Big Book of Education_2020_NJFamily

2020-21

An A-Z guide for New Jersey parents

Private Schools

A CLOSE-UP LOOK

Teaching Resilience

DURING THE PANDEMIC

Remote Learning

K-12 ENRICHMENT TUTORING & MORE

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CONTENTS 7

27

12

35

74

Get to know independent schools in NJ and beyond.

7 A Healthy Year Don’t let the pandemic keep you from necessary check-ups.

10 Free Play Why unstructured time is an important part of homeschooling.

12 P reschool Prep Find the right early education home in the era of COVID-19.

14 Special Needs A special education teacher offers advice to make the most of remote learning.

16 H idden Talents Tips to nurture your child with autism’s unique passions.

19 Raising Resilient Learners How to encourage and support your kids during this unprecedented time.

22 Talking About Race

35 M eet the School Get an inside look at how area independent schools are adapting to the pandemic.

65 School Snapshots

Steps to initiate important conversations with children of every age.

27 Online Enrichment Our K-12 guide to supplementing their schoolwork with programs they’ll love

29 V irtual Education We weigh the pros and cons of a fully online school versus brick and mortar.

33 Thinking About Private School? Flexibility and outdoor learning are a couple of reasons some are making the switch.

Our list of preschools, primary and secondary schools, boarding schools and colleges

71 Girl Power A look at two organizations aimed at empowering our daughters to be leaders

74 Time for a Tutor? Whether your teen’s struggling with math or aiming to ace his tests, a tutor can help. COVER PHOTO: ©ISTOCKPHOTO.COM/ BLACKCAT

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If you are coping with divorce or family issues, we are here for you.

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EDITOR'S LETTER

Volume 4, Issue 1 Editorial Director Dina El Nabli | editor@njfamily.com Art Director Leeza Hernandez Managing Editor Angel Madison Associate Editor Megan Muessen

A School Year Unlike Any Other

Editorial Interns Taryn Guettler, Jennifer Mandato Contributors Jennifer Kantor, Ronnie Koenig, Liz Matheis, Arricca Elin SanSone, Eileen Shaklee, Marissa Viray Production Designer Rosa M. Joseph Production/Business Manager Mary Lucid

If everything about this school year is keeping you up at night, we're right there with you. The ritual of first day outfit shopping has been replaced with planning a smart learning setup at home. Feelings of a fresh start have been swapped with worry about COVID-19 and uncertainty about the academic year. Whether your kids are remote learning, doing an in-person/at-home hybrid, homeschooling or trying a small group learning pod, this year brings unique challenges . Now more than ever, we need to understand every learning option and that’s the goal of our Big Book of Education issue. Worried about sending your little one to preschool during the pandemic? We spoke with early childhood educators about those concerns. Considering private school? Our Meet the School section highlights independent schools and details new measures like teaching in outdoor spaces and increasing remote, live instruction time. If you’re thinking about virtual school, we break down how it works. And if you’re looking for online tutoring, you’ll find that, too. This period of increased remote schooling is especially tough for students with special needs which is why we asked a special education teacher for advice on how to manage the many challenges. No matter what school looks like, we need to foster resilience in our kids during this challenging time. The good news from psychologists: With the right amount of encouragement, support and love, our children will come out of this okay and maybe even stronger.

Publisher Cindy Mironovich Project & Circulation Manager Diane Erdenberger Project Manager Erica Barton Director of Advertising Marcy Holeton

The acceptance of advertising by New Jersey Family does not constitute an endorsement of the products, services, or information being advertised. We do not knowingly present any products or services that are fraudulent or misleading in nature. Editorial inquiries and ad­vertising rates may be addressed to Kids Monthly Publications, Inc., P.O. Box 669, New Providence, NJ 07974. New Jersey Family can be reached by calling 908-975-1800, emailing editor@ njfamily.com, or by visiting our website, njfamily.com.

Reproduction of New Jersey Family or Big Book of Education in whole or in part without written permission from the publisher is prohibited. All rights reserved. Copyright 2020 by Kids Monthly Publications, Inc.

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Howard B. Bobrow, DMD, PA NJ Specialty #3831

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“ You need to talk about wearing a mask and washing hands, of course, but you also don’t want to create intense fear about going back to school so that kids can’t function.”

