Scarsdale Inquirer - Education 2015

Education A special section of The Scarsdale Inquirer - January 16, 2015

TECH TOTS Preschoolers tackling digital technology in leaps and bounds

By LAURIE SULLIVAN

H

old onto your iPads, iPhones or other digital devices, Moms and Dads! If you’ve got little ones around they’re ready to learn and play on them — and may have already taken over yours by now, which is why wee ones are getting technologically savvy at a younger and younger age.

Once the purview of grade school and high school students, digital technology has now trickled down to toddlers and preschoolers. As unbelievable as it sounds, these little ones have had the exposure to technology and can handle them often with more confidence and ability than some adults. Technology is here to stay for tots and growing by leaps and bounds as preschool educators and administrators find newer and more creative ways to spark a student’s imagination and their desire to learn.

All these different forms of digital technology offer kids ways to utilize what they often already been exposed to at home before entering preschool and kindergarten. They are armed and ready to work touch screens, cursers, place keystrokes and play educational games on a wide range of media. Even little ones under 2 are taught to turn on iPads and find apps designed just for them. It’s truly mind-blowing.

According to a recent survey conducted by PBS as reported on webroot.com, a staggering 70 percent of parents allow their toddlers and young kids to use their iPad. These same parents have downloaded an average of eight apps designed especially for kids. This isn’t a surprise when you consider that we see children playing with digital devices wherever we go, be it waiting rooms, restaurants, nestled in their car seats or on a play structure at the park.

These days, kids are card-carrying members of Generation Now and consider it a given that access to technology is a right. And for those old enough to recognize it, it’s also a superior tool for both entertainment and learning. Constant access to technology is here to stay and kids have embraced it like extra toppings on an ice cream cone. The job of parents is not to deprive them to digital access, but to help them manage their consumption. Educators are charged with the same challenge.

Expanding their world

Landmark Preschool, which opens in the fall in Bedford, will offer the same digital technology programs offered in their three Connecticut locations (Westport, Ridgefield and Redding). Director of education Ann Hirsch explained that all of their 4- and 5-year-old classrooms have whiteboards (also called Smart Boards) that deliver interactive learning.

INSIDE

She said that if the class is talking about elephants teachers and students can tap into something in “real time and see elephants at a remote location.” They can watch astronauts brushing their teeth in space or anything that ties into what they might be learning and talking about in class.

The whiteboards are basically like oversized computers that allow teachers to create in-depth study that’s “interactive and exciting for the kids to learn and have fun,” Hirsch said. While kids may be too young to have the small muscle control to write with a pencil, they can use large muscles to trace the letter “H” with their fingers on the board. “It’s phenomenal,” Hirsch said. “It’s a way to use technology in a great way… to find the answers to things. Instead of looking in an encyclopedia, we can Google whether frogs have eyes. You don’t have to feel pressured to know

the answers because you can look them up so easily.”

Hirsch noted that “kids are pretty savvy about technology — it expands their world. It’s a nice resource available for them.” Just like other activities preschoolers take part in, kids learn to take turns to use the board. “It’s a skill they learn that everyone has to take their turn and wait,” Hirsch said. “It’s a life skill they’re learning as part of the classroom.”

Landmark students also have access to Mac desktops and iPads. They have Mac labs for small groups of students if the teacher wants the students to work on a particular set of skills. Hirsch stressed that whatever technology they may use at school, it doesn’t replace traditional learn-

Transitioning to the real world after college

By MARY LEGRAND

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2A PRIVATE SCHOOLS: Do your homework for best results 3A SCHOOL BELL BLUES: Early start times are bad for teens, say experts 6A THE DIGITAL WORLD: Content rights and education see ‘grey line’ 7A ADVICE: 4 elements of control for college applicants 7A-8A EDUCATION NOTEBOOK

Continued on page 4A

any high school students are apprehensive about attending college, so you can imagine how some feel about moving on to the “real world” after earning a bachelor’s degree. But as adults can tell them, this will happen, and it’s better to think ahead than to deny the inevitability of moving on from a time when one’s life is defined by classroom, extracurricular activities and social life.

Life outside of undergraduate school may involve going on to graduate studies. Lillian Hecht, founding partner of Collegistics LLC in Scarsdale, said her firm has developed a “unique, multilayered team approach to provide counseling in all matters relating to the college process.”

Hecht, who holds a BS in education and MS in exercise physiology, said Collegistics was formed in 2007, with most clients coming from the tristate area, but hailing from as far away as Brazil and China. She added that Collegistics also offers a comprehensive range of services to assist transfer applicants and students applying to graduate/professional schools.

“We’ve been lucky enough to see our former students who came to us in high school now apply to graduate or professional school,” Hecht said.

“It has been our pleasure to reconnect and assist them with these applications as they enter this next phase.”

When advising college students who are planning to apply to graduate school, “we emphasize that the undergraduate preparation and focus may be different depending on their ultimate goals,”

Hecht said, using as examples the differences between preparing for law school or graduate school in STEM fields.

When asked for suggestions she would offer young adults just starting out in the work force, whether before or after graduate school, Hecht suggested that they “be flexible and take the time to explore, anticipate and embrace a non-linear path, and be honest with yourself.”

Cindy Murro, an independent college counselor in Ardsley, works with high school students ap-

plying to undergraduate school as well as college students who hope to transfer or apply to master’s programs. She holds a bachelor’s degree in education and master’s degrees in school counseling and special education.

“This is sort of my third career,” Murro said.

“I was a high school math teacher, then worked for a financial software company on Wall Street for 14 years, so I have experience in the workforce and am well aware of what qualities these students would need to have in order to be someone I would

want to hire.”

Murro noted that her own son recently graduated from college and that he, like others, learned an early lesson in the job search process: be realistic. “He started applying for jobs in his senior year and was looking for his dream position at a startup company,” she said. “After a few months he realized the firms wanted more experience than he had, and that he wouldn’t be able to get his dream job right away.”

According to Murro, many members of the millennial generation “have been shielded from disappointment, and many of them have not paid their dues. In looking for jobs after college and actually living in the real world, they have to be willing to compromise, learn that ‘open minds open doors.’

Being too narrow-minded in your focus when you leave college is going to be problematic when you look for a job. It’s the same as what I tell students looking to apply to college.”

The same qualities that make college students successful are often the same qualities employers look for. “Be independent and take initiative,” Murro said. “It’s also important to be responsible and well-organized, have the ability to prioritize and the confidence to ask questions.”

One major difference between attending college and being in the workforce has to do with who is in charge. “A lot of what makes for success in the real world is getting used again to having a boss,” Murro said. “In high school your teachers are kind of your bosses, and you have to play by their rules; in college that’s not so much with the professors.

But certainly when you get into the workforce Continued on page 4A

EDUCATION

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Friday, January 16, 2015

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BY VALERIE ABRAHAMS

f you have strong views on educational mission or philosophy, or your local public schools are not living up to your expectations academically or socially, private school may be the answer for your family.

The National Center for Education Statistics in fall 2011 reported 5,268,090 students — about 10 percent of all American children — attending more than 30,000 private schools pre-K through twelfth grade.

But getting into private elementary or high school can be a lengthy and detailed process, potentially laden with stress and anxiety. To get your child into the private school for your choice, you might hire an educational consultant. But with the cost of private school tuition ranging from $20,000 to $35,000 a year, that additional expense might not suit your budget. Going through the process on your own can be manageable — with less pressure and anxiety — if you follow some basic steps, pay attention to deadlines, and keep the process in perspective.

Getting into private school can be an onerous process, especially for high school students, because those students have a lot to do on their own, such as sit for an interview with an admissions director or write an essay to accompany the application. The essay content might be openended, or in response to specific prompts or complicated themes, depending on the school’s requirements.

For entry to independent elementary or kindergarten programs, however, there is less for the student to do. At that level, the student’s main responsibility is to be himself and behave will when interacting with teacher or other children in the classroom or during an entrance screening.

