Back To School by The Rivertowns Enterprise

Back to School A Special Section of The Rivertowns Enterprise â&#x20AC;¢ August 18, 2017

Page 2A | The Rivertowns Enterprise

Friday, August 18, 2017 – Back to School

CALENDARS ARDSLEY

HASTINGS

SEPTEMBER

FEBRUARY

SEPTEMBER

OCTOBER

MARCH

OCTOBER

NOVEMBER

APRIL

NOVEMBER

5 21-22

School Open Rosh Hashanah

Columbus Day

10 22 23-24

Veterans Day Superintendent’s Conference Day Thanksgiving Recess

DECEMBER 25-29

Holiday Recess

JANUARY 1 15

19 20-23

President’s Day Mid-Winter Recess

Good Friday

2-6

MAY 28

JUNE 21

Spring Recess

Memorial Day

Last Day of School

School Open Rosh Hashanah

OCTOBER 9

Columbus Day

NOVEMBER

7 10 23-24

Superintendent’s Conference Day Veterans Day Thanksgiving Recess

DECEMBER 25-29

Holiday Recess

JANUARY 1 15

New Year’s Day Observation Martin Luther Kings, Jr. Day

10 23-24

Columbus Day

Veterans Day Thanksgiving Recess

Holiday Recess

JANUARY

FEBRUARY 19-23

Mid-Winter Recess

MARCH 30

APRIL 2-6

MAY 28

JUNE 21

Spring Recess Begins

Spring Recess

Memorial Day

Last Day of School

New Year’s Day Observation Martin Luther Kings, Jr. Day

IRVINGTON

FEBRUARY 19-23

Mid-Winter Recess

MARCH 30

Spring Recess

APRIL 2-6

MAY 25-28

JUNE 22

School Open Rosh Hashanah

DECEMBER

1 15

DOBBS FERRY 5 21-22

25-29

New Year’s Day Observation Martin Luther Kings, Jr. Day

SEPTEMBER

5 21-22

SEPTEMBER 5 21-22

OCTOBER 9 10

Spring Recess

Memorial Day

Last Day of School

School Open Rosh Hashanah

Columbus Day Superintendent’s Conference Day

NOVEMBER 10 23-24

Veterans Day Thanksgiving Recess

FEBRUARY 19 19-23

MARCH 5 30

APRIL 2-6

DECEMBER

MAY

JANUARY

JUNE

25-29

1 15

Holiday Recess

New Year’s Day Observation Martin Luther Kings, Jr. Day

President’s Day Mid-Winter Recess

25-28

Superintendent’s Conference Day Spring Recess Begins

Spring Recess

Memorial Day

Last Day of School

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Back to School – Friday, August 18, 2017

Back to School A Special Section of The Rivertowns Enterprise • August 18, 2017

Back to School

The Rivertowns Enterprise | Page 3A

BTS Features & Advice

4A From Summer to School: A guide to getting your children ready for fall

6A The ABCs of IEPs 9A Time to jumpstart school prep 10A Learning a foreign language outside of school 29A Never sneak out: preschool separation 101 30A Reasons families choose independent schools 31A College admission myths: Common

is a special section of

misconceptions that lead to weak applications

32A 4 tips for great college essays 33A High schoolers reap big rewards with summer study abroad

The Rivertowns Enterprise

36A Parenting advice: Help children declutter

95 Main St. Dobbs Ferry, NY 10522 (914) 478-2787

their digital brand

www.rivertownsenterprise.net

37A Academic success could be music to your ears

PUBLISHER Deborah G. White SECTION EDITOR Todd Sliss ART DIRECTOR Ann Marie Rezen

29A

ADVERTISING DESIGN Suzanne Brown

37A

Back to School FASHION 23A

School Notes 12A

rdsley: Leading the way in active A learning environments, engineering

Hastings: Hastings features new 16A

leadership in key district positions

20A Dobbs Ferry: Creating independent thinkers to change the world

22A Irvington: A district of distinction in New York State

ADVERTISING SALES Marilyn Petrosa Thomas O’Halloran Francesca Lynch

Early Education..................28A

Arts & Enrichment........... 38A

College Admissions............ 31A News & Notes.....................43A

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Page 4A | The Rivertowns Enterprise

Friday, August 18, 2017 – Back to School

From Summer to School A guide to getting your children ready for fall

BY LAURIE SULLIVAN

s summer starts to wind down, it’s the perfect time to help kids slowly transition back into school mode. The hallmarks of summer — more casual living and mornings that start a little slowwer — should soon start morphing into your fall routine. About two weeks before school opens there are a number of things parents can do to set the stage for preparing children for school before those bells start to ring. First and foremost, dust off your alarm clock and day-by-day gradually start put-

ting younger kids to bed earlier each night until they’re off to dreamland at their normal school bedtimes and in the swing of regular school wake-up time before Labor Day Weekend. Older children should also start going to bed earlier, so when that alarm rings on the first day of school it won’t be a rude awakening. Dr. David Rettew explained it this way on the Psychology Today website: “Many children handle this change quite well and for them there is no need to suddenly design some elaborate transition plan.” He also noted, “For others, however, the switch from summer to fall schedule is bumpier.”

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Structure and routines Little ones undoubtedly need the structure of earlier bedtimes and routines. Figure in how long it takes to get them ready for bed — baths, teeth brushing, etc., and, of course, story time. Bedtime is the perfect time to cuddle, read together and listen to any fears little ones might have about starting school. If kids are starting a new school it may be a good idea to take a test drive to the school for them to see it. If it’s open, let them walk around the school to find their classroom, their cubbies, the library, cafeteria, the nurse’s office, the bathroom and the front office. Let them play in the

playground if it’s open. A test run will also give you an idea of how long it might take to get to get to school if you or a caregiver will be driving. In getting back into a school routine, talk to older kids about the importance of structure. According to the online Huff Post site, parents should be clear about what their expectations are, but not to make unilateral decisions for them; let older kids be part of the decision-making process. Older kids are also usually more articulate about their school anxieties, so listen Continued on the next page

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Back to School – Friday, August 18, 2017

The Rivertowns Enterprise | Page 5A Time for a healthy breakfast

Continued from the previous page

and don’t negate those fears. Then try to help them work them out. Reconnecting with old friends they may not have seen over the summer will help create some excitement and anticipation for school and help dispel their anxiety.

Expert advice Psychotherapist Jennie Kramer (MSW, LCSW-R), who co-wrote “Overcoming Binge Eating for Dummies” and is the founder and executive director of Metro Behavioral Health Associates, an eating disorder treatment center with offices in Scarsdale and New York City emphasized the importance of regulated bedtimes and agreed that making practice runs to school was a good idea. Another important point she made was having clear and enforced boundaries on screen time on any electronic device, be it during the school year or any time. “Family dinners need not have any devices at the table both for adults and kids in order really connect with each other, however, briefly to exemplify the ability to delay gratification,” Kramer said. “Whatever we must all see via text, email or social media can actually wait.” Kramer suggested that families put all electronic devices in a basket in another room so no one will be tempted. She noted, “More and more research is emerging about the effects on the brain of constant bombardment by information and electronic devices and the resulting attentional and anxiety issues.”

Life Focus nutritionist and dietitian Linda Arpino, MA, RDN stressed the importance of getting into good sleep/wake patterns, with scheduled reading time in the evenings and going to bed “at a reasonable time.” Along with easing into regular times, it’s also important to get children back into the same eating patterns they have throughout the regular school year. Schedule enough time on school mornings to enjoy a healthy, well rounded breakfast sitting down, and not rushed or on the run as your kids go out the door. And no sugary cereals or breakfast bars, but foods from the three major food groups: proteins; fruits and vegetables; and grains with at least 3 grams of fiber. A healthy breakfast such as cereal with milk or soymilk with a handful of nuts will help keep your child satisfied longer. Another alternative Arpino suggested is unsweetened yogurt with nuts, which she said is satisfying and filling. Her expert advice is to start the day with protein, which is a good way to give your child the nutrition he or she needs, and the necessary focus they’ll need during school during the day.

Develop a game plan together The online resource scholastic.com suggests that parents and kids should develop a game plan together. First, talk about goals for the coming year. Discuss triumphs they had the previous year and skills they would like to improve. That

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Page 6A | The Rivertowns Enterprise

Friday, August 18, 2017 – Back to School

Individualized Education Program

The ABCs of IEPs

BY MAJA TARATETA

EP — it is an acronym that parents frequently hear, but it is not always clear to them what it is, what it means and how they might be able to obtain it for a struggling child. “An IEP is a legal document that details the student’s goals for the school year — a plan that the school has for helping the student reach his or her goals, and methods to assess the child’s progress towards those goals,” said Laura Rice, a learning specialist and New York State certified reading specialist. Rice is also director of the Learning Resource Center in Mount Kisco, which specializes in working with students with learning disabilities, such as dyslexia and ADHD. IEPs — or Individualized Education Programs — are documents developed for public school children who need special education, created through a team effort and reviewed periodically. It defines the individualized objectives of a child who is determined to have a disability as defined under federal regulations, tailored to the individual student’s needs, and must help teachers and paraprofessional educators understand the student’s disability and how it affects the learn-

ing process. It is also meant to ensure that students receive appropriate placement, as well as a chance to participate in general school culture and academics as much as possible. “IEPs can benefit a student because it documents the child’s progress and the need for accommodations, such as extra time on tests, or shorter assignments each year,” Rice said. “Parents don’t have to fight each year to get services for their child.” According to the U.S. Department of Education, in 2013-14, approximately 13 percent of students in the country participated in an IEP and are designated as special education students under the Individuals with Disabilities Education Act (IDEA). New York has one of the highest percentages of children with IEPs at 16.6 percent. According to the nonprofit research organization Child Trends, between 2003 and 2012 the number of students with special needs receiving special services through an IEP nearly doubled. The process for obtaining an IEP usually begins with the public school district, which will contact parents with Continued on the next page

Dobbs Ferry School District

“Inside Edition” on Education

Independent Thinkers Change Worlds

he greatest gift you can give your child is a public school education. Dobbs Ferry is a community that values and supports education and provides its students with a world-class learning environment. As the first district in Westchester County to offer the challenging and prestigious International Baccalaureate (IB) Diploma program, students are focused on mastering the 21st Century skills that they will need to be successful in college and careers in the new global economy. The District’s values are reflected in its vision statement “Independent Thinkers Prepared to Change the World.” The “Top 10” things you should know about the Dobbs Ferry School District: 1.

Private School Experience in a Public School Setting- Approximately 1,500 students attend Dobbs Ferry High School (9-12), Dobbs Ferry Middle School (6-8) and Springhurst Elementary School (K-5). The District provides a dynamic and challenging curriculum for ALL its students emphasizing critical thinking and problem-solving skills. Small Classes & Innovative Instruction- Average class size is 20-21 in K-5 and 22-24 in the upper grades. Approximately 90% of the District’s faculty holds graduate degrees. Ongoing staff development, the Teacher Leader model and a strong mentoring program support instructional practices. Performance on standardized tests is well above the national and state averages. International Baccalaureate (IB) Program- A 2-year college preparatory course of study for 11th and 12th graders recognized world-wide for its demanding academic requirements and indepth study of subject content. A third of graduating seniors receive the full IB Diploma and all High School students take at least one IB course. The District now also offers the IB Middle Years Program (MYP) in grades 6-10. 97% College-Bound- DFHS graduates attend the most selective private and public colleges and universities in the country including the Ivy League, “Little Ivies,” Big Ten and State University of New York (SUNY) schools.

S TAY

Strong STEM and Foreign Language- The High School’s award-winning Science Research Program boasts Intel STS, ISEF, ISWEEP, Genius Olympiad, Regeneron Talent Search, WESEF, JSHS, Siemens Competition and Acorda Scientific Excellence winners, among others. State-of-the-art science labs support all the science disciplines. Elementary students utilize the challenging Singapore Math Program, developed by the Ministry of Education, and beginning in 2nd grade, students participate in the Spanish FLES curriculum which uses an immersion approach, similar to the way children learn their first language. 6. 21st Century Technology- The District’s high-speed wireless internet network and redesigned classrooms support students bringing their own devices (BYOD) to school. A 1:1 Chromebook initiative for students in grades 4-12 has been a huge success. The schools also provide video conferencing and OC21, online course electives in the High School. The District has its own fully operational television station, DFTV, with cutting-edge media/video production capabilities. 7. Team Spirit- At least 75% of High School and Middle School students participate on 44 interscholastic athletic teams. Off the field each school “fields” Destination ImagiNation teams that qualify regularly for the Global Finals, the largest creative problem solving competition in the world. 8. Clubs For Everyone- The High School offers more than 30 unique clubs for students to join. The Middle School hosts 20 extra-curricular clubs and Springhurst has an active student government and ecology club, among others. 9. Cultural Arts- Students participate in music, theater and the arts including yearly musicals and dramas, artist-in residency programs, choral recitals, band/string orchestra concerts, art exhibitions and dance ensembles. Springhurst’s renowned Harmonaires have sung at Yankee Stadium, the White House and made recordings with professional pop vocalists. 10. Parents Welcome! Parents play a pivotal role in supporting the Dobbs Ferry Schools and are partners in the education process. Thank you to the BOE, PTSA, DFSF, Trailguides, SPRING, Booster Clubs and many other volunteers. ✐

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Back to School – Friday, August 18, 2017 Continued from the previous page

concerns. “Sometimes the parents are in denial,” said Bernard A. Krooks of Littman Krooks, a law firm specializing in special education advocacy in White Plains. “The first step is that parents need to be honest with themselves and decide if it makes sense to understand what your legal rights are. The longer you wait, the more difficult it is to get positive impact.” Other times, the parents themselves request an evaluation from the district or make an appointment with a private practice psychologist — educational psychologist or neuropsychologist — psychiatrist or speech pathologist. “Some parents are extremely proactive,” Krooks said. “Their kid is going into kindergarten and they have gone into early intervention and come to us for an extra hand in advocating. Other parents are simply at their wit’s end.” “Don’t let the school put you off,” Rice advised. “If you feel there is something wrong, push for the evaluation and any accommodation you can get.” The process begins with an evaluation. “A child may be eligible for an IEP after they have gone through an evaluation performed by a school psychologist or a private practice psychologist — neuropsychologist or educational psychologist. This evaluation includes various tests to assess the student’s current academic performance levels, learning style, memory, language skills,

The Rivertowns Enterprise | Page 7A or other tests that evaluate the concerns that the parents or school have regarding the child, like attention, fine motor skills, etc.,” Rice said. “A review of the evaluation by the school’s special education department determines the child’s eligibility for an IEP. If the child is found to have 1 of the 13 learning disabilities identified in Individuals with Disabilities Act, and that the disability affects his or her ability to learn in the general education environment, they are eligible for an IEP.” As Stacy Sadove, a lawyer at Littman Krooks, said, “Doctors diagnose and school districts classify.” The age for obtaining an IEP varies. “Children can get IEPs as early as 2 to 3 years old, but in my experience, many children get diagnosed with a learning disability between the ages of 6 and 10 years old,” Rice said. “Many of the educational tests aren’t valid before the age of 6.” Experts agree that parents should play a collaborative role in the process. “They are part of the process,” Krooks said. “Parents are on the team and their input is valuable. Some parents think it’s a battle ground — us versus the school,” he continued. “We have found a collaborative process accomplishes a lot more.” Added Sadove, “Some parents don’t know they can say no or object [to something the school district is recommending]. Parents need to know their rights.” What if a child is attending a private Continued on page 8A

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Page 8A | The Rivertowns Enterprise

ABCs of IEPs

Friday, August 18, 2017 – Back to School

IEPs can benefit a student because it documents the child’s progress and the need for accommodations,

Continued from page 7A

school? Things get a little more complicated. The student would still need to be evaluated and classified through the home district. Iona Prep in New Rochelle offers some accommodation to admitted students with a previous IEP. “As a private school, we do not write IEPs, but we do offer an Iona Prep Accommodation Plan that may include some of the accommodations that were included in a previous IEP,” said Terence J. Houlihan, director of school counseling. “Iona Prep plays a collaborative role in this process, so if a family petitions New Rochelle for services while their child is enrolled at Iona Prep, we provide

Get an IDEA for special education There are 13 categories of special education as defined by the Individuals with Disabilities Act (IDEA) that qualify for special education. An IEP team must determine that a child has one of the following classifications: • Autism • Blindness • Deafness • Emotional disturbance • Hearing impairment • Intellectual disability • Multiple disabilities • Orthopedic impairment • Other health impaired • Specific learning disability, including dyslexia, dysgraphia, dyscalculia, auditory processing disorder, nonverbal learning disability • Speech or language impairment • Traumatic brain injury • Visual impairment.

such as extra time on tests, or shorter assignments...” — L aura Rice, director of the Learning Resource Center in Mount Kisco

the district with grade reports, teacher reports, standardized tests and any other relevant educational data that may help to show that the child is experiencing academic difficulty as a result of a disability. The district typically performs educational and cognitive assessments to create other data so that the committee can make a well-informed decision.” At Iona Prep, “The most common accommodations we have seen are ex-

tended time on semester exams and college entrance assessments, with a separate location for testing, resource room, preferential seating, refocusing, repeating directions and access to a word processor,” Houlihan said. Houlihan’s advice to parents: “Become familiar with yours and your child’s rights. Be their advocate and once they reach their high school years, invite them to attend their own CSE meetings

because it will help them become their own best advocate, especially if they’re going to pursue accommodations in college. Make sure the testing is up-to-date as the College Board, ACT and colleges typically like to see assessments that were performed within three years.” Speaking of college, “In my 28 years of teaching, the biggest misconception I’ve heard from parents is that if they label their child as being learning disabled and get an IEP that they will not get into a good college,” Rice said. “Obtaining an IEP in the upper grades can be very valuable to the student’s self-esteem. They get solid validation that they have strengths and an explanation for their difficulties.”