SCHOOL

©ISTOCKPHOTO.COM / FSTOP123

Steps to take to protect your kids during the pandemic

T

By ARRICCA ELIN SANSONE

he 2020-2021 school year is unlike any we’ve ever experienced. So, how do you take the steps needed to keep your child healthy and safe? “It’s really about teaching your kids to take ownership of their own health,” says David Cennimo, MD, assistant professor of internal medicine and pediatric infectious disease at Rutgers New Jersey Medical School. “You need to talk about wearing a mask and washing hands, of course, but you also don’t want to create intense fear about going back to school

so that kids can’t function.” Here’s what you should do to make the best of a year filled with uncertainty: Schedule your child’s wellness checkup. During the early months of the pandemic, pediatrician’s offices were seeing a limited number of patients, mainly babies and sick kids. Now’s the time to catch up on the wellness visits your child missed—especially if he or she is behind on vaccines. “Your pediatrician may recommend a face-to-face visit if your child needs a blood pressure check or weight check, but many visits

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Find a mask your child actually will wear. Try several different types of masks to see what your child feels most comfortable wearing, says Cennimo. Homemade or purchased masks are fine; fit is the more important issue. The covering must be over the mouth and nose, stretching from ear to ear. Practice wearing it around, building up the amount of time each day so your kids build up what is being called “mask stamina” for the school year. “Once you find one your child likes, buy several so you can wash and rotate them,” says Cennimo. The AAP suggests washing after each use. Practice, practice, practice. Like so many things in life, your kids learn from watching you—and practice makes perfect! Model the behaviors you want them to follow, says Craft. For example, practice wearing masks around the house, and wash hands before and after eating and bathroom breaks so it becomes second-nature. “You want the healthy behaviors to become habits,” says Craft. “Then repeat, repeat, repeat.” Stay connected with your school district. Obviously, things change from week to week, so it’s important to stay in touch with your child’s school, says Cennimo. Both the CDC and the AAP offer guidance for learning in the classroom. Ask your child’s school how it plans to handle potential illnesses and how any changes will affect things like bussing, classroom time, meals, recess and more.

Don’t forget about the dentist. Dental checkups also got put on hold temporarily, so schedule your child’s cleaning now. “We don’t want to delay care and allow a small issue, such as a cavity, to become a big issue, such as an extraction,” says Jessica Y. Lee, DDS, professor of pediatric dentistry at UNC Adams School of Dentistry in Chapel Hill, NC. “If your child wears a retainer or other dental appliance, emphasize the importance of handwashing before and after handling.” Also, remind kids with braces to brush their teeth after eating— but individually, not around siblings.

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Don’t hesitate to call your pediatrician’s office with questions. “We’re passionate about the well-being of kids. If you’re concerned about something, call your pediatrician’s office,” says Craft. “Even if you think it may be a foolish question, we don’t want any parent to worry and not ask us any question.” —Arricca Elin SanSone is a New York-based health and lifestyle writer.

©ISTOCKPHOTO.COM / EMIRMEMEDOVSKI

can be done by telemedicine,” says Jeanne Craft, MD, president of the New Jersey chapter of the American Academy of Pediatrics (AAP). “Sometimes part of the visit can be done by telemedicine with a follow up portion in person if your child needs a vaccine, for example.” Also, call and ask what office procedures your child’s doctor is following so you’ll know what to expect during the visit.

Should every kid be in a classroom? If your child has special needs or has an underlying health issue such as cancer, asthma, or immunocompromised conditions, discuss a return to school with his or her pediatrician and specialists. “This is an individualized conversation with your child’s entire health team,” says Cennimo. You may decide to send the kids to school and then change your mind. The good news is that remote learning opportunities are available and districts must provide these plans.

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Pediatrics: Patrick A. Caruso, M.D., Melissa Libert, D.O., Radhika Patel, FNP

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FREEPLAY

Why unstructured time should be part of your homeschool curriculum.

W

By RONNIE KOENIG

hile some kids are in school, others are on a hybrid schedule and others are on a fully remote learning plan. So with an influx of homeschooling, the concept of “free play” has taken on new meaning. Our kids are around us most of the the time, but with remote learning, chores and Zoom playdates, the idea of just letting kids be kids can easily get lost. During this unique time, it’s actually more important than ever to just let your kids loose without the structure of organized activities. A study from the University of Colorado Boulder revealed less structured free play resulted in higher levels of executive function which refers to the ability to organize, plan, self-regulate and initiate tasks—all vital characteristics for academic success.

