports fields.

Starting in the preschool program, Beginners students stand up during Gatherings and share what they’ve learned with classmates. As they progress through the lower school (first through fourth grades), they lead weekly assemblies.

By the time they’ve reached middle school (fifth and sixth grades), NCCS students are fully prepared for what has become a hallmark rite of passage, the sixth-grade public speaking presentations. Each student chooses a famous speech to recite and work not only on memorization, but body language and

New Canaan Country School students have opportunities at every stage of their journeys to find their own unique voices, building confidence and a sense of self. Middle school students presented the musical “Wonder,” based on their common reading last year.

performance skills to build confidence.

Last year, students chose excerpts from speeches by Martin Luther King Jr., Lou Gehrig, Barack Obama, Ronald Reagan and Soujourner Truth, to name a few.

Middle school students also found ways to develop their creative voices last year through the production of “Wonder,” a play that the students wrote based on

their summer reading of the book by the same name by R.J. Palacio about a boy who struggles to fit in at a new school.

Students wrote the script, choreographed the dances, wrote songs and finally performed the musical for the entire student body.

As students reach the pinnacle of their country school experiences in the upper

school (seventh through ninth grades), they are ready to take center stage, for example, during the seventh-grade environmental debates, the eighth-grade World Congress and leading “Stevens Dialogues,” informal discussions about topics facing them outside of the classroom.

Of all the public speaking opportunities during their country school journeys, the ones they perhaps look back on most proudly are the “This I Believe” speeches. Based on the NPR series of the same name, each student crafts and refines an essay over the course of his or her ninthgrade year and finally presents it to the entire upper school. To hear an excerpt of these speeches, visit www.countryschool. net/thisibelieve.

“The way we help our students build public speaking and leadership skills are intentional and developmentally appropriate at each grade level,” head of school Tim Bazemore said. “The result is students who are articulate, confident and fully prepared for their next schools and their future careers.”

New Canaan Country School is an independent day school serving Beginners (preschool) through grade nine students from Fairfield and Westchester counties. Individual tours are offered daily by appointment. Call (203) 972-0771 or email admissioninfo@countryschool.net.

For more information, visit www.countryschool.net. n

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Back to School – Friday, August 23, 2013 | The RECORD-REVIEW | Page 19A

St. Luke’s ‘Maker Movement’

By NANCY TROEGER “I have no special talents. I am only passionately curious.” — Albert Einstein Curious things happen at St. Luke’s.

Eighth-graders attempt to drop eggs off great heights without breaking them. Twenty-four teams of middle schoolers design, build and launch “aircraft” of all shapes and sizes off a 30-foot high ramp. Artists create bright, beautiful and functional ceramic birdhouses. Another young team takes apart a remote control car and uses the parts, a microprocessor and traditional code, to build a robot.

In another curious case, a young girl invents a “brother-proof” door that buzzes at sibling intruders. Then we have the senior who uses modeling software and the School’s MakerBot 3-D printer to design and produce fully functional objects, including a two-sided peanut butter jar (one side for jelly we presume). Close by, a fifth-grade class works in pairs to design, build, redesign and rebuild simple machines out of Legos.

Why all the tinkering?

“We want to encourage critical thinking and curiosity across the curriculum and throughout our culture,” said head of school Mark Davis. “We’ve started our own Maker Movement right here on the Hilltop, and it’s flourishing. We see teamwork, leadership and communication skills in action.

It’s also — and this is key — fun. This kind of learning is relevant to our kids and you can’t find it in a book.”

In an era when technology has created a hands-off, button-pushing, screen-staring

society, St. Luke’s encourages kids to be hands-on. We want them to make, break and fix things. We want them to wonder and dare them to try.

As science chairman Michael Mitchell said, “A culture of inquiry, regardless of the academic subject, says it’s good to be curious, it’s good to try and it’s OK to mess up so long as you learn from it.”

St. Luke’s is a place to bring your curiosity — the more you have the better. From arts programs to the rapidly growing STEM Scholars program, students enjoy the freedom to explore ideas and determine how things work. Teachers report “amazement” at what students will create, given the chance, using their knowledge and imagination.

