TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 10, 2016 • 12
BACK TO SCHOOL International Baccalaureate Program (IB) Presents Rigorous Academic Challenges Founded in 1968, the International Baccalaureate (IB) is a non-profit educational foundation, headquartered in Geneva, Switzerland. It offers four highly respected programs of international education. Schools, including primary and high schools, must be authorized by the IB organization to offer the programs, which are designed “to develop the intellectual, personal, emotional, and social skills to live, learn, and work in a rapidly changing world.” Today, the IB Program includes 2,399 schools in 129 countries. The program has a well-earned reputation for high standards of teaching, pedagogical leadership, and student achievement. From the time of its founding, IB has emphasized a focus on world understanding. It is designed with the hope of helping students improve the world through knowledge and respect. Students who participate in the IB Program are challenged by its rigorous academic standards, and they are often rewarded by receiving advanced placement in college as well as having
experienced the opportunity to deepen their understanding and broaden their horizons. Forum for Educators Princeton Junior School (PJS) in Lawrence Township is the first independent school in New Jersey to receive the IB Primary Years Program (PYP) World School Authorization. The school serves students from pre-school through fifth grade, and all students from age three can participate in the program, says Susan Weintraub, Princeton Junior School IB PYP Coordinator. As she explains, “Our IB PYP ‘journey’ began in the spring of 2013 when we applied for candidacy. Just last month, Silvana Clark, Head of School, and I attended our first IB Conference of the Americas. The conference provided a forum for educators from all four programs in the IB continuum to discuss pedagogical leadership, educational quality, and international-mindedness. It was a powerful experience to see how the IB Primary Years Program philosophy and curricular framework connected our small New Jersey school
to a larger, global network.” The curriculum at PJS is closely tied to the 5 Essential Elements of the PYP, adds Ms. Weintraub. “These are Knowledge, Concepts, Skills, Attitudes, and Action. Students explore the following subjects: language arts, mathematics, science, social studies, spanish, performing arts (music and drama), visual arts, learning through landscapes, and PSPE (personal, social and physical education). “An important point to note is that these subject areas are not presented as isolated subjects. The IB PYP framework emphasizes concept-based learning, with focus on big ideas that are relevant within and across subject areas. “Having a shared philosophy and framework allows individual PYP schools worldwide to create curriculum designed to meet the needs of their students in different local and global contexts as they explore central ideas through the six overarching transdisciplinary themes (Who we are, Where we are in place and time, How we express ourselves, How the World works, How we
organize ourselves and Sharing the planet) that are universal, significant, timeless, and relevant to learners everywhere,” she continues. “While IB schools do not work from one identical curriculum, they operate from a shared curricular framework and approach to teaching and learning. These commonalities allow for collaboration across cultures and contexts.” Life-long Learning Ms. Weintraub explains that all IB World Schools are required to participate in an ongoing process of review and development guided by the International Baccalaureate Organization (IBO) standards and practices. “This ensures that as educators, we are also committed to life-long learning, self-reflection, and growth in our professional lives” In addition, she notes, “The IB PYP emphasizes inquiry across disciplines and from multiple perspectives while providing learners with opportunities for collaboration and student-initiated investigations. IB PYP is committed to purposeful inquiry-based learning that actively engages children in their own learning by challenging students to pose questions, solve Continued on Next Page
A D M I S S I O N O P E N H O U S E : S U N D A Y, O C T O B E R 2 3 , 2 0 1 6 A T 1 : 3 0 P. M . A Quaker, coeducational, boarding and
George School Admission Office
day school for students in grades nine
1690 Newtown Langhorne Road
through twelve. Located in historic Newtown, Pennsylvania.
Newtown PA 18940 215.579.6547 admission@georgeschool.org
IB Program
discussion about their learnIn the fifth grade, all stuing, children need to have a dents participate in the PYP Continued from Preceding Page clear sense of what they are Exhibition, she explains. problems, demonstrate crelearning, how they are learn“This exhibition is a culmiativity, and become reflecing, the skills they are buildnating event of the PYP and tive learners who actively participate within their com- ing, and why the learning is a personal rite of passage. important. By involving stu- It provides an opportunity munity.” dents in this type of reflection for our oldest students to Ms. Weintraub adds that from an early age, students select and explore an issue, with IB authorization, PJS identify themselves as learn- problem, or area of interest has expanded its assessment ers, set goals for themselves, and play a leading role in to include student-led confer- and become more empowered determining the central idea, Funthrough and innovative ences in kindergarten independent learners.” lines of the inquiry, and stuinnovative fifthSPANISH grade. “In orderIMMERSION to lead a Fun and PROGRAM dent questions. Throughout
the process, students demonstrate their understanding of the IB learner profile and the essential elements of the PYP as they document their learning. “Mentors and experts from the school and larger community support students as they plan and conduct interviews, surveys, field trips, or science investigations, collect artifacts, and search for rel-
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Wonder
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what a girl can do?