WHAT IS FREE PLAY? Free play is a concept that’s hard for many parents to wrap their minds around. With homeschooling, parents are more involved than ever with kids’ schedules. We’re juggling lesson plans with online extra-curricular activity meetings, all while trying to curate and limit our kids’ media consumption. I know this has definitely been the case with my eight-yearold twins. Sometimes a game on the tablet is the only option. But their favorite thing to do? Just run around outside and play. “Free play is the heart and language of childhood,” says Eileen KennedyMoore, PhD, a psychologist based in Princeton and author of Growing Friendships: A Kids’ Guide to Making and Keeping Friends. Kennedy-Moore says it’s not that structured activities aren’t good but that they provide something different. “Organized activities are aimed at improving kids and are directed by adults,” she says. “Most of the time kids don’t have a lot of control. Free play is a way for kids to have control— they can make anything happen through their imaginations. When they’re playing there’s creativity and problem-solving. There’s the coordination of actions with different players, compromise and negotiation.” Although kids may not be able to physically play with all their friends right now, there’s still value in getting outside and allowing them to explore their imaginations, either by themselves, with a sibling or with a friend while social distancing. When my kids do this, I can appreciate how they put their imaginations to work in a way that just doesn’t happen through organized activities. It amazes me to overhear them hosting their own dance parties, making up songs or just getting their energy out together on our backyard trampoline.

HOW DO I ENCOURAGE FREE PLAY? “Unstructured play gives children an opportunity to have freedom of expression, where their imagination can take over with no set boundaries or restrictions,” says Len Saunders, a New Jersey-based educator and spokesperson and author of Keeping Kids Fit: A Family Plan for Raising Active, Healthy Children. “Today’s children are engaged in so much technology,” says Saunders.

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“It’s critical for their growth and development to have free play to enhance their creativity and cognitive skills instead of letting the technology do this for them.” Beyond developing their imaginations, free play is a great way for kids to get in more physical activity. “Make sure you give them the tools they need to begin, whether it’s some sports equipment such as hula hoops or jump ropes, or even paper and crayons,” says Saunders. “Give them a clean slate to begin creating what they want to do. As long as they are participating in a safe environment, let the magic happen.” And if your kids need a little nudging, Saunders says that’s okay too. “Give them some examples of things you did at their age like trying to throw a hula hoop around a soda bottle or jumping rope with your eyes closed,” says Saunders. “They need to know as long as their ideas are safe, there is no right or wrong way to play.”

BUT WHAT IF THEY GET HURT? Regarding the risks involved in letting kids play unsupervised, Kennedy-Moore says while you know your child best, in most cases it’s not a major concern. “For most kids the risks from playing are pretty low,” she says. “They might scrape a knee but being able to use their bodies and explore danger in a safe context—that’s thrilling. Why do adults go on rollercoasters? A little bit of risk adds to the excitement of play.” Letting kids figure things out on their own is a truly brilliant idea. I notice when I don’t step in and help my kids, they always find a way to make it work. “We don’t want to try and solve things for kids that they could solve for themselves,” says Kennedy-Moore. “When we don’t jump in, we’re expressing our faith in them that they can figure it out.” Now that technology and socializing over Zoom and Facetime has become even more central to our kids’ lives, it’s more important than ever to find time to allow for free play. For some families it could mean time outside in the backyard or taking a nature walk while observing social distancing rules. For others it could just mean allowing time in our children’s busy schedules for them to have at their favorite materials, whether it’s art supplies, musical instruments or other tools with no set goal in mind. As kids try to adjust to the new normal we’re living in, free play can be an outlet from the stress of these uncertain times. “First, there’s the health point of view—free play can be beneficial to reducing heart disease through exercise, especially if done on a regular basis,” says Saunders. “Second, play helps develop the children cognitively, as it improves brain function. Third, it can help build social skills. Lastly, play is fun, as it reduces stress for children creating a happier child.” If free play can help our kids come out of this pandemic happy and less stressed isn’t that something worth trying? ­—Ronnie Koenig is a writer living in Princeton with her husband and twins. Follow her on Instagram @theronniekoenig.

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“ WE DON’T WANT TO TRY AND SOLVE THINGS FOR KIDS THAT THEY COULD SOLVE FOR THEMSELVES,”

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FINDING A PRESCHOOL DURING A PANDEMIC 12

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How to make an informed and safe decision during COVID-19.