St. Luke’s recently hosted its second annual Rube Goldberg Challenge. The Rube Goldberg Challenge requires teams of four (any mix of students, teachers, parents, grandparents, alumni) to build an intentionally — even comically — complex contraption to perform a simple task. This year’s teams filled a glass of water. According to Jim Foley, director of St. Luke’s Center for Leadership, “This is experiential learning at its best. We take lessons out of the classroom and into the real world. It’s a fantastic way to ignite our students’ imaginations.”

Head of school Davis noted, “Curiosity is the engine that drives a lifetime of learning. At St. Luke’s, the curious minds of our students and faculty are the school’s most precious resource.”

For more information about St. Luke’s School, in New Canaan, Conn., visit www. stlukesct.org. n

The Canaan Ridge School The Canaan Ridge School Founded in 1977

in achievements 1977 “When children feel good about themselvesFounded and their a lifetime love of learning is born.”

“When children feel good about themselves and their achievements a lifetime love of learning is born.”

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A beautiful country setting bordering the town of Pound Ridge, NY Daily Sports, Art and Music Classes in Science, French, Mandarin, Computers,please Drama andthe Dance For Chess, further information, contact Director

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A beautiful country setting bordering the town of Pound Ridge, NY For further information, please contact the Director

2810 Long Ridge Road, Stamford CT 06903 www.canaanridgeschool.org 203-322-7191 2810 Long Ridge Road, Stamford CT 06903 www.canaanridgeschool.org

Page 20A | The RECORD-REVIEW | Friday, August 23, 2013 – Back to School

BTS Guide N School News & Notes Greenwich Education Group

Advancing education for all students Victoria Newman, founder and executive director of Greenwich Education Group, feels strongly that identifying the right educational fit for each student is the most important element of the services that GEG provides. For over 10 years, GEG has earned the reputation as the place to go for tutoring and test prep; educational consulting for college, day and boarding schools; finding long-term solutions for children with learning differences; short-term programs for academic remediation or course acceleration; and for three uniquely positioned independent, accredited day schools that meet the needs of their students. Furthermore, as a professional member of the Independent Educational Consultants Association, Educational Records Bureau, Small Boarding School Association and Secondary School Admission Test Board, Newman and her team has the right set of skills to address an ever-increasing demand for high level educational services.

Choosing the right school Greenwich Education Group knows that choosing the right educational program or independent school for your child is a decision that carries lifelong implications.

GEG understands that going through the admissions process can be overwhelm-

ing. From interview tactics to supporting essays that make each student shine, GEG prepares and positions your child in the strongest possible light. GEG gets to know your family and make it their mission to identify the target schools that meet your expectations. Paying close attention to every detail throughout the process, GEG presents each student optimally to directors of admissions.

3 independent day schools Greenwich Education Group operates three accredited, independent, co-ed day schools which meet the needs of unique student populations: Beacon is for gifted students in grades 2-12 whose needs are not met in traditional classrooms. Beacon encourages students to pursue their passion and develop their talents in an enriched academic setting. Beacon’s hallmark is individualized education. Students pursue unique courses of study within a community of dedicated learners. Beacon challenges students to develop their gifts, discover their passions and achieve academic excellence.

The Spire School recognizes all students can leverage their strengths to enhance their own lives. Students in grades 6-12 receive an individualized education that is integrated with a health and wellness curriculum. At Spire, students come to realize their academic potential and develop skills to overcome social and emotional difficulties. To promote a healthy and secure sense of self, Spire emphasizes self-care through effective coping skills, exercise, nutrition

and academic empowerment.

Pinnacle School enables students in grades 2-12 who have been diagnosed with Asperger’s, high functioning autism, PDD-NOS, nonverbal learning disorders and ADHD to excel academically and socially. By focusing on the “whole child” in a safe and supportive environment, students become self-advocates, develop friendships, master skills and truly thrive.

Pinnacle’s goal is to help students reach their true potential and to prepare them for the future.

Children with learning differences The team at The Collaborative Center for Learning & Development understands learning differences and offers solutions to help children thrive academically, socially and emotionally. Services include neuropsychological and psycho-educational assessments, executive function coaching services, multisensory academic tutoring, speech and language, behavioral and social skills support and educational program review. The Collaborative Center develops a plan that positions your child to gain competence, independence and confidence.

A program that works Links Academy is an accredited, shortterm academic program with year-round enrollment. It is ideal for students who have missed school due to illness or relocation, as well as for academic remediation and course acceleration. One-on-one classes and flexible scheduling allow stu-

Interactive White Boards

dents to explore the curriculum in depth and close any existing gaps in prior knowledge. Links Academy can award transferable credit and a high school diploma.