Stuart girls are wonder-filled as well as wonderful. From preschool to senior year, their curiosity and zest to learn are fed by outstanding academics and inspiring faculty. Our teachers know girls and know each girl well. Stuart graduates are well-educated, well-spoken and exceptionally well-prepared for highly selective colleges, fulfilling careers, and lives driven by wonder.
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Stuart admits students of any race, color, religion and national or ethnic origin.
evant information. In addition to a research paper and oral component, students choose other presentation methods that may include artwork, poetry, song, dance, film, digital presentations, or use of other technology.” The youngest Princeton Junior School students also have a special demonstration of their own skills, reports Ms. Weintraub.
Who We Are “Our kindergarten/grade one mixed age class began the 2015 school year with an inquiry into one of the 6 IB PYP transdisciplinary themes: Who We Are. The IB describes this theme as ‘an inquiry into the nature of the self, beliefs, and values ; personal, physical, mental, social, and spiritual Continued on Next Page
13 • TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 10, 2016
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TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 10, 2016 • 14
IB Program
YWCA Princeton’s
Young Wonders
Child Development Center At two convenient locations
Princeton Center
59 Paul Robeson Place Princeton NJ 08540 (609) 497-2100 ext.325 For ages 8 weeks to 6 years
Hamilton Center
3562 Nottingham Way Hamilton Square NJ 08690 (609) 587-1815 For ages 2½ to 6 years
www.ywcaprinceton.org/childcare
Continued from Preceding Page
health; human relationships, including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.’” The central idea presented to the students was: People create and adapt space to establish community, continues Ms. Weintraub. “The key concepts addressed in this unit are form, function, and connection.” The lines of inquiry: • How people design space to build community. • How our environment helps us learn. • Democratic decision-making and positive communication. • Expressing and celebrating who we are individually and as a community. “This unit of study resulted in the K/1 students creating a design (to scale) of a natural playscape that they proposed to our Head of School. This shows how all of the IB Essential Elements (knowledge, concepts, attitudes, skills, and action) were integrated in an engaging and purposeful way.” Around the World George School in Newtown, Pa. is an independent boarding school for grades nine through 12. It is one of a few U.S. boarding schools offering the IB Diploma Program, a challenging curriculum for juniors and seniors. The school received its initial charter as an International Baccalaureate Diploma school in 1985. As the school’s information statement explains,
“The Diploma Program structures and balances rigorous academic work with additional requirements that place students in community service and creative and physical activities. Standardized internationally, the program prepares graduates for college in the U.S. or at universities around the world.” The school also offers the IB Certificate Program in more than 20 different areas of study. Certificate candidates take one or several courses in their area of academic interest and upon completion of these classes, they may take higher level or standard tests. They receive IB Certificates for each course successfully completed. All IB Diploma candidates are required to take courses leading to examinations in six subjects, explains Ralph Lelii, George School IB Program Coordinator. The subjects include: Group 1, native language; Group 2, acquired language; Group 3, history or economics or world religions or global politics; Group 4, chemistry, physics, biology, or environmental systems; Group 5, mathematics; and Group 6, art. “We began with two students from Italy in our first class, and we have grown steadily to our current group of 110 juniors and seniors pursuing this second high school diploma,” says Mr. Lelii. “It is important to remember that if a student is doing the entire IB Diploma, they are enrolled in two high schools; this is not a metaphor. They graduate with two diplomas, one of which, the IB, is internationally recognized.” In addition to the classes
for the IB Diploma, students must complete several other assignments, he adds. “These include a philosophy class in epistemology, a 4,000-word research essay, and a 65hour service project. They must also participate in a team sport and artistic endeavor during their time. Shared Goals “The IB assessments are largely essay-based, and they cross many different modalities. Students must submit journals, labs, essays, and creative projects, and take intensive written examinations. The emphasis is on diversity, honoring differences, and recognition of shared goals.” Over the past two years, George School IB Diploma students have worked in service programs in South Africa, Vietnam, Nicaragua, Cuba, and France as well as in domestic programs in Pennsylvania; Washington, D.C.; Mississippi; and Georgia, says Mr. Lelii, adding that George School has been a pioneer in international service work. Participation in the IB Program can be enormously helpful in the college application process, he reports. “Over 300 schools grant an entire year of college credit at the school for the IB Diploma, depending on scores. The simple proof of its influence might be seen like this: Harvard accepts five percent of their applicants. If they will give sophomore standing to an IB Diploma holder, it must weigh powerfully in their perception of the applicant.” Another significant benefit of the IB Program is international standing, adds Mr. Lelii. “IB Diploma graduates Continued on Next Page