APPLE MONTESSORI SCHOOLS

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By ANGEL MADISON

he idea of sending our babies off to preschool is daunting in general, but feels even scarier during a pandemic. It goes without saying that you want to find a clean and comfortable place with attentive staff where your child will be well cared for. But in the era of COVID-19, you also need to find a home away from home that does an outstanding job following the Centers for Disease Control (CDC) guidelines for safety and cleanliness at daycare and preschool centers and the requirements for childcare centers from the NJ Department of Health. A sample of the NJ requirements include: Temperature checks for staff and students, with anyone with a fever of 100.4 or higher immediately sent home Small groups of 10 or less that have limited interaction with others Staggered outdoor play for groups Spaced out pickup and drop-offs, with parents required to wear masks at the door Limited toy and supply sharing Increased sanitizing and cleaning No field trips Limited hugging or touching No visitors allowed during school hours Staff-required face coverings are mandatory and when feasible, children over 2 should also be wearing them. Childcare centers have been up and running since mid-June. The CDC released a statement in mid-July asserting the importance of schools reopening. If you’re thinking about sending your child to preschool, or a daycare/preschool hybrid, you can take comfort knowing they’ve been operating smoothly since their reopening. “NJ cases are decreasing and following the guidelines makes the environment as safe as possible,” says Jennifer Azqueta, Director of Clifton Little School, a Clifton daycare for infants through kindergarteners. “Since we reopened on June 15, we’ve been doing amazing. All of the essential daycares that were open during the rise of the epidemic from March-June had zero COVID-19 cases. In the last six weeks with about 75 kids per day, I am pleased to share that we only had one child with a fever.” If you’re a new preschool parent nervous about starting without being able to see the school in action because of mandated visitor restrictions, you aren’t alone. “These guidelines were new territory for all of us so it really was the same experience for both old and new parents,” says Azqueta. “New parents get to meet the teacher at the front door to at least get to know them before just

dropping their child off to us.” If you’re are on the fence about what to do, Apple Montessori Schools throughout New Jersey are giving parents the option to enroll in preschool in-person or through virtual At Home fullday programs. “We understand the challenges and uncertainties parents face as the school year approaches,” says Apple Montessori Founder Joanne Mooney. “Our goal is to provide structure in a nurturing environment. Whether parents choose to enroll their children in school or at home, full-time or part-time, our modern Montessori approach to education gives them an edge academically, socially, and emotionally.” Virtual options include live daily instruction on Zoom on subjects like math, science, reading and enriching activities like yoga, music, art and sign language. There are also pre-recorded videos, monthly supply kits (for hands-on learning) and individualized curriculum tailored to each student. “A child’s brain is like a sponge, thirsty for knowledge. These early periods of brain development affect intellect, the ability to build core skills to think, read, learn, remember, reason, listen and pay attention, as well as nurture social and emotional well-being. We focus on making the most of that key time,” says Mooney. “We want to give parents every opportunity to send their children to school this year by offering our in-person as well as our virtual At Home programs.” If you’re worried your child will be overwhelmed, scared, nervous or shy if you send her to in-person preschool after this long break, you can breathe easier knowing many quickly adapt. “I am amazed with how much they are literally running in and don’t want to leave,” says Azqueta. “These kids truly missed socializing, missed each other, missed the structure, and missed their sense of security. Parents tell us daily how much the kids love school.”

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SPECIAL EDUCATION & REMOTE LEARNING

Tips and advice for homeschooling—and answers to frequently asked questions.

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By LIZ MATHEIS

omeschooling is hard enough for all of us trying to teach our own kids while working at home and keeping the house running. But if your child has an Individualized Education Plan (IEP), it’s even more challenging. This is a confusing time for us and for our children. Thinking about special education and homeschooling is overwhelming and exhausting. We hope this school year will bring with it more opportunities for in-person learning but we also need to be prepared for more remote learning at a moment’s notice. So how do we make the most of distance learning for children with an IEP? We picked the brain of a stellar special education teacher who’s chosen to keep her identity anonymous, so we’ll call her Mrs. IDEA. How many hours a week should we realistically expect our children to spend on schoolwork? “I think it’s a very individualized thing. There’s such a wide spectrum of disabilities. Some kids have mild learning disabilities and some are nonverbal.” Mrs. IDEA explained the amount of time for students with IEPs should be decided by their educators and parents based on their endurance to receive instruction on a daily basis. Calculate the number of hours your child is actually in her major subject classes (with the help of your teacher) and then decrease it by 1-2 hours. Keep in mind some children struggle to work independently while others can keep up with their mainstream peers. Another factor is the availability of an adult who can provide the right amount of support given your child’s abilities in each subject. For some subjects, your child may be able to handle the assignments and for others, she may need you to sit beside her and work on one problem or task at a time. Mrs. IDEA suggests a rough estimate as follows:

GRADE HOURS

K - 1 2 - 3 4 - 5

1-2 2 2-3

For middle school students and high school students, it varies based

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on your child’s ability to sit and complete written or online work. For example, if your child has ADHD, sitting at a desk or table for several hours will likely result in lost periods of time looking out the window, chatting with friends, or even staring at the riveting ceiling fan. I’ve heard from many adolescents and young adults that getting started and finishing assignments has been very difficult. Consider extending the daily time for school work to 3-4 hours for middle school students and 4-5 hours for high school students. These numbers can vary depending on endurance and motivation. How can parents instruct their children in a way that’s in sync with how they are taught by their special education teachers? Mrs. IDEA suggests you contact your child’s teachers for ideas. “There will be things parents cannot do because of lack of training or supplies. There will be things that parents can do just the same. Do the best of your ability and call on the teachers to help fill in the gaps. Teachers can model for parents via video or send written instructions.” Learning at home can throw students off schedule. What can parents do to promote structure during instruction? “The most important thing is sticking to a schedule. The school atmosphere is very much schedule driven. Most students with disabilities crave schedules and routines. Parents can make a daily schedule for their child that is manageable and not overwhelming.” Mrs.

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IDEA suggests building in rewards for completing assignments, and movement breaks throughout. “A good atmosphere is key.” She recommends a quiet space with good lighting. Your child should be sitting up, preferably at a table. “All of these things help a student to understand that this is serious and it matters.” She also advocates sticking to a bedtime and wake up time so there is consistency and predictability to each school day, just as it would be if they were physically going to school. If your child is working with an occupational therapist at school, ask for a list of exercises and incorporate sensory breaks in between subjects. Or you may wish to begin and end with sensory exercises to give your child the time to move, gain sensory input as needed in order to improve attention and regulation. Art or music assignments can also be incorporated into “breaks” which can be completed by standing at the counter (aka – a standing desk) for your child who needs to work on something that is not based in reading and writing. Incorporate specials and therapies into the breaks which means you don’t have to tag on your child’s therapy exercises at the end as “another thing to do.” Parents, like myself, are experiencing a ton of guilt and anxiety about our children not maintaining their skills or making progress towards their academic goals. How should we deal with this? “Do your best but don’t beat yourself up. Most parents didn’t go to

school for this. Many of us have jobs to do in addition to now teaching our children. Be firm and set expectations but also know when enough is enough. Hands-on activities and real-life learning opportunities are just as important right now as school lessons.” Mrs. IDEA encourages activities like baking and cooking “where students can read recipes and measure out ingredients. Take the time to catch up as a family now that we aren’t constantly running around.” She also suggests virtual playdates so kids can see their friends. If your child is struggling with a concept, “communicate with your child’s teacher,” she advises. Ask your teachers for a virtual meeting 1-2 times per week for your child so that he or she can provide instruction and take the pressure off of you, “Some students need to see their teacher and share their work with them so they know that distance learning is real and that it matters.” Do what you can to minimize the guilt, anxiety and juggling by creating a consistent sleep and wake schedule, setting a limit on the number of hours of daily schoolwork, integrating breaks, and giving credence to daily family and life activities that promote engagement and connection. —Dr. Liz Matheis is a mom of three and a clinical and school psychologist specializing in anxiety, ADHD, autism, learning disability and behavior management. She is also the parent of a child with a learning disability, anxiety and a sensory processing disorder and owner of Psychological & Educational Consulting, LLC.

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TUNING

INTO THEIR

TALENTS P

How to nurture your child with autism’s passions. By EILEEN SHAKLEE

arenting a child with autism comes with a unique set of challenges, the most pressing one being the art of communication. While it’s a priority to figure out a way to understand your kid’s basic needs and wants, it’s just as important to nurture their talents and passions, especially given the increased isolation at home since the start of the pandemic. Here are a few things I’ve learned with my own 15-year-old son with autism.