College counseling GEG alleviates the stress in the college admissions process by offering individualized services focusing on finding colleges that offer the right fit for each student. Services include diagnostic SAT or ACT testing with evaluation; career testing to identify majors and careers; test prep; course selection, extracurricular activities and summer plans; school visits and interviews; application review and editing essays; plans for student-athletes or students in the arts and admission support throughout the process.

Test prep and tutoring Greenwich Education Group offers tutoring in more than 70 subject areas. Instructors have a gift for helping students master their subjects and develop self-confidence.

The test prep services at Greenwich Education Group prepare younger students for the ISEE and SSAT tests, and older students for the SAT, ACT and AP exams.

You can be certain that when your child needs educational consulting, college counseling, services for children with learning differences, tutoring, test prep or even a specialized school, that Greenwich Education Group will be able to offer you a program that meets your exact needs. For information, call (203) 661-1609 or visit www.greenwichedgroup.com. n

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Back to School – Friday, August 23, 2013 | The RECORD-REVIEW | Page 21A

BTS Guide N News & Notes The arts at Soundview Prep At Soundview Preparatory School, the arts are alive and well. It is a strong belief at the small independent college preparatory school in Yorktown Heights that the arts are not only a vital component of the curriculum, but also an important part of a student’s personal development.

Consequently, the school offers students a wealth of opportunities to develop their talents, whether in visual arts, drama, music or other areas, both inside and out of school.

The visual arts program provides students with the tools and knowledge they need to develop their talents, as well as the opportunities to try out many different media. Students work on drawing, painting, sculpture, collage, video, embossed copper and other art forms.

Each individual is free to express his or her own artistic ideas according to his or her own creative approach. The school’s annual art exhibition in May reflected the wide range of talents and interests, from the video showing the progress of freshman Michael Russo’s self-portrait in pencil from start to finish (set to music) to AP art student and senior Nicole Sweig’s studies of trees in a variety of media.

The music program also offers students not only a rigorous course in music theory and history, but also the opportunity

to create and play music of their own.

In music class, students invent and create music in small bands through voice or instruments of their own choice. There are ample opportunities to perform, both at informal coffee houses throughout the year or at the annual talent show at the Yorktown Stage.

Drama students also perform at the coffee houses and the talent show. When not on stage, or preparing for a performance, the students are doing improvisations with their drama teacher, Ms. Hayes, or taking in plays in New York City.

Some students choose Soundview because it offers them the flexibility to pursue artistic interests outside of school, whether it is music, drama, dance or any other area of the arts. Eighth-grader Bryce Edwards, for instance, played the role of Johnny in the stage production of “Stinky Kids,” a children’s musical that aired at the Beacon Theater earlier this spring.

Appearing in the play required Edwards to attend rehearsals every day as well as performances in the evening.

Another student, Ilias Fourati, class of ’16, was one of the first-prize winners from around the world in both the American Fine Arts Festival (AFAF) and the American Protegé competition. Both awards meant playing at Carnegie Hall, where Fourati debuted in March, playing the first movement of a Mozart sonata for continued on page

Find Your Narrative; Write Your Future!

22A

How old were you when you ran your first meeting?

Our kindergartners collaborate on team projects.

Our fifth graders take turns being team leaders.

Our ninth graders lead their own parent-teacher conferences. No wonder our graduates go to their top choice of schools.

New Canaan Country School Begin Here, Go Everywhere

635 Frogtown Road • New Canaan, CT 06840 203-972-0771 • admissioninfo@countryschool.net www.countryschool.net An independent school for Beginners through Grade 9

Join us for an Open House on November 3, 2013 at 1:00–3:00 p.m.

Page 22a | The ReCORD-ReVIeW | FRIDay, augusT 23, 2013 – Back to School

BTS Guide N School News & Notes coNtiNuED fRoM pAGE

21A

the american Fine arts Festival.

“It was a little nerve-racking, because it was my first time at Carnegie Hall,” Fourati said. however, he doesn’t suffer much from stage fright: “Once I start playing, I forget about the audience.”

The second Carnegie hall recital took place on May 27, when Fourati played for the american Protégé competition, a performance that won him one of four Distinction awards given out that evening. he is grateful to soundview for allowing him the opportunity to pursue his interests outside of school (he is also a competitive and prize-winning ice dancer).