What must be included in an Individualized Education Program By law, the IEP must include certain information about the child and the educational program designed to meet his or her unique needs. In a nutshell, this information is: • Current performance: The IEP must state how the child is currently doing in school (known as present levels of educational performance). This information usually comes from the evaluation results such as classroom tests and assignments, individual tests given to decide eligibility for services or during reevaluation and observations made by parents, teachers, related service providers and other school staff. The statement about “current performance” includes how the child’s disability affects his or her involvement and progress in the general curriculum. • Annual goals: These are goals that the child can reasonably accomplish in a year. The goals are broken down into short-term objectives or benchmarks. Goals may be academic, address social or behavioral needs, relate to physical needs or address other educational needs. The goals must be measurable-meaning that it must be possible to measure whether the student has achieved the goals.

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• Special education and related services: The IEP must list the special education and related services to be provided to the child or on behalf of the child. This includes supplementary aids and services that the child needs. It also includes modifications (changes) to the program or supports for school personnel-such as training or professional development-that will be provided to assist the child. • Participation with nondisabled children: The IEP must explain the extent (if any) to which the child will not participate with nondisabled children in the regular class and other school activities. • Participation in state and districtwide tests: Most states and districts give achievement tests to children in certain grades or age groups. The IEP must state what modifications in the administration of these tests the child will need. If a test is not appropriate for the child, the IEP must state why the test is not appropriate and how the child will be tested instead. • Dates and places: The IEP must state when services will begin, how often they will be provided, where they will be provided and how long they will last.

• Transition service needs: Beginning when the child is age 14 (or younger, if appropriate), the IEP must address (within the applicable parts of the IEP) the courses he or she needs to take to reach his or her post-school goals. A statement of transition services needs must also be included in each of the child’s subsequent IEPs. • Needed transition services: Beginning when the child is age 16 (or younger, if appropriate), the IEP must state what transition services are needed to help the child prepare for leaving school. • Age of majority: Beginning at least one year before the child reaches the age of majority, the IEP must include a statement that the student has been told of any rights that will transfer to him or her at the age of majority. (This statement would be needed only in states that transfer rights at the age of majority.) • Measuring progress: The IEP must state how the child’s progress will be measured and how parents will be informed of that progress. — Taken from “A Guide to the Individualized Education Program,” U.S. Department of Education

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Back to School – Friday, August 18, 2017

The Rivertowns Enterprise | Page 9A

Time to jump-start school prep

BY ROBBIE LEVY

chool is starting in a few weeks and young children are preparing for September. They practice their ABCs, numbers and expand their vocabulary. They read, do worksheets, use flash cards and sit with IPADS/technology. Is this enough to be ready? Many of our students struggle in school not from cognitive weakness, but sensory, language, behavioral and motor weaknesses that make them less available for learning. These issues interfere with attention/focus, executive functioning, social skills and postural abilities/endurance. So what does it take to be ready for school? How can we increase success especially for the early elementary school years? How can families facilitate

and foster these necessary skills in their daily life? The first place to start is with a love of learning, curiosity and critical thinking. This enthusiasm and eagerness to explore and discover will position your child ahead of the crowd. This includes encouraging children to ask questions, be curious, take initiative as well as being persistent when uncovering information and trying new and challenging things. Don’t jump in and give answers but expand your child’s exploration and frustration tolerance. Show them your love of learning as well. Use an excited voice and get out there and explore. Go to parks, nature centers, zoos, museums and playgrounds. Ask children their opinions about their experiences, what did they like and not like about the experiContinued on page 11A

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Page 10A | The Rivertowns Enterprise

Friday, August 18, 2017 – Back to School

Learning a foreign language outside of school

BY MARY LEGRAND

or many, if not most American-born adults, having the ability to speak and read just one language, English, is the norm. That’s not often the case with people born and raised in other countries, and it’s becoming somewhat unusual among the younger generation. School districts throughout Westchester offer a range of foreign language instruction, but what happens if a student wants to learn an additional language than one already being studied, or a language not offered by his or her school? There are local options for students of all ages wishing to take this route, and the benefits of learning another language are numerous. Paula Otero, director of Smart Linguists in Scarsdale, said her business’ mission is to provide children with the opportunity to develop proficiency and literacy in the Spanish language through dynamic, fun and engaging classes. “We believe that the need for children to communicate in different languages, particularly Spanish, will be even greater in the years to come,” Otero said. “Along with the language acquisition, children will be able to explore Spanish and Latin-American heritage, which will create opportunities for them at both personal and professional levels.” Smart Linguists was founded by Otero and Rocio Zapatero in 2011. While raising their trilingual children, they identified the need for a first class Spanish language program targeting the Spanish- and non-Spanishspeaking communities in Westchester. There is a wide range of classes, ranging from Mommy and Me, for children 18 months to 3 years, and preschool classes to total immersion classes, in which students speak only Spanish from the first moment they begin the program. “Our focus is on activity and interaction, rather than memorization and rules,” Otero said. “In other words, children learn by speaking and doing. For vocabulary acquisition, we use real communication instead of repetitive reading or writing. We interact only in the foreign language — using it for everyday activities brings it alive and teaches children basic vocabulary in context. Mastering difficult concepts is facilitated by a small class size.” Otero said early childhood is the best time for foreign language acquisition. “Between birth and adolescence the brain is hard-wired to acquire languages naturally,” she said. “As a result, children build a second language system alongside, not through, the first language. They absorb the sounds, structures, information patterns and rules of a second language naturally, as they did when

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they learned their mother tongue. Children who learn a language young easily develop a native-like fluency and flawless accent.” Learning a foreign language at a young age, when the acquisition for language is at its peak, can present many benefits and opportunities, according to Otero, who said children who learn a second language at a young age show improved overall school performance, exhibit superior problem-solving skills, have stronger overall communication skills, and acquire enhanced spatial relations and heightened creativity. “Learning a foreign language also encourages flexible thinking, helping children consider issues from more than one perspective,” Otero said, noting that other benefits include higher test scores, increased understanding of one’s own language, enhanced self-esteem and life-enriching benefits such as the ability to communicate with more people, a deeper understanding and appreciation of cultures, a competitive advantage in the work force and access to more career possibilities, and the ability to learn additional languages more easily. Otero cited globalization as being behind the increasing importance of being able to communicate with people from other countries. “The trend shows that Americans are studying Spanish in record numbers, and there are many reasons for this,” she said, noting that Spanish is

the fourth most commonly spoken language in the world. “Within the United States, Spanish is by far the most widely spoken language after English,” Otero said. “In the U.S. there is an increasing demand for professionals who are fluent in both Spanish and English due to the explosion in the Spanish-speaking population.” Joanne Teoh, co-founder and director of the Chinese Language Program, also located in Scarsdale, with a second location in Mount Kisco, has lived in Canada, Asia and America, and has a strong background in marketing and business development. With little opportunity for young children to learn Chinese in lower Westchester, coupled with her great desire to have her own children learn Mandarin, CLP was born. “When we first set out to start this program, our main objective was to make this a fun, educational and creative experience for all families that joined us,” Teoh said. “After many years now, we look back and we are so proud of our school, teachers and families. Chinese Language Program has become a community striving to be the best outlet for all children to learn this important language.” Teoh said there are many benefits to learning Mandarin. “Studies have shown that learning Mandarin at a young age is a great way to stimulate cognitive growth and activate development of both brain sides,” she said. “Young learners gain proficiency in logical and creative thinking. Mandarin is a tonal language, which young kids pick up quickly, as it is easier for them to hear the nuances of the tones. The writing of characters is fun for kids as they look like pictures and allows them to use their visual and audial perception.” CLP is for learners 3 months to 15 years old, offering Mommy and Me and pre-k programs, and classes for school-aged children. There is also a full-immersion summer camp, begun almost 10 years ago. “We believe that learning a second language should be fun,” Teoh said. “Our first objective is listening and speaking, followed by reading and writing, which we teach through age-appropriate games, song, dance, drama and special projects. Our teachers are native speakers trained in teaching Mandarin to children, all in a fun, engaging way. We pride ourselves that in our program the kids don’t even realize they are learning. They enjoy themselves while learning this important language.” Like Otero of Smart Linguists, Teoh of Chinese Language Program said that today’s children are growing up in a global society. “Technology is allowing them to access information with just a push of a button,” Teoh said. “To have a second language will only make it that much easier for them to connect globally and have cross-cultural experiences or to even work abroad in the future.”

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Jump-start school Continued from page 9A

ence, talk about what is the same and different, use prediction, and take apart and build things without directions. Promote listening skills and foster language reciprocity. I speak and you listen, and now you speak and I listen. This oral language skill translates into social skills as well as increasing attention spans. As a society, our attention spans have been decreasing and we often tune out before the other person is finished speaking. Your child will be required to listen to his/her teacher to learn new concepts and material as well as hear directions for activities/projects and routines. Increase your child’s capacity to listen for longer and longer amounts of time. Play games where they listen from simple to complex. Freeze dance and hot potato only require listening for one word or music to stop. Games like Simon Says with just verbal directions or Cranium Hullabaloo can be more complicated. If you are the creative type, make up your own simple obstacle courses like jump to the red circle, hop to the blue triangle, then stamp your feet, etc. Increase the verbal directions as your child has success. Provide sensory and motor opportunities and enhance play/social skills. Make sure your child plays in all of the seven senses: movement, body (proprioception), sound, touch, smell, taste and vision. Many young children spend too much time with just sound and vision

The Rivertowns Enterprise | Page 11A and miss critical opportunities for play in the other five senses, which is essential for cognitive development, motor skills, postural endurance and self-regulation. Children can sit still longer in the classroom without touching others when they get adequate input from complete sensory experiences as well as the core strength to support them during sitting. Through this play, it allows for sharing, compromising, taking turns and problem-solving, and facilitates compassion and develops empathy. These skills help your child to become socially competent, but are also critical for school success especially when working in groups. The last one is to foster a desire for independence. Children need to complete ADLs — activities of daily living — on their own. Let them struggle to put their socks on before you jump in. Practice fasteners like snaps, zippers, buttons and laces either on yourself, a doll or costume. Ultimately children have a higher self-esteem when they are independent and feel they have an ability to master their world, within developmental reason. They then bring this sense of accomplishment to all their future academic endeavors. All of these activities lend themselves to the summer season so get out there. Play, explore, create, use your seven senses and most importantly have fun. Best of all, you will jumpstart school.

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Friday, August 18, 2017 – Back to School

School Reports: Ardsley

Leading the way in active learning environments, engineering BY DR. LAUREN ALLAN ARDSLEY SCHOOLS SUPERINTENDENT

hroughout the Ardsley School District, active learning has been a guiding principle and has driven significant enhancements in our curriculum and programs. Active learning strategies, which facilitate independent, critical and creative thinking, encourage effective collaboration and increase student investment, motivation and performance, require changes not just to teaching methods, but also to physical environments. Over the years, we have built “smart classrooms” with investments in iPads, Chromebooks, smart boards, workstations, software and wireless campuses. These resources have allowed us to implement many active learning units, expand our curriculum offerings and extend learning beyond our walls. Furthering this work, last year we piloted two new Active Learning Classrooms for the first time, which combined technology with room design and flexible furniture to support more active learning. These new environments proved highly effective in increasing student engagement

and collaboration. This summer Ardsley High School has seen interior upgrades that expand our ability to provide active learning environments. Three adjacent rooms on the first floor of AHS have been combined into a large engineering lab, providing design space, materials management and the “dirty/shop space” necessary to physically implement engineering projects. A second ALC has been added for Latin and some of our technology clubs. Additional interior work has been done throughout the district to support student services, guidance and programs such as MakerSpace and Project Lead the Way. We are currently working with an architect to redesign the high school library to include conference room style spaces for students to work effectively on group projects and to house additional media services and technology resources. We thank the community, the PTA and the Ardsley Education Foundation for the budget support in helping make active learning environments available throughout the district.

New programs, standards Last year we committed to Project Lead the WayTM, a rigorous engineering curriculum, and offered initial units in grades 4-8 and 10. This year, we will be

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expanding the program and all grades k-12 will have dedicated PLTW units. At Concord Road Elementary School, Pushes and Pulls will be taught in kindergarten; Light: Observing the Sun, Moon and the Stars in grade 1; The Changing Earth, grade 2; Variations of Traits, grade 3; and Energy: Collisions and Conversions, grade 4. In addition, PLTW coding units will be added to grades 1-4. At Ardsley Middle School, students in grades 5 and 6 will complete units on Green Architecture, and Flight and Space, respectively, and a second engineering class, Principles of Engineering, has been added to the high school. The new New York State standards in social studies and science have added emphasis on skill development, particularly around critical thinking capacities and sourcing. The goal is to have students think more like historians and scientists by researching various points of view versus simply memorizing facts. Over the summer, teachers have worked to enhance these curriculums to be student-driven and encourage our students to think critically about history and science. In addition, to the new programs, we look forward to the continuation of our Thinking Maps program. All teachers in grades k-8, as well as some in the high

school, have been trained and are currently using Thinking Maps. We now have almost 70 certified trainers and our focus this year will be to tailor the program to the unique and specific needs of each department.

Welcoming new faces Our learning community continues to grow. Thus far, 172 new kindergartners will join our district and begin their school careers in Ardsley. An additional 72 students will be joining our learning community, 33 at Concord Road, 27 at the middle school and 12 at the high school. In addition, a number of new staff members will be greeting our students. As of the writing of this article: · Concord Road: kindergarten teacher Kelly Fonatine, second grade teacher Julia Nichols, third grade teacher Elizabeth Donisan, art teacher Pamela Casagrande, special education teacher Nora Kelly, literacy coach Nicole Schmitt, a to be determined part-time physical education teacher and guidance counselor Michelle Stavrou. · Ardsley Middle School: science teacher Sarah Hastings and social studies teacher Stephany Olivieri. · Ardsley High School: English teacher Continued on the next page

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Back to School – Friday, August 18, 2017

The Rivertowns Enterprise | Page 13A

Ardsley PTA bridges connection between home, school

Active Learning Classrooms provide environment for collaborative projects and facilitate critical thinking.

the district. We will make the agendas clear to the community in advance so parents may attend meetings of particular interest. The continued building of our partnership with district families and community stakeholders is vital to our success and your active participation at board meetings and in school-/ district-wide committees is both encouraged and very much welcomed. On behalf of the board of ed, the district office staff and the teachers and faculty in the district, we welcome all our new and returning families to the 2017-18 school year. We know this will be another year of great learning highlighted by many student achievements. We hope you have enjoyed a happy and healthy summer and we look forward to reconnecting in the coming weeks.

Continued from the previous page

Genevieve Jaffe, science teacher Sage Kim, guidance counselor Leah Gorzhansky and part-time English teacher Jessica Caquias. · In addition, English teacher Alison Grabe and Spanish teacher Erin O’Leary will divide their time between CRS/AMS and AMS/AHS, respectively. Two newly-elected board of education members, Pamela Epstein and Hrishi Karthikeyan, join Nicole Minore, Frank Hariton, and Matt Bonney in leading our district this year. We invite the community to attend board of education meetings, which will continue to be open to the public on Tuesday evenings at 7 p.m. Every month we discuss a specific aspect of the curriculum or new initiative within

The Ardsley PTA’s goal is to realize every child’s potential across all three schools in the district: Concord Road Elementary, Ardsley Middle School and Ardsley High School. This year the PTA is especially proud its hard work has not gone unnoticed as the high school was recognized as a ‘Reward School’ by the education department’s Office of Accountability. “The dedicated teachers and administrators in these schools are making a difference in the lives of their students,” Board of Regents Chancellor Betty A. Rosa said. “These schools serve as models to other schools in the state to inspire them to achieve a high level of accomplishment and improvement,” State Education Commissioner MaryEllen Elia said. “Schools that excel should be recognized, and I am thrilled that many of these schools continue to demonstrate high achievement year after year.” The Ardsley PTA provides a vital connection between home and school by sharing information, funding resources for Ardsley teachers and schools, involving parents in the classrooms. organizing community service opportunities for students and families,

sponsoring fun family events and so much more. A perfect example is Ardsley Cares Day, which will take place Saturday, Oct. 21. It’s the PTA’s ninth year carrying it out, and a full district effort. Between students, parents, teachers and administrators, there are over 350 volunteers who join together in different community service activities across Westchester. Also, the permanent Wellness Center the PTA helped launch at the high school last year is still going strong. As a matter of fact, Wellness Week is so successful it’s now held across all three schools, bringing in a host of professionals that cover everything from nutrition to stress relief to physical and mental well-being. Additional annual events and fundraisers the PTA continue to sponsor include the Harlem Wizards, book fairs, the BIG Read, spirit wear, a Holocaust presentation and kids artwork mementos. The PTA also helps fund mini grants throughout the year and provides important scholarship funding for those in need. Ardsley PTA is dedicated to both the schools and the children. Visit ArdsleyPTA.org.

