TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 23, 2017 • 20
BACK TO SCHOOL RSM Psychology Center LLC in Princeton Helps Students Improve School Performance
E
stablished by Dr. Rosemarie Scolaro Moser, RSM Psychology Center LLC opened in Princeton in 2014, after 19 years in Lawrenceville. The center offers neuropsychological evaluations and treatments that can help students as well as older adults. As Dr. Moser explains, RSM “specializes in comprehensive psychological and neuropsychological services for school-age children through older adults. We believe in a treatment approach which is direct, problem-oriented, and solution-focused, and which can be individually or family-oriented.” Dr. Moser, who received a PhD in professional psychology from the University of Pennsylvania, is a boardcertified neuropsychologist and rehabilitation psychologist, and a state-certified school psychologist. She is also an adjunct professor of clinical psychology at Widener University, and is internationally recognized for her work in the area of sports concussions. A fellow of the American Psychological Association and the National Academy of Neuropsychology, she is the recipient of
many awards and honors in the field. An important feature of RSM’s work is its focus on neuropsychological evaluations. As Dr. Moser explains, neuropsychologists have an understanding and knowledge regarding brain/ behavior connections that is more specialized than that of a general clinical psychologist. Brain/Behavior Connections “We are neuropsychologists who are experts in brain/behavior connections. For example, if a child sustains a concussion, a neuropsychologist understands what cognitive functions are affected and which aren’t and how the child will recover and be able to handle school. Neuropsychologists are trained to administer specialized tests (assessing different brain and neurocognitive functions) that the typical psychologist does not, and they know what the pattern of results means in terms of the person’s academic, work, and social/ emotional performance. “For example, when it comes to learning, neuropsychologists know the
differences between attention, short-term memory, episodic memory, procedural memory, recognition and recall memory, long-term, retrieval, storage, etc. This affects learning on a daily basis as well as more formally in school. It affects how parents and children, teachers and students communicate when they share information, discuss, interpret, and question what they say. “Neuropsychologists can identify the structures and functions that need remediation and help develop plans to improve and/or compensate or get around the difficulties. They also help family members, school personnel, and loved ones understand what the person is experiencing and may not really have full control over.” Such evaluations can be especially helpful for students who may not be performing to their potential in school. As Dr. Moser observes, “When academic grades are less than expected, it is not uncommon for parents immediately to seek tutoring and popular learning center services. But, before ‘treatment’ occurs, isn’t it best to have an expert evaluation to
be sure that the treatment is targeting the real issue? For example, many students are diagnosed with attention deficit disorder after a couple of paper-pencil surveys. But, paper-pencil surveys or an interview are not enough to rule out other possible ‘real’ causes of attention difficulties, such as auditory processing difficulties, a reading disorder, or just being really bright, creative, and bored in the classroom.” Dr. Moser points out that neuropsychological evaluations can help identify their clients’ strengths and weaknesses and develop treatments to help them learn and perform their best at school or on the job. These evaluations provide the evidence and documentation required if they need special consideration and accommodation, such as extended time on tests and assignments, access to notes, a separate room for testing, writing skills support, etc. In-Depth Testing “When a student seems not to be performing up to his or her potential, a neuropsychologist can provide the in-depth testing to answer questions about why
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this is happening. Is the student gifted and bored in the classroom? Does the student have an attentional disorder that results in inconsistent academic performance? is there an auditory processing issue that prevents the student from doing well in lecture classes? Is the student a superior logical thinker and problem-solver, but needs extra time due to more average range processing speed?” In addition, “Does the student benefit from visual presentation instead of verbal presentation in order to process new information? Does the student struggle
with math due to lower non-verbal skills or due to test-taking anxiety? Is the student an athlete who has experienced concussions that are now affecting mental processing? Are there other non-cognitive factors that are impacting the student’s academic performance such as low self-esteem, victimization due to bullying, social isolation, or recent family stressors?” “There are many factors that influence a student’s academic performance,” observes Dr. Moser. “We currently live in an age in which expectations to excel and perform place an inordinate amount of pressure on students. More is expected of students, and so the
assignments, the homework, and even the school hours are burdensome. “In fact, we know that youth are sleep-deprived in the U.S., and the American Academy of Pediatrics, the American Medical Association, and the U.S. Centers for Disease Control and Prevention all say our school days should start later. As a result, studies show that students who are sleep-deprived and experience academic pressure also suffer from increased emotional and physical disorders. We know that emotional health impacts academic performance.” Several Components Dr. Kathryn Murray, also
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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.
of a lifetime. every day. An independent, coeducational school for students in grades PreK–12, located in the heart of Princeton.