Whatever their mode of artistic expression, students at Soundview find the opportunity to develop their personal interest and discover their talents.

Visit www.soundviewprep.org.

international program for students at Harvey at The harvey school in Katonah, director of admissions William Porter is accustomed to admitting students from Bedford or Chappaqua, or even as far away as New york City. This fall, however, the school will be welcoming students from Nanjing, guangzhou, guiyang and shanghai!

Thanks to the school’s partnership with the Cambridge Institute of International Education, the admissions office has identified, interviewed and accepted six Chinese students who will be attending school at harvey when classes begin on sept. 3. Porter met three of the six students during a trip to China in November, while the others were identified by Cambridge and interviewed via skype by Porter and harvey’s director of studies, Robert Cook.

The three girls and three boys are ninthand 10th-graders. They will board in the school’s dormitories during the week and live with harvey families on the weekends. This culminates a year of plann ing and preparing and ushers in a new era of global education at The harvey school.

To help manage this new program, the school has employed Julia gooding, most recently harvey’s liaison at the Cambridge Institute, to serve as the coordinator of the International student Program (IsP) at harvey and to double as a part-time member of the admissions staff. gooding, a graduate of Colgate with a master’s degree in international education policy from harvard, was the recipient of a Fulbright grant to study and travel in China and, most importantly, she is fluent in Mandarin Chinese. She will also teach a support class and serve as the adviser and mentor for these students.

Beyond harvey’s commitment to ma-

triculating five to seven international students each year, school officials envision making harvey a center of excellence for international study, enrolling students from other nations in future years. among the suggestions the school is considering are creating partnerships with Chinese schools, introducing an exchange program that would allow harvey students to visit or study overseas, providing additional financial and academic support for Chinese students and hosting a summer institute for secondary schools interested in starting or enhancing their own IsPs. Discussions began with Chinese officials during Porter’s trip to China.

“The school is already starting to reap the benefits of our new international awareness,” Porter said. “This spring we had a visitor from guiyang who came specifically to look at Harvey for the 2014-15 school year. It turns out that his english teacher is the mother of one of the six students who will be starting at harvey next fall, and she recommended the school to one of her students. What a small world!”

In addition, harvey has seen an increase in local applicants of Chineseamerican ancestry since this new program was announced. This is an exciting time for everyone at The harvey school.

Visit www.harveyschool.org. n

Jill Glist of Lambent services

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ambent services, an agency that has been supplying part-time personal assistants to people needing help in their homes and home offices in New York City since 2006, has a branch in Dobbs Ferry to serve Fairfield and Westchester counties.

Lambent services was founded by Jill glist, a Westchester resident who lives in Pelham Manor.

For years, glist has been using personal assistants in her own home to help her with the running of her household with a husband and two children. “I realized there is a big need for a company like coNtiNuED oN thE NExt pAGE

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Back to School – FRIDay, augusT 23, 2013 | The ReCORD-ReVIeW | Page 23a coNtiNuED fRoM thE pREvious pAGE

ours in Fairfield and Westchester counties,” glist said. she created her company so that personal assistants could be available to the average person. “They are not just for the rich and famous anymore,” glist said. “using a personal assistant once or twice a week can really help take up the slack in your personal life.”

As a working mom, Glist finds that her time with a personal assistant (once a week) really helps her keep on top of things. “Women have a huge amount of responsibility,” glist said. “even though we live in an era of equality of the sexes, the majority of the accountability for home still rests on women.”

Lambent services specializes in assistants who are an elite group of intelligent, motivated and personable individuals and who are graduates of some of the country’s best universities. They can be hired for as little as three hours. Many assistants on the roster work for Lambent services part time while they pursue other interests. This has allowed Lambent to attract very experienced assistants. “everyone needs some personal help, and the best person to get it from is someone who is efficient and intelligent,” Glist said. “Most of our assistants are from highly competitive, top tier and sometimes Ivy League schools, and are available to work part time because they have elected to follow a nontraditional career path.”

When placing assistants, Lambent services thoroughly assesses each potential client to ascertain what skills they will need in a personal assistant, what kind of personality they like to work

with and their preferred work schedule.