EMBRACE THEIR PASSION, NO MATTER HOW QUIRKY IT IS It doesn’t have to make sense to you. It just has to make sense to them. Your acceptance of their passions will only inspire them to practice their craft and build their own sense of self-esteem. For us, it meant a love of vacuum cleaners. Yes, you read that correctly. My son is obsessed with the make and model of vacuums and loves to use them. He even happily vacuumed for extended family when we visited them. And let me tell ya, I think that made us very popular guests before the pandemic. Maybe this isn’t a traditional passion, but I see it as the start of a job and independent living skills.

TRY NONTRADITIONAL APPROACHES TO LEARNING Your child doesn’t learn the same way his or her typical peers do. While your first thought might be to hit the library, your kid might prefer a more hands-on experience. Children with autism respond to modeling as a teaching method. Have they expressed an interest in music? Buy a karaoke machine and show your child you still know all the words to “Wannabe” by the Spice Girls. Do they like trips to the zoo? Try horseback riding lessons to get up close and personal with farm life. Our kids want to be in it. Dive in!

CONSULT WITH OTHER PEOPLE IN THEIR LIVES Teachers, therapists and classroom aides see a side to your child that you may not have seen until the pandemic forced us into at-home remote learning in the spring. It’s not that they’re hiding things from you, it’s just that other people sometimes see and hear things we just kind of miss as parents. Plus, our kids love showing off to new people, so they might reveal things while getting to know someone. Hit them up, even if via Zoom or

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FaceTime…they’re great resources for your kid. I never knew my son was really into yoga until his teacher mentioned how much he enjoyed it.

ALLOW THEM TO FAIL...AND MAYBE EVEN WALK AWAY Yes, our kids may have autism, but above all else, they’re still kids. That means they might be all in one day about a topic only to drop it like a hot potato with little warning or explanation the next. Forcing them to continue something they clearly have no interest in will only make them resent it more and wreak havoc on their trust in you. Realize some things will just be phases for them, just like their neurotypical peers. So, while you may be tempted to buy the best of the best for them, come to peace with the fact that some of that stuff might wind up collecting dust in a closet. Fear not, though. That’s why there are sites like eBay and Facebook Marketplace. You might find another parent trying to unload an item that’s just right for your kid’s passion. Sometimes, the thing they thought would be a blast is a whole other ball game in reality. This is especially the case as they get older. Teenagers moods and opinions change a heck of a lot. Also, allow them to have more than one interest. Don’t you? Expect that you might be changing things up from time to time.

PRAISE THEM—LEARNING SOMETHING NEW IS WORK They need to hear their effort means something, even if it’s not perfect. It’s so important for their self-esteem and confidence that you see their hard work and acknowledge they’re trying their best. Offering feedback is helpful, but recognizing effort will boost their morale. As they practice, you may see behaviors and anxiety start to creep up, especially during this challenging time. That’s why it’s so important to let them know you see how hard they’re trying to learn something new, even if they aren’t very good at it. Point out past things that you had to practice and things you’re still trying your best at, even if the results aren’t ideal. People screw up, but it’s trying again that counts. —Autism is a trip Wall Twp. mom Eileen Shaklee didn’t plan on, but she sure does love her 15-year-old tour guide. Join her adventures with a side of sarcasm (and fries) at autismwithasideoffries.blogspot.com.

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RAISING

RESILIENT LEARNERS With the right amount of encouragement and support during the COVID-19 pandemic, our children will come out of this okay.

>>>

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By RONNIE KOENIG

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T

GIVE THEM SOME CONTROL

KEEP LINES OF COMMUNICATION OPEN

As much as it might seem like we need to hover over our kids to make sure they’re doing their work, Kennedy-Moore says giving them some autonomy will result in more resilience. “For example, ask the child, do you want to do math first or social studies? Give two choices where either option is okay,” she says. This gives the child a sense of some control during a time where the rules seem to be re-written every day. “Remember, this is not normal for any of us. Our kids are not going to be showing peak performance, so have a little flexibility,” says Kennedy-Moore.