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Friday, August 18, 2017 – Back to School

Education foundation benefits Ardsley students The Ardsley Education Foundation works to fund projects and programs that help to enrich the lives and education of children. AEF works closely with school administrators to identify and fulfill funding requests in all three schools, and to ensure that the initiatives we fund align with those of the district. AEF’s focus over the past few years has been on innovation and technology. AEF will continue to support these initiatives, while also encouraging teachers and administrators to come to AEF with all types of requests in support of providing students an enriched learning experience. In addition to recurring technology purchases — iPads, Chromebooks, SmartBoards — across the buildings, AEF has provided support for the same technology for specific areas of education, including science, computers, math, health, foreign language and more. Some of the more recently funded programs and projects include a new kiln at Concord Road, and a new 3-D and CNC printer at Ardsley Middle School. Last year, along with a grant from the Thomas & Agnes Carvel Foundation, AEF pur-

chased live streaming video equipment for use by the video production group in the recently dedicated Jim Haubner Production Studio at AHS. 2016-17 showed continued growth in implementation and AEF is excited to support the equipment used to livestream events and sporting activities throughout the year. The Leveled Literacy Intervention program purchased for Concord Road has helped to grow young readers and the implementation results have been highly praised. The Active Learning Classrooms implemented at both AMS and AHS, with funding by AEF and the PTA, have high usage and are providing the foundation for continued implementation of this style classroom by the district. As the district moves into 2017-18, AEF continues to help build the Guided Reading Program at Concord Road, as well as the addition of Chromebooks for third grade teachers to use in support of their classes. At the middle school, AEF has approved funding for an additional iPad cart for shared use between math and world language, as well as earthquake machine and wind tunnel in support of

PLTW, and with a broad reach across all grades within the building. This year, the high school’s drama presentation will be enhanced by the implementation of new hardware for communications, both behind the scenes, and on stage. AEF knows the entire community will benefit from this and is very excited. AEF thanks the community for helping raise $45,000, all of which goes back into the schools for k-12. AEF formed in 1995 and is comprised of parents, school administrators and community members who are dedicated to enriching public education in the Ardsley Union Free School District. AEF is a 501 (C) (3) non-profit educational organization. Contributions are tax deductible to the full extent of the law. Grants or special projects selected for funding by the Ardsley Education Foundation’s Board of Directors may be single events, pilot projects or ongoing programs. Visit ardsleyeducationfoundation. org and like AEF on Facebook to look for details on upcoming fundraisers. Email aef@ardsleyschools.org.

Beginner’s Club enrichment for K-1 The Beginner’s Club is a home away from home for kindergartners and first-graders. At 18 Farragut Ave. in Hastings-on-Hudson, Beginner’s Club provides a warm, safe and healthy environment for children, rich with ageappropriate stimuli. Beginner’s Club aims to see that each child feels loved, respected, comfortable and appreciated, striving to build mutual trust between teachers and children. Beginner’s Club believes this is necessary for each child to benefit most from all the program has to offer. Children are like snowflakes in that no two are alike. Beginner’s Club truly understands and enjoys the uniqueness of each child with different wants and needs. Beginner’s Club is theaterarts based, enriched with dance, music and movement, believing strongly in an emphatically professed and often repeated No. 1 rule: “To come here to the Beginner’s Club, you don’t have to be big or small, fast or slow, happy or sad. The one thing you must be to join us, is nice. You have to be nice.” Beginner’s Club kids are always moving and playing, always growing and learning. Call 478-2334.

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Friday, August 18, 2017 â&#x20AC;&#x201C; Back to School

School Reports: Hastings-on-Hudson

Hastings features new leadership in key district positions BY DR. ANTONY SINANIS HASTINGS-ON-HUDSON SCHOOLS SUPERINTENDENT

s we prepare to launch the 201718 school year here in Hastings, we are excited about the work that has unfolded this summer among our educators, building leaders, board of education members and our district leadership. While some of the work in preparing for a new school year is consistent from one year to the next, there have been several changes in Hastings this summer that we are excited about as we prepare to welcome back our students. First off, there have been three major changes on the district leadership team with a new superintendent of schools, a new elementary assistant principal and a new athletic director. My name is Tony Sinanis and I am the new superintendent of schools in Hastings. Prior to joining the Hastings community, I was the assistant superintendent for curriculum and instruction in the Plainedge Schools, in Massapequa. Before that I worked as the Lead Learner (principal) at the 2012 National Blue Ribbon School and the 2015 Model School, Cantiague Elementary, in Jericho, and Clearstream Avenue School in Valley Stream.

My career in education began in 1997 as an elementary teacher, where I taught in the upper grades in both New York City Public Schools and the Hewlett-Woodmere School District. I currently live in Westchester with my partner, Felix, and son, Paul, who is entering eighth grade this year. We also recently appointed a new athletic director in Hastings and his name is Jesse Merchant. Mr. Merchant was most recently a physical education teacher in Hastings, where he completed his 14th year in the district at the end

of last school year. During his time, Mr. Merchant has not only taught physical education classes, but he has also filled the position of chairperson of physical education. Mr. Merchant also served as the athletic director in an earlier iteration of the position. We are incredibly excited about Mr. Merchant transitioning to this position because throughout the interview process he clearly stood out among the other candidates. Mr. Merchant is well spoken, exhibits strong leadership skills, possesses a passion for promoting a healthy

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lifestyle among our students and brings great ideas to the table for how we can continue to grow our athletics program. Mr. Merchant is also deeply respected by his peers and supervisors, and is loved by his former students. Finally, in June we appointed John DeKams as our new assistant principal at Hillside Elementary. Mr. DeKams comes to us from Wappingers Falls, where he also served in the position of elementary assistant principal. Prior to his administrative experiences, Mr. DeKams worked as an elementary and special education teacher on Long Island and most recently within New York City Public Schools. During his time as a teacher, Mr. DeKams worked in an integrated co-teaching class. He also worked within the NEST program and helped launch a comprehensive Career Day experience for the entire school. Mr. DeKams brings important experiences to Hastings that will help support our work in the coming years. I know I can speak for Jesse and John when saying we are all excited to be joining the leadership team in Hastings and are looking forward to working with our students, their families, our staff and the community at large in the coming months. Continued on the next page

Back to School – Friday, August 18, 2017 Continued from the previous page

Curricular highlights 2017-18 During the upcoming school year, the educators in Hastings at all levels will continue implementing new resources, ideas and techniques in the best interest of all learners. For example, at the elementary level our team is focusing on literacy instruction this year where they are working with literacy expert Gravity Goldberg to continue integrating a balanced literacy model. The balanced literacy model is anchored in the gradual release of responsibility philosophy, which emphasizes the importance of teachers gradually releasing the responsibility of learning from themselves to the students. Typically, the literacy experience features modeling by the teacher, accompanied by guided practice and concluding with independent practice where students are engaged in meaningful work based on their individual readiness levels. During the upcoming school year, our teachers will explore different ways to work one-on-one with our students within a conference model to personalize learning, to differentiate instruction and to support and scaffold the students in their literacy experiences. Through the creation of new instructional units and the revision of existing units, we will ensure that literacy instruction is aligned to the balanced literacy approach while providing students with authentic learning opportunities. While this work is unfolding, we will also be focusing on the social emotional learn-

The Rivertowns Enterprise | Page 17A ing (SEL) of our students in helping support their growth and development. We are excited to be integrating the Second Step resource at Hillside as an anchor for our SEL instruction. Second Step will serve as a critical building block for the future because the middle school uses this resource, too. We are excited about all the great things happening at Hillside this year. There are also many wonderful things happening at our middle school. One focus for this year will be the SEL experience for our students. While the teachers have successfully implemented the Second Step resource over the last several years, they will now be enriching the SEL experience of our students by integrating the RULER program out of Yale University. The RULER program is not about a curriculum or lesson plan; instead, it is about an emotional mindset that helps people develop higher levels of emotional selfawareness. We hope to see this mindset developed throughout the middle school. As part of the initial year within the RULER program, the focus will be on professionally developing our staff to help them better understand the approach and enhance their skill set in anticipation of the work they will be doing next year with our students. Eventually we will also be looping in our families around the RULER work because if we want to support the social emotional learning of our students we know it must be a joint effort between home and school. We are really excited about this work at the middle school.

Our high school is also putting the focus on social emotional learning by reflecting on levels of student stress and how we can help alleviate the stress and keep the focus on the joy of learning. Furthermore, two new courses will be offered during the 2017-18 school year that we believe will engage our students in important ways. This year our TV production program is adding TV Production 2 to allow students the opportunity to further develop the skills from the introductory course. Additionally, we are reintroducing a genetics elective within our science department, which will build on previous learning experiences with a deeper dive into genetics. Furthermore, we were thrilled to bring back our Community Read this summer, where all members of the community, from students to staff to families, were encouraged to read the same book. All of these experiences are designed to offer students unique learning opportunities that will better prepare them for success after they leave our schools.

Communication and vision Another district-wide focal point for the upcoming school year will be maintaining open lines of communication and to begin discussing our collective vision for our students and schools. In order to accomplish these goals as the new superintendent, my focus will be on communication. During my 20 years as an educator I have been successful when I supported a culture that was anchored in open com-

munication among all members of the communit — communication between teams of educators, between staff and students, and between district and the broader community. Because a district’s culture extends to all of its stakeholders, I believe effective communications are the single most important factor in nurturing flourishing districts, schools and classrooms. Productive communication promotes transparency, which helps build trust across the community. That is where our work will start this year, to communicate in an open and transparent fashion with all members of the community. We will then build on these open lines of communication to help our district vision evolve into its latest iteration to best support the learners, educators and families in Hastings today. The Hastings-on-Hudson School District and its board of education are dedicated to working with our partners to provide the best educational experience for our children by promoting a culture of empathy, inclusivity and joy. We know that these are the keys to creating an ideal environment for our students where they can think critically, collaborate, create and construct new understandings. Together with the PTSA, SEPTA, HEF, educators and support staff, as well as other community groups like the boosters club, we strive to offer a high quality and balanced academic experience that is focused on supporting our students on their journey towards being life ready.

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Greenleaf wishes everyone a happy and healthy 2017-2018 school year. FREE DELIVERY WITHIN THE RIVERTOWNS Hours: Monday – Friday, 9am – 8pm; Saturday, 9am - 5pm; Closed Sunday 544 Warburton Ave . Hastings-on-Hudson . Telephone: (914) 478-0004 Fax: (914) 478-1220 . Emergency #: (914) 309-7720 Email: greenleaf.pharmacy@yahoo.com

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Page 18A | The Rivertowns Enterprise

Friday, August 18, 2017 – Back to School

Hastings Education Foundation supports trio of schools

he Hastings Education Foundation, a not-for-profit organization, was established in 1997 to offset declining state aid. Its mission is to enrich and enhance the curriculum and facilities of the Hastings Public Schools. HEF does this by raising money and giving it back in the form of grants to teachers, administrators and staff. Grant applications are carefully screened and must be approved by the principal, superintendent, foundation grants committee, foundation board and the board of education. Since its founding, HEF has given more than a million dollars in grants to Hastings’ three public schools. Every student in Hastings has benefited from these grants. In May, HEF awarded another $92,000 for projects and programs to be conducted in the coming year. The foundation raises money in two ways. In the fall, HEF mails an appeal to all residents and in the spring holds a fundraiser. In May, over 300 people attended a gala party and auction at Captain Lawrence Brewery in Elmsford. A wide cross-section of the community supports the foundation by donating directly to its appeal, by attending the annual fundraising event, donating goods and services to the live and silent auction or bidding on those auction items. All these contributions benefit the students of Hastings.

HEF also sponsors other fundraising events. Last November, for the first time, there was a Pocketbook Bingo Party that attracted 100 people, 80 percent of whom had never been to a foundation function before. HEF will host another bingo party this coming year at a larger venue. The major funding focus for the 201718 academic year will be an exciting new project to revitalize the stage at Hillside Elementary School. Installing a stateof-the-art stage will allow plays and concerts by Hillside students to once again take place at their school. The first $18,000 will be used for installation of a projector and screen and the foundation has pledged at least $30,000 more after formal plans are submitted. The continued generosity of donors meant that HEF was also able to provide funding for other exciting projects proposed by Hastings teachers. These include:

Hillside Elementary School · Orff ensemble instruments: $4,750 for purchase of xylophones, metallophones, mallets and stands to permit integration of Orff instruments into the music curriculum in grades 2 to 4. · ELA and social studies residency — Land of the Free & Home of the Brave: $4,500 for a fourth-grade residency by ArchforKids on the ethic and cultural backgrounds of the people who came to New York City during the late 1800s to early 1900s.

FALL 2017 NEW THIS FALL Acting Classes Taught by Rachel Barrer

DANCE CLASSES for Toddlers, Kids, Teens and Adults Adult/Child, Creative Movement, Ballet, Modern, Hip Hop, Movement For Boys and Adaptive Dance

www.MKDANCELLC.com

914-393-8673, michelle@MKDanceLLC.com Studio Location: Hastings-on-Hudson

· Cultural arts — Story Pirates: $2,500 to bring Story Pirates to Hillside to work with Hillside students, turning their creative writing projects into sketch comedy performances.

Farragut Middle School · Diversifying technology in the makerspace: $5,078 for new technology in the FMS makerspace, including room-scale virtual reality devices, small programmable robots, a Kidwind Alternative Energy Grid, drones for use in study of the physics of flight and motion and a 3-D printer able to use material infused with wood, stainless steel, nylon, plastics, conductive PLA, copper and other metals. · Circus arts unit in PE: $2,202 for equipment needed to establish a new circus arts unit for grades 5 to 12. · iPad projectors for PE: $400 for two iPad projectors to be used to bring experts for yoga and dance instruction, and as a tool for teaching sports, health and nutrition to grades 5 to 12. · Mindful space: $1,271 to furnish a space designated for mindful practice for grades 5 to 8. For use as an alternative to detention, during the school day, in morning mindful sits with faculty and by fifth-grade classes in guided meditation.

Hastings High School · Flexible seating and headphones: $600 for movable seating and headphones to facilitate implementation of

new teaching techniques in collaborative English classrooms. These will permit small groups to rotate through different learning activities in physically distinct areas. · Vernier probes: $8,530 for purchase of Vernier probes, which enable data collection in chemistry and biology classes. · Single lens reflex film cameras: $5,190 for the purchase of 10 SLR film cameras so Hastings students can continue to learn to shoot, develop and print 35 mm black and white film. · Pottery wheels: $3,190 to purchase two additional pottery wheels for the ceramics program. · Staff lounge upgrade: $6,500 for cabinetry, countertops, appliances, furniture, paint and trim to remodel the high school staff lounge. The Hastings Education Foundation is committed to the idea that strong public schools strengthen communities. A public school foundation is a proven way to bridge the gap between state funding and a continuing need for innovative programs. The Hastings Education Foundation welcomes contributions and input. All donations are tax deductible. Contact either of the foundation’s copresidents, Deb Tarricone at 478-7382 or Barron Lerner at 478-1329 or email HEFPresident@gmail.com if you have any questions or to get involved.

Five Corners Nursery

A balanced creative arts based enrichment program for 2,3,4 and 5 year old children Our “Home-Away-From-Home” nurturing environment will enrich and secure your child’s journey through their early years with our highly qualified teachers. Our accredited music and movement teacher and accredited dance teacher visit us twice a week throughout the year.

Pre-K Class Three’s Class Two’s Class

- Limited Space Available Meet Other Mommies

Mommy and Me Celebrate Toddlerhood!

FALL SESSION: October thru December

Children 18 months and up Come sing, dance, snack, play and read with us! Call for more information 18 Farragut Avenue, Hastings – On – Hudson Director: Mary Cahill

Administrator: Judith Rotiroti

Questions? Call us at 478-2334 www.hastingspreschool.com fivecornersprogram@gmail.com

Back to School – Friday, August 18, 2017

The Rivertowns Enterprise | Page 19A

Hastings PTSA welcomes new district administration

he Hastings PTSA looks forward to working with parents, the teaching staff and the new district superintendent in 2017-18 to provide the best possible school experience for all children. The PTSA is deeply appreciative of the community’s support for the organization through annual memberships and participation in various fundraising and hospitality activities. The PTSA would like to extend a warm welcome to new Superintendent Dr. Tony Sinansis, who has been a teacher and administrator on Long Island for the past 20 years. The PTSA is impressed by his passion and enthusiasm, his expansive ideas about education, his eagerness to listen to what others have to say and his humor. The PTSA also looks forward to working with the new assistant principal at Hillside, John DeKams, formerly assistant principal at Myers Corners Elementary School in Wappinger Falls. And the PTSA wishes the best to Farid Johnson, who left as assistant principal to become principal of Stony Point Elementary School in Rockland County. This past year, the PTSA funded a number of exciting programs through the grants program: • A highlight was the Tribute to African-American Inventors and Achievers exhibit in the lobby of Hasting High School in March. Students from all three schools explored the many familiar artifacts to learn of their origins. • At Hillside, the Soul Steps assembly had the kids dancing in the aisles, and the PTSA looks forward to bringing more cultural arts assemblies to Hillside this school year. • At Farragut, the PTSA sponsored All Kinds of Families, a photo exhibit exploring diverse families. • At Hastings High School, a grant was provided for all of the HASP students to see the Broadway sensation “Dear Evan Hansen.”

The 17th annual PTSA used book fair showed once again that Hastings is a book-loving community with over 12,000 donated used books to offer.

The PTSA funded and the volunteers spearheaded the design of the wonderful new playground at Farragut, which has been very popular with the kids. The PTSA set up a gaga pit at Hillside with money earned from Boxtops and it was such a hit that the PTSA got one for the middle school as well. Among the other activities in the past year that the PTSA will continue in the coming school year: • One of the most important jobs is anonymously helping families who struggle financially by providing funds for class trips, instrument rentals, AP and SAT/ ACT exams, etc. • The PTSA established a new scholarship for seniors in the HASP program, as well as nine new scholarships/ awards for eighth-grade students to be awarded at Eighth-Grade Recognition Night. • The PTSA organized a practice SAT/ACT exam for juniors to help them determine which test is best for them. While the kids take the test, a parent coffee on the college process was held to pass on hard-earned wisdom to

those just beginning the college-search adventure. • The PTSA is participating in the village’s Transportation Working Group, which is addressing traffic and pedestrian safety issues. • The PTSA is active with the Inclusion Working Group to promote diversity and acceptance in our schools. • The PTSA sponsors a first day of school breakfast at Hillside, a Newcomers Pizza Dinner for those families new to the district and a holiday party and staff appreciation lunches at each school to acknowledge the tireless efforts of administrators, teachers and staff. To support the PTSA’s work, the organization holds various fundraising events, including the used book fair at Hillside — this year’s raised a record-setting amount — and the new book fair. You can also support the PTSA by buying logowear — check out the new pads and flashlights in addition to our ever-popular array of clothing — collecting Boxtops, participating in Pizza Friday, shopping online through Amazon Smile and registering your purchases at DeCicco’s. And, of course, you don’t want to miss out on the annual PTSA calendar, which comes with a membership. It will be available at the farmers market on Sept. 2 and at all back-to-school events.  The PTSA gives a heartfelt thanks to the many volunteers who help out at events and chair committees, and hopes that those who have the time and inclination will reach out and become involved. It is a terrific way to be a part of the community and brings much personal satisfaction. A good way to get started is to attend the general meeting in September. The PTSA also encourages parents to attend informative parent meetings with school principals.  Contact the PTSA with fundraising or programming ideas, comments and questions at hastingsonhudsonptsa@gmail.com.