There is no boilerplate system for applying to private school, because the process and requirements differ from school to school. Therefore, it’s important to visit school websites to learn about the process and deadlines for each school where your child might apply. For example, some may have rolling admissions, some may have specific deadlines. Note whom to call and what to do. Then do your homework: contact the admissions office to make an appointment for an interview, arrange for your student to spend a day at the school while it’s in session, complete the application — some schools may have online applications, while some do not — and send in additional materials if required.

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First and foremost, it’s important to select schools that will be a good fit for your child and your family. If you aim too high or just follow the herd, you might be disappointed or your child might be unhappy.

Define your needs: Do you prefer single sex or co-educational? Residential boarding school with 24/7 supervision vs. a day school? Or a combination of both with a more diverse student body? Is your student ready for a hyper competitive environment or not? Do you want your child to get parochial or religious education in the context of an independent school?

Make a list of the top three to five schools to meet your child’s needs and your family’s goals. Laura Rice of the Learning Resource Center recommends talking with school admissions directors,

who can explain their school’s mission and the kind of community it fosters — whether it’s a family school or more focused on academic rigor.

“A family school will have more accommodations to meet higher levels of learning and academics and also can accommodate kids who may be struggling, especially if he or she is a sibling of a current student,” Rice said. “Focus on what the school stands for and the school’s mission.”

That can range from academics, arts specialties, and athletics to broadly serving the “whole child,” with differentiated teaching or pacing of courses, modalities that emphasize linguistics or writing skills, smaller class size or schools that focus primarily on skills.

mendation, transcripts and test scores.

Each school website will provide information on materials to submit and the corresponding deadlines. Some schools recommend submitting a portfolio of your child’s writing, artwork or creative projects, or an audition. Commonly required paperwork is the transcript release form, if your child is already in school, and teacher recommendations for students in upper grade levels. Give the teacher the deadline information for each school and pre-addressed envelopes or links to online forms along with your recommendation request.

At all grade levels, “personal letters of recommendation can be pretty important if someone who’s already in the school knows your family and can speak to your character and involvement,” Rice said.

School community

Interview and visit

Second step is talking to parents and students currently enrolled. Getting to know the school’s parent community is important to gauge whether your family and your child will fit in and flourish.

Private schools in general look for “family commitment,” that is, parents who are willing to be involved. Therefore, Rice said, “It’s important to find out if your kids will fit in socially and academically, if the school will offer proper placement and skills support, and whether the financial commitment is right for your family.”

Beverly Stycos at the Blue Rock School in West Nyack agreed: “Speak to current families, go to events at the school and ask people about their experiences. If you are going to pay that much for private school, you should talk to current parents in detail.”

As a uniquely no-grades progressive school, Blue Rock is “out of the mainstream, so we need to be sure the family is supportive of what we do and they want to follow that thread through eighth-grade.”

The third phase is to apply to the schools of your choice, submitting a completed application form, letters of recom-

A key aspect of the admissions process is an interview for you and your child with the admissions director. Interviewing might seem daunting, but it’s best to approach this as an opportunity to explain test scores or grades or shortcomings in transcripts. Your child, if old enough to do so, might want to discuss his or her limitations or explain how he or she worked through specific shortcomings.

It’s helpful for the school to hear parents give examples of ways they have volunteered or engaged in their child’s schools or communities in the past.

The key is to “express what kind of parent or student you are, and why you chose that school,” said Rice, adding, “I would tell the parents and the children to be themselves, polite, well-behaved” during interviews. Afterwards families should send a thank you note, stating whether the student enjoyed the visit, and restating your family’s interest in the school.

“It’s especially important to say you’d really like to be a part of the school community,” Rice said.

At Blue Rock, interviews are not required. Instead prospective students come

for a three-day classroom visit in their current grade level.

“We want to see who the child is,” Stycos said. “We got to know them on paper, and we want to see them in our setting; how do they interact and shift the energy of the group and how do they add to it.”

Blue Rock may ask the parent for a revisit if they still have questions about a particular child.

It’s also important to schedule a tour of the school, participate in an open house, and at the upper levels, arrange for your child to attend classes with his or her peers to observe the way courses are taught and get a feeling for the social life.

At many independent schools, such as Solomon Schechter Westchester, a Jewish day school, students are typically placed in a proper level for their abilities and academic record. Schechter has school psychologists who serve as screeners for kindergarten and lower school applicants.

The psychologist will meet with students one-on-one and speak with the family primarily to determine that the student is prepared for kindergarten and will be successful at the school, and to anticipate any needs they might have for enrichment or for support.

For upper level, the student and the applicant’s family will schedule an interview with an admissions director and a tour.

Getting into Schechter is “designed to be less competitive and less pressure,” said Schechter’s head of school, Dr. Michael Kay. “We are not seeking to weed people out or to be highly selective. We are looking to serve a wide range of students and to create a diverse class.”

To that end, Schechter offers a specialized Akiva program, which is attracting a number of students matriculating with no prior day school, Judaic studies or Hebrew language background. “Unlike a lot of other independent or day schools,” Kay said, “we have been successful in meeting the needs of families that have a primary goal of a Jewish education, as well as families that had not previously considered formal Jewish education, but are looking for a strong academic program and a very strong community-based program.

“What makes our school unique is the diverse Jewish community and the wide range of opportunities. We offer strong individualized counseling and college guidance; we don’t ask people to compromise academics or athletics or arts; we wouldn’t want people to feel they have to give those things up to be here.”

Entrance exams

If your student is applying for private high school, you may need to register him or her to take a standardized test: either the independent school entrance examination (ISEE) or the secondary school admissions test (SSAT). The SSAT is offered on Saturdays eight times each year; check www.ssat.org for dates. ISEE is offered at many locations and days throughout the year, especially in the fall and early winter.

Students can prepare for these tests online or through private test-tutoring services. At the very least, the student should be familiar with the types of questions and the format of the test.

“Don’t stress on getting a high score,” Rice said. “Just become familiar with the types of questions on the test — that can lower the anxiety. Realize it’s just your score one day of the year. Kids can be Continued on page 4A

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The Scarsdale Inquirer/Page 3A

School bell blues

Early start times are bad for teens, say experts

BY JACKIE LUPO

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ast August, the American Academy of Pediatrics (AAP) surprised absolutely nobody in the educational community when they issued a policy statement condemning early start times for high schoolers and recommending that start times be moved to 8:30 a.m. or later.

Copious research suggests that teens who sleep through a 7:45 a.m. math class aren’t being lazy or defiant — they literally can’t fall asleep early enough to wake up at the crack of dawn. But despite the AAP recommendation that high school students get between 8.5-9.5 hours of sleep, only 14 percent of public high schools in the U.S. begin at 8:30 or later, according to the National Center for Education Statistics.

Local school districts expect their high school students to arrive early: for example, first period at Hastings and John Jay starts at 8:15, Scarsdale at 8:05, Irvington at 7:50, and Dobbs Ferry at 7:38. Some students can roll out of bed and into their parents’ car if they’re lucky enough to be driven to school each day. But those who must take a school bus — especially students in districts that cover a large geographic area — are often forced to rise before dawn to be at the bus stop. Ardsley High School students who take the bus are picked up before the middle and elementary school students, often arriving well in advance of the first period.

Telling teenagers to go to bed earlier isn’t the answer, and is not realistic either, especially given the demands on students in and out of the classroom.

The AAP’s policy statement was based on multiple studies that show that teenagers’ circadian rhythms change as they get older, making it difficult for them to fall asleep early enough to get eight or more hours or sleep before they must wake up and get ready for school. The immediate result of lack of sleep can be seen in the classroom: drowsy, inattentive students who aren’t performing up

to their potential.

On weekends, when they can sleep later, teens naturally do so, but a couple of days of sleeping late each weekend don’t make up for chronic sleep deprivation during the week. In addition to compromising their performance at school, kids who don’t get enough sleep are at increased risk of obesity and are less likely to exercise. And that’s just the beginning.