Est. 1931
Inspired. Confident. Ready. D i s c o v e r
Chapin School P R I N C E T O N
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November 13 & 30
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Continued from Preceding Page
are citizens of the world. The IB Diploma is the only high school diploma accepted throughout the world. Over 800,000 students are studying the IB in over 200 languages. It is an attempt by educators to say that in this fractious and diverse world, we can come together across the seven continents and establish a common framework of what we believe students should know when they graduate from high school. There is no such shared program anywhere in the U.S. secondary system of education.” In addition, he points out that “When a school, any school, makes a claim that they have a great math department or language department, if there are no externally correlated assessments,
what does it mean in reality? The benefit of the IB Program is that an 18-year-old is saying that in addition to earning my high school’s diploma, I will also swim in this much larger pond, and take the same exams as students in China, India, Russia, Germany, etc. There is great power in that, I believe; and strong performance on these exams provides evidence to support the claim that a department is strong.” Among George School students who have participated in the IB Program, many point out its benefits during their college careers. Here are some of their comments. Priceless Experience “Because of my IB scores, I received an entire year off at NYU,” says Emily W. “In my free year, I will begin my master’s program. This will
enable me to earn my MA by the time I turn 22!” Adds Cori S., “IB was amazing preparation for the competition I would encounter at Wellesley for college and Harvard for graduate school. IB was tough, and we all competed for the most insightful papers and the coolest art projects. You couldn’t be best every time. You learned that you were still a smart person even when you failed sometimes, and there was more to you than just a grade or paper. It was a priceless experience — to learn that early on — and in a safe environment.” Whether one pursues an IB Certificate or the IB Diploma, the benefits of participating and successfully completing these challenging areas of study can be incalculable. The mastery of critical thinking, careful preparation and research, and succinct writing is invaluable, of course. But moreover, as the IB Program mission statement makes clear: “The International Baccalaureate is more than its educational programs and certificates. At our heart, we are motivated by a mission to create a better world through education.” —Jean Stratton
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15 • TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 10, 2016
IB Program
2016 Fall Open House Dates: Sunday, October 16 at 1:00 p.m. Friday, November 11 at 9:00 a.m. or Call today to schedule a personal tour, (609) 921-0099!
TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 10, 2016 • 16
Schools Institute Policies and Programs To Work Positively With LGBT Students As schools get ready to open this fall, many are finding ways to work with LGBT (an acronym for lesbian, gay, bisexual, and transgender) individuals. At times Q is added to refer to Questioning. Estimates of the number of students in schools nationwide who self-identify as gay, lesbian, or bisexual are thought to be five percent, according to Massachusetts Youth Risk Behavior Surveys. Students who do not identify traditionally on the binary spectrum but somewhere on the gender spectrum (though not necessarily transgender) may number from two percent to five percent, some sources report. Not only are schools striving to afford these students a safe environment, but also one that is affirming and respectful. Michael Sadowski, professor of education in the Bard College Master of Arts in Teaching program, works with pre-service teachers (those preparing to teach middle or high school) about youth identity and how it is affected by issues related to race, gender, sexuality, immigration, ability/disability, and other factors. His book Safe Is Not Enough: Better Schools for LGBTQ Students was published this month, and during its preparation, he talked with educators to find out how they are introducing and implementing LGBT-inclusive policies in their schools. He also interviewed students for their views.