Next, Lambent sends the client three dossiers of potential personal assistants. This gives the client an opportunity to choose which person they feel would work best for them. all assistants go through a rigorous interview process and a thorough background checked by Lambent services. shifts are typically four hours or more and can be a one-off session or ongoing. among the many things a Lambent personal assistant can do are: set up a home office; health insurance reconciliation; file medical claims; sort through boxes of paperwork, business cards or photographs; computer set-up and maintenance; Internet research; figure out a purging and filing system for documents; set up auto-pay billing; tax prep; bookkeeping; writing school and grant applications; composing letters; editing; organizing closets and kitchens; cleaning out a garage; set up a yard sale; decorating; party planning; running errands; booking flights; retrieving dry cleaning; buying groceries; diet design and supervision; meal preparation; exercise enforcement; estate management; hiring other staff; overseeing construction and renovations; packing and unpacking for travel or a move; and second home maintenance.

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Call director geraldine sheridan at 338-7225 or visit www.lambentservices. com. n

Potential Nurtured Here.

Families choose Soundview Preparatory School because we offer a rigorous college preparatory program in a uniquely personalized learning community (grades 6-12) that fosters self-confidence and individuality.

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Page 24A | The RECORD-REVIEW | Friday, August 23, 2013 – Back to School

BTS Guide

Arts & Enrichment

Steffi Nossen Dance School

Mind, body, spirit, character With studios centrally located in the Music Conservatory of Westchester in White Plains (across from the Westchester County Center) and Chappaqua, the Steffi Nossen School of Dance conducts classes appealing to the interests and needs of a variety of dance students.

Core Curriculum modern dance classes for children in preschool through third grade are taught to live music. These classes are followed by fourth- and fifth-grade modern/jazz, and jazz classes for grades 6 and up that introduce and explore the rhythm, styles and music of the jazz idiom.

Taking place on Mondays, Wednesdays, Thursdays and Saturdays, these classes develop both technique and creativity as they emphasize movement and dance vocabulary. Technique is taught in the form of dances set to a variety of music children love and are appropriate to the physical and educational development of each age level.

In addition, the school conducts excellent technique programs in modern, ballet, jazz, tap, hip-hop and a young children’s ballet program beginning with Classical Story Ballet at age 3.

“Our program emphasizes the development of the whole child: their emotions, mind creativity and physical ability,” said Kathy Fitzgerald, Steffi Nossen school di-

Steffi Nossen School of Dance meets the needs of a variety of students.

rector. “Our faculty collaborates to design a sequential, developmental and age-appropriate curriculum that shares their love of dance, encourages creativity, exposes students to a variety of dance styles and allows for the opportunity for all to perform.”

Faculty members are all graduates of college dance programs and performing professionals.

Fitzgerald also noted, “For the dancer interested in developing technical adSLS_hour_4.833x6.667 Makers_Layout 1 7/17/13 10:11 AM Page 1

vancement, master classes, ensembles and the preprofessional Steffi Nossen Dance Company are additional possibilities.”

Fitzgerald, a graduate of North Carolina School of the Arts, has performed as a principal dancer with and teacher for Frankfort Ballet and soloist with Netherlands Dance Theater.

Just named by Westchester Magazine a 2013 Best of Westchester, Moving Wheels & Heels, a program of inclusive dance classes for students of all abilities — both wheelchair and stand-up — features movement adapted so that all can experience the joy of moving to music, express creativity and learn dance technique, all to live music.

For more information, to plan your dance year, register or arrange a no-obligation trial class, contact the Steffi Nossen School of Dance at 328-1900 or info@steffinossen.org. To learn more about classes and meet our faculty, visit our website, www.steffinossen.org. From Sept. 23-28, all are invited to try all age and level appropriate classes for free.

Founded in 1937 by dance legend Steffi Nossen, the Steffi Nossen School of Dance offers a strong community-minded and leadership-focused educational model with developmentally appropriate dance instruction and performance opportunities for all ages and abilities. All students — recreational and preprofessional — are treated with equal attention and respect.

Live musical accompaniment for a majority of classes is offered. The school is owned and operated by the Steffi Nossen

Dance Foundation, formerly the Dance in Education Fund, a not-for-profit dance advocacy and community outreach organization, which seeks to foster the arts in Westchester County. Through the support of the foundation, the school enables all students, including those with special needs, the opportunity to participate in their extensive programs and classes in a noncompetitive environment. A generous financial aid and scholarship program supports those with significant economic challenges. With a sterling reputation in the dance world and a rich 76-year history, Steffi Nossen is a leader among dance schools, focusing on the growth of students’ minds, bodies, spirit and character.