A study by the Centers for Disease Control and Prevention (CDC) found that close to 70 percent of teens got fewer than eight hours of sleep on school nights. The study found insufficient sleep was associated with a variety of unhealthy or risky behavior, ranging from increased tobacco, marijuana and alcohol use, to fighting, sexual activity, feelings of sadness or hopelessness, and thoughts of suicide. What’s more, a Virginia study of car crash rates among drivers aged 16-18 found more crashes among students whose schools had earlier start times. Meanwhile, a study of teen car crashes in Lexington, Ky. found that the average crash rate for teenaged drivers decreased by 16.5 percent when

the community delayed its high school start time by one hour.

School boards across the country have discussed modifying start times for years, but the discussions are usually dropped in frustration. Reshuffling elementary, middle and high school schedules and bus routes, not to mention sports and club schedules, isn’t easy.

Some schools have responded by flipping last-period study halls to first period, a solution kids don’t love because they’d prefer to do their homework at the end of the school day. Others experiment with rotating the schedule so that nobody has math or physics at 8 a.m. every morning all year. The Harvey School, a private school in Katonah, has had a start time of 8:10 for years.

William Porter, the school’s director of admissions, said the school’s day was already so long that the start time couldn’t be pushed any later without causing inconvenience at the end of the day.

“However, so that no teacher has to face the same group of students first period each morning (or vice versa), we have an eight-day rotating schedule,” Porter said. “This means that the classes

move a period earlier each day for an eight-day cycle. Thus, no one has the same class right after lunch day after day… or first period on Monday or last period on Friday. It seems to work well for us.”

Public schools whose students depend largely on bus transportation face logistical problems, because most districts must use the same fleet of buses to pick up and deliver elementary, middle and high school students in three separate trips, with the high school students being picked up earliest. Ironically, it’s the elementary school students, who arrive at 8:30 or later, who are most likely to go to sleep earlier and naturally wake up earlier.

Some districts have experimented with flipping the transportation schedule to pick up the youngest students first. But not everyone is a fan of this solution, since elementary school students need even more sleep than high school students, and in districts where all the start times are early, elementary school students would have to go to bed very, very early to get the 10-11 hours of sleep they need.

Another problem is that starting school later means ending it later, causing problems in the afternoon. Public school boards that have seriously considered changing their schedules have experienced significant pushback from students, coaches and parents. Working parents complain that later start times would force them to change their carefully constructed morning schedules.

Students worry about how they would be able to squeeze their extracurricular activities into the afternoons if classes ended later. Student-athletes and their coaches protest that starting afternoon sports practices later would be a problem. And they worry about how their teams would be able to compete in weekday matches with other schools if their school let out later.

Some local activists say education is more important than sports, and they call for individual school districts to do what they believe is best for the kids.

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Real world

Continued from page 2A

Continued from page 1A

so great in personality or creativity. We can fix the skills. If you come in behind academically from a public school, that doesn’t mean you can’t do the more advanced work in a private school.”

Rice explained that transitional programs like the one offered at Rippowam Cisqua in Bedford, which has a learning center and remediation classes, can help kids shore up skills before going to a more rigorous school.

Dr. Kay at Schechter said, “The amount of formal test prep needed may depend on the standards of the school you are applying to and how well your child reacts to standardized testing. Some [students] do private or small-group test preparations, but the tests are intended to reflect students’ skills going into high school. The tests are not designed to be prepped for, but many students do. We don’t have a very specific bar that must be exceeded; the test serves as one data point among many.”

There are also a handful of progressive schools, such as the Blue Rock School in Rockland County, that don’t require standardized testing. Those schools look at the whole child and approach education as a partnership of parents, students and school in a nurturing atmosphere. Admissions director Stycos noted people who are unhappy with test-driven Common Core curriculum in New York public schools appreciate Blue Rock’s focus on the child’s social and moral growth and its less-competitive classroom setting: “Our students work in groups from the youngest age to create common ground with each other.

Children are expected to learn, but not be stressed.”

your boss is an authority figure and your ability to be respectful to that figure and follow directions is very important.”

Also crucial for relatively new jobholders is that “good employees are able to play well with others, which goes back to nursery school,” Murro said. “There are going to be people you like and people you don’t like, and you’ll have to find a way to reach common goals despite differing personalities.”

Content team manager at livecareer. com, Rocco Brown-Morris, summed it up well in his online “6 Tips for a Smooth Transition from College Life to the Professional World.”

“You had no idea how drastically different the professional world would be from college life,” he wrote. “Nine-tofive workdays, unfamiliar faces, no more summer vacation (say what?). It’s enough to make you curl up into a teary eyed ball beneath your cubicle.”

In short, Brown-Morris offers six tips to success: • “Balance your work and professional schedules” • “Manage your finances” • “Don’t replace exercise with an office chair” • “Immerse yourself in a new social environment” • “Make the most of your weekend” • and “Don’t get bitten by monotony.”

By keeping those tips in mind, most graduates entering the workforce should find that the rest of their lives fall somewhat into place, which the majority of adults have also learned during their own years spent at the Post-Graduate School of Hard Knocks.

Continued from page 1A

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Students come to us for the following reasons:

Blue Rock has a rural campus with 10 to12 kids in each class, a 1 to 5 teacherstudent ratio in lower grades and 1 to 10 in upper levels through eighth-grade.

“You know that your child will get personal attention, which is a big reason people choose smaller independent schools,” Stycos said. “Our school feels like a home school away from home.”

Financial aid

For some families, an additional step is to complete financial aid materials, such as online parents’ financial statements. If financial costs of attending private school will be difficult for your family, most private schools offer scholarships for demonstrated needs. In fact, Rice said, “Schools often go out in the community to find someone they can bring in and help out.”

She added, “When I consult to families considering private school such as Windward, I advise people to apply regardless of their financial means, and maybe the

At Alcott Montessori Nursery School in Scarsdale, co-executive director Arlene Donegan said they aren’t using Smart Boards or iPads at the moment. They do have computers in all the 3-, 4- and 5 year-old classrooms and their special ed classrooms. (The 2-year-olds do not use the computers.) The kids are allowed to use them 15 minutes a day. Computer use is strictly for educational purposes, Donegan said, and they are not connected to the Internet. The kids can learn phonics and can do other things on them such as drawing and must sign up in advance to use the computers, just as they do for other traditional preschool activities such as block building, etc.

Donegan said that they are having a fundraiser in their Crane Road and Dobbs Ferry locations to purchase iPads and possibly Mac minis. “We’re hoping to get a phonics program to coordinate with school work,” Donegan said.

There are no whiteboards on the horizon for Alcott, but Donegan did say they were purchasing a program they will get later in the year called Cubelet Robot-

ics Construction kits, a robotic building game that is wireless with various interconnecting coordinating moving pieces that they saw at another Montessori school.

Tots and tech at Mohawk

The kids at Mohawk Country Day School have the best of both possible worlds: interactive learning using a variety of media. Students integrate artwork, powers of observation and music using whiteboards, iPads and Mac minis. And they couldn’t be more excited.

Barbara Schainman, director of the school for toddlers through first-graders, said Mohawk starts exposing 4-yearolds to the computer. “They learn why computers are our friends, working with the technology teacher a half hour each week,” Schainman said.

The 4s did a multimedia project, visiting the dinosaur playground, one of several at Mohawk, and took pictures of dinosaurs and transferred them to computer. Then they drew pictures of dinosaurs. The photos and the drawings were all transferred to a disc that the kids got to keep.

The pre-kindergartners (4.5- to 5-yearolds) have Smart Boards in the classroom. “The kids are fascinated with the learning opportunities,” Schainman said.

Kim Ross, school director at Mohawk, described a pilot program they’re doing in the 3s class, using Smart Boards that

Parents with preschoolers are learning that it’s never too early to get children excited about school. While school prep is normally focused around kindergarten and elementary school students, increasingly preparations are occurring at much younger ages. Enhancing learning-based skills in preschoolers can be invaluable to their development and play is an essential role in early classroom experiences.