Agents of Change As the title of his book indicates, he finds that providing a safe environment is a start, but not sufficient. “At best, most schools take a stance of safety with regard to LGBT students. They provide ‘safe space’, have antibullying campaigns, and the like. But it is important for students not only to feel safe but also affirmed, respected, and celebrated in their schools. Some of the examples in the book of how schools do this include LGBTpositive curriculum, schools where the entire community and building demonstrate LGBT-friendliness, teaching students about LGBT rights, how to be agents of change, and teaching about specific issues affecting LGBT people of color. These kinds of wideranging approaches are necessary to help students feel that their schools truly represent them and value their identities.’ Professor Sadowski points out that some schools have established programs for teachers to learn how best to approach these complex issues. “A middle school and high school I have profiled in the book have a point person in the building who is an expert on LGBT issues. She teaches not only an ‘LGBT 101’ class for teachers, but also works with teachers in their classrooms to understand how to incorporate LGBT-positive content in their curricula.” The professor adds that the earlier these programs
can be introduced, the better. “They need to be addressed in age-appropriate ways at all levels of schooling. In the book, I profile the work of an organization called Welcoming Schools. Their curriculum materials include lessons for elementary school students in three areas: understanding gender stereotypes, prevention of bullying, and family diversity. There is no discussion of sexuality. The students learn respect for others that can carry over into more advanced work in middle and high schools. School Community “It is important for all students to have access to the kinds of curriculum and programs I’m talking about here, not just LGBT students,” continues Professor Sadowski. “Moreover, at a basic level, it is important to have full school assemblies when students enter a new school (say, for sixth graders entering middle school) to establish behaviors and language students are expected to use and not use — and to explain why. Educators in this should not skirt the issues, but address slurs directly with students so that there is unambiguous direction about what is expected in the school community. More often than not, when there is clarity around expectations, students will rise to it.” Mr. Sadowski adds that increasing numbers of schools nationwide are becoming aware of the need for this focus on the LGBT community,
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*APY = “Annual Percentage Yield”. Princeton Money Market Account or Princeton Savings Account: Offer valid on NEW MONEY ONLY at The Bank of Princeton/MoreBank. New Princeton Money Market Account or Princeton Savings Account required with minimum opening balance of $5,000 and a maximum of $1,000,000 per tax ID. MUST OPEN a non-interest checking account with a minimum opening balance of $5,000 or (Direct Deposit of Payroll or Social Security Check into the New Checking Account) to qualify for the exclusive offer of 1.20% (APY) Annual Percentage Yield guaranteed until January 1, 2017. The non-interest checking account must remain open with the specific balance requirement of $5,000 until January 1, 2017 to qualify for the exclusive offer of 1.20% (APY) unless the Direct Deposit option is used. Exclusive offer (APY) is guaranteed through January 1, 2017. After which, The Princeton Money Market Account or Princeton Savings Account converts to prevailing interest rate; APY becomes variable and is subject to change at the Bank's discretion. No minimum balance required to earn interest. No service charge. Annual Percentage Yield (APY) of 1.15% guaranteed until January 1, 2017 available to customers who open a Princeton Money Market Account or Princeton Savings Account with a minimum opening balance of $5,000 and maximum of $1,000,000 per tax ID. Offer valid on NEW MONEY ONLY. Promotion begins at 9:00 AM EST on February 5, 2016; subject to change or cancellation without notice. Fees may reduce earnings. Other terms and conditions may apply.
Continued on Next Page
PRINCETON DAY SCHOOL
opportunities
Open House Dates Lower School • Grades PreK – 4 Thursday, October 6, 9:00 – 11:00 a.m. Tuesday November 15, 9:00 – 11:00 a.m.
of a lifetime. every day.
Middle School • Grades 5 – 8 Tuesday, November 1, 9:00 – 11:00 a.m. Upper School • Grades 9 – 12 Sunday, November 20, 1:00 – 4:00 p.m.
For more information, please call our Admission Office at 609-924-6700 x1200.