Tips from Huntington Learning Center It’s back-to-school time and if your student’s summer has been filled with leisurely activities, now is the time to transition from summer to school mode. There are several things you can do toward the end of summer break that are immensely helpful in getting students ready to return to the classroom. Laura Gehringer of Huntington Learning Center offers these six back-toschool tips: 1) Set goals: Goal-setting is a great way to help your child reflect on last school year and think ahead about what he or she wants continued on the next page

CHINESE FOR KIDS! The Language Of The Future, The Future Of Our Children

Beyond I lead an afternoon activity called Make. The whole curriculum is about exploring creativity. The kids love building and experimenting. I have students who want to program, so I bought an Arduino open-source microprocessor. They’ve taken apart a remote control car and plan to turn it into a robot using the microprocessor and traditional code.

Mark Chuhta Assistant Head of Middle School and Science Teacher

Visit St. Luke’s

Open House – Sunday, October 27 info@stlukesct.org | 203.801.4833 | www.stlukesct.org St. Luke’s is a secular, college-preparatory day school for grades 5-12.

www.clpchildren.com Learning Mandarin through FUN! We use interactive methods that will engage your children at all levels and ages, children will easily learn one of the most widely spoken languages in the world! Come join the fun and see firsthand what everyone is talking about!

Mommy and Me, PreK, 5-13 yrs. old

Enrollment Now Open

limited space available, register today to ensure your child’s spot WE ARE LOCATED AT: 51 Popham Rd, Scarsdale, NY 10583 New Northern Westchester Location: 300 East Main Street, Mt. Kisco, NY 10549 CONTACT US: EMAIL: chineselanguageprogram@gmail.com Tel: 914.907.6075

Back to School – FRIDay, augusT 23, 2013 | The ReCORD-ReVIeW | Page 25a

learn, all while having fun.

CLP’s nonheritage children get a solid introduction to the language and begin training their ears to listen and their mouths to sound out the language without even realizing they are doing it. The heritage families see a difference as their children begin to nurture a love for the language through lesson plans that are fun, exciting, challenging and educational.

The teaching staff is a strong team who share best practices with one another and bring their lessons to life in each class they teach. each child creates a bond with the teachers in small (10 maximum) student classes, allowing for an environment similar to one-on-one tutoring, but with friends learning side by side. With support through audio/visual techniques, music learning CDs and fun workbooks, CLP students continue their fun learning of the language outside of the classroom creating a solid foundation for the language.

CLP is one of the only schools that offer the opportunity for all children to continue learning the language during the summer months in a full immersion summer camp.

In its fourth year, the camp has proven a great success as the children have a fun summer camp experience, learning the language through arts/crafts, drama, cooking, sports, science and play.

The one underlying similarity with all families that have joined CLP is the great desire to teach their children this important language. as today’s children grow up in this increasingly global world, Mandarin will be one of the most important languages of their future.

For more information about classes and enrollment visit www.clpchildren.com or call 907-6075 or 907-8260. n

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optimistic and encourage your child to embrace the same outlook.

6) Arrange for tutoring help if needed: If last year was difficult, don’t wait to reach out for help this year. help your child build his or her skills, preparedness and confidence with a customized, oneto-one tutoring program.

Founded in 1977, huntington Learning Center is a pioneer and leader in the tutoring industry. Visit www.huntingtonhelps.com.

mandarin: learn the global language Chinese Language Program (CLP) was developed by two moms searching for a unique, innovative way to teach their young children the Mandarin (Chinese) language. Joanne Teoh and Wanna Zhong

School of the Holy Child An all-girls, Catholic, independent school for grades 5 through 12

first began summer classes with friends in the July of 2009 to bridge the learning gap in the summer months. after the summer, when many of their friends asked to continue with an after-school program, Teoh and Zhong thought “Why not try?” and shortly after CLP was conceived.

CLP offers mommy and me, preschool and grade school after-school classes in Mandarin. In the summer months, CLP runs a camp that allows children to enjoy fun activities while using Mandarin as the form of communication. CLP, located in scarsdale (51 Popham Road) and Mount Kisco (300 east Main st.), also runs afterschool programs for schools in Westchester County. at CLP, young children naturally learn Mandarin through interactive play, song and dance. Their unique approach to teaching has proven successful as young learners enthusiastically come to class to

STUDY S

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Educating and Empowering

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Open House: Saturday, October 5 1 p.m. to 4 p.m.