Developmental toys, like blocks and play construction tools, for example, have been very popular with children of all ages, creating problem-solving situations and helping to spark creativity.

While building blocks have long been known to help young children develop motor skills and spatial awareness, toys such as the First Builders Spell School Bus by Mega Bloks (www.megabloks. com) also introduce kids to the alphabet

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engage the students where the entire class participates. The Smart Boards, which Ross described as oversized iPads with “a big screen with it’s own personality” that allows the kids to touch the shapes on the screen,” is interactive using technology.

The program is guided by the school’s technology teacher, as well as the classroom teacher. “If they’re not touching the screen, they’re sitting on the floor using their imaginations and using their hands and following directions, engaged in an activity,” Ross said. “It’s a very gentle introduction into technology — for little ones once a week, about a 15-minute span for the 3s, longer as they get older.”

The 4s and kindergartners use technology about a half hour a week.

In the computer lab, the kids have a different opportunity. The technology teacher finds fun, interactive games that in incorporate what they’re learning in the classroom. “The children are so thrilled,” Ross said. “They each have their own computers [Macs]. There’s lots of laughing.”

The tech teacher also uses a Smart Board to reinforce what they’re learning on the computer.

The school’s music instructor uses his laptop to interact with children as well. Ross said it “comes alive” when he presses a button on the computer and it’s programmed to be interactive with the teacher. Usually the computer will ask the teacher a question. It answers the

teacher in a silly voice that makes the children more engaged into the lesson.

The Kindergarten class reads books on the white board that Ross said enhances the lessons. Mainly the focus is on science books. The students are able to touch the animals, which enhances their experience.

“It’s a careful balance of what we use here with technology and the use of our outdoor space, hands-on experiences or experiments,” Ross said.

When asked if the kids were more attentive using the Smart Board and computers, Ross said they were “extremely engaged… it’s a very special activity.

There’s lots of laughter and smiles.”

The kids are using Mac Minis and have a very gentle introduction to using the curser, the mouse and interactive games. Most of the 4s coming in are developing or fine-tuning that skill she noted. They’re still using the hand-eye co-ordination, following simple steps, tracking.

“It’s so clever the programs out there,” Ross said. “They’re learning their letters and they string them together. Kids want to learn this way because it’s fun. It promotes that learning is fun for today’s well-balanced child.”

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school will find the money to help them [pay for tuition].”

As you navigate the application process, remember that some schools might have a complicated and rigorous admissions process, while others may be more relaxed or focused on the whole child. Do the homework and ask questions. Every independent school has people in the admissions office who are there to help and answer questions.

After you’ve followed all the steps, met the deadlines, visited the school and breezed through the interview, you can sit back and relax — or at least try to relax — until decision day.

The best news is this: having made your way through the application and admissions process for independent elementary or high school, you have gained a great deal of knowledge and confidence for completing a similar process years later when your child applies to college.

Toddlers are tackling technology in leaps and bounds ing to write with a pencil, that it’s just another way to expand their world. “It’s an exciting facet of our day, but you have to make sure you balance out your day,” Hirsch said.

Most of the apps they use at Landmark are specific learning apps and students don’t spend very long using them. Their focus is not on entertainment. Hirsh said that they don’t want them to replace their socializing and interactive skills.

Hirsch thinks technology shouldn’t replace interaction with their parents and that children should spend time talking to their parents at dinnertime. When asked if parents should allow their little ones to use their iPads and other technology and whether parents should set time limits on their use Hirsch said, “They should learn to interact in the real world,” and “Parents should come up with boundaries and stick to it.” She believes that there should be a balance “in all of our lives” and kids should exercise, spend time outside and interact with parents and others.

Most of all, Hirsch said, “They encourage kids to wonder about things and find the answers. That’s what this is all about.”

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and other classroom subjects.

Developmental psychologist and child play expert Dr. Maureen O’Brien is just one of the experts advocating this kind of play for preschoolers: “Studies have shown that when children are actively involved in putting letters together — compared to simply pointing and nam-

ing — their memory and recognition skills are improved. Reading experts know that combining learning and fun is a better way to build skills than simply memorizing what letters look like.”

The same principles apply to math and other subjects, where construction toys like the 1-2-3 Learning Train from the Mega Bloks, can help kids get familiar with basic digits in a more hands-on way.

From giving kids their first taste of classroom subjects to helping them with motor skills and socializing, developmental toys like building blocks are a good way to help get kids excited at the idea of going to school. As they begin to mix learning and play, children will discover that school can be fun. They will be that much more ready and eager when it comes time to board the school bus.

— BPT

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EDUCATION

Friday, January 16, 2015

The Scarsdale Inquirer/Page 5A

STEM education is not just for future scientists There’s no denying that STEM (science, technology, engineering and mathematics) education is on society’s radar. President Barack Obama’s Educate to Innovate initiative hosts a yearly STEM-themed science fair at the White House. STEM summer camps are popping up across the country and hundreds of thousands of parents, educators and policymakers convene annually at STEM conferences nationwide. The nation’s job market even reflects the popularity as recent data shows that across STEM fields, job postings outnumbered unemployed people by almost 2 to 1.

Although STEM education is recognized as a crucial way to spark a student’s interest in innovation and technology, there remains a perception that it only focuses on a few areas of study and does not expose students to more creative activities or job fields, like visual arts, music or writing. However, STEM education helps children develop several crucial skills outside of an interest in science, especially at the elementary level, and these skills can be applied across most areas of study. Here are a few extra benefits of STEM education beyond the beaker and microscope: • Cultivating creativity: Creativity is rooted within the scientific process, especially when it comes to figuring out solutions to problems. STEM education encourages students to look beyond the obvious solutions and come up with creative ways to make something work in a new or different way than is typically

intended, such as figuring out how to survive without natural sunlight. This kind of experience parallels the creative process a musician or artist undertakes, as there may not be a wrong or right answer and the student will likely discover something interesting no matter what. • Building teamwork skills: Many popular STEM activities, such as building a bridge using only toothpicks and gumdrops, require students to work in pairs or groups to accomplish their objective. This gives kids opportunities to learn how and when to both lead a group and listen to their peers, and demonstrates the value of what they can accomplish when they put their heads together to complete a task.

• Becoming problem solvers: STEM education centers around problem solving. The entire practice of engineering is about finding a solution to a problem, and if that doesn’t work, starting over again and finding another one. This kind of thinking helps kids develop crucial problem-solving skills so that they are ready to tackle life’s problems, big or small.

Recent studies have shown that kids are not asking as many questions as they grow older, causing a loss of interest in their environment. This startling notion has prompted policymakers and educators to take action. In 2013, several groups, including the National Research Council (NRC), Achieve,

Inc., the National Science Teachers Association (NSTA), as well as thousands of science educators, scientists, business leaders and other leaders in science education, came together to develop the Next Generation Science Standards (NGSS). These new standards emphasize exploration and experimentation, rather than unengaging lectures or rote memorization of facts.

In addition to new science standards, there are many programs that reinforce STEM skills and foster a love of science in kids of all ages, such as the Toshiba/ NSTA ExploraVision program. The world’s largest k-12 science award program, ExploraVision, invites students to think ahead 20 years into the future and propose an idea for a new technology and approach based on a challenge or limitation that exists today. ExploraVision incorporates many of the science and engineering practices promoted in the NGSS, so teachers can use it as an opportunity to enrich their curriculum with hands-on experiences or offer it as an extracurricular opportunity for their students.

While STEM education may increase the prevalence of much-needed scientists, engineers and mathematicians, it will also help contribute to a generation of well-rounded, inquisitive children who are equipped with skills to help them become the future leaders of the world. — BPT

Tips to help your child learn to prioritize homework

BY HUNTINGTON LEARNING CENTER

Is the nightly homework routine at your house less functional and productive than it could be? There are many reasons that children do not complete homework in a timely and efficient manner. Some simply avoid homework because they are having difficulty understanding one or more school subjects or concepts and dread having to struggle through them. Others are chronic procrastinators. However, one of the most common reasons that many students spin their wheels at homework time is because they are unskilled at prioritizing the items on their to-do list.