Good Shepherd

Early Childhood Center 25 North Broadway Irvington-on-Hudson

OPEN HOUSE

Private Tours are available, during school session, Monday through Friday mornings

Saturday, November 18th 10am – Noon for 2018-2019 school year

Our child-centered, play-based program fosters the child’s cognitive, physical & social-emotional development

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To schedule your personal tour of our beautiful facility contact the Educational Director, Mandy Landivinec 914.591.4104 mandylandivinec@irvingtonpresbychurch.org

OPEN 7 DAYS

Strep Test • Low Radiation X-Ray • EKG Blood Tests • Vaccines

NYS Mandated School Vaccines 155 White Plains Road (Rt.119), Suite 210 Tarrytown, NY 10591 Same building as Columbia Doctors

The only NAEYC-Accredited Nursery School in the Rivertowns

Outstanding Facilities • Tuition Assistance Available • Non-Sectarian

Phone (914) 372-7171 www.ucofwestchester.com Mon-Fri 8am-8pm • Sat & Sun 9am-3pm

Page 20A | The Rivertowns Enterprise

Friday, August 18, 2017 – Back to School

School Reports: Dobbs Ferry

Dobbs creating independent thinkers to change the world BY DR. LISA BRADY DOBBS FERRY SCHOOLS SUPERINTENDENT

here has been a whirlwind of activity in the Dobbs Ferry schools this summer. The amount of facilities work has been overwhelming and we are eager to leave the construction noise and remnants of renovation behind us. We are excited about the new wind and solar powered lights at the entrance of the high school on Broadway. These new structures not only provide much-needed illumination of the parking lot area, but are part of the district’s continued commitment to smart energy solutions. At this point, we do not anticipate that all of the work on the air conditioning at Springhurst or the middle school/ high school complex will be completed by September as we had hoped. We are, however, on track for the renovation of the Library Media Center, which is being transformed into an innovative learning space for students at the middle and high schools. This fall, Springhurst Elementary school is excited to introduce a revised schedule. Springhurst will follow a sixday numerical schedule that maximizes instructional time on each grade level.

The number of the day will be posted daily on the Springhurst website, and it is important to note that there are no changes to arrival or dismissal times from last year. Students in kindergarten and first grade will experience a new and improved approach to science this year as Springhurst begins to transition to become fully aligned to the new state science standards. The remaining grades at Springhurst will transition as well with each subsequent year. Our science program is highly engaging and continues to be hands-on and a constructivist approach to learning. Students in grades four and five will continue their experiences with the exciting 1:1 Chromebook program, diving into a myriad of Google Applications and collaborating with one another in meaningful ways. Parents of fourth and fifth grade students can look forward to an introduction to or refresher in the world of 1:1 learning at Back-to-School Night in September. All three schools will address health and wellness this year with some significant changes related to the district’s mandatory revisions of the Student Wellness Policy. Except for curricular-related events, celebrations throughout the district will now be enjoyed without food when they occur during the school day.

Wind and solar powered lights at Dobbs Ferry High School.

All food and beverages offered to students during the school day must meet the requirements in the newly revised district Student Wellness Policy. In July, both the middle school and the high school were selected to present at the IB Global Conference in Or-

lando, Florida. Middle school principal Patrick Mussolini and IB Middle Years Program coordinator Jennifer Hickey led the middle school team in a presentation called “IB Middle Years Program and the Adolescent Brain … The Perfect Fit,” which demonstrated the connection between the MYP framework and the way an adolescent thinks. Dr. John Falino, high school principal, and Marion Halberg, IB diploma program coordinator, presented for the fourth straight year at the conference. Their topic, “IB for ALL: The Dobbs Ferry High School Story,” described how the IB program at the high school has grown to include all students and how we ensure their success. In September, students in 10th grade will embark on their research and explorations for the IB MYP Personal Projects. Last year was the inaugural phase of this part of the MYP and students produced spectacular work which was showcased for the community at the end of May. Also exciting for the year ahead, students in ninth grade will begin to work with digital portfolios. Using an innovative software solution, students will learn how to create digital portfolios as a way of archiving and cataloging their student work and projects for possible use in the future for college applications or careers. Continued on the next page

- Toddlers to Adults -

Jamie Raiano, Julliana Fernandez, Janice Nesbeth, DPT; Sara Saunds, Ben Giampaglia, PT, MTC; Erin Casey, DPT and Abigail Morgan

OrthoCare Physical Therapy & Sports Rehabilitation is a well-equipped, outpatient orthopedic physical therapy facility, conveniently located on Saw Mill River Road in Ardsley. All therapists are licensed by New York State and continually update their manual therapy skills and knowledge base to provide their patients with proven and reliable treatment strategies. Patients are assigned to a primary physical therapist to assure continuity of care, and treatment plans are individually designed to meet each patient’s specific needs. We provide physical therapy for treatment of overuse and traumatic injuries including, but not limited to: tendonitis, bursitis, sprains and strains, fractures, cervical and lumbar dysfunctions and pre- and post-surgical care. We participate in most major insurance plans including Medicare, workers’ compensation and no-fault. Ample parking is available. At OrthoCare Physical Therapy & Sports Rehabilitation, we take great pride in the fact that our No. 1 priority has always been providing patients with superior physical therapy care. Hours: Monday through Thursday, from 7 a.m. to 8 p.m., Friday from 7 a.m. to 5 p.m., Saturday from 8 a.m. 12 p.m.

OrthoCare

Physical Therapy & Sports Rehabilitation

www.orthocarept.net

1053 Saw Mill River Road, Ardsley • 693-2350

145 Palisade St. #376, Dobbs Ferry

Basketball, Cheerleading, Football, Lacrosse, Volleyball, Wrestling

Pre K – High School

    

Most qualified and experienced coaches Instruction and Leagues We hire Ardsley High School students as assistant coaches All are welcome to play! Robert Jacobson Sports is a 501(C)(3) – www.RJSSports.com

www.RJSSports.com

Back to School – Friday, August 18, 2017 Continued from the previous page

We are excited to explore these opportunities for students as we move toward more project-based learning and alternative ways to assess student performance and expertise. Student learning at the high school and middle school will also be enhanced through the use of Google Expeditions, thanks to the generosity of the Dobbs Ferry Schools Foundation, who provided the monies via a grant. Google Expeditions is a technology solution that creates virtual reality field trips and expeditions anywhere in the world and the universe. The board of education will be finalizing our work on the new Strategic Plan with the help of the community provided through the Thoughtexchange process, which occurred in the spring. In addition to the wonderfully positive feedback we received about so many areas in our schools, we are working to address some of the issues raised that are “low hanging fruit.” The air conditioning work is in progress, which was a consistent theme, and we will be addressing others as we craft the new Strategic Plan for the future. As always, we look forward to our strong partnerships with parents, our parent organizations and our Dobbs Ferry community. The 2017-18 school year presents an endless number of exciting opportunities and together, we will continue to fulfill our district’s vision of creating independent thinkers prepared to change the world.

The Rivertowns Enterprise | Page 21A

Masters School signature programs continue to grow

he Masters School is an independent day and boarding school for grades 5–12 that empowers independent thinkers through active intellectual exploration. Located in Dobbs Ferry on 96 beautiful acres, the school embraces a diverse and vibrant convergence of ideas, cultures, arts and athletics. Masters students confidently find their own voices, take risks, develop their talents and emerge ready for success in college, career and life. Masters is distinguished by its powerful and transformative approach to education and the renowned Harkness teaching methodology that encourages students to actively participate, collaborate and take responsibility for their education. Both day and boarding students also benefit from the boarding school experience, which includes the resources, diversity and activities of Masters’ vibrant sevenday campus, and convenient access to the numerous learning and cultural opportunities in New York City. In addition, Masters’ dedicated faculty are highly accessible with 60 percent living on campus. The Masters School is also known for its three signature programs: The Ethical Leadership Project; the Innovation, Engineering and Entrepreneurship Programs; and the Global Studies Program. The Leadership Project teaches the integral components of leadership and mentors students in meaningful leadership experiences, empowering students to choose positive action and pursue

CHRISTIAN PRE-SCHOOL Dobbs Ferry Lutheran Church 43 Ashford Avenue, Dobbs Ferry, NY 10522 914-693-0026 dfchristianpreschool@yahoo.com www.dfchristianpreschool.org

“Teaching Love and Loving Teaching For Four Decades”

Registering Now For 2017 – 2018

Limited Openings Available for 2’s and 4’s Only • Flexible, Affordable Programs for Children Aged 2 to 4 • Experienced and Dedicated Staff • Kindergarten Readiness: Social, Emotional and Academic • Classroom Transitions Provide Varied Learning Experiences • Large, Private Outdoor Playgrounds • Community Service Projects Empower Our Children to Help Others • Inclusive Environment Fostering Empathy for God’s World

All Are Welcome!

lives of significance. The Innovation, Engineering and Computer Science Programs innovatively challenge students to think creatively, strategize and problem-solve real-life challenges. In Design Thinking and Social Entrepreneurship, students explore the fundamental principles of product/service creation and prototyping, real world implementation and small-business operational skills. The Masters Engineering Program offers a four-year curriculum with eligibility to earn college credits while the Zetetics program focuses on engineering and robotic interscholastic competitions as well as achieving success in mathematical modeling and computer science competitions. Global Studies programs inspire students to engage with and understand the critical issues facing today’s world to become better prepared to achieve in the wider, more complicated world ahead.

Students have participated in transformative experiences like a two-week-long homestay in Lijiang, China, or at a progressive boarding school in Tokyo, Japan. They have traveled abroad to destinations such as Cuba and Montreal, plus interacted on campus with boarding and exchange students from more than 30 countries, enhancing their interpersonal skills and cultural knowledge. On the playing fields and in the gym, Masters student-athletes learn how to be responsible for not only themselves, but also for their teammates, coaches, family and community, preparing them for the many challenges in life. Masters fields 37 athletic teams at the varsity, junior varsity and middle school levels. Be it a grade 6 student trying a sport for the first time or a nationally ranked squash player helping win the Division III national high school championship, Masters supports all levels of play and competition. In addition to offering five athletic fields, the 75,000-square-foot Fonseca Center for Athletics and Arts features a state-ofthe-art fencing facility, a six-lane competition swimming pool, squash courts, two fitness centers, a running track and a gymnasium with regulation basketball and volleyball courts. To learn more about how you can give your child the Masters advantage, contact admissions@masters.org or call 479-6420. RSVP to attend open house Oct. 21 at noon for grades 9-12, Nov. 4 at noon for grades 5-8.

Here’s what Parents say about GHC Early Childhood Center GHC's faculty and curriculum has prepared all three of my children for kindergarten in a warm and playful environment. The school is always flexible and receptive to our needs, standing ready with a strong community in both challenging and joyful moments. -- Heidi K. What makes GHC ECC so special is the people - warm, caring, professional teachers and staff. My husband and I feel like part of a community and our daughter loves school. She especially loves sharing lunch with her friends during Club Lunch (extended day). Ilana has thrived at GHC ECC! -- Rebecca R. Join the growing number of families who have made the Greenburgh Hebrew Center Early Childhood Center their preschool of choice. Offering a unique blend of secular and Judaic curriculum our mission is to create an environment for two, three and four-year olds where self-confidence and self-expression are encouraged and supported. Our children are exposed to and participate in Jewish rituals, cultural practices, and holiday celebrations through song, story and art.

NEW FOR SEPTEMBER 2016: The Greenburgh Hebrew Center Early Childhood Center will offer new scheduling options to provide additional support to school families with 3 and 4 year olds. These changes include early drop off and a later extended day program.

For more information and to arrange for a tour, contact Amy Kessler, ECC Director at ECCDirector@g-h-c.org or call 914-479-1421 515 Broadway • Dobbs Ferry, NY • www.g-h-c.org/ECC

Page 22A | The Rivertowns Enterprise

BEFORE

Friday, August 18, 2017 – Back to School

School Reports: Irvington

A district of distinction in NYS BY DR. KRISTOPHER HARRISON

SCHOOL T

IRVINGTON SCHOOLS SUPERINTENDENT

MARTIAL ARTS PROGRAM

WE TRANSPORT to School 7:15am Open

RESPECT, DISCIPLINE, CONFIDENCE & A GREAT START TO THE DAY

NEW STUDENTS: $100 OFF First Month When PAIRED with AFTER-SCHOOL: $65 OFF PER MONTH

ACCEPTING RESERVATIONS 914-479-5900 www.umacARDSLEY.com 15 Center St., Ardsley, NY 10502

he 2017-18 school year promises to build upon the rich history of success in the Irvington Union Free School District. The district maintains a strong commitment to providing all of its students with engaging and rigorous learning experiences that are designed to provide a solid foundation for academic success while broadening their horizons and making education exciting and enjoyable. The evidence for this commitment can be seen in our exceptionally strong educational programs which, when coupled with the talents of our students and faculty, have continued to garner New York State Reward School designation, an honor marking the highest achieving schools in the state. Additionally, for the second consecutive year, the district was selected by the readers of Westchester Magazine as Best School District. This recognition speaks to the partnership the district and community have forged to provide for the very best learning experiences for our students. This school community is proud that its students continue to be among the most successful in New York State. In the 2017-18 school year, Irvington students impressed on all fronts, winning national recognition in many academic competitions, impressing at state-level events, winning numerous athletic championships, awing audiences with dramatic and musical talents and for leading change in our global society. In the new school year, the school community is prepared to embrace the talents and passions of our students to ensure that they are capable of achieving their personal best, while being exposed to as many enriching experiences as possible. The district’s STEM program, which has garnered accolades across the state, is just one of many examples of the comprehensive education that students enjoy. Building upon the district’s comprehensive curriculum, students will enjoy expanded STEM experiences at the elementary and middle levels as the district continues to grow it’s program through the use of Project Lead the Way. The district is also proud of its instrumental music program, which will receive a boost this year through the expansion of faculty at the secondary level. Just as the district is committed to the continued growth of enriching opportunities, it is dedicated to ensuring that its students receive a world class education. In each school, the board of education and administration strive to provide small class sizes to ensure that our faculty can support student learning through maximizing personal interaction. At the high school, the addition of a social studies teacher and math teacher will promote this initiative. Then, at the elementary level all students and teachers will realize benefits from a new elemen-

tary instructional coach, who will support literacy in all classrooms. The EIC compliments the district’s effort to support job-embedded professional development through close partnerships between faculty members and a professional with deep experiences in given content and skills areas. This new coach will join a secondary instructional coach and an elementary mathematics coach. To help prepare its students for life in a technology-rich world, the district continues to invest in its infrastructure to support the use of digital devices across all grade levels. In the coming year, the district will welcome Wi-Fi in its elementary schools and will add hundreds of additional devices — Chromebooks, personal computers and iPads — to compliment student learning. Also, to enhance communication, during the course of the year the district will roll out a new website that will provide easy access to important news and curriculum and school community resources. Coupled with it’s very popular Facebook page, IrvingtonUFSD, the district will keep it’s constituents abreast of exciting student accomplishments and school news, while putting critical resources at their fingertips. Just as the Irvington Union Free School District is focused on its student programs, it continues to improve its school facilities. Following the completion of a significant capital project in 2016-17 that addressed needs in each school and constructed a new artificial turf field with organic infill at the high school/middle school campus, the district will invest in numerous repairs and improvements for the new year. In doing so, students and faculty will return to find refreshed environments that will further support learning. The district knows that its comprehensive learning experiences that are provided for its students could not be achieved without the support of the school community and most notably its key partners. Both the Irvington PTSA and the Irvington Education Foundation are staunch advocates for teachers and students. Through their collaboration with the school district, and with the support of the broader Irvington school community, the PTSA and IEF have raised hundreds of thousands of dollars to enhance our students’ education through enrichment of our curricula. These special relationships, when integrated within the supportive Irvington community, provide an excellent scholastic experience for each of our students. The board of ed, administration, faculty and staff extend their very best wishes for a successful 2017-18. We also encourage the entire school community to be involved by attending our BOE meetings or watching them on the Village of Irvington’s cable stations — Cablevision channel 75 and Verizon channel 40 — as well as by attending the district’s many worthy artistic, academic and athletic events throughout the year.

Back to School – Friday, August 18, 2017

The Rivertowns Enterprise | Page 23A

BACK TO SCHOOL FASHION Style options abound from head to toe

➊

BY MARY LEGRAND

or some, the words “back to school” bring to mind a return to studying, getting back onto the field for athletics or simply seeing friends lost touch with during the summer vacation. For others, thinking about going back to school means mornings thinking about what to wear instead of just throwing on swimwear, shorts and tees. Luckily, there are plenty of area shops to visit in order to learn what’s in style for the 2017-18 school year. Leslie Bijoux of Yogi’s Paw in Mount Kisco said the shop carries a wide selection of casual clothing, dresses, jewelry, accessories and gifts for Continued on page 24A

➊

From left at & James in Katonah, Lily is wearing a navy pinwale cord color black dress by Bella Bliss, with Patches backpack and lunch sack by iScream; Ava a pink Katonah shirt from &James, donut leggings from iScream and a donut backpack and lunch tote by iScream; and Emma a purple Katonah tee from &James and plush pants, messenger bag and pillow from iScream.