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Ages 7-10: 10:00 a.m. | Ages 11+: 12:30 p.m. Ages 7-10: 5:15 p.m. | Ages 11+: 7:00 p.m. To reserve your spot in a placement class, or to register your child age 6 and under for our Primary Division, contact Lisa de Ravel at 609.921.7758, ext. 11, or lderavel@arballet.org
Ask about our adult open enrollment classes [ AGES 13+] * ALL placement classes are held at our Princeton studio.
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Lower School • Grades PreK – 4 October 11, 9:00 – 11:00 a.m. November 15, 9:00 – 11:00 a.m. Middle School • Grades 5 – 8 November 7, 8:30 – 10:30 a.m. Upper School • Grades 9 – 12 November 12, 1:00 – 4:00 p.m.
For more information, please call our Admission Office at 609-924-6700 x1200.
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21 • TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 23, 2017
School Performance
School Performance
TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 23, 2017 • 22
of their ability. and researchers who are committed to important pubAs Dr. Moser says, “Our Continued from Preceding Page dedicated staff specializes in lic health issues and to the a neuropsychologist at RSM, comprehensive psychologi- well-being of our clients.” and who is additionally cal and neuropsychological —Jean Stratton board-certified in biofeed- services. We are educators back, explains that students are referred to RSM by a variety of sources, including MAKE THIS SCHOOL YEAR schools, universities, hospitals, pediatricians, neurologists, psychiatrists, psycholLAST YEAR! ogists, and word of mouth. W hen st udents reach As your child gears up to head back to school, out to RSM for evaluation, Mathnasium is here to help set the stage for success! the process includes sevOur unique teaching method is designed to eral components, notes Dr. strengthen math foundations, boost confidence, Murray. Initial review and and ultimately, make math make sense. history-taking, review of reWhether your child is ahead of the curve, cords, consultation with reperforming at grade level, or falling behind, together, we can make this ferral sources, observation, school year greater than last year! in-depth testing, detailed reports, and a feedback/ report review session. This usually occurs over a twoday period. Cognitive functions which are tested include memory, language skills, sensory/ perceptual/motor skills, visual/spatial abilities, mental speed/efficiency/flexibility, NOW ENROLLING FOR FALL physical/mental coordination, listening skills, attention Math Help and Enrichment Test Prep Homework Help and concentration, problemsolving skills, reasoning, and general intellectual skills, Mathnasium of [Location] Mathnasium of [Location] Behavioral and emotional 000-000-0000(0000) 000-000-0000(0000) assessment is included to unmathnasium.com/location mathnasium.com/location derstand how those factors Address Line One Address Line One Address Line Two Address Line Two affect cognitive functioning. RSM provides evaluations for other brain disorders and diseases as well, such Mathnasium of Princeton as memory disorders, Alzheimer’s disease, stroke, 609-256-MATH (6284) brain tumor, brain injuries, mathnasium.com/princeton and concussions. 301 North Harrison Street The RSM staff includes Princeton, NJ 08540 professionals in several areas. Neuropsychologists, Mathnasium of Pennington brain injur y specialists, 609-483-MATH (6284) school psychologists, and mathnasium.com/pennington others are all available to 1 Tree Farm Road help students and adults find Pennington, NJ 08534 ways to perform to the best
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For more information, please call our Admission Office at 609-924-6700 x1200.