How can you help your child learn to independently plan out homework each night and get things done faster? First, have your child divide his or her homework assignments into three groups: 1) Items due tomorrow 2) Items due later in the week 3) Items coming up in the next week (or longer).

If your child says he or she has no homework, have him or her read for at least a half hour and write a summary of what he or she just read. If you consistently require reading, homework will eventually start showing up.

The first “homework help� category is the high-priority list and those assignments should be ranked in order from most challenging to easiest. It’s also helpful for students to estimate the amount of time that each assignment will take.

For example, your child’s Monday night homework to-do list might look like

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this: • English: read two chapters, worksheet, Easy, 30 min. • Earth Science: finish lab, worksheet, Medium-Hard, 20-40 min. • History: Develop outline for project, Easy 10 min.

For the due immediately task list, your child needs to decide what to do first based on his or her study preferences. Does he or she do better when tackling the most difficult homework first?

Would your child rather knock smaller assignments off his or her list first, or jump into the big to-dos first? Making a few quick game plan decisions before simply opening up a book and getting started will help your child feel more purposeful and motivated.

Finally, your child needs to stay on

top of assignments and projects that require him or her to complete a number of steps between now and the due date (such as long reports or presentations).

Have your child keep a list in his or her planner of these assignments and projects and their due dates, and also encourage him or her to schedule time to work on them in advance. So, if a big paper is due on April 30, and it is April 2, your child should work backward and develop smaller milestones and corresponding due dates.

For example: • Brainstorm/choose topic, April 4, 20 min. • Do quick online/library search to ensure availability of sources, April 5, 20 min. • Develop outline, April 7, 25 min.

• Research/collect resources, April 8-14, 15 min./day • First draft, April 19, 3 hrs. • Revise/second draft, April 21, 1 hr. • Review/edit, April 23, 30 min. • Show teacher/get feedback, April 24, 10 min. • Final draft, April 27, 45 min.

Developing a plan for bigger projects and assignments will help your child feel less overwhelmed and more organized.

Once your child does so and sets deadlines you can help keep him or her on track. Remember: the tasks he or she develops should be incorporated into his or her nightly homework task list on his or her phone or in a planner.

Prioritization is an ability that all students need to master to become adept at time management and organization.

Help your child learn to fine-tune this skill and by the time he or she is a college student and working adult, he or she will be well trained in making the most of any and all work time.

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EDUCATION

Page 6A/The Scarsdale Inquirer

THE DIGITAL WORLD

SECOND CHANCE:

BTS for adults Henry Ford had three companies fail before he launched the game-changing Model T. Abraham Lincoln failed in business, lost multiple elections and had a mental breakdown before being elected the country’s 16th president. America is a land of second chances made good — which could explain the ongoing trend of more adults returning to college.

Between 2000 and 2012, the number of people 25 and older attending college increased by more than 2.1 million, according to the National Center for Education Statistics (NCES). By 2021, NCES predicts that number will grow by an additional 1.6 million-plus, bringing the number of older college students to more than 10.1 million.

“Adult learners return to college to gain advanced degrees or complete unfinished programs for many reasons, and enhanced marketability in the workplace and increased earning potential are just two factors,” said Tracy Lorenz, president of Western International University (West).

“They are also doing it for personal satisfaction and to be better role models for their children.”

Among women, personal achievement is the strongest motivator, according to a survey by West. Nearly 8 in 10 of the 1,000-plus women who participated in the online survey also said having a college degree is important to being a role model for their own college-bound children.

Ample data supports the belief that a college degree enhances one’s job and earnings prospects. The median wage for people with bachelor’s degrees is $457 more per week than workers who have a high school diploma, according to the Bureau of Labor Statistics (BLS). Their unemployment rate is also significantly lower — four percent versus seven percent for high school graduates, the BLS reports.

Research also backs the impact a college degree can have on one’s family. For example, working mothers who have bachelor’s degrees spend about 51 percent more time with their children than moms who only have a high school diploma, according to the College Board. Children of college graduates are also more likely to go on to college themselves, according to PostSecondary.org; 85 percent of children whose parents had a bachelor’s degree or higher went on to attend college.

Ease of access is also drawing more Americans back to school. The rise of distance learning and online degree programs means you no longer have to live near a school — or relocate your family — if you want to return to complete a degree or earn an advanced degree. Online programs can also offer greater scheduling flexibility and lower ancillary costs to adult learners, many of whom work full time and juggle financial commitments like mortgages or rent and childcare costs.

In fact, in the West survey, respondents said cost, accreditation and flexibility were primary considerations when choosing a higher education program.

As the number of adult learners continues to grow, more professionals will seek degree programs that meet their educational and professional goals, schedules and lifestyles. To learn more about Western International University, visit www. west.edu.

— BPT

Friday, January 16, 2015

Content rights and education see ‘grey line’

BY ANTHONY R. MANCINI

W

hile working on a difficult assignment, especially when it is nearing deadline, a student might feel tempted to plagiarize — or they might do so without realizing it.

Since the Internet has become so ubiquitous in research on school assignments, it has presented a whole new range of problems when it comes to using someone else’s content and blurs the line of what is and is not acceptable.

Several educators and tutors throughout Westchester say they rarely encounter the classic form of plagiarism — where someone takes an entire essay or large blocks of text written by someone else and tries to pass them off as their own.

“I certainly know when the student is not writing the essay and somebody else is writing it for them,” said Carol Abramson, who is based out of Irvington and tutors students in writing college admission essays. “For example, you have students who are C or lower English students and they submit essays that are the great American novel. Quite frankly, right off the bat it’s a red flag for an admissions counselor.”

Abramson previously worked in the Edgemont and Irvington school districts and founded a blog titled “The Cancer Made Me Do It.” She said that unlike some other essay coaches, she does not simply do a student’s work for them.

“There are college essay specialists and college advisor specialists, whatever you want to call them, that charge a lot of money and I guess they feel that as long as they’re charging the money, they basically take care of all of that for the student,” Abramson said. “That’s not my job. My job is to teach the student, to help them write what they’re thinking about.”

Sharon O’Leary, the principal of St. Patrick’s School in Bedford Village, said that plagiarism is not much of a problem within the school. St. Patrick’s serves children from preschool up to eighth grade. O’Leary said instructors at St. Patrick’s are diligent in finding any instances of plagiarism by using software that compares a student’s writing to material posted on the Internet.

She said if any students are caught ripping off an entire essay, then they fail the assignment, a common punishment for plagiarism in schools.

“If they’ve copied word-for-word, then we call them in, we counsel them, we discuss it with them and we tell them we’re going to give them a zero because you don’t copy anybody else’s work,” O’Leary said. “If it’s an ongoing problem then it’s another issue.”

Rob Kissner, who runs Digital Arts Experience in White Plains, which hosts after school enrichment programs and summer camps for technology subjects, said he feels students do not copy entire essay so much anymore because of the ease of being found out online.

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“With the efficiency and accuracy of search engines, it’s fairly easy for instructors to catch kids copying things word for word,” he said. “All they would need to do is to search for a sentence or a phrase that they suspect may not be the voice of the student in Google and Google will return an article with the exact text.”

Kissner said instead of intentional word-for-word copying, a student might read something and unknowingly use it without any bad intention.

“There’s so much information that exists on the Internet, they may have read something and used language that they read without writing down the source, not thinking that they were copying anything,” he said. “All the time I’m writing down things that I thought were my own ideas and I go back to my search history and realize it was from something I read earlier.”

Kissner said one form of plagiarism, word-for-word plagiarism, could occur with websites where a student recruits someone to write an essay for them.