Photos By Jim MacLean

CELEBRATE! EDUCATE! ACTIVATE! W!

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Page 24A | The Rivertowns Enterprise

Friday, August 18, 2017 – Back to School

BTS FASHION

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Continued from page 23A

teen/tween girls and young contemporary women. According to Bijoux, “As we’re busy getting ready for back to school, here’s what we’re seeing: Criss-crossed laces have fall fashion all tied up. You’ll find them on everything from the neckline of a hoodie sweatshirt to the sides of a chunky sweater or the sleeve of a pretty print blouse. Look for all the variations, from delicate little ties to big, bold grommets tied with wide straps.” The shoulder “is still in the spotlight,” Bijoux said, adding that the “cold shoulder” and off-the-shoulder styles remain extremely popular on everything from casual tops and sweaters to special occasion blouses and dresses. “Of course, back to school also brings another season of parties and dances, and for girls that means dress shopping,” Bijoux said. “While the body-con and fit-and-flare styles are still favorites, the A-line dress is gaining popularity. They tend to be short and sassy, with high necklines or choker necks, and a retro, mob vibe. Strappy details, peek-a-book cutouts and mesh insets also add interest.” Ruffles are showing up everywhere, according to Bijoux, “Especially around the cut-out shoulder or across the front of an off-shoulder top or dress, at the bottom of a wide bell sleeve, or down the back of a high neck dress.” Distressed fabrics are big this season, as well as holes, slashes, raw edges and vintage-looking washes, which give casual clothing a relaxed, lived-in feeling, Bijoux said, adding that for dressier looks, velvet is back in style. As for accessories, chokers “are still going strong,” Bijoux said. “But look for them paired with one or two longer necklaces for a layered look. Natural stones and druzy — stones covered with small crystals — are popular components right now, especially in armfuls of stretch bracelets. Small

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Alexa, left, is wearing Pinc sweater with Tractor pants, Addie an Imoga black star sweater and gold skirt with a Star purse by Bari Lynn at Groove in New Canaan, Conn.

➌ From left at Neil’s in Scarsdale and Mount Kisco, Daniella is wearing Malibu Sugar cut and splatter long sleeve t-shirt, So Nikki camo distressed jeans and holding a North Face backpack; Jordan has a Stephen Curry shooter shirt, Under Armour dri-fit jogger and Stephen Curry Under Armour backpack; Marc a Quiksilver plaid shirt, Volcom long sleeve hoodie, Volcom jeans and a North Face backpack.

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➍ At & James in Katonah, James is wearing H shirt by Lookie Loo Loo, leopard pants by Winter Water Factory, holding a seersucker backpack by Oh Mint monogramed by Becky Ast for &James and wearing shoes by Native. Emily is wearing a bow by Bow Arts, fleece jacket by Widgeon monogrammed for &James by Becky Ast, a lavender tutu with gold stars by Couture Clips and a seersucker backpack by Oh Mint.

Back to School – Friday, August 18, 2017

The Rivertowns Enterprise | Page 25A

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studs are the favorite earrings for all ages — a single pair for younger girls, and multiple ‘stacked’ pairs for older teens and women.” When asked who makes buying decisions, Ms. Bijoux said that girls are taking their fashion cues from each other, “often driven by celebrities and social media. Girls tend to notice what other girls, especially their friends, are wearing, and will want to get a similar look. While shopping, girls will often pick up a top or dress and exclaim, ‘Oh, my friend has this — and she wore it to school yesterday.’” Trends come and go, Bijoux said, but “year after year, the softest fabrics and relaxed styles are the must-have items. And, of course, a smile is always the best accessory!” Hannie Sio-Stellakis of Neiman Marcus at the Westchester in White Plains said the colors of the season are all shades of red — burgundy, Bordeaux, and more — for clothing accessories and boots. Shocking pinks are big as well, as are what she called “gorgeous greens,” from olive to Loden, teal and chartreuse. As for styles, Sio-Stellakis described a “proliferation of punk rock — grommets, studs, spikes and zippers,” with biker jackets and vests must-haves in everyone’s closets. In addition, she said, “It’s all about velvet — clothing, handbags and shoes — and leather is everywhere, as are rock star sequins, from day to night.” For shimmer and shine, add gold, and fur is big “everywhere, even on accessories,” Sio-Stellakis said. For accessories, think “charmed” jewelry for a fun and whimsical look, Sio-Stellakis said. Chunky necklaces are big, as are the carry-all tote and grab-and-go hobo bag. Look for scrunchy boots, white boots, combat/ biker combo boots and glove/sock boots to complete the look this fall. Sio-Stellakis said she feels as if most students draw inspiration from what they see on social media, in advertising and on celebrities, plus blogs and interactions with their peers. In spite of trends, leather fabrication always seems to be in vogue “from a great boot to biker leather jacket,” as do “great versatile denim pieces. Handbag and accessories are always a great entry point when experimenting with a trend.” Rene Shapiro, buyer/owner of Mixology in Rye Brook, said trends for back to school include denim cropped with hems frayed, cut or adorned with novelty details, along with crop tops, “anything sheer,” layered over bralettes or tanks. Leggings are in, as are mini-skirts, again in denim with novelty details or frayed. Corsets and bustiers are looking to be popular, as are fashion sweatshirts, wrap shirts and jumpsuits, along with matching two-piece pant sets, skirt sets and short sets. The “cold shoulder” and off-the-shoulder looks are “still strong,” Shapiro said, adding that wrap dresses will be popular as well. Everyone loves leggings, whether they’re leather or velvet, sporty or casual. As far as colors are concerned, look for metallic in green, teal, purple and wines, reds, and grays, and, of course, navy and black. Students carrying backpacks will be looking for them in mini and standard size, in metallic, tweeds and embroidered in leather. “Sneakers and more sneakers” will be the footwear of choice, Shapiro said, along with the short bootie and over-the-knee boot, and

➐ Continued on page 26A

➎ At Neil’s in Scarsdale and Mount Kisco, Marc, left, is wearing an Under Armour hoodie, Nike fleece joggers and holding an Under Armour back pack; Daniella a So Nikki cold shoulder screened top, released hem Tractor Jeans and an iScream patch print back pack; and Jordan is wearing Nike basketball hoodie, Nike dri-fit joggers and holding a Nike Elite back pack.

➏ Luke is wearing Nike sweat jogger pants, The Who t-shirt by Retrobrand, heathered hoody sweatshirt by Quicksilver, Nike Air Max Infuriate sneakers and a Nike backpack at Lester’s in Rye Brook. Emily is in denim skirt by Blank NYC, cotton sweater with peek-a-boo sleeves by Pink, necklace lariat style by Karmac, Steve Madden slip on slides in black satin, and backpack by Bari Lynn.

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At Groove in New Canaan, Conn., Kayla, left, and Violet are wearing Imoga Star dresses and Bari Lynn headbands. Kayla’s stuffed friend is by Jelly Cat.

Page 26A | The Rivertowns Enterprise

BTS FASHION Continued from page 25A

chunky and platform heels. “Students are getting constant real-time info in their hands all day long,” Shapiro said. “Whether they realize it or not, Instagram and Snapchat are the biggest influences on what they will be buying. From following bloggers, stores or just following friends, they are constantly being fed information on what to wear. They can see a post on their phone and swipe up and instantly purchase it.” Year after year “denim is here to stay and continues to build and be accepted at work and just everywhere,” Shapiro said. “Leggings aren’t going anywhere. For prints, camo and cheetah seem to keep staying around.” The family-owned Ella & Henry in New Canaan, Conn., offers hand-picked “timeless yet fashionable” clothing featuring fine fabrics and functionality for newborns through pre-teens. “Our goal is to build a trustworthy and valued relationship with our customers to earn a permanent place in the community,” Ella & Henry’s owners say, emphasizing that the clothing they sell lets

Friday, August 18, 2017 – Back to School

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“children be children.” Owner Christine Eisenbeiss of Ella & Henry, which imports most merchandise from Europe, said Lurex is big this year — tops, bottoms and even socks and tights have Lurex threads in them. Also trending are appliques “of basically any kind — flowers, insects, animals,” Eisenbeiss said. “In general, prints are very on trend for the coming season. I have seen the flower print and again the animal print, like birds and skunks.” Eisenbeiss said a recurring color is dark yellow/mustard. Also “in vogue every year, but in different cuts, washings and lengths are jeans,” she said. “The jean jacket just had its revival.” Students wear what other students wear. “Not so much what is on trend, and in general what is comfortable,” Eisenbeiss said. “Parents have some influence depending on the age of the child, but older children are more independent and choose what to wear, in my opinion.” Also offering a wide selection of back to school and fall clothing and accessories are Wyatt Lily in Scarsdale, Beginnings Bleus in Scarsdale and Beginnings Boutique in Armonk.

➑ At Lester’s in Rye Brook, Emily is wearing an embroidered jacket by Vintage Havana, Rock Candy tee shirt, jeans by AG Denim, high top Burgundy sneakers by Amiana, with a distressed denim backpack by Bari Lynn. Luke sports five pocket khaki pants by DL1961, hooded henley by RVCA, Billabong plaid shirt, Nike backpack, black and white canvas and suede hi-top sneakers by Vans.

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Back to School – Friday, August 18, 2017

Summer to School Continued from page 5A

could include social and academic goals your child might like to achieve. Perhaps making some new friends or sitting at a different lunch table every week. Aspiring to be captain of the chess team, a spelling bee finalist and for older children even becoming captain of a sports team. Another important goal might be making the honor roll.

De-stressing dressing Let your child select that one special outfit for the first day of school —anything new or even an old standby he or she loves. To avoid morning struggles over getting dressed, put school appropriate clothes in the center of the closet so they’re front and center. Take out sandals and swimsuits and replace them with socks, sneakers, shoes and lightweight sweaters and jackets. For younger children you might want to let them help you pick out their clothes the night before for easy breezy mornings.

A homework plan Create a homework plan. Where is the best place for your child to do homework? The bedroom or another quiet place? Make sure it is well lit with all the supplies he or she will need to complete homework assignments and projects successfully, including a place to put backpacks, a dictionary, atlas, calculator, art supplies, paper, pens and pencils. Remove as many distractions as possible

The Rivertowns Enterprise | Page 27A and keep it fun. You can add bright, colorful posters to brighten the room, a big desk calendar and a fun clock to create an inviting environment to study and do homework. Older kids should take a break from homework every 45 minutes — maybe to exercise for 10 minutes or have a snack. Discuss with your child in advance if friends may visit on a school night and if so, until what time. Establish what ageappropriate chores you think your child should be responsible for and share your expectations with him or her. Decide if, when, what and for how long you want your child to watch television once homework, studying and special projects are complete. Once kids understand what’s expected of them before the school year begins, the easier it will be for all of you as the year progresses.

Change: facing the unknown together The Huff Post blog suggested that parents talk to kids about change and use this transitional time as an opportunity to “teach your children that change is natural, healthy and inevitable.” Kids may be sad about change. Ask them what the feel they might lose at the end of the summer and what will they gain at the arrival of the new school year. Be sure to keep your own anxiety in check about your kids making transitions for the coming year; remember, if you’re anxious and stressed, your children will be, too. Let your children know it’s natural to feel worried about the unknown and that anxiety is just part of life.

Concerned about Kindergarten?

Encourage children to use electronic devices in a positive way to create electronic calendars and scheduling tools to track homework, activities, lessons, rehearsals, etc. Shopping for new school clothes, shoes, backpacks and school supplies will also help rev up anticipation for the coming school year. Encourage your children to use their electronic devices in a positive way to create electronic calendars, reminders and scheduling tools to keep track of homework, after school and sports activities, lessons, play dates, rehearsals, etc.

Emphasize ‘me time’ with kids Take advantage before the summer fades into fall by focusing on your connection with your child as much as you can. Give each child some special “me time” that allows him or her to sense your enjoyment of the relationship. Take your child to lunch — just the two of you — or go out for ice cream. Enjoy family time. Don’t rush it. Get down on the floor and play a board game with a little one. Play catch in the backyard. Remember, even things as simple as taking a walk and talking one-on-one are special. “Be present” and enjoy your child,

without any distractions. It’s great preparation for the upcoming school year as you set a good example for your children to follow.

Keep passions in play Scholastic.com also recommends keeping skills your kids learned at camp or at home, any new hobbies or sports they’ve learned alive as school opens. Check out any after school clubs, teams or groups that your child can join to continue honing their skills — anything new they’ve learned this summer they’ve developed a passion for. Joining a group or club is also a way for kids to make new friends. Check out websites for your local area.

Fun, day ‘vacations’ You don’t have to hop a plane to exotic locales to take your children on fun learning expeditions. Visit a local park and have your children identify leaves or animal prints. Take pictures of fauna and interesting flowers and trees. Visit a zoo, bird or animal sanctuary and take pictures. Read the descriptions — something you can discuss or even quiz them on at home. Maybe make flash cards with pictures you’ve taken or download pictures from the internet for the cards. It can help set the stage for getting back into the learning mode in a fun, stress-free way. Another way to set the stage for learning is to play Sudoku, do crossword puzzles, word searches and trivia games together — all of which will encourage your child to sit still and focus and complete a task start to finish. All fun ways to transition from summer to school mode.

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Page 28A | The Rivertowns Enterprise

Friday, August 18, 2017 – Back to School

Five Corners for little ones

Clubhouse Stars offers end of summer intensive Aug. 28 through Sept. 1

Five Corners Nursery Program in Hastings-on-Hudson provides a warm, loving, stimulating environment that allows preschoolers to develop self-worth and a positive attitude toward learning. Each class has a developmentally appropriate curriculum that emphasizes the different areas of development, including physical, cognitive, emotional and social. Five Corners has an accredited music teacher and an accredited dance teacher who come twice a week. Five Corners offers the Tiny Steps 2s, 3s and pre-k program. This is a teacher led introduction to an educational playgroup, which will feature music and movement, story time, messy art and much more. This program builds upon the Tiny Steps class, while incorporating new activities and adventures for the children as their character and individuality grow and mature. The prek group is focused on each child and their own developmental needs as they prepare for kindergarten. All the programs encourage active, hands-on learning with a mixture of self-directed and teacher–directed activities. Five Corners offers opportunities for children to develop math and science skills while measuring, mixing and cooking in our profession-

Clubhouse Stars in Ardsley offers an intensive social skills program for children entering first through third grades. Summer is winding down and children are experiencing an array of feelings about the upcoming school year. They can be excited, anxious and nervous all at once. Will they make new friends? Keep the old ones? Will they know anyone in their classes? Who will they sit with at lunch? What if no one will play with them at recess? All off these thoughts and many more may be whirling around in your child’s head. As an adult, you can compare the feelings to starting a new job. This year, Clubhouse Stars added a new program Aug. 28 to Sept. 1, the week before school begins. Classes will run from 9:30 a.m. to noon. The weeklong session will include facilitated play, guided group lessons, sensory tasks, mindfulness activities, cooking/food activities, snack and daily ice pops. Children can sign up by the day or for the week. “This program will strenthen your child’s social skills before the first day of school,” owner and head teacher Maryanne Reda said. “Attending a social skills group before school starts is a proactive way to prepare your child for the social setting ahead of them.” Having healthy and stable friendships gives children — and adults — added

ally equipped kitchen, enjoy story time, imaginative and dress-up play and participate in active outdoor play on a state-of-the-art playground. The Five Corners schedule allows ample time for free play and exploration, while also including more structured group activities and circle time. The staff believes this is the best way to develop a child’s self-confidence and sense of community. The teachers at Five Corners Nursery Program hold degrees in early childhood development. Moreover, they are mothers who know the importance of giving children a warm and loving environment in which to learn, grow and develop. Visit hastingspreschool.com, email fivecornersprogram@gmail.com or call 478-2334.

emotional support in their lives. Making and keeping friends involves an array of complex skills which include initiating and maintaining peer interactions, negotiating, conflict resolution, selfadvocacy, communication skills, being flexible, considering the perspective of others, empathy and communication skills. Over the past year, new staff members have accompanied an expansion of the Clubhouse Stars program. Kathy Benitez joined the staff at Clubhouse Stars last summer. She holds a B.S. in psychology and also works as an A.B.A. therapist while not at Clubhouse Stars. “Our philosophy is learning through Continued on the next page

After School New York State Licensed Childcare Program at Hillside School, Hastings-on-Hudson

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Back to School – Friday, August 18, 2017 Continued from the previous page

play,” she said. “It is important to teach children fundamental social skills to succeed, but it is also important to let them just be kids. At our intensive program, students will have fun while learning social skills.” Bianca Cavalieri, a certified elementary school teacher, has worked in both typical and special education settings and will return again this summer to teach in the weeklong intensive program. “When children become involved in a conflict, we see it as a teachable moment,” she said. “Since the groups are small, we are able to provide individual attention for each child.” Social skills are essential life skills that foster success, happiness and health. They include good manners, following listener/speaker roles, reading social verbal and nonverbal cues, and maintaining healthy relationships with others. Reda said the program approaches the teaching of these skills by breaking each down into a set of smaller goals, while focusing on building children’s confidence and self-esteem. In regard to the August program, she said, “Our goal is to review and teach fundamental social skills and provide a jumpstart for the school year ahead.” Clubhouse Stars will also offer fall programs for children ages 4 to 11. Visit clubhousestars.com or call 674-1940.