www.pds.org
Continued from Preceding Page
but as he points out, “This varies a lot by ZIP code. Schools in the south and the midwest are still behind those in the northeast and on the west coast in terms of implementing LGBT-positive programming. And just about everywhere, there is still reluctance around curricula and the kinds of interventions that can really make a school not just safe but affirming to all students.” Princeton public schools have been in the forefront of implementing such policies, reports Andrea Spalla, president of the Board of Education of the Princeton Public Schools. “In December 2015, our district was one of the first in New Jersey to approve a progressive policy making explicit the rights of transgender and gendernonconforming students. The policy did not break new ground in our operations, it merely codified the inclusive, child-centered practices that our faculty and administrators have had in place for a while. It was very gratifying
to me, as a board member, that our board approved this transgender policy with broad community support.” The Princeton Board of Education policy code specifically states that “Princeton Public Schools are committed to providing a safe, supportive, and inclusive learning environment for all students, including transgender students, and to ensuring that every student has equal educational opportunities and equal access to the District’s educational programs and activities …. In all cases, the goal of all PPS staff shall be to ensure the safety, comfort, privacy, and healthy development of all students, including transgender students.” Full Inclusion In addition, the policy code states that “The Board of Education directs that all pupils enrolled in the schools of this district shall be afforded equal educational opportunities in strict accordance with the law. No pupil shall be denied access to or benefit from any educational program or activity or from a co-curricu-
lar or athletic activity on the basis of the pupil’s race, color, creed, religion, national origin, ancestry, age, marital status, affectional or sexual orientation or sex, social or economic status, or disability. The Board shall assure that all pupils are free from harassment, sexual or otherwise.” “I am proud to say that the Princeton Public Schools district supports the full inclusion of LGBT students and families in our school community,” emphasizes Ms. Spalla. “In both formal policy and daily practice, our educators strive to ensure that all of our LGBT students of any age are not merely accepted but welcomed and supported through their educational journey. “It is my impression that in general, our middle and high school students are accepting of their LGBT classmates,” she continues. “Our health curriculum includes resources that provide students the chance to discuss these issues, and our high school Teen Pep curriculum is structured to provide
students a space to learn and talk about sexual health and identity.” Gary Snyder, Princeton High School principal, is pleased to report on the steps Princeton High has taken to work positively with LGBT students. “Princeton High School supports, celebrates, and honors a diverse student body that regularly engages in discourse and action on a
T! ! 3 F Y LE DAY L ON SESR TO S E LA IST
C EG R
myriad of issues. For several years now, we have had an active and highly informed student group who have advocated for more recognition, dialogue, and policy around LGBTQ and gender issues. “One significant outcome of their efforts was the adoption of the district policy in 2015 which sought to codify practices that have been
implemented on a case-bycase basis. The response of the student body, faculty, parents, and community has been positive and supportive. That being said, we know our work with social issues in a diverse and complex world is on-going. We look forward to the upcoming school year and continuing the discourse and good work.” —Jean Stratton
CRANBURY | PRINCETON | NEW BRUNSWICK
NOW ENROLLING FOR FALL 2016 There’s a place for everyone! At Princeton Ballet School we place students in the class that’s right for them. We nurture the whole student so they can discover the joy of dance and realize their full potential.
upcoming placement class dates* FOR STUDENTS AGES 6+ WITH PRIOR DANCE EXPERIENCE
your community music school
• WEDNESDAY, AUGUST 17 • WEDNESDAY, AUGUST 31 • SATURDAY, SEPTEMBER 10 To reserve your spot in a placement class, contact Lisa de Ravel at 609.921.7758, ext. 11 or lderavel@arballet.org
Registration NOW OPEN for 3-5 year olds and beginners of all ages! ASK ABOUT OUR ADULT CLASSES * ALL placement classes are held at our Princeton studio.
FOR MORE INFORMATION PLEASE VISIT OR CALL:
arballet.org | 609.921.7758
No time to cook? Running the kids from one activity to another?
T O D D L E R T I M E Est. 1931
Stop by for a gourmet dinner to go! Check website for daily dinner specials... Changes weekly
22 Witherspoon Street, Princeton 609.921.1569 www.olivesprinceton.com Monday-Friday: 7am to 8pm Saturday: 8am to 8pm • Sunday: 9am to 6pm
Toddler Time Preschool www.chapinschool.org/toddler
D i s c o v e r
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Princeton
Enroll today!
Chapin School
1st session begins 9/13.
17 • TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 10, 2016
LGBT Students
TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 10, 2016 • 18
Eden Autism Appoints Chief Program Officer
LEARNING ABOUT THE PAST: Trenton’s 1719 William Trent House Museum recently hosted its annual Colonial Kids Day. Children made lavender sachets with lavender from the Museum’s garden, learned to write with a quill pen, made yarn dolls, played Colonial children’s games, and dressed up in Colonial clothing. Kids and their families also toured the Trent House Museum and Garden, topping off the day with free ice cream. The next children’s event at the Trent House Museum is Camp Trent on Saturday, August 27 from 1-3 p.m. Admission is $3 per child and free for accompanying adults. Visit www.williamtrenthouse.org.
Eden Autism has named Rachel Tait as chief program officer effective July 1, 2016. With this promotion, Ms. Tait’s responsibilities will include leadership and oversight for both The Eden School and Eden Adult Services. “I am very pleased to announce Rachel’s expanded role and responsibilities in Eden’s primary programs — The Eden School and Eden Adult Services,” said Peter Bell, president and CEO. “This move recognizes Rachel’s outstanding leadership skills, her exceptional knowledge of Eden’s participants across a broad range of ages and abilities, and her dedication to improving the lives of the individuals and families we serve.”