“That definitely exists and that I can imagine being super, super hard to trace,” he said. “I guess that that’s plagiarism because they’re putting off somebody’s words as their own, but if the person that is writing the essay is citing all the sources they use, it’s sort of like a different form of plagiarism.”

Abramson said she finds plagiarism often occurs when a student does not know how to produce a piece of writing that has been assigned. The next step for these students, she said, is to look online for a model essay, switching some of its words and themes to try to create something acceptable for their assignment.

She said that teachers often give assignments that students might not fully understand, leading to this problem.

“The kid changes the words basically, but it’s the same essay,” Abramson said.

“It doesn’t do anything for the student.

It’s what they think people want to hear. Unfortunately, they’ve never been taught all of those things, so they’re learning as they’re going and I think that the situation is such that they don’t know what to do so the best way to do it is to find something else that’s been done the same way.”

An example Abramson gave of a difficult assignment was one her fifth-grade daughter had over winter break. She was expected to watch three contemporary films, compare them to what she is learning in her global studies course and provide a synopsis. In total, the assignment was four pages long. Abramson said her daughter did not understand how to complete the assignment at first.

“The plight of the American school systems are the fact that they’re not teaching the kids how to write to begin with,” she said. “They’re being given six papers due in a week. What do you think they’re going to do?”

Abramson also said that popular study websites such as SparkNotes, which provide chapter summaries of books and a simple discussion of a piece of writing’s themes, are sometimes used by students looking for a quick way to interpret a piece of writing (remember CliffsNotes?). Some teachers familiarize themselves with these websites and might penalize a student if they feel that they have simply taken information from a study website without attribution.

O’Leary said that changing around the words in a model essay is a more common variation of plagiarism.

“They think in their own mind that they’re changing it, but they’re really not. Maybe they change three words,” she said. “You have to absorb the information and then regurgitate it, but not word-for-word, in a way that shows that you digested the information and then

come to some kind of conclusion. That’s a difficult process for children in our school’s age group.”

O’Leary said her school manages to mostly avoid the plagiarism issue by requiring students to write drafts of their essays, which are later discussed with instructors to avoid any common mistakes.

“We do a lot of first drafts here and you bring your work in and we edit it with you,” she said. “It’s a writing process more than it is a one-shot deal. In that sense, we are probably more capable of checking that before it happens. High school is maybe less of a fail-safe check.

We do a lot of writing here. Write at home, bring it in, check it over, let’s collaborate on it. I think as kids get older there’s less of that being done.”

Image issues

Instead of in writing, Kissner said he encounters examples of tricky content use in a much different form when it comes to images and other media. He said that in his company Digital Arts Experience’s Web design courses, students might incorporate pictures found from Google Images into their websites.

“I would say probably 99 to 100 percent of those are definitely not open source images,” he said. “There’s kind of like a grey line because on one hand we’re using them for education and the kids aren’t making money from it, but on the second hand they may use that work toward a portfolio for getting into college or something like that and that becomes an issue at that point. It’s really fuzzy with media.”

Not only could appropriating an image or other media found online be considered plagiarism, it also could be considered copyright infringement, which could potentially lead to civil penalties if a rights holder decides they do not want someone using their work without permission.

Kissner said that there is a solution to the problem of copyright infringement through using found sources. He said that students could easily search for websites with open source images and media. These sites, such as Wikimedia Commons and Creative Commons, include a searchable library of photos and other media. Some works within the libraries are completely within the public domain and free to use. Others have rights attached to them by their creators, such as if a user of an image must credit its author or if a user can modify an image.

Kissner said citing a found image used in an essay is becoming more commonplace.

“When I was in college, they were pretty hardcore about citing resources and citing them in the right format,” he said. “If I didn’t have my sources laid out in the right format, cited, the way the instructor wanted them, they would give us an issue. I can only assume teachers are more strict about it now.”

Even images and other works that are heavily edited can still fall under copyright protection. One example is the red and blue “Hope” poster depicting Barack Obama created by Shepard Fairey, which was based off of an Associated Press photo. After a dispute over the rights to the photo, Mr. Fairey pled guilty to contempt of court after admitting to destroying and doctoring documents in an attempt to cover up that he used and original image of Obama.

Kissner’s company also teaches computer programming, which brings up another grey area concerning plagiarism and copyright, as lines of programming code are often copied from one programmer to the next. He said that as long as an application functions in a different manner with a different style, reusing found lines of code should be OK. “There’s a fair amount of copyright and patent law protecting those, so while you can probably copy the code to get things to work the same way, it can’t look that same, it can’t have the same names, things like that,” Kissner said. “I don’t think you can legally protect the code itself.”

Kissner said that in general, some students just want to make an assignment as simple as possible “In terms of the reasons for plagiarizing, I know for a fact that all kids want to take shortcuts,” he said “We see that with the projects that we do. There’s proper technique and the foundational skills they get from an idea to a finished project and all of our students want to skip that.”

O’Leary said that shortcuts tend to happen when students become hung up on an assignment. She says for her middle school-aged students, she distributes signs to them that say “Deadlines are closer than you think,” to remind them to be diligent.

“I think sometimes too they do feel overwhelmed,” she said. “There’s a lot going on in their lives and they just don’t find time or they procrastinate.”

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EDUCATION

Friday, January 16, 2015

Music school has rich history Music Conservatory of Westchester was founded in 1929 by a group of musicians, including legendary cellist Pablo Casals, with the guiding principle that music matters. That vision has led to the evolution of a one-of-akind community music school in the heart of Westchester County.

The conservatory’s esteemed faculty, artists in their own right, help to enrich the lives of more than 2,500 students each year.

From absolute beginners to advanced artists, the conservatory provides quality music education for all ages and abilities in classical, jazz, rock, and pop with one-on-one instruction, performing ensembles, theory and composition, early childhood classes and lifelong learning for adults.

Music matters for every individual at every age. Music matters for the accomplished high school student who enrolls in the school’s honors program, and to those who receive scholarships so they can follow their musical dreams regardless of financial need. In essence, the conservatory is a training ground for tomorrow’s performers, audience members and supporters of the arts.

In 1986, the conservatory expanded its reach with the introduction of its Music Therapy Institute. This unique program has demonstrated that music matters in the personal growth of nearly 2,000 children and adults with disabilities each year. In 2013, the program expanded with Healing Our Heroes, which offers similar services for military veterans.

The conservatory’s signature Summer Music & Arts is a fun and flexible program for ages 5-11 featuring ensembles and instruction, singing, acting, musical theatre, composing and more. Choose any or all of these two-week sessions: June 29-July 10, July 13-24, July 27-Aug. 7, Aug. 10-Aug. 21.

The conservatory is housed in a spacious 36,000 square-foot White Plains facility with 43 teaching studios and a state-ofthe-art recital hall for student and professional performances.

The school is an anchor for music and arts in Westchester, and has become a vibrant hub in the community. Steffi Nossen Dance School and Westchester Choral Society are in residence in the building, and numerous organizations use its facilities for concerts and events. Each year, approximately 10,000 people travel from five counties to attend programs and events in the building.

The Scarsdale Inquirer/Page 7A

4 elements of control for college applicants

BY JANE C. HOFFMAN

T

here is so much written about the college search and application process that fuels a sense of anxiety and confusion on the part of students and their parents — about the competition to get into college, the uncertainty about gaining admissions and the high cost of tuition, to name a few. In contrast, too little is written about the numerous elements over which high school students and college applicants actually have control. Below highlights four of those elements and nine general actions students can take to maintain a sense of control.

1) Students have control over which colleges they consider and research.

• Learn about your own academic profile: When colleges look at applications, a student’s academic profile is a focus of their review. Students should learn the components that make up an academic profile and determine what their own profile is.

It is comprised of many elements, such as course choices, grades, grade trends and standardized college admission test scores (SATs, ACTs). Since high schools vary greatly in curriculum, grading scales, use of weighting the GPA and so much more, a student’s academic profile is very high school specific.