The Rivertowns Enterprise | Page 29A

Never sneak out: preschool separation 101 BY ANN ZARIDER, M.ED.

elping your child separate from you to begin preschool is a learning milestone, even if you’ve both had previous experience “saying goodbye.” Depending on the child’s development, previous separation experiences and your feelings about leaving, the process can be lengthy and daunting, or easier than you thought. To ease the process, parents and teachers can work together to create a bridge between home and program. As a longtime early educator, I have found that when a parent feels comfortable in the school environment, the child often will as well. The building of a relationship between parents and teachers is the foundation for the child’s positive experiences in school. Here are some helpful guidelines that I share with new preschool families: 1) If you have the opportunity, show your child his or her new school or classroom in advance of the first day. At the Shames JCC we provide an opportunity for children to visit our classrooms and meet their teachers the day before school. 2) Especially if this is your child’s

The Hastings-on-Hudson PTSA Wishes Everyone A Great 2017-2018 School Year!

first school experience, a parent or caregiver should be available to stay at school until the classroom teacher says otherwise. If not needed in the classroom, the teacher might direct adults to a designated waiting area. Here, seating and refreshments will be available, and you will have the opportunity to meet other parents. The staff will inform you when it is appropriate to leave. 3) Never leave the classroom without saying goodbye to your child. Do not ask your child for permission to leave. Reassure him or her that you will always come back. Do not linger. Yes, there may be tears, but think

of them as symbols of your child’s healthy attachment to you. It is necessary for children to be allowed to express their emotions. 4) Parents should never sneak out in order to avoid a scene. It may be easier for the adult, but it truly isn’t easier for the child or their teacher. It can make future separations more difficult because your child will fear your unexpected departure and try to keep a closer eye on you. Sneaking out is in direct opposition to the trust that you are trying to build. 5) Please work with the classroom teachers and listen to their suggestions. They have the experience and training to make your child’s adjustment to school as easy as possible. They may ask you questions about your child’s routines at home in order to get to know them better. 6) And lastly, remember that any anxiousness during separation is usually a reaction to a new experience. As your child begins to build relationships and connections at school, they will begin to build trust in their new school environment. Ann Zarider is director of the Early Childhood Program at the Harold and Elaine Shames JCC on the Hudson  in Tarrytown. Visit ShamesJCC.org.

Community Nursery School of South Presbyterian Church Established 1945 ~ Celebrating Our 72nd Year

OPEN HOUSE

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Saturday, October 14 • 10am - 12 noon

Programs for Twos, Threes & Fours Our membership and fundraising dollars go directly to programs for our schools, such as grants for arts assemblies and exhibits and playground equipment, practice SAT/ACT tests, prom buses, financial assistance for class trips, staff appreciation lunches, advocacy on educational issues, and much more! Become a PTSA member and get your indispensable calendar at the Farmers Market on Labor Day and at all Back To School events.

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• 72 years of experience with young children and families • Master teachers and experienced staff • Creative Curriculum™ based on a firm foundation of research, the importance of play in developing young minds, and authentic, meaningful experiences • Large outdoor play area with bikes, swings, water, sand, bunnies and gardens • Large well-equipped indoor play area • Nature, Music and Movement • Extended Day Enrichment Option for 3s and 4s • Extended year and summer session available • Non-sectarian program

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Page 30A | The Rivertowns Enterprise

Friday, August 18, 2017 – Back to School

Top 10 reasons families choose independent schools

BY BILL PORTER

s a longtime admissions director at two area independent schools, I have met with thousands of families over the years and heard many compelling reasons why families want to become part of an independent school community. Here are the top 10 reasons why parents have sought out The Harvey School in Katonah for their children. I imagine that many of these will resonate and give you reason to consider a similar educational path for your child. 1) Small classes: With classes that often average 10 to 16 students, independent school students receive a tremendous amount of individual attention; they have frequent opportunities to participate in class discussions, they work closely with faculty who understand their individual learning styles, and they have ready access to extra help from their teachers. 2) Community: In schools that are often smaller and more supportive, every student, teacher and parent is generally known to everyone else within the community. Caring teachers are encouraged to go the extra mile to connect with their students. In schools where faculty members usually teach, coach, advise as well as supervise an activity, they get to know their students in a variety of different settings. 3) Extracurricular programs: In independent schools, every student is expected to

participate in multiple areas of school life. The sports teams, arts programs, community service activities and other offerings are not for an elite group of students who stay after school; they are an integral part of the school day and are available for everyone. 4) Student diversity: Because independent schools are not limited by geography to one particular town or district, they draw students from across the region. Parents often speak about how surprising and refreshing it is to see students from so many different backgrounds, including international students, in these small school environments.

5) Variety of schools: Independent schools can be coed or single-sex. They can be k-8, k-12, 6-8, 9-12 or some other configuration. There are religious schools, nonsectarian schools, boarding or day schools, big or small schools. No two are alike. 6) High standards without teaching to the tests: While some independent schools are renowned for their competitive admission standards, others may focus on students with unique abilities or special needs. While many independent schools offer a traditional college preparatory curriculum, they are not obligated to offer state-mandated courses or re-

quired testing. The teachers have the independence to teach to their strengths. 7) Advisory programs: At many independent schools, teachers also double as advisors, working with students outside the classroom to provide academic and social counseling. These advisors also serve as the primary conduit for communications with parents to keep them apprised of their children’s development. 8) College counseling: In addition to their advisors, as older students head toward senior year, they and their parents work closely with college counselors who will help that family assemble a list of appropriate colleges and then advocate for that student when he or she applies to college. 9) Leadership opportunities: Because most independent schools are smaller than their public school counterparts, there are frequent opportunities for participation and leadership. By graduation, many students have had the chance to be a president or captain or leading actor or coordinator of some program, often setting the stage for college pursuits and lifelong interests. 10) Financial aid: While independent schools have tuition fees, most offer financial aid as a way of leveling the playing field and improving access for students from all socio-economic backgrounds. Bill Porter is director of upper school admissions at The Harvey School in Katonah. Visit harveyschool.org.

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The Rivertowns Enterprise | Page 31A

College admission myths:

Common misconceptions that lead to weak applications BY BETTINA WEIL

not the most important indicator of a student’s potential in college. SATs and ACTs can be compared to a sprint, a three-hour sample of a students’ performance. However, admissions committees know college is not a sprint — it is a marathon. The transcript is often a better indicator of how a student will sustain the effort required in that academic marathon. Don’t think, however, that you can forget about standardized tests. College admissions counselors understand that not all high schools grade in the same way. Therefore, the SAT and ACT tests are valuable standardized measures of student performance. College Myth No. 3: It is better to have an A in a regular class than a B in an AP or honors class. Colleges love to see that students challenge themselves and are willing to take risks with their academic coursework. Because taking APs and honors will fill that box, many students like to load their junior and senior schedules with such classes. If a more demanding course will result in a very slight drop in grades, this is acceptable. However, competitive colleges don’t like Cs and Ds. Therefore, if grades will drop to that extent due to the rigor of the class, it is better to stay in a regular class or take fewer demanding courses. Students

As summer approaches its end and families start planning for the fall, conversations on college applications heat up in the homes and minds of parents and students. The “college talk,” which inevitably emerges in families’ social gatherings, often creates a great deal of anxiety, uncertainty and common misconceptions. Let’s dive into a few of the classic myths and clarify some of the murky and often contradicting information that goes around. College Myth No. 1: The more extracurricular activities you do, the better. This is an outdated perception of what college admission counselors seek in an applicant. Today, the golden formula for extracurricular activities is depth, commitment and impact. Colleges like students who are dedicated, perseverant and have grown with and through their experiences. Moreover, they like when students take initiative and are active participants. In the eyes of admission counselors, these attributes are a good predictor of maturity, consistency and determination. College Myth No. 2: SATs and ACTs are the most important component in a college application. Standardized tests are one of the pillars of the college application, but

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should discuss their options with their guidance counselor in order to strike a good balance between rigor and performance. College Myth No. 4: A good application is the only thing that matters for admissions. A good application will, of course, get you at least as far as the maybe list and possibly further. However, there is more that you can do to get your foot in the door of your dream school, and that is called “demonstrated interest.” Why does this work? Because colleges like to know that the students who are offered a spot will actually attend. This ratio of offers to enrollment is called yield, an important statistic for colleges. If you demonstrate your willingness to attend by visiting, writing to your regional counselor or scheduling an interview if offered, it might help your file pass from the maybe pile over to the yes pile. Be mindful that admissions officers are very busy people, so don’t overdo by reaching out to them many times or you may end up in the no pile. Be aware that highly competitive colleges, like Ivies, etc., usually do not track demonstrated interest. College Myth No. 5: The college essay is the least important variable in a college application. Not at all. Colleges admission coun-

selors strive to acquire a holistic understanding of the applicant: their academic performance and potential (transcript and SAT/ACT), what they do in their free time (extracurricular activities), what others think of them (letters of recommendation) and who they are as a person. What do admissions counselors want to learn from the essay? They want to understand how you think, what shaped you into who you are, what are the values you wrestle with… in essence, who you are beyond the numbers. You might ask, “What drives that curiosity?” Admission officers try their best to create a diverse group in which students can exchange ideas and learn from one another. It is estimated that 40 percent of the learning in college takes place outside of the classroom. Admissions counselors try to facilitate that learning by selecting students who are selfaware independent thinkers who can reflect upon their experiences. This can only be transmitted through the personal statement, so make sure you really show yourself. College Myth No. 6: It is best to ask for recommendations from “ important” people. Unless the VIP or celebrity has a perContinued on page 32A

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Friday, August 18, 2017 – Back to School

4 tips for great college essays

College admission

Continued from page 31A

BY AMY ESTERSOHN

he college essay is one of the most important pieces of writing a high school will create. Here are four ways to make the essay stand out. 1) An interesting topic is more important than an unusual topic: An interesting topic is one that allows teens to reflect on their place in the world, their emergence into adulthood, a moral conflict or another really big idea. For example, the soccer captain who writes her college essay about the challenges of being a leader on the field and a friend in the classrooms, hallways and parties will write a more interesting essay than the soccer captain who writes her college essay about defeating a rival team. A student who writes about travel to another country might have an unusual topic, but he might not have anything interesting to say about the experience. 2) College essays should sound like the teens who write them: College admissions officers understand that not every candidate is a comfortable writer and not every candidate will use florid prose or vivid details. That’s fine. Much more important than any writing trick is that a teen’s voice, personality and ideas are in his writing. I tell families that the most important judge of a “good” college

essay is a coach, religious advisor, teacher, relative or another nonparent adult who is close to the teen. That trusted adult can answer questions like, “Does my essay sound like me?” 3) Make the topic clear from the first sentence: Sometimes writers like to lead the reader through a maze of descriptions before a topic emerges in the middle of the essay. That might be a good trick in fiction, but it’s going to frustrate an admissions reader who is on the 79th of 80 applications he has to read that day. Clear, declarative beginnings to college essays will help admissions officers understand what the essay will be about and hint at where the essay is going. For example, the soccer captain could write, “When Coach Johnson named me captain of the soccer team last year, I thought my season would be easy. Instead, it’s been

one of the most challenging seasons of my entire life.” 4) Share personal writing with a guidance counselor: Sometimes students use the opportunity to write on topics like drug use, mental illness, sexuality, divorce and death. I encourage students who wish to write about these issues to share their writing with a school counselor first and to draft a back-up essay on another topic. Students and families can then have a conversation with a school counselor about which essay is more appropriate for a college application, and the answer may vary on a case-by-case basis. Amy Estersohn is a Scarsdale High School graduate and a former admissions officer. She assists teens and their families on applying to colleges and preparing application materials. Email estersohn.college@gmail.com.

sonal connection with the student, and interacted with him in an academic/professional setting, such a letter will not help in a college application and might even hurt it. Refrain from asking for recommendations from your congressman or the CEO of a multinational company who knows your parents. Admissions officials will probably frown upon such a letter, and likely interpret it as namedropping. Letters of recommendation are supposed to be from someone who knows the student well and worked with him/her on a daily basis. Great recommendations often come from teachers of a core subject in school. College Myth No. 7: Applying for financial aid compromises the chances of admissions. It depends on the student and on the college. Regarding financial aid, some colleges are “need blind” — the application for financial assistance does not interfere at all with the decision of accepting the student. Other colleges are “need aware” — the decision might be affected by the request for financial aid. This is a complex topic, so make sure you inquire before you draw conclusions. College Consultant Bettina Weil of Weil College Advising, LLC, can be reached at info@weilcollegeadvising.com.

Back to School – Friday, August 18, 2017

The Rivertowns Enterprise | Page 33A

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High schoolers reap big rewards with summer study abroad

hink about how your teenager will spend their next summer vacation. What if their months off from school could include something much bigger than the usual lineup of part-time jobs, sports practices and hanging out with friends? Picture this: Your teenager wakes up in a different bedroom in a different country, far from home. After eating a breakfast that may consist of new and different foods and flavors, served by a caring host family, your student heads out to have amazing experiences in a new land. Whatever the day brings, your teenager will remember it for a lifetime. What surprises many is a summer of

studying abroad is not just for college students. What’s also surprising is that going abroad is not just for families of means. For all high school students, there is ample opportunity to spend their summer in a new country, having an experience of a lifetime that just isn’t available at home. Every year, more than 300,000 U.S. students study abroad, according to the NAFSA: Association of International Educators. If your high school student were among them, how would the adventure transform their lives and futures? Continued on page 35A

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The Rivertowns Enterprise | Page 35A

Study abroad in HS Continued from page 33A

They stretch and grow A summer abroad is the ultimate “stretch” experience a student could have. That is, learning to communicate in a foreign language and adapting to daily life in a different culture makes students who study abroad in high school more resourceful, and helps them develop their interpersonal skills and discover new solutions to obstacles. “Many parents see a change in their students when they return from the experience of studying abroad,” said Matt Redman, vice president of Global Navigator High School Study Abroad programs at CIEE: Council on International Educational Exchange, a nonprofit that operates more than 300 study abroad programs. “They just carry themselves differently because of that boost in maturity and confidence they gain from living in a new place during their summer break.”

Exposure to bigger ideas and experiences If going abroad is an opportunity your student wants to pursue, it’s important to understand the options and to identify goals for the program so your teenager has the experience he or she is looking for. Some programs offer daily itineraries where students visit multiple cities and see the major sites. Others

are more focused and offer interaction with local people, local language lessons and a chance to live and engage with the community. While both approaches offer valuable life experiences, learning can be balanced with fun. For example, CIEE’s Global Navigators high school programs give students an opportunity to learn and work in a field of study, such as marine science, filmmaking or global entrepreneurship in places like China, Spain or Peru. At the same time, there’s room in the schedule for exploration and fun, where students sightsee, try new activities and participate in community events.

It prepares them for their next steps After their time in a different country, the feedback from the students is nothing short of inspiring. “Our students often talk about the new things they’ve discovered about themselves just from having these new experiences far from home,” Redman said. “Along with becoming more independent, many talk about their plans for the future. With very few exceptions, they see college as an essential part of their futures. These teens are not only excited about going to college, they know what they want from life. In having these experiences, they find their focus, and they set goals.”

It’s easy to see how focus and passion can fuel a student’s drive to excel academically. Beyond college, research suggests studying abroad also has positive effects on career prospects. Villanova University found that graduates who spent time in a different country as part of their studies had better opportunities and a higher job placement after graduation than those who did not. In addition to that, businesses are increasingly seeking employees who can contribute a global perspective. According to the Association of American Colleges and Universities, 78 percent of 400 employers surveyed in 2015 said students should gain the “intercultural skills and understanding of societies and countries outside the U.S.,” yet only 15 percent of employers find these qualities in recent college graduates. Thinking about it? The opportunity is closer than you think. Look for scholarship opportunities and doors can start opening for your teenager. For example, CIEE’s Global Navigator Scholarships are based on financial need and cover anywhere from 20 to 100 percent of their tuition costs, making the opportunity to study abroad and experience a new culture within reach for even more families. Since 2013, these scholarships have made international study a reality for more than 3,000 students. To learn more about CIEE’s Global Navigator High School Study Abroad program and the scholarships, visit ciee.org/globalnavigators. — BPT

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Friday, August 18, 2017 – Back to School

Parenting advice: Help children declutter their digital brand

oday, what people see about us online is as much of who we are as what people see in person. The prevalence of social media and our need to record nearly every aspect of our lives place an importance on maintaining a positive and professional online identity and brand. Oftentimes, how we appear online can impact our real lives, including getting a job, earning an education or building relationships. This is especially important for today’s younger generations, who will soon apply for college or start careers. Young professionals and high school and college students are comfortable living as much of their lives online as they do in person. While sharing their experiences online has become a normal aspect of life, it may have negative implications if what they post is seen as lewd, unprofessional or juvenile. There are countless examples of how online identities can cause someone to be fired or expelled. Parents can lead the way in smart online practices by helping their children declutter their online presence. Dennis Bonilla, executive dean of University of Phoenix’s College of Information Systems & Technology, compares digital brands to tattoos, and warns that the content we post online can never be fully erased. “It is vital for parents to review digital brands with their children, especially as they prepare to enter the professional

To put their best self forward to prospective educators and employers, young people should review and repair their online presence.

chapter of their lives,” Bonilla said. “It may not seem cool to children to censor online content, but they will appreciate their parents’ help in the long run.” Bonilla shared four tips for parents to help their children declutter and improve their online identity. 1) Perform an online audit: One of the easiest first steps that parents can take is to perform an online audit with their children to help them see what personal information about them is available online. Young adults may not think about all the information that is available or

how it can impact their life and career. Inappropriate comments or photos could be the deciding factor in an interview or scholarship application. A quick search of their name, school or job can provide a good idea of what others can find about them. 2) Clean up and learn from social media history: Encourage your child to revisit old posts, photographs and comments across social media sites and take time to remove anything that might be questionable. When it comes to careerfocused sites like LinkedIn, make sure

their information is professional, career relevant and up-to-date. If your children’s content is immature or unprofessional, teach your children to learn from their post history and avoid similar future mistakes. 3) Update — and diversify — passwords: Cyber protection is as important as a clean identity. A hacked account or leaked information can make a person appear unprofessional, despite the industry. The 10 to 15 minutes it takes to review your child’s accounts and strengthen and diversify their passwords across sites could very well save them the hours or days it would take to deal with a stolen identity — let alone the hundreds or thousands of dollars that could cost. Make sure your child’s new passwords are long, complicated and use a combination of letters, numbers and symbols. 4) Serve as an example: As established professionals, most parents understand the proper content to post to social media sites. Use your accounts and online identity as an example for your children. By posting professional content, limiting the amount of information available online and positioning yourself as a hirable candidate, you set a good example for your children to follow to ensure they improve and maintain a good online identity. — NAPSI

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Back to School – Friday, August 18, 2017

The Rivertowns Enterprise | Page 37A

Children's academic success could be music to your ears

ere’s an idea many families may be wise to note: Research shows letting your kids learn music can help them do better in other subjects and enhances skills they’ll need in other areas. “The development of language over time tends to enhance parts of the brain that help process music,” said Dr. Kyle Pruett, clinical professor of child psychiatry at Yale School of Medicine. “Language competence is at the root of social competence. Musical experience strengthens the capacity to be verbally competent.” What’s more, a study by E. Glenn Schellenberg at the University of Toronto at Mississauga, as published in Psychological Science, found an increase in the IQs of 6-year-olds who were given weekly voice and piano lessons. Another study, led by Ellen Winner, professor of psychology at Boston College, and Gottfried Schlaug, professor of neurology at Beth Israel Deaconess Medical Center and Harvard Medical School, found children who had just 15 months of weekly music instruction and practice had improved sound discrimination and fine motor tasks. According to many music teachers, the piano can be a great first instrument. There are several reasons. First, pianos are simple to play: children can begin their music studies as soon as their fin-

gers can reach all the keys. In addition, a piano can help students learn to read music because it’s easy to see the relationships between pitches in both melodies and chords and the way they look written out on the staff. Regular piano playing sharpens fine motor skills and improves hand-eye coordination in the young. Plus, studying piano has been shown to improve memory and build good habits such as focus and perseverance, diligence and creativity.