www.pds.org
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tudents with special needs and learning challenges have more opportunities to reach their potential today than ever before. An increased number of schools in the Princeton area offer special programs and
opportunities for a variety of conditions. Such conditions as autism, dyslexia, ADHD (Attention Deficit Hyperactivity Disorder), developmental delay, language, communication and speech problems, as
well as emotional issues including anxiety, depression, mood and eating disorders are some of the difficulties students are coping with today. Schools, with the help of qualified teachers and counselors, are working to help students not only reach their academic potential, but also acquire social skills and develop self-esteem. The Rock Brook School in Skillman enrolls students from 3 years old to 21. A private, nonprofit school for communication-impaired and multiply-disabled individuals, Rock Brook was established in 1974, and is approved by the New Jersey State Department of Education, and received accreditation from the Middle States Commission on Elementary Schools (MSCES). Currently, 50 students from 25 different school districts in central New Jersey are enrolled, and in most cases, the student’s home school district pays tuition. Individualized Program The school day is from 8:45 a.m. to 2:30 p.m. Monday through Friday, September through June. An extended year program is available for six weeks beginning in July. “Our program is for students who require an individualized program, along with intensive speech, occupational, and physical therapy,” explains Mar y Caterson, director of the school. “Counseling, social skills, and physical therapy
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FREEDance DANCE CLASSES Free Class
Fall Open House Fall Open House Fall Open House Sat. August 26 Sat. August 26 26 Sat. August 10am –- 12pm 10am 12pm 10am - 12pm
Sample classes for all ages Sample for allages ages Sample classes classes for all Ballet and and Hop inin Ballet andHip Hip Hop in Ballet Hip Hop Princeton Dance &Theater Theater Studio Princeton Dance & Studio Princeton Dance & Theater Studio 116 Row 116Rockingham Rockingham Row 116 Rockingham Row Forrestal Princeton ForrestalVillage, Village, Princeton Forrestal Village, Princeton Trial Classes Trial in Modern, Tap and Jazz will be offered classes in Modern, Tap and Jazz Trial classes in Modern, Tap and Jazz will be offered during the first week of – 9/14 during the first week of classes, 9/8 will be offered during classes, 9/8 -the 9/14first week of classes, 9/8 - 9/14 online Schedule and Registration
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23 • TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 23, 2017
Opportunities for Special Needs Students Are Available at Many Schools in the Area
FREE DANCE CLASSES
TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 23, 2017 • 24
Special Needs Students Continued from Preceding Page
are also provided.” Rock Brook students have a variety of special needs and medical diagnoses, including communication and learning impairment, autism spectrum disorder, and developmental difficulties, continues Ms. Caterson. “Each classroom is staffed
by a special education teacher, speech pathologist, and at least one teacher assistant. The school is committed to helping students communicate and learn so they can reach their individual potential. This is achieved through highly individualized teaching and therapy sessions, the use of technology supports, and other specialized approaches, as well as strong
interpersonal and supportive connections by the professionals with the students.” Long History The Lewis School of Princeton has a long history of helping students with language-based learning disorders. Founded by Marsha Gaynor Lewis in 1973, it is an independent, coeducational, private day school, accredited by the New Jersey
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.” 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 • Music Theory For more information call 609.751.7664 or visit our website www.stringacademy.net
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Association of Independent Schools. Students from PreK through 12th grade are enrolled. The school day runs from 8 a.m. to 6 p.m., and offers a dynamic variety of afternoon programs after 2:30, which are open to all students in the greater Princeton area. They include speech-language therapy, public speaking and communications fluency, music and visual arts, STEM, STEAM, and STREAM, computer coding and applied 3-D printing, technology literacy, SAT/ACT and college application preparation, and oneon-one or small group tutorials in advanced multi-sensory learning strategies; also competitive athletics, aquatics, archery, and track. In addition, a four-week summer camp study program, also open to all students in the greater Mercer County area and beyond, is offered. Although the school focuses primarily on students with dyslexia, it helps students struggling with ADD, ADHD, dyscalculia, dysgraphia, executive functioning, auditory processing, and organizational skills. The school also provides educational remediation and support for high school post graduates, GAP year students, and college students looking to build stronger reading, writing, and study skills. The Lewis School’s mission is articulated by Ms. Lewis, director and head of school. It is “to educate and to empower bright, creative young people whose scholastic achievement and human potential are hindered by unresolved language-based learning issues related to dyslexia, auditory processing, and attention. It is to provide these promising students who learn differently with the most exceptional multi-sensory education opportunity possible, within a school community specifically attuned and responsive to each student’s learning strengths and weaknesses, and to the nurture and enrichment of the whole person.”