• Assess which schools are possibly appropriate choices in terms of admissibility: Learning the middle 50 percent of the SAT or ACT scores for students that a college admits, the data on applicants from their high school, and how their own academic profile compares, is very useful in gaining a sense of the competitive terrain to assess which universities are possibly appropriate choices in terms of admissibility. For example, a student with a two part SAT score of 1260 or an ACT score of 28 who has a B-plus average in high school is likely a competitive applicant (from the perspective of academic profile only) for liberal arts and science colleges like Muhlenberg College and Dickinson College and universities like the University of Delaware. In contrast, that kind of academic profile suggests that a student is not competitive for admissions to universities like the University of Pennsylvania and Brown University.

• Identify schools that match your ambitions, interests, values and preferences: Students should consider and assess their own academic and other strengths, interests, learning styles, preferences in terms of college culture and environment, and financial and other requirements. Learning about a school’s academic programs, majors and minors, special opportunities and more to identify those that match their ambitions, interests, values, preferences and requirements is critical to determining which colleges to further consider.

2) Students have control over how they conduct themselves in the college search process.

• Demonstrate interest: For various reasons, many colleges value “demonstrated interest.” At a minimum for colleges of preliminary interest, students should visit their websites and go to the admissions or visitor pages to find the prompts that allow them to sign in to receive emails, announcements and other materials. That will put them on the college’s radar, demonstrate their interest in learning more about the colleges and ensure that they are

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not perceived as “stealth” applicants.

Visiting is one of the elements of demonstrated interest that many colleges like to see. Conducting an official visit includes attending the information session held by administrators and the campus tour led by a student. To get credit for the visit, students must sign in at Admissions.

Colleges have conducted research that shows that applicants who visit are more likely to enroll. Therefore, many colleges treat the visit as proxy for “likely to enroll” and as a positive factor in their admissions deliberations.

For students, visiting a college is an important part of their own search and exploration process. The process of visiting allows for preferences to evolve as students learn about different programs, styles of instruction, levels of academic rigor and the look of the students, facilities and the campus. It gives students the language to interpret and understand what different options can provide. Depending on the rigor of their investigative process, students can arrange in advance to sit in on classes and meet with faculty members at many schools.

Information sessions are a good way to learn about what a particular school values as an educational institution and in the college admissions process. Colleges often provide their definition of terms, a roadmap of sorts, and keys to their particular code for increasing the likelihood of gaining admissions. Applicants and their parents should pay close attention and listen for the tips that a good information session can provide.

• Understand the role of the regional representative for Westchester County: Most admissions offices are organized by geographic territory with an admissions officer assigned to a specific area. The “regional representative” is responsible for knowing the high schools and making contact in their region and is often the first reader of a student’s application.

In our area, the regional representative is responsible for all high schools and applicants in Westchester County.

Students identifying and then reaching out to their regional representative shows their level of interest in learning more and allows the college to personalize its admissions process. Students can reach out by

attending local events sponsored by the institution, including its visits to their high schools. When colleges offer local interviews, the regional representative is often the one in the field conducting those interviews.

• Interview when colleges indicate interviews are recommended and evaluative: Review college websites to learn about their policies and practices regarding interviews. When colleges indicate that interviews are recommended and evaluative, they are revealing that they are important in their application review. In that case, students should interview on campus or investigate whether they can interview locally with the regional representative or an alumnus. Some colleges offer interviews via skype or telephone.

3) Students have control over which colleges and how many colleges to apply to.

• Decide which colleges to apply to: It goes without saying that students, often with the help of their parents, decide which colleges to apply to. Students who have been thoughtful and engaged in assessing their own goals and preferences, understanding their own academic profile and other strengths in the context of the competitive college admissions terrain and then researching, investigating and visiting colleges to identify appropriate choices that will provide the best opportunities for them tend to be most effective and successful in gaining admissions to colleges.

• Apply only to a reasonable number of colleges (the general rule is nine): Students who have proceeded thoughtfully and deliberately are usually able to limit the total number of schools they are applying to.

As a result, they are better able to focus their application development efforts and submit stronger applications. If students are spread too thin, they also may not be able to conduct as comprehensive a visit or interview where doing so is important to the college.

The general recommendation is that the total number of colleges to apply to not exceed nine schools. The actual number varies, depending on many specific factors about the student, the admissions plans, financial considerations and the type of colleges.

Applying to more schools does not

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Teaching peace at New Canaan’s St. Luke’s School St. Luke’s Head of School

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necessarily result in more acceptances. In fact, the reality is often the opposite. Also, while colleges can make it very easy to apply, simply doing so does not mean it will be easy to gain admission.

4) Students have control over the development and content of their applications.

• Develop applications that are authentic, comprehensive and targeted: This is a challenge for students. Any and all responses, from short phrases describing activities to long essays, need to be approached with diligence and care.

Students should give themselves months to prepare their applications. It is ideal to start during the summer before senior year.

The common application, the instrument currently used by 548 colleges, is available annually on Aug. 1 and only online.

With prompts for the main “personal essay” usually announced during the spring, applicants can begin drafting that reflective essay over the summer. Applications to schools not using the common application generally start to become available online around Aug. 1 as well.

Responses for the personal essay allow colleges to hear an applicant’s “voice” and to learn about them and their writing style.

Depending on the type of college, one or more additional school-specific supplemental essays may be required. These essays allow colleges to gain insight into an applicant’s knowledge of the college, the thoughtfulness of their search process and how their programs and opportunities “fit” or match interests, aspirations and goals. Many colleges use the “why I want to attend X college” essay prompt, which is a very important part of their application. Impressions gleaned from college visits will help applicants articulate and write comprehensive and targeted responses and increase the likelihood of being admitted.

Jane C. Hoffman, MBA, CEP has spent over 20 years in higher education as a university administrator and educational planner.

In 2005, she founded College Advice 101 to apply her expertise to educate and directly support students and their parents as they navigate the increasingly complex college admissions terrain and research, apply and gain admission to the best colleges for them. Visit www.CollegeAdvice-101.com, email CollegeAdvice101@aol.com or call 833-1573.

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Recently a video of Samaria Rice appeared in my email. She described the night her 12-year old son, Tamir, was shot dead. Though it’s difficult to watch, I feel an obligation to bear witness. This should not have happened. I need to hear and feel this woman’s grief and anger. I need to remember, in the words of Dr. Martin Luther King, Jr., “Injustice anywhere is a threat to justice everywhere.

We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.”

Peace on earth. Sometimes it feels like a wish we bring out during the holidays — like ornaments soon wrapped up and stuck back on the closet shelf. How do we change that? How do we make kindness, respect, and justice for all a tangible, reachable goal?

This month our ninth grade begins St. Luke’s first January Term (J-Term). This will be an eight-day cycle when regular classes will suspend and students will study one domestic or world problem, collaborate on solutions and present their findings and ideas at a symposium. While still in eighth grade, students were asked what topic they’d most like to explore.

Their collective answer: human rights.

Students at this age are ripe for asking big questions — Why is there unfairness in the world? What can I do about it? We want to fan that flame and show our young people that they can use their hearts and minds to change the world.

Also in January, St. Luke’s will hold our second annual Social Justice Summit. Student and faculty participants will engage in activities and examine case studies that deepen our awareness, strengthen our capacity and commitment to oppose injustice, and foster trusting relationships across the perceived barriers of race, ethnicity, religion, identity, gender, age and power.

When we intentionally strengthen our students’ (and our own) capacity and commitment to oppose injustice, we demonstrate a St. Luke’s tenet — developing good people is as important as developing great scholars.

Lyndon B. Johnson said, “Peace is a journey of a thousand miles and it must be taken one step at a time.” St. Luke’s does not have all the answers, and we’ll certainly uncover areas of disagreement and misunderstanding even as we seek to understand each other better. But I know we’re walking the right path. Our Center for Leadership encourages students to find your voice and make a difference.

Imagine the difference every community could make by teaching children to respect all people — not because it’s good manners or politically correct, but because it will bring peace on earth.