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sic education for your child and purchasing a piano, there are three things you should learn first. 1) Invest in a good acoustic piano. Look for a high-quality tone, not tinny or shallow, but round and warm that fills the room with vibrations. An acoustic piano can last longer, have more aesthetic appeal, and provide a better music educational experience. For example, touch sensitivity of an acoustic piano lets you play the more subtle musical expressions and dynamics required in most musical genres.

As one professional music teacher put it, “Learning to play on an acoustic instrument offers a range of dynamics, responsiveness, tone color and action that a digital piano cannot match.” Although acoustic pianos tend to be more expensive than digital, the Boston and Essex piano models designed by Steinway bring the world-class tone within financial reach. Furthermore, should your child become more serious about his or her piano studies, you can trade in the instrument toward a more expensive Steinway piano. If you think you can’t afford a piano at this time or you’re not sure you and your child want to commit to the instrument, consider renting a piano, a smart option provided by authorized Steinway dealers. 2) Even more important than the quality of the piano is the quality of the teacher. It’s important to find someone who is the right fit for your child and willing wholeheartedly to invest in your child’s success. One way to find a good teacher is to reach out to your Steinway dealer for suggestions. 3) Finally, the best teacher and the best piano can’t help your child learn to play if he or she doesn’t practice. Consistency is key, and a daily routine is by far the most effective practice structure. You can learn more about affordable piano rental options at steinway.com/rental. — NAPSI

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Friday, August 18, 2017 – Back to School

Hoff-Barthelson Music School a cherished cultural resource

off-Barthelson Music School has achieved national recognition as one of America’s premier community music schools for its unsurpassed leadership in education, performance and community service. With a faculty drawn from the region’s most talented teachers and performers, the school has long been one of Westchester County’s most cherished cultural resources. Open to people of all ages and abilities, Hoff-Barthelson, in Scarsdale, serves as a center where anyone can pursue their interests in music and reach their highest potential. Students encounter a vibrant, nurturing community of music-makers, often forming relationships that last a lifetime. The faculty comprises some of the nation’s most distinguished performers and educators. Many hold chairs in prominent New York orchestras, are members of world-class chamber ensembles, perform in major Broadway productions and are in international demand as solo artists. Others teach at leading conservatories, including The Juilliard School, Manhattan School of Music and Mannes College of Music. Hoff-Barthelson prides itself on providing access to these outstanding artisteducators in the heart of Westchester. Students of all ages enrolled at HoffBarthelson receive not only weekly private lessons, but also musicianship

STEVEN SCHNUR PHOTO

Laura Barnet teaches an Early Childhood Music Class at Hoff-Barthelson Music School.

classes, ensemble instruction and numerous performance and practice opportunities with accompaniment, all offered without charge to students enrolled for private instruction. This all-encompassing approach catalyzes learning, enabling students to fulfill their full potential. It’s what sets Hoff-Barthelson apart from other music schools. Students acquire understanding, appreciation and skills that lead to a lasting and joyful involvement with music while also

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developing critical thinking, creative, social and other learning and life skills during their time at Hoff-Barthelson. Hoff-Barthelson’s comprehensive, sequential program of musicianship training promotes music literacy through sight singing, ear training and dictation, eurhythmics, technology, notation, composition and analysis of musical form. Students enjoy the opportunity to meet and work with their peers in age and level appropriate classes.

Hoff-Barthelson’s Early Childhood Classes are grounded in teaching that pairs music and movement to catalyze the development of children’s minds and bodies. Even very young children develop focus, spatial awareness, gross motor skills, social skills and the ability to work with others, all while having fun. An open house takes place on Friday, Sept. 8, from 10 a.m. to noon and features a class demonstration. Hoff-Barthelson’s Suzuki Program — the most comprehensive Suzuki program in Westchester — features a sequential/ multitiered approach that takes students from novice to advanced player. Hoff-Barthelson is the only community music school in Westchester with a four-tiered orchestral pyramid. Students begin their orchestral experience in the Young People’s Symphonette, move on to the Chamber Orchestra or Wind Ensemble and then to the school’s Festival Orchestra, a full symphonic orchestra for high school students at the highest level of technical ability and musical artistry. Hoff-Barthelson is proud of its relationship with the New York Philharmonic. The school’s Festival Orchestra was selected as an originating partner in the Philharmonic’s Philharmonic Academy Jr. program, the only music school in the tri-state area to have been accorded this Continued on the next page

Back to School – Friday, August 18, 2017

The Rivertowns Enterprise | Page 39A

Continued from the previous page

status. Through this innovative program, philharmonic musicians and teaching artists provide sectional rehearsals, master classes and clinics. Hoff-Barthelson offers unparalleled opportunities to participate in master classes coached by major performing guest artists and pedagogues. Guest coaches in recent years have included Glenn Dicterow, violin; Paula Robison, flute; Carter Brey, cello; David Dubal and Byron Janis, piano; Marin Mazzie, vocalist; and Dick Hyman, jazz. HBMS graduates frequently go on to study at The Juilliard School, Manhattan School of Music, Peabody, Oberlin and Boston conservatories of music and the Berklee College of Music. Others continue their education at universities that have strong avocational music ensembles so that they may continue with music performance for their own pleasure and fulfillment. The school’s deep commitment to community service programs brings music and music education to those in need throughout Westchester: seniors in nursing homes, children in Head Start Centers, medical patients, people with disabilities and more. Students have frequent opportunities to give back to the community through these programs. The school year begins Friday, Sept. 8. To register, call 723-1169 or visit hbms.org.

Music Conservatory to open 7 days a week

t is just about time for the Music Conservatory of Westchester’s fall 2017 semester to commence. The nonprofit organization that has been providing music education to Westchester County and surrounding counties since 1929 will extend its class schedule to seven days per week, offering private lessons on Sundays starting the week of Sept. 4. Offering Sunday lessons will accommodate busy students juggling afterschool programs so music can still be a priority. The conservatory’s goal is to offer more classes and recitals on Sundays in the future. “This was a great opportunity to meet the needs of our students,” Executive Director Jean Newton said. “With today’s families living such busy lives, we feel this is an important expansion for the students and community.” A musical community for the next generation, the conservatory, on Central Avenue in White Plains, will also introduce new classes to the overall fall schedule to appeal to the diverse musical interests of its students. These classes include: • Hip-Hop Composition is for middle school-aged students and older. This program is inspired by the influence of hip-hop on classical music, as seen in “Hamilton the Musical” on Broadway.

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“This is our most adventurous offering,” Dean Douglas Bish said. “We teach hiphop using state-of-the-art equipment to produce this music in the best possible way.” Students are taught how to use the conservatory’s brand new Yamaha Motif XF8 music workstation to create beats and loops inspired by pop and hip-hop hit makers. • The Suzuki program that currently includes specialized violin, cello and guitar instruction will add piano to its lineup of instruments with weekly private and group lessons as part of the Suzuki philosophy of instruction. • Introduction to Rock Band for middle school students and older. “This is a movement to expand our jazz/rock/ pop offerings with a beginner rock band class,” Bish said. • For adult students, new offerings for the fall include the introduction of master classes with instructors to be announced later in the fall, and a music theory class with an online software component as a supplementary resource. Tailored to the adult student, this class will enhance each student’s musical appreciation and understanding of theoretical concepts. Dean Bish said of the distinctive programs being introduced this fall at the Music Conservatory of Westchester, “We are constantly expanding the offerings

of our music programs beyond our classical roots.” Voted Best of Westchester’s Best Music School of 2017, the Music Conservatory of Westchester is making it possible for its students to be prepared with the musical knowledge and skills they need to strike a chord this fall. The Music Conservatory of Westchester was founded in 1929 by a group of community members and renowned artists. Today, the conservatory provides the extraordinary benefits of music to all in the community, from absolute beginners to advanced artists, with one-on-one instruction, performing ensembles, theory, composition, early childhood classes, lifelong learning for adults and free community performances for 2,700 students each year from 4 months to over 80 years old. As a notfor-profit organization, the conservatory is dedicated to serving the community and reaching out to those who would not otherwise have access through its scholarship program. The Music Therapy Institute brings music into the lives of 1,900 children and adults with disabilities each year. The conservatory has inspired generations of students and contributed to a vibrant musical life in the county, the region and beyond. Visit musicconservatory.org or call 761-3900.

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Friday, August 18, 2017 – Back to School

Hudson River music school equipping students for success

r. Shin’ichi Suzuki once said, “Teaching music is not my main purpose. I want to make good citizens. If children hear fine music from the day of their birth and learn to play it, they develop sensitivity, discipline and endurance. They get a beautiful heart.” At the Hudson River School of Music, the same could be said for the teachers, administrators and parent volunteers who run the school — they are working together to build children’s character through the joy of music. Founded in 1968, HRSM was one of the first schools in the Northeast to provide instruction by teachers trained by Dr. Suzuki, a world-renowned pioneer in musical education. But visitors expecting an old-fashioned institution steeped in solemn tradition may find themselves pleasantly surprised by the school’s dynamic atmosphere. As a nonprofit cooperative school, HRSM offers a close-knit, family-like environment. “We’re a small enough community that we all know each other and we can give each student very individualized attention,” director Amy Rosen said. “But we’re also large enough to give students some amazing musical opportunities and experiences.” Students ages 3 to 18 study violin, viola and cello at the school, and a new eurhythmics class has been added for 2-year-olds and their parents or caregivers. Eurhythmics teaches young children to respond to the tempo, dynamics, texture and style of music through physical movement and prepares them to begin reading musical notes. In addition to participating in private lessons, group playing classes, eurhythmics classes, reading classes and chamber groups, HRSM students perform regularly throughout the year in large and small venues with professional accompanists. “It’s been so rewarding to see the kids performing out in the community,” said Anna

By performing regularly, students at the Hudson River School of Music develop confidence, focus and poise.

Gedrich, whose two children study violin and viola at HRSM. “They always draw big crowds at the Ferry Festa, the Irvington farmers market and local nursing homes. Playing in those less formal situations is a great way to get them used to playing in front of people, while still having fun.” Public performance is one of the pillars of the Suzuki method, which is based on the principle that a positive

BOB PLOTKIN PHOTO

musical learning environment helps foster character in young students. The method encourages collaboration and mutual encouragement among musicians and discourages competitive attitudes. Parents, while not required to play an instrument, are asked to play a big part in their child’s musical development. “Actually, we try to get the whole family involved,” Continued on the next page

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Back to School – Friday, August 18, 2017

The Rivertowns Enterprise | Page 41A

Continued from the previous page

Rosen said. “We like to see brothers and sisters at concerts, grandparents, you name it. We encourage the family to listen to music together, to talk about it, to make it part of the family life. With all of your loved ones cheering you on, playing becomes a joy.” The school also offers lessons for adults who want to join in the fun. As students advance in the program, they grow to appreciate all the ways their Suzuki training helps them in everyday life. Whether they are speaking in front of a group, collaborating with peers or applying patience and discipline to a difficult task, HRSM students and graduates are equipped for success throughout life. As HRSM graduate Alejandro Cruz said, “The student-centered, caring, nurturing environment allowed me to grow into a musician of poise and confidence. More importantly, the teachers helped me develop a love of music and the violin that has followed me throughout my life and enriched not only my experience of the arts, but my day-to-day life as well. Great things happen at HRSM, and those great things last a lifetime.” Located in Dobbs Ferry, the HRSM program takes place after school from September through June. For more information contact Rosen at amyrosen. hrsm@gmail.com or 693-9481, or visit hrsm.org.

Dance & Theater Arts offers individual attention

ocated in Dobbs Ferry, Dance & Theater Arts Studios was founded in 2010 at the recently renovated and historic 145 Palisade St. building in Dobbs Ferry. There is ample parking, a pond with a fountain and glorious Hudson River views on the premises. DTA offers two semesters of weekly classes beginning Sept. 11, and a summer session of process-oriented and technique-based instruction. There are end-of-semester visits and a local yearend showcase. DTA is known for its comprehensive youth ballet and dance programs, but all ages can also experience vocal training, coaching and the exposure needed to sing confidently. This prepares singers to perform on stage or to step up for open mike night. The studio features a group voice coaching class or private lessons for all singing styles. DTA provides a professional dance floor, innovative classes, like acting workshops, and guest teachers.

DTA is an intimate, affordable and dedicated performing arts studio, where students from age 3 to adult can nurture and explore their inner artist through a unique variety of classes in dance, singing and acting. DTA addresses all students from wherever they are in their artistic process, whether encouraging new students or coaching and challenging the more experienced. Director Janetta Betz, AEA, SAG-AFTRA, is a well-respected teaching artist who has taught, directed and choreographed original and classic theater and dance pieces all over Westchester County for the past 18 years. “There are many wonderful theater groups in studios/schools throughout the Rivertowns, but we concentrate exclusively on skill enhancement with honest critique,” Betz said. “The stage is not the place to try out underdeveloped skills — our classes and workshops are the ‘laboratories’ where taking risks

The Windward School is the premier co-ed day school dedicated to providing a proven instructional program for children with dyslexia and language-based learning disabilities in grades 1-9. With a student-teacher ratio of 4:1, the program is designed to enable students to experience success, help them understand the nature of their learning differences, provide them with the skills and strategies to overcome their academic difficulties, and enable them to return to mainstream settings. To learn more or to register for an information session, visit thewindwardschool.org Westchester Lower School Grades 1-4 White Plains, NY Westchester Middle School Grades 5-9 White Plains, NY Manhattan Lower & Middle School Grades 2-8 New York, NY

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and making mistakes are encouraged. Producers, directors and musical directors do not have the time to provide the technical training that performers need to improve. Their job is to get the show up and running. “Our professional performing/teaching artists are focused on the individual performer as they learn the technique that will carry them through their artistic process. They will then be properly prepared for the demands of the stage.” Some new classes for teens and adults are BYP Dance (barre/yoga/pilates), group voice coaching, acting/ improv and swing dance. Some unique classes for kids include Brain Dance and Animated Classics Song & Dance. For more info or to register visit danceandtheaterarts.com, email janettabetz@ optimum.net or call 231-9179.

Page 42A | The Rivertowns Enterprise

Friday, August 18, 2017 – Back to School

Steffi Nossen School of Dance hosts open house Sept. 7

oin Steffi Nossen School of Dance to experience the joy of dance as the school celebrates its 80th year. From Sept. 23-28, try unlimited age and level appropriate classes at no obligation during the free week of dance. This is the perfect opportunity to experiment with a new dance technique or rediscover an old favorite. Try any class available Monday to Saturday, at the studios at the Music Conservatory of Westchester on Central Avenue in White Plains, right across the street from the Westchester County Center, and on Mondays at The Church of Saint Mary the Virgin on South Greeley Avenue in Chappaqua. “I am very excited for my second year here at Steffi Nossen School of Dance,” director Kristina Todd Nelson said. “I look forward to seeing both new and familiar faces in our studios come fall and look forward to a new and exciting year of dance. Our programs here at Steffi not only give superb dance training but also nurture our student’s mind, body and soul.” Steffi Nossen School of Dance conducts a program of core classes in modern, ballet, jazz, tap and hip-hop for children 3 years old through teens, and a full complement of level-based technique classes in modern, ballet, contemporary and jazz. Performance opportunities are available for all and live music is a part of most classes.

ELLEN CRANE PHOTO

The full cast warms up for the Steffi Nossen Dance Company’s 80th anniversary benefit concert.