“The parents who communicate openly and frequently tend to develop healthy relationships with the teacher which can improve their child’s overall performance in school,” says Camilya Gunter, a first grade teacher at KIPP Life Academy in Newark. “Make sure your child is participating in weekly check-ins, daily Zoom office hours and fun activities like Zoom dance and movie parties– kids love these! Through these experiences, healthy relationships are being created and maintained to ensure that families and students feel supported through the remote learning process.”

SET A ROUTINE

FIND THE JOY

“There is so much value in setting some sort of a routine,” says Karen Bonanno, a seventh grade English teacher with KIPP Lanning Square Middle in Newark. “Set alarms and reminders, check things off of lists and separate your work and free time—both mentally and physically,” she suggests. “For some older students, adding a healthy night’s sleep to this routine has been difficult. My suggestion is to try adjusting their sleep schedule by half an hour each night until they’re closer to sleeping at night.”

“It’s important to help your child find joy in their schoolwork,” says Amanda Geiger, a fourth grade teacher at KIPP Lanning Square Primary in Camden. “This could look like asking your children to talk about a good book they read, to model how they solved a tricky math problem that they’re proud of mastering or to share a dance or drawing they did for their music or art class. Finding ways to help your child talk about their schoolwork allows them to synthesize what they’ve learned and share what they love. It can also help illuminate areas where they might need support or areas where they might want to spend extra time.”

TAKE THE LONG VIEW Although it might seem like kids are struggling in the moment, Kennedy-Moore suggests parents take a long-haul view and focus in on keeping kids excited about learning. This may be more important than ticking off every online assignment. “Try to keep kids’ curiosity alive by offering activities beyond schoolwork,” she says. “What’s really important in the long run is kids have a positive attitude.” My son and I started doing the activities in the Little Passports subscription boxes together to encourage his interest in travel and geography, and Kennedy-Moore says it is a wonderful way to keep his passion for learning alive. “Focus on excitement about learning,” she says.

FIND EMPATHY “We can never go wrong by reaching first for empathy,” says KennedyMoore. “Acknowledge to your child that this is really hard. ‘I know you wish

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you could have regular school, it’s frustrating not to be in the classroom.’” This can go a long way toward showing kids they’re not alone in their feelings of frustration—and there is a way to stay positive. “Even adults are having Zoom fatigue,” says Kennedy-Moore. “Sometimes it’s just a matter of taking a break or breaking a task down to be less overwhelming.”

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STAY POSITIVE “What we know from terrible things like war and natural disasters, the number one predictor kids will come out okay is if they have an adult who cares about them,” Geiger says. “I don’t think we should assume kids will be damaged irrevocably by this. Sometimes it can even lead to positive things, like closer relationships with siblings.” Bonanno suggests kids use this time to strengthen their skills and their relationships. “The skills they learn when managing their time and technology on their own and the relationships they gain while staying connected to their school community are more transferable than any lesson they’ll complete online,” says Bonanno. The lesson—whether the kids realize this or not—is a vessel to developing these skills and connections that will carry them through life.”

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here are so many challenges of remote learning and helping kids cope with all that’s going on in the world, so much so that parents can feel lost when trying to help. Due to the coronavirus pandemic, many students have switched to online learning, a hybrid learning situation or a very different experience for in-person instruction. All of which means a lack of connection to teachers and peers, which is vital for learning at all ages. Academics can suffer, social ties can fade, and a sense of self can weaken while stuck in the technology bubble. How can we make sure our kids come out of this resilient learners? Eileen Kennedy-Moore, PhD, a psychologist in Princeton and author of Kid Confidence: Help Your Child Make Friends, Build Resilience, and Develop Real Self-Esteem says now, more than ever, its vital parents maintain a positive attitude. “Kids pick up on our attitudes toward remote learning,” she says. “If we’re complaining about how awful it is, they’ll have no incentive.” Kennedy-Moore suggests reframing our own experience of the situation to see it reflected back in our kids. “If we say, ‘I’m so grateful for your teacher and all she’s doing now,’ that models a more receptive attitude,” she says.

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The F.M. Kirby Children’s Center of the Madison Area YMCA is one of the largest high-quality, early childhood education centers in Morris County, and provides individual learning plans for infants, toddlers and preschoolers. The Kirby Center is a Grow NJ Kids rated childhood education center and recent recipient of the Golden Acorn Award.