Ms. Tait joined Eden in August, 2000, as a teaching assistant in Eden’s pre vocational class, and quickly advanced to lead teacher of the middle childhood classroom. In June, 2004, Ms. Tait was promoted to assistant director of family support where she oversaw the extended day program and respite services and coordinated Eden’s summer program, then held at the Wawa Education and Retreat Center in Connecticut. In 2005, she was promoted to assistant director of educational services and was responsible for management and oversight of the Wawa education and retreat center and assisting with overall operations of The Eden School. In 2008, she became the director of educational services and was instrumental in all aspects of school programing
including Individualized education plans (IEPs) and curriculum, staff development and supervision, and budget development and management. In July, 2015, Ms. Tait was promoted to managing director of educational services, responsible for oversight of The Eden School, Extended Day, and Respite. Ms. Tait holds a Bachelor of Science degree in elementary education from Elizabethtown College as well as two Masters degrees in special education and educational administration from Rider University. She completed a post graduate certification program in applied behavior analysis (ABA) from Penn State World Campus, and holds certificates in elementary education and special education, and supervisor and principal certification.
REIMAGINE
WHAT SCHOOL CAN BE... AGE 2 - GRADE 5
an International Baccalaureate World School
SUCCESS! Enterprising youngster Sinjin Scozzaro, shown here third from left, was at it again last Saturday, August 4 with a lemonade stand at Hinds Plaza. His goal was to double his efforts from the $200 he raised last summer and he succeeded with help from his friends, from left, Ankit and Akshath Sarukkai and Dean Alam, raising more than $400 to donate to Christine’s Hope for Kids. The charity will be providing book bags and school supplies to children in need this fall when they go back to school.
PrincetonJuniorSchool.org
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Cooperative Nursery School for 2.5-5 year olds Just steps from Princeton University
We are currently accepting applications for 2016-2017 For more information, visit nassaunursery.org or call 917.621.6077
“When possible, ideally a neuropsychologist should interpret the computerized or paper-pencil neuropsychological test components of a baseline exam.”
KNOWLEDGE IS POWER F I N D K N O W L E D G E H E R E : w w w. S p o r t s C o n c u s s i o n N J . c o m
For high achievement in violin, viola and cello performance “You are to be complimented for fostering a warm, supportive community, where your students are well taught in every respect.”
19 • TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 10, 2016
THE U.S. CENTERS FOR DISEASE CONTROL AND PREVENTION STATE:
Jonathan Beiler First Violinist, Philadelphia Orchestra
Call NOW to join our award winning string program: • Private lessons for violin, viola, cello and string bass • Group lessons/ performance • String quartet coaching/ performance • Competition coaching
Obtain a quality baseline exam before a concussion occurs. Providing individually administered Baseline Exams that include not only computerized ImPACT testing but additional paper-pencil neurocognitive tests, with results reviewed for validity by a staff doctor.
NOW IN PRINCETON 609-895-1070 281 WITHERSPOON STREET, SUITE 230
• Music Theory
LOVE YOUR BRAIN…LOVE YOUR SPORT! For more information call 609.751.7664 or visit our website www.stringacademy.net
Rosemarie Scolaro Moser, PhD, Director, NJ Lic. 2148
TWO LOCATIONS: WEST WINDSOR & PRINCETON
Board Certified Neuropsychologist and Certified School Psychologist
P R I S M S!
r i nPrinceton c e t o n I n tInternational e r n a t i o n a l SSchool c h o o l of o f Mathematics M a t h e m a t i cand s a nScience d Scien A New STEM focused, International Boarding and Day High School
A STEM focused, International Boarding and Day High School
• STEM 3.0 education including two years of original research requirement. • Small class size taught by best in field faculty with research experience. • Our students are currently attending the following colleges and universities: Brown, Caltech, Cornell, Duke, MIT, Notre Dame, Oberlin, Rensselaer Polytechnic Institute, Rhode Island Congratulations the Class 2016, our first graduating class, with college to: School oftoDesign, UCofBerkeley, University of Michigan and manyadmissions others.
MIT, CalTech, Duke, Cornell, Brown, UCBerkeley, UCLA, University of moreUniversity information to schedule a visit, please Michigan, NotreFor Dame, ofor Illinois, Harvey Mudd, and 70+ more. contact the Admissions Office at (609)454-5589 PRISMS is still applications from talented high school students. ! oraccepting see the PRISMS website at www.prismsus.org
Apply online at www.prismsus.org