Moving Wheels and Heels, adaptive classes for dancers of all ages with physical, developmental, and emotional disabilities, will hold its own open house. Wheelchairs are welcome and family members are encouraged to join in. The faculty, all college-trained professionals with performing experience, transmit the joy and discipline of dance

with warmth and enthusiasm to dancers of all ages and abilities. Each student is challenged to strive for his or her personal best. Lifelong friendships are formed in a supportive, noncompetitive environment. Check out our new boys class for grades k-5. The boys learn to create their own moves while working on strength, agility,

flexibility and coordination. Popular music and the foundations of dance movement make this fun and inviting. The youngest dancers, ages 1 to 3 years old, and their parents/caregivers, have a class of their own. This fun-filled program focuses on developing motor skills, musiContinued on the next page

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Back to School – Friday, August 18, 2017

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Alliance Française offers French language lessons

Continued from the previous page

cality and imagination through creative movement and movement games. Classes will take place in six-week sessions throughout the school year, providing many opportunities to meet new friends. The open house will be Thursday, Sept. 7, from 4 p.m. to 7 p.m., featuring a faculty meet and greet, free sample class, free giveaways, fall registration and the opportunity to buy dance attire and Steffi Swag. 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. The school is owned and operated by the Steffi Nossen Dance Foundation, 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 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 industry and a rich 80-year history, Steffi Nossen is a leader among dance schools, focusing on the growth of the student’s mind, body, spirit and character. Visit steffinossen.org.

holidays. Some are for families, some for adults. Alliance Française offers a full range of classes for adults, from beginners to the fluent. There are book clubs, discussion groups and cooking classes. There are immersion classes, especially useful for travelers who need to get their French in working order. Alliance Française is part of the worldwide organization of Alliance Françaises founded in 1883 and now serving nearly half a million students in 137 countries. Alliance Française of Westchester is “La Petite France” in White Plains. Visit afwestchesterny.org, email info@afwestchesterny.org or call 681-8735.

Learning another language opens a child’s mind. Alliance Française of Westchester’s children’s programs focus on the fun of learning to communicate in French. At 31 Mamaroneck Ave., sixth floor in White Plains, classes are small and methods are age appropriate and activity-based. Alliance Française teaches children of all ages from toddlers to teens, offering private tutoring, as well. Teachers are native born French speakers, so students learn French as it is actually spoken. Alliance Française offers more than classes. Events are held to celebrate French culture through music, food and

Specialized sports program comes to Westchester Since 1999, Kids In Sports has been the most dynamic specialized sports program for children 12 months to 12 years old in New York City, and is excited to share its recent opening in the Archway Plaza on 365 Central Park Ave. in Scarsdale. Headquartered on the Upper East Side of Manhattan, Kids In Sports offers its programming in several locations throughout New York City, including the 92nd Street Y and Greenwich, Connecticut, with franchises in Walpole, Massachusetts, and Fayetteville, North Carolina. Founded by educators and former collegiate athletes Michael Strutt and

Kenneth Colon, Kids In Sports instructs children in multisport classes including basketball, baseball, football, hockey, lacrosse, soccer and volleyball. The founders believe in the long-term benefits that children adhere to from playing more than one sport and such was the foundation for their program. With a curriculum designed to teach your child the concept and technique of each individual sport while getting the exposure to them all, Kids In Sports is a truly unique program for children. There are many benefits that Strutt and Colon consider a valuable part of

their program, all of which go beyond the thrill of sports: “Health and fitness inspires a lifelong appreciation of an active lifestyle no matter what sport or activity they choose to pursue. Life skills, including building self-esteem, confidence, emotional stability and a love of learning, are so critical for a young child’s development and long-term happiness. Socialization starting at such a young age encourages teamwork, sportsmanship, respect and adherence to systems as they grow older.” For more information visit kidsinsports.com.

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Page 44A | The Rivertowns Enterprise

Friday, August 18, 2017 – Back to School

Greenburgh Nature Center a paradise for young children

ack to school is a busy time at the Greenburgh Nature Center as visiting preschool/school groups, parents/caregivers with children and the general public are welcomed. The nature center offers a wide array of educational programs and classes, special seasonal events, camp and birthday parties for ages 3 and up. And, GNC is pleased to announce the launch of the Little Sprouts afternoon program for preschoolers. GNC’s goal is to promote an appreciation of nature and the environment. The 33-acre woodland preserve has trails, ponds, gardens, nature’s discovery playground, a Native American wigwam and longhouse and outdoor animal exhibits. The indoor exhibits include a live animal museum with over 100 specimens, exhibit areas focusing on nature and the environment, a greenhouse and a gift shop. By being outdoors, interacting with animals and witnessing nature’s seasonal changes, children learn that they are part of a larger ecological community. The Nature’s Discovery Playground is a unique, nature-themed playground designed to engage children in outdoor exploration and discovery. This recreation area serves children ages 2 to 12 and provides a variety of play elements that mimic the natural environment. The center is committed to ensuring that today’s generation enjoys creative play in the outdoors and connecting children to the wonder and awe of nature.

Sept. 30 at 11:30 a.m. and lasts for approximately 45 minutes. For fall and winter schedules, visit greenburghnaturecenter.org.

Special events Check online for details about upcoming fall special events: Howlin’ Halloween (Saturday & Sunday, Oct. 28-29, 5-8 p.m.); and the train show (weekends only, Nov. 25-26, Dec. 2-3 and 9-10).

Visit the Story Walk

The center has professional educators who gear each program to the appropriate age, with STEM and STEAM curriculum incorporated. Programs stress hands-on and direct-involvement learning, all while teaching children important skills such as utilizing measurement tools and developing critical thinking.

Weekly programs Weekday Nature Series programs for young children with a parent or caregiver let you enjoy an hour of nature fun together. Except for extreme weather conditions, a portion of each class is spent outdoors. Tuition for a six-week session is $50 for GNC members and $90 for nonmembers. Pre-registration and pre-pay-

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ment are required. Young Explorer’s Storytime: Join GNC for a unique experience as children, with a parent or caregiver, are immersed in a nature-themed story, with opportunities to engage with live animals and enjoy the fields and forests. For children ages 3 to 5, Mondays, 1 p.m. to 2 p.m. Runs through September 25. Cost is $9/child for members, $12/child for nonmembers. Teaching Trails: Free weekend walks for all ages with specially trained Trail Ninja volunteers providing information on trees, plants, wildlife and seasonal changes. This environmental education program is generously supported by Con Edison. Program runs most Saturdays and Sundays through

Join GNC for the free ninth annual Story Walk, which runs Sundays from 11 a.m.-4:30 p.m. through Sept. 24. Take a self-guided walk with your child along the woodland trail to enjoy a favorite children’s storybook, “Deer Mouse at Old Farm Road,” by Laura Gates Galvin, illustrated by Katy Bratun. Recommended for children 8 and under.

About GNC The Greenburgh Nature Center’s mission is to ignite passion, curiosity and respect for our natural world. The center is located at 99 Dromore Road, off Central Park Avenue in Scarsdale. Parking is free and handicapped parking is available. GNC’s grounds are open daily dawn to dusk through the year. The center’s indoor exhibits are open Monday through Thursday — closed Fridays and a few holidays — from 9:30 a.m. to 4:30 p.m., and on weekends from 10 a.m. to 4:30 p.m. Visit the website or call 723-3270.

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Back to School – Friday, August 18, 2017

The Rivertowns Enterprise | Page 45A

Clocktower Players celebrate 40 years of musical theater

he award-winning Clocktower Players resident theater company of the landmark Irvington Town Hall Theater marked the beginning of its 40th season with a glittering gala on June 9. The New York Senate proclaimed it “Clocktower Players Day” and the creative accomplishments, commitment to diversity and dedication to the community were recognized by Sen. Andrea Stewart-Cousins, Assemblyman Thomas J. Abinanti and Greenburgh Town Supervisor Paul J. Feiner. Throughout the jubilant 2017-18 season the celebration continues. Clocktower is thrilled to present a lineup of Tony Award®-winning and timeless musicals to uplift and inspire one and all. In appreciation to the community for its 40 years of support, ticket savings are being offered to patrons Sept. 4-14. Ticket Code: AMAZE40. Clocktower’s Best of Westchester youth educational theater programs welcome all children, build confidence and enrich lives. Youth Troupes begin Sept. 7 and include Pre-Troupe Acting Adventures, the cornerstone class that introduces 4-6-year-olds to the world of theater through imagination and play; the beloved Kids Troupe for grades 1 to 4, which will delight in “Peter Pan Jr.” Dec 2-3 and Disney’s “The Lion King Jr.” April 21-22; Jr. Teen Troupers for grades 5 to 8, which will shine in Disney’s “The Little Mermaid” Jan. 26-27; Teen Troupers for grades 9 to

“Beauty and the Beast” at Clocktower Players earlier this year.

12, which can’t wait to get started on the musical within a comedy “The Drowsy Chaperone” Feb. 9-10; and the Jr. Teen and Teen Troupe for grades 5 to 12 will have a blast working on the favorite family classic “Chitty Chitty Bang Bang” May 11-12. “Clocktower has been an amazing experience for my daughter,” parent Beth Propper of Irvington said. “It has helped her with her confidence, her energy, her musicality, and with her literacy. My child has had the most enriching experience, because, fabulously, the artists at Clocktower really make sure that the kids understand the meaning of all that they ut-

ter and sing.” In a continued effort to share the gift of live theater with all youth, need-based scholarships are available through the generosity of our donors for tuition-based programs. Champions of diversity, giving voice to stories as rich and complex as the great tapestry of America itself, Clocktower Players Community Theater Adult Troupe has been honored to receive many accolades including Best of Westchester’s Best Local Theater Group, five 2015 OnSTAGE Critic’s Awards, including Outstanding Musical Award, and a selection by NY Theater

Guide as one of the top five community theater companies in New York State. To kick off the season as only Clocktower can, patrons are urged to purchase tickets early for the Nov. 4 concert staging of legendary composer and lyricist Stephen Sondheim’s Tony Award®-winning Best Musical “Company.” Follow perennial bachelor Bobby on the night of his 35th birthday as his five married couple friends gather to celebrate and offer varying degrees of relationship advice during a hilarious array of interactions. With a phenomenal cast, a cagey, witty book by George Furth and Stephen Sondheim’s brilliantly brisk and incandescent score, you won’t want to miss it. From March 9-18, Clocktowers’ Adult Troupe will lift you up and leave you smiling with the jazz hands-down extraordinary “Pippin.” Its soaring score by “Wicked” composer Stephen Schwarz sparked the razzle-dazzle staging from the immortal Bob Fosse and won nine Tonys, including 2013’s Best Musical Revival. “We’ve got magic to do,” artistic and executive director Cagle McDonald said. “I can’t wait to share the diverse, crowdpleasing roster of shows with everyone. We’re going to have a fantastic time.” Information can be found at clocktowerplayers.com, while tickets are for sale at irvingtontheater.com. Find Clocktower Players on Facebook, too.

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Friday, August 18, 2017 – Back to School

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Back to School – Friday, August 18, 2017

The Rivertowns Enterprise | Page 47A

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Page 48A | The Rivertowns Enterprise

Friday, August 18, 2017 – Back to School

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ARDSLEY UNION FREE SCHOOL DISTRICT Superintendent of Schools . . . . . . . . . . . . . . . . . . . . . . 693-6300 Board of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . 693-6300 Concord Road Elementary School . . . . . . . . . . . . . . . . . . . 693-7510 Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 693-7564 High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 693-6300 DOBBS FERRY UNION FREE SCHOOL DISTRICT Superintendents Office . . . . . . . . . . . . . . . . . . . . . . . . . 693-1506 Business Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 693-1500 Springhurst Elementary School . . . . . . . . . . . . . . . . . . 693-1503 Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 693-7640 High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 693-7645 HASTINGS-ON-HUDSON PUBLIC SCHOOLS Superintendent’s Office . . . . . . . . . . . . . . . . . . . . . . . . 478-6200 Board of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . 478-2900 Hillside Elementary School . . . . . . . . . . . . . . . . . . . . . 478-6270 Farragut Middle School . . . . . . . . . . . . . . . . . . . . . . . . 478-6230 Hastings High School . . . . . . . . . . . . . . . . . . . . . . . . . . 478-6250 IRVINGTON Superintendent’s Office . . . . . . . . . . . . . . . . . . . . . . . . 591-8500 Dows Lane Elementary School . . . . . . . . . . . . . . . . . . 591-6012 Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 591-9494 High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 591-8500

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Hackley School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 631-0128 Masters School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 693-1400

PAROCHIAL

ARDSLEY Ambulance . . . . . . . . . . . . . . . . . . . . . . . . . . . .693-1700 Fire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 693-1700 Police . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .693-1700 DOBBS FERRY Ambulance . . . . . . . . . . . . . . . . . . . . . . . . . . . .693-5500 Fire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .693-3000 Police . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .693-5500 HASTINGS-ON-HUDSON Ambulance . . . . . . . . . . . . . . . . . . . . . . . . . . . .478-2344 Fire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .478-2344 Police . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .478-2344 IRVINGTON Ambulance . . . . . . . . . . . . . . . . . . . . . . . . . . . .591-5151 Fire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .591-9867 Police . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .591-8080

John Cardinal O’Connor School . . . . . . . . . . . . . . . . . . . . . 591-9330

CHILDCARE

Ardsley Children’s Center . . . . . . . . . . . . . . . . . . . . . . . 693-6686 Ardsley Pals -5th & 6th Grades, Middle School . . . . . . 674-1222 Around The World . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479-0762 Aspire - Hastings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478-5521 Days of Wonder Child Care Program . . . . . . . . . . . . . . . . . 693-2980 Dobbs Ferry After-School Center . . . . . . . . . . . . . . . . . . . . 693-2406 Irvington Children’s Center . . . . . . . . . . . . . . . . . . . . . .591-8182 Little Village Day Care . . . . . . . . . . . . . . . . . . . . . . . . . 693-0600

NURSERY

ARDSLEY Ardsley Community Nursery School . . . . . . . . . . . . . . . 693-4932 DOBBS FERRY Alcott Montessori School . . . . . . . . . . . . . . .693-4443, 472-4404 Chabad Pre-school . . . . . . . . . . . . . . . . . . . . . . . . . . . . 693-6100 Christian Pre-school, Dobbs Ferry Lutheran Church . . . 693-0026 Community Nursery School . . . . . . . . . . . . . . . . . . . . . 693-9072 Greenburgh Hebrew Center Nursery School . . . . . . . . . 693-5121 Hudson River School of Music . . . . . . . . . . . . . . . . . . . 693-9481 HASTINGS-ON-HUDSON Five Corners Nursery . . . . . . . . . . . . . . . . . . . . . . . . . . 478-2334 Goddard School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478-1390 Hastings Co-op Nursery School . . . . . . . . . . . . . . . . . . 478-3777 Rivertowns Pre-School . . . . . . . . . . . . . . . . . . . . . . . . . 478-6181 Temple Beth Shalom Nursery School . . . . . . . . . . . . . . 478-3833 IRVINGTON Good Shepherd Early Childhood Center . . . . . . . . . . . . 591-4104

800-222-1222 LIBRARIES

Ardsley . . . . . . . . . . . . . . . . . . . . . . . . 693-6636 Dobbs Ferry . . . . . . . . . . . . . . . . . . . . 693-6614 Greenburgh . . . . . . . . . . . . . . . . . . . . 721-8200 Greenburgh (children’s) . . . . . . . . . . . 721-8227 Hastings-on-Hudson . . . . . . . . . . . . . . 478-3307 Irvington . . . . . . . . . . . . . . . . . . . . . . . 591-7840

CHAMBERS OF COMMERCE Ardsley . . . . . . . . . . . . . . . . . . . . . . . . Dobbs Ferry . . . . . . . . . . . . . . . . . . . . Hastings-on-Hudson . . . . . . . . . . . . . . Irvington . . . . . . . . . . . . . . . . . . . . . . .

P .O . Box 119 P .O . Box 444 P .O . Box 405 P .O . Box 161

POST OFFICES

HOSPITAL/EMERGENCY ROOMS URGENT CARE CENTERS Apple Med Urgent Care . . . . . . . . . . . . . . . . . . . 231-7111 Dobbs Ferry Pavilion . . . . . . . . . . . . . . . . . . . . . 693-5187 Phelps Memorial Hospital Center . . . . . . . . . . . . .366-3590 St . John’s Riverside Hospital . . . . . . . . . . . . . . . .964-4349 Urgent Care of Westchester . . . . . . . . . . . . . . . 372-7171 White Plains Hospital Center . . . . . . . . . . . . . . . . .681-1155

POISON CONTROL CENTER

Ardsley . . . . . . . . . . . . . . . . . . . . . . . . 693-0476 Ardsley-on-Hudson . . . . . . . . . . . . . . . 591-7299 Dobbs Ferry . . . . . . . . . . . . . . . . . . . . . 693-0451 Hastings-on-Hudson . . . . . . . . . . . . . . 478-3786 Irvington . . . . . . . . . . . . . . . . . . . . . . . 591-6487

BUSES & TRAINS

RECREATION Ardsley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dobbs Ferry Recreation & Parks . . . . . . . . . . . . . . . . . . . Greenburgh Nature Center . . . . . . . . . . . . . . . . . . . . Hastings-on-Hudson Community Center . . . . . . . . . . Irvington Recreation Center . . . . . . . . . . . . . . . . . . . . . . . .

693-8012 693-5505 723-3470 478-2380 591-7736

Bee Line Bus Information . . . . . . . . . . . . . . . . . . 813-7777 Metro North Railroad From New York City . . . . . . . . . . . . . . . .212-532-4900 From all other areas . . . . . . . . . . . 1-800-METRO-INFO

THE ARTS The Hudson River Museum . . . . . . . . . . . . . . . . . . . Irvington Town Hall Theater . . . . . . . . . . . . . . . . . . Newington Cropsey Gallery . . . . . . . . . . . . . . . . . . . RiverArts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

963-4550 591-6602 478-7990 412-5103

Please Refrigerate Immediately!

Peter J. Riolo real estate Member Westchester Real Estate, Inc.

30 Main Street

Hastings-on-Hudson

478-1400