St. Luke’s School is located at 377 North Wilton Road in New Canaan, Conn. Call (203) 801-4834 or visit www.stlukesct.org.

Mid-Westchester

• Ages 17 months – 5 years Early Childhood Center • Half and Full Day Options • Weekly Swim Instruction A place to start, a place to stay • Gymnastics • Music The JCC Early Childhood Center provides a nurturing and safe environment based on the philosophy of purposeful play. • Creative Movement Through play, children at the JCC learn to touch, hear, feel, • Early Morning Drop Off taste, see, move and create a world of wonder and possibility. • Lunch Program • Afternoon Enrichments For more information including Science, Learning and to schedule a tour, with Numbers, Music, contact Julie Dorfman, Learning with Letters & more Early Childhood Director • Chaperone Children to 914-472-7095, Other JCC Programs dorfmanj@jccmw.org • Curbside dropoff • Developmental Needs Programming 999 Wilmot Road, Scarsdale • www.jccmw.org

Scarsdale Synagogue/Temples Tremont + Emanu-El Scarsdale Synagogue/Temples Tremont + Emanu-El

Nursery classes for for toddlers toddlers School classes Nursery School classes for toddlers and children22,through 3 and 45 years and children years of of age and children 2, 3 and 4 years of age Extended day available for 3’s and 4’s Parenting programs

Summer camp for toddlers Summer camp for toddlers through 6 years of age through 6 years of age

For more information about our programs, please call: For more information about our programs, please call: For more information about our programs, please call: Jody Glassman, Director Jocelyn Gross, Assistant Director Jody Glassman, Director Jocelyn Gross, Assistant Director Jody Glassman, Director Jocelyn Gross, Assistant Director To Join Our Synagogue, call Gary Katz, Executive Director

To Join Our Synagogue, call Roberta Aronovich, Executive Director To Join Our Synagogue, call Gary Katz, Executive Director 2 Ogden Road, Scarsdale y 914-723-3001 y mazeltots@aol.com

2 Ogden Road, Scarsdale • 914-723-3001 • mazeltots@aol.com 2 Ogden Road Scarsdale y 914-723-3001 y mazeltots@aol com

EDUCATION

Page 8A/The Scarsdale Inquirer

Friday, January 16, 2015

Education Notebook

HBMS: where performance takes pride of place

H

off-Barthelon Music School in Scarsdale offers a wealth of opportunities for students to perform for their peers, parents, faculty and a wider audience from the school community. Music school students are encouraged to develop their performance skills from their very earliest lesson days, and even the youngest students quickly come to see that daily practice is worth it, because it leads to the fun of shared music-making with other students in HBMS chamber ensembles, orchestras and choirs.

Hoff-Barthelson carefully guides its students to develop confidence in their own abilities and to take pleasure in their musical achievements. Small, intimate recital settings like informals and teen workshops allow students to perform without the pressure of an audience. Only other students and a faculty workshop leader attend these “classes without an audience,” at which students have the opportunity to iron out their performance wrinkles in a relaxed setting and to develop performance readiness in preparation for their participation in HB’s frequent student recitals.

The school’s Outreach Program brings young musicians to nearby nursing homes, children’s hospitals and retirement facilities and affords them the unique opportunity to perform for people who might not otherwise have the pleasure of hearing music or seeing the bright

faces of young performers. Participants in the demanding honors program play in honors recitals; graduating seniors may present a graduation recital and receive their HBMS certificate if they meet the comprehensive graduation requirements.

The annual Festivals in Style — Baroque and Beyond, Classics in Concert and Music of Our Time — are a showcase for student soloists, chamber ensembles, jazz groups, and all of the school’s orchestras and choruses.

Ensemble performance is a highlight of the HBMS curriculum. Four orchestras make up the building blocks of the School’s Orchestral Pyramid, which culminates with the high school Festival Orchestra and an opportunity to perform major orchestral repertoire, including full-length symphonic works

and concerti with world-renowned guest stars. In 2015, the audition-only Festival Orchestra will embark on a new relationship with the New York Philharmonic, as HBMS and the New York Philharmonic become partners in Philharmonic Academy, Jr., the Philharmonic’s new educational program designed to encourage the training and development of future professional orchestral musicians. HoffBarthelson is the only tristate area music school to have its exemplary orchestral program recognized in this fashion by the New York Philharmonic.

From the earliest stages of proficiency, students are encouraged to join one of the many orchestras, choruses or chamber ensembles available to them at the music school. All the HBMS ensembles are designed to enhance the private lesson and

provide the unique pleasure of making music with friends and making friends through music, while exploring repertoire appropriate for the technical competency of each ensemble.

Hoff-Barthelson’s Master Class Series is one of the most comprehensive in the metropolitan area and is designed specifically for its students, who are afforded the opportunity to present solo performances for critique by a varied roster of distinguished, world-class artists who listen thoughtfully, coach with care and help them to refine their technique and musical sensibilities.

Jazz ensembles perform each year at their own master classes for jazz teaching artists of the highest renown. In a program also unique to HBMS, each year, sixteen HB chamber ensembles (selected from a roster of 45) benefit from a full afternoon of exhilarating work with four exemplary artist-teachers from the New York Philharmonic during the Elaine Stamas New York Philharmonic Educational Residency.

Practice equals pleasure when the student musician’s ultimate goal is participation in any of the many performance opportunities at Hoff-Barthelson. And as their musical skills and talents develop, performance in other facets of their lives evolves as well. Opportunities abound at Hoff-Barthelson Music School. Visit www.hbms.org, email hb@hbms.org or call 723-1169.

S4 workshops offered at Holy Child Four evidence-based study skills workshops are being offered by Successful Study Skills 4 Students (S4) program starting in January at School of the Holy Child, 2225 Westchester Ave., in Rye. The workshops foster academic success by teaching students key study strategies that help them learn and achieve better academic success.

“We are excited to offer our workshops in lower Westchester for both middle and high school students,” said Michelle Sagalyn, president of S4. “Whether students are looking to acquire basic skills in organization, time management and executive functioning strategies, or simply looking to improve their overall academic experience, these tools — when used — will help them succeed. Implementing even a single new skill has been shown to boost students’ motivation and academic performance.”

The first workshop, Study Skills 100, for students in grades 5-8, will be held on Sundays, Jan. 25 and Feb. 1 and 8, from noon to 2:30 p.m. The second workshop will be for grades 9-12 from 3-5:30 p.m.

Study Skills 200, for students in grades 8-12, will be held on Sundays, Feb. 22 and March 1 and 8, from 3-5:30 p.m.

The fourth workshop, 12 Ways to Start a Sentence, for students in grades 5-7, will be held on Sundays, Feb. 22 and March 1 and 8, from 12:30-2:30 p.m.

The S4 program is founded on educational research and evidence-based studies. Its highly interactive approach is designed to clearly demonstrate how to apply a student’s own curriculum and course material to the taught methodologies and systems. The workshops are taught by experienced teachers. Each class is limited to 15 students.

The Study Skills 100 and Study Skills 200 workshops cost $395. Twelve Ways to Start a Sentence costs $295. A 10 percent discount for a second workshop or sibling is being offered, and a 20 percent discount for a third workshop, manually credited after registration.

The workshops include all in-class materials, original S4 teach sheets for each skill taught and parent emails after each session.

More information may be obtained by calling S4 at (203) 418-2003 or by emailing info@S4StudySkills.com. Visit SuccessfulStudySkills4Students.com.

Education A special section of

The Scarsdale Inquirer P.O. Box 418, Scarsdale, NY 10583 914-725-2500 www.scarsdalenews.com PUBLISHER Deborah G. White SECTION EDITOR Todd Sliss ART DIRECTOR Ann Marie Rezen ADVERTISING DESIGN Katherine Potter ADVERTISING SALES Thomas O’Halloran, Barbara Yeaker, Marilyn Petrosa and Francesca Lynch

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