2225 Westchester Avenue Rye, NY 10580 | 914.967.5622 admission@holychildrye.org | www.holychildrye.org

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FOR

to accomplish and avoid this year. Talk with your child about the things he or she is excited and anxious about and have him or her set several goals and measurable milestones. you can do this just before classes start or during the first week of school.

2) Organize the desk and home: get your house back into school shape by designating spots for important school papers that come home, a family calendar, backpacks, shoes and jackets, and a homework station. your child’s homework station could be a desk in a bedroom or other room. Make sure it is stocked with the supplies he or she will need for the school year.

3) Re-establish a schedule: Talk with your child about the school day routine, including wake-up time, school hours, homework time, dinner time and any extracurricular activities. In the week or two before school, try to have your child go to bed and wake up at approximately the same times as during the school year.

4) Review schoolwork and information: Being prepared will help your child ease into the first weeks of school. Review assignments, spelling words and other work from the previous school year. amp up the reading these final few weeks of summer.

5) set a positive tone: a child who struggled last year might dread going back to school, so it is important to help him or her get into the right mindset for school success. Let your child know that you are there to support him or her no matter what. Talk about things he or she is looking forward to this year, offer ideas if he or she needs some encouragement and point out some of the good parts of last year. Be

Page 26A | The RECORD-REVIEW | Friday, August 23, 2013 – Back to School

BTS Guide

Early Learning

Registration continues at Bet Torah Nursery Bet Torah is offering “Fast Passes” for the new Bagels & Blocks classes, which is a program for moms, dads, grandparents and other caregivers with their babies and toddlers. Start the hour from 9:30-9:45 a.m. with a mini-music class on Tuesdays led by music educator Morah Pam or a minimovement class on Thursdays led by movement specialist Morah Janet. From 9:4510:30 a.m., a Bet Torah Nursery School early childhood educator will lead open gym playtime with crafts, stories and special projects. A snack will be provided during each session. Holiday-themed programs and guest speakers will also be featured.

Purchase a Fast Pass for unlimited Tuesday and/or Thursday classes, Oct. 1-Dec. 19 ($100 if purchased before Sept. 1 or $125 if purchased after).

Join Bet Torah for the fall 2013 semester of Mom’s Day Out, a program of separation, socialization, sharing and fun for toddlers.

Classes will begin Sept. 12 and run through Dec. 19. Children 18 months and older as of September may be enrolled for one or two mornings of music, art, story time, movement, and indoor and outdoor play each week. Classes are held on Tuesday and Thursday mornings from 9:30-11:45 a.m. A snack is provided. Enrollment is limited.

Limited spots in Bet Torah Nursery School are available for families wishing to enroll their children ages 2-4 in preschool programs this fall. Two-day, three-day or five-

Lissie’s Katonah PlaySchool offers a welcoming environment.

day morning classes are offered for 2-yearolds from 9:30-11:45 a.m. Children in the 3s and 4s program meet Monday through Friday from 9:15 a.m.-noon.

The Bet Torah Nursery School program is designed to promote cognitive, social, emotional and physical growth of each child. An outstanding, nurturing and creative staff strives to provide opportunities for children to learn through play each day.

The curriculum includes regularly scheduled visits by music, sign language, science and movement specialists. Special events throughout the year include Tot Shabbat, family services, schoolwide assemblies and celebration of the Jewish holidays.

Bet Torah (www.bettorah.org) serves as a leading center for Conservative Judaism

in Northern Westchester. Bet Torah Nursery School is located at 60 Smith Ave. in Mount Kisco. Parents wishing to arrange a tour of the school or receive information about the program may call 666-7595.

Child care for k-5 at Lissie’s Katonah Established in 1957, Lissie’s Katonah PlaySchool is a private, nonsectarian child care center for toddlers through fifth-graders. LKPS is accredited by the National Association for the Education of Young Children (NAEYC), and is licensed by the New York State Office of Children and Family

Services, offering many different options for care and learning.

The preschool curriculum is enhanced through music, art, drama, tae kwon do, yoga, Spanish, science, cooking and computers. An outdoor playground allows for fresh air fun.

Kindergarten Enrichment is offered Monday-Friday mornings and afternoons.