The Lewis School uses a number of programs and curriculum designed by Ms. Lewis. “A Lewis School education integrates well-known remedial approaches such as Orton-Gillingham, Wilson Reading, Lindamood-Bell, and related methods with its proprietary LIMMOL system of teaching and learning,” explains Ms. Lewis. Leading Edge “At Lewis, dyslexia is not defined as a reading problem in isolation but a condition that affects language processing in a wide range of modalities expressed in the brain’s learning. Current research corroborates the theory and approaches that Lewis has implemented for decades, keeping the school at the leading edge of educational change and innovation.” “One of the most significant advantages of The Lewis School is its Diagnostic Clinic for educational testing,” she continues. “Assessment in the clinic identifies the distinguishing characteristics of each student’s learning style, and these results are integrated with the diagnostic opinions of other specialists involved with the child. The student’s profile of academic strengths and weaknesses, gifts and aptitudes are the hallmarks that determine his or her placement and academic path.” Multi-sensory education that engages many senses of the brain simultaneously is very important at The Lewis School. As Ms. Lewis reports, “The Lewis integrated Multi-Sensory Mechanics of Language and Learning (LIMMOL) is implemented in all subjects of the curriculum and in related areas of study. Each student’s strengths are optimized, as the underlying ‘mechanics’ and processes of language and learning are repaired and developed. Ms. Lewis adds that unlike many educational programs that tend to focus on the negative aspects of a child’s learning, “At Lewis, we focus on the unique forms of intelligence among students who learn differently. We celebrate the gifts and talents of our many students. The Lewis School has focused on the ‘multiple intelligences’ of students who struggle to cope or are otherwise failing to achieve their potential in traditional classrooms elsewhere. Learning problems are understood, not as disabilities, but as differences: the expression of remarkable and diverse capacities of human thinking and perception” Teachers and instructors at the Lewis School have a depth off knowledge and training in the field of dyslexic education, points out Ms. Lewis. “Their expertise is enhanced through a rigorous continuing program of professional development in neuroscience and evidence-based research and innovation. The Lewis School and Clinic for Educational Therapy has been a member of the International Dyslexia Association and Orton Society since the early 1970s, and our teachers participate in the annual Harvard and Brain Learning Conferences.” After graduation, Lewis students have attended colleges and universities across the country, and go on to successful careers. As Ms. Lewis says, “We have educated thousands of students
through the years, offering not only the opportunity for academic growth and enrichment but also the opportunity to grow socially, athletically, and artistically. Students who experience a Lewis education are encouraged to grow in their new-found self-regard, independence, and accountability, and leave Lewis ready to take on challenges and opportunities in the future. “Whether a child is enrolled in the full-time, summer, or after school education program at Lewis, the students will learn to discover and celebrate their gifts and great talents, which will help them to ‘open the door to a bright future.’ “At Lewis, we celebrate ‘Great Students Doing Great Things!’” Educational Community “Success, Achievement, Growth, and Empowerment” equals SAGE. This acronym conveys the values of Sage Day School. As the Sage mission statement explains, the school’s goal is “to provide a safe, small therapeutic and challenging educational community that integrates social, emotional, and academic growth through the collaboration of students, families, and staff to empower and prepare students with the skills needed to realize their potential and achieve success.” Sage Day Princeton is the latest addition to the Sage Day group of four small private therapeutic schools serving students with special needs. Founded 20 years ago with the first school in Rochelle Park, the Sage focus helps students dealing with emotional issues including anxiety, depression, ADHD, and school refusal, among other conditions. Sage Day Princeton, which opened in 2014 for grades six through 12, is located on Quakerbridge Road in Hamilton. “We offer individual and group, and family therapy, built into our school curriculum,” explains Christopher J. Leonard, MSW, LCSW, M.Ed., the school’s director of operations. “Each student is paired with a Sage Certified Clinician (™) who guides the student through his or her time at Sage. We accept students in all surrounding counties.” Adds Gary Mattia, M.Ed., principal of Sage Princeton: “As administrators, we are strongly committed to the intellectual and emotional growth of each student. Our focus is on the ‘whole’ student as we provide a comprehensive curriculum in classes that are small, supportive, and challenging, along with therapeutic education that is fully integrated into the school day. State-of-the-Art “All Sage students receive individual therapy twice a week, group therapy twice a week, and family therapy once each week at a minimum. At Sage Day Princeton, we strive to insure a personalized, positive learning environment for each of our students that empowers them to recognize their strengths, and realize their potential in order to be prepared to return to their regular school districts and/or go out into the world. “Our state-of-the-art school Continued on Next Page
Continued from Preceding Page
provides districts in central New Jersey with a unique out-of-district option for classified students with unique needs due to anxiety, depression, mood disorders, school refusal, suicidal ideation, self-injurious behaviors, and eating disorders. Sage fills a specific niche for those students who require consistent,
sustained clinical therapy for themselves, as well as their families, while offering grade six through 12 instructional program that is aligned with the NJ Core Curriculum Content Standards.” Constant supervision of the students is a very important part of the Sage philosophy, points out executive director John Reilly, MSW, LCSW, PSYA: “Our organizational
Still Accepting Applications for Fall Applications
are currently being accepted
for 2017-2018
Founded over 45 years ago, Nassau Nursery School is a cooperative nursery school situated just steps from downtown Princeton, NJ at Trinity Church. Through creative daily curriculum and extensive special program offerings, Nassau Nursery School provides a uniquely inspiring learning environment for children ages two and a half through junior kindergarten.