Bus transportation is provided by the district. Science is the main focus (learning to experiment, experimenting with liquids, powders and crystals, color and light, power of magnets, to name a few). Children keep a daily journal to document the findings of their experiments and daily activities. Children are engaged in writing, illustrating and publishing their own books.

Familiarity with word families will help with word recognitions.

Before and after school care for school age children is offered beginning at 7:30 a.m. Breakfast is available and transportation is provided by the district to school.

After school, children will be helped with their homework and can engage in art activities, games, piano lessons, fun with food, entertainment/drama and outdoor play.

Preschool options include morning and afternoon classes (2.5 hours), plus additional Lunch Bunch (4.5 hours) and extended day (9 a.m.-3 p.m.).

School age options are morning and afternoon Kindergarten Enrichment, and before and after school care for grades k-5 until 6 p.m.

Visit www.katonahplayschool.org, call 232-5903 or email kpkids@optonline.net. n

STRATFORD STABLES

A Therapeutic Day School for the Underachieving Student Dedicated to helping students overcome academic difficulties and personal obstacles, through carefully designed programs for individual achievement.

Students come to us for the following reasons: • Underachievement, despite being bright • AD/HD; Learning disabilities • Social-emotional problems Offering Regents level classes and exams.

GrADeS 6-12 PG ProGrAm wiTh colleGe creDiT 23 Purdy Avenue, Rye, New York (914) 967-2530 E-mail: wdsinfo@optonline.net

www.westfielddayschool.com

• Boarding • Training • Lessons • Ponies • Hunters • Sales • Beginner • Advanced • Ages 5 & up • Small Groups • Safe Environment • 80 x 200 Indoor Ring • 100 x 300 Outdoor Ring • Ponies for Lease or Sale • Summer Camp 120 Cottage Ave., Purchase, NY 914-939-9294 StratfordStables@gmail.com www.StratfordStables.net

Back to School – FRIDay, augusT 23, 2013 | The ReCORD-ReVIeW | Page 27a

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Page 28a | The ReCORD-ReVIeW | FRIDay, augusT 23, 2013 – Back to School

Beacon

The Spire School Where Inspired Learning Begins

f l e s y h T w o n K

Find Your Own Light!

Beacon employs a gifted education model to meet the needs of intellectually curious students in a small, nurturing community. Academically motivated students in grades K – 12 benefit from the unique environment where smaller class size provides personalized attention not found at other schools.

Our accredited institution offers a highly experienced, diverse faculty whose sole purpose is to help guide students in charting their own course towards excellence.

Beacon

44 Commerce Road Stamford, CT 06902 203.409.0066 www.beacon-ct.org

Pinnacle StudentS Reach foR the StaRS!

The Spire School recognizes that all students can leverage their strengths to enhance their own lives. Students in grades 6-12 receive an individualized education that is integrated with a health and wellness curriculum. At Spire, students come to realize their academic potential and develop skills to overcome social and emotional difficulties. Our accredited, co-ed school emphasizes self-care through effective coping skills, exercise, nutrition and academic empowerment.

44 Commerce Road, Stamford, CT 06902 203.409.0066 • Admissions@SpireSchool.org www.SpireSchool.org

Links AcAdemy

Where Your Learning is Never Limited

Pinnacle is an accredited co-ed, independent day school for students diagnosed with High Functioning Autism, Asperger’s Syndrome, and related disorders. Students thrive in a challenging academic climate that plays to their strengths and builds competence and confidence.

• Individually Tailored Academics • Speech & Language Pragmatics • Social Cognition

The short-term, credit granting academic program that works!

• Executive Functioning • Real World Application of Skills • Behavioral Support Systems • Home & School Collaboration • Interactions with Typical Peers

to schedule a visit, call us: 203.409.0068 or email us at: admissions@pinnacle-ct.org 44 Commerce Road, Stamford, CT 06902 • www.Pinnacle-ct.org

Links Academy is an accredited, short-term academic program with year-round enrollment. It is ideal for students who have missed school due to illness or relocation, as well as for academic remediation and course acceleration.

One-on-one classes and flexible scheduling allow students to explore the curriculum in depth and close any existing gaps in prior knowledge. Links Academy can award transferable credit and a high school diploma.

Links AcAdemy

Greenwich education Group | 44 commerce Road, stamford, cT 203.883.0062 | www.LinksAcademy.org | info@LinksAcademy.org