We accommodate Children and Adults with special needs.
structure ensures that clinical therapists are supervised and mentored by a clinical director, and all of our clinical directors receive equally intensive supportive supervision. Faculty therapists, and appropriate staff members conference and meet regularly on student needs and issues. We work as a team to implement the highest ethical standards and live by these standards. “Our team approach contributes to the growth and development of our students dealing with emotional struggles. We are strongly committed to the students’ intellectual and emotional growth. In our experience, this is what best empowers them to fulfill their potential as lifelong learners and productive members of society.” Student-Centered Dedicated to helping students with language-based learning differences, The Cambridge School opened its doors in 2001 in Pennington. “Cambridge is excited be starting its 17th year,” explains the school’s head Ellen Gonzales. “We serve students with dyslexia, ADHD, dysgraphia, dyscalculia, central auditory processing, and executive function challenges. Our program is founded on evidence-based research and a student-centered approach to education that provides an individualized and specialized yet comprehensive school experience.” A coeducational, independent day school, Cambridge currently enrolls 135 students in kindergarten through 12th grade. Helping students who learn differently, providing them with a stimulating curriculum that engages and motivates them to learn within an encouraging environment is the priority at Cambridge. “Students are empowered to complete homework independently each day, which is a reflection and reinforcement of the instruction they received in class,” points out admissions director Melody Maskell. “The students are also very proud to live by the Golden Rule : ‘Treat others the way you want to be treated.’ And The Cambridge School’s atmosphere is warm, nurturing, and truly dynamic.” The curriculum and course of study is vigorous and state-of-the-art. “Not only do we address the languagebased learning differences in all areas of our curriculum, we integrate state-of-the-art technology including SmartBoards, green screen, 3-D printing, Chromebooks, and ipads in our instruction,” explains Ms. Gonzales. “Though academics are paramount, we also offer a vibrant arts program, a well-established athletic program, and a variety of extracurricular personal interest clubs to round out the students’ school experience.” She points to three important components to the academic program: Special Courses, Methods of Teaching, and Teacher Training. Integral Part Regarding Special Courses: “Our related services are an integral part of of our educational program to further support student learning. Cambridge offers speech and language treatment and social cognitive strategies (™) with our staff of six
certified speech and language pathologists. Occupational therapy is also offered to address motor planning skills, sensory processing, and occupational behaviors. “Methods of Teaching: At all levels of instruction, there is an intensive focus on executive function development to support each student in his or her organizational skills and work production. Cambridge is hosting Peg Dawson, Ed.D, a well-respected expert in the field of executive function, on October 4. This event is open to the public. “Teacher Training: Teachers are language specialists with Level-1 Wilson Reading certification and training in Orton-Gillingham methods, Lindamood-Bell Learning Processes™, Hochman Writing Program, and Making Math Real, to name a few.
Language instruction provides three periods a day for 45 minutes. Direct, explicit instruction with multisensory learning is used to increase opportunities for learning experiences at all grade levels.” The school offers a 4:1 faculty-to-student ratio, adds Ms. Gonzales. In addition to its regular academic program, the school opened a Diagnostic Center in 2016. “This is a team of nationally-certified professionals who are experts in their field, offer comprehensive psycho-educational speech and language and occupational therapy evaluations, as well as screenings for ADHD and executive function,” explains Ms. Gonzales. “It became clear over the
course of time that there was a need in the greater community to assist in the identification and diagnosis of language-based learning differences.” The performing and visual arts are also very important at Cambridge. A winter play and spring musical are performed every year, says Ms. Gonzales. “We also partner with Westminster Choir College to offer instrumental music lessons, hand bells, drum circle, recorder program, visual arts, and more. “In terms of physical education, K-8 students enjoy a rigorous active curriculum with twice-weekly gym and health classes. In our Upper School, we provide physical education opportunities including golf, yoga, tennis, track and field, and PEC.” —Jean Stratton
25 • TOWN TOPICS, PRINCETON, N.J., WEDNESDAY, AUGUST 23, 2017
Special Needs Students