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Our Center is operating in accordance with the Department of Children and Families, Office of Licensing, and with CDC guidelines and our local health department to ensure your children learn, grow and thrive. F.M. KIRBY CHILDREN’S CENTER OF THE MADISON AREA YMCA 54 East Street, Madison, NJ • 973-377-4945 • madisonareaymca.org

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TALKING TO YOUR KIDS ABOUT RACE

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BY RONNIE KOENIG

uring this time of racial unrest, parents are giving serious thought to how they should respond to kids’ questions—or whether or not to discuss topics such as race, inequality and white privilege at all. We consulted with a variety of experts who all agreed parents shouldn’t shy away from discussing race. All confirmed that the behaviors we model for our children will have the biggest impact on our kids and the type of people they will become. When discussing race, the goal isn’t to tell children to ignore the differences they see.

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“In general, a goal for white parents should be to raise a child in a racially-conscious way,” says Devin English, PhD, an assistant professor at Rutgers School of Public Health. “That is, noticing and celebrating racial diversity, while educating on racial injustice in the US and how children can be a part of working against that injustice.” For white parents, teaching kids to notice, understand, respect and appreciate differences is the best approach. “A racially-conscious approach is in direct contrast to colorblind parenting,” he says. “That is, messages communicating that children should not see race, or that race does not matter. It does matter. This

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We asked the experts how to initiate important conversations with children of every age.

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“ The best approach is to discuss race and racism frequently with white children early in their lives.” RESOURCES FOR FURTHER READING: is really important for white children to understand because they will be growing up in a society that pushes them to be colorblind.” English says it’s never too early for parents to start talking about race and racism with their kids. “The best approach is to discuss race and racism frequently with white children early in their lives,” he says. “One aspect of this can be exposing children to lots of different voices and experiences of people of color through books, music, art and through participation in racially diverse spaces, as long as participation is welcome.” But the way you broach the subject with kids will depend on their age. Amna Husain, MD, a pediatrician and founder of Pure Direct Pediatrics in Marlboro, says from a young age, children will have questions about racial differences and parents should be prepared to answer them. “It’s important to understand that talking about race is not racist,” she says. “However, keep your child’s developmental readiness in mind.” Toddler/Preschoolers: “At this age, your child may begin to notice and point out differences in the people around you. For example, while you are running errands or in the store,” says Husain. “If your child makes a comment about someone’s skin color, you can acknowledge it and state how we are all so different yet share so many similarities.” Elementary School: “This is the age that is important to have open talks with your child about race, diversity and racism,” she says. “Discussing these topics will help your child see you as a trusted source of information on the topic, and your child can come to you with any questions. Point out stereotypes and racial bias in media and in books such as villains or ‘bad guys’ in movies.” Tween/Teen: At this age, kids will have more thoughtful, serious questions regarding race. “Further the discussion with questions such as, ‘How do you feel about that?’ and ‘Why do you think that?’” suggests Husain. “This is also helpful if your child heard something insensitive or if your child experienced racial bias. Before responding to his or her statement or question, figure out where it came from and what it means from his or her perspective.” Husain says these conversations will lay the groundwork for your child to accept and respect everyone’s differences and similarities. “As children mature, the answers to questions will become more complex,” she says. “These are moments to learn what your child understands or is struggling to understand about racial bias.” Deena Campbell, a senior lifestyle editor of the website Mother.ly, is a West Orange mom of two children, ages 3 and 1 (pictured on the previous page), who knows firsthand

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Social Justice Books provides lists and reviews of racial justice books from Teaching for Change at socialjusticebooks.org. Downtown Bookworks (dtbwpub.com) is a small children’s publisher with books that have themes of equality, diversity and activism. Current popular titles include: A Black Woman Did That, No! My First Book of Protest and Girl Activist. Black-owned book stores in NJ include Source of Knowledge in Newark (sourceofknowledgebooks.com) and La Unique African American Books & Cultural Center in Camden (launiquebooks.net). Go to njfamily.com/diversereads for more books that’ll inspire honest conversations about race with your kids.

why it’s so important to have these conversations. “There’s a notion in the Black community called, ‘the talk’ and it alludes to the moment you tell your Black child that they are different from their white friends,” she says. “You explain that systemic racism is their reality and society, in general, has a disregard for their Black life. It is a painful discussion. And it is unfortunate, but it is an important conversation that’s necessary for survival.” Campbell says she doesn’t know exactly when she and her husband will give “the talk” to their son, who turned four this past summer. “We celebrate him, we embrace his differences and above all, teach him that he is loved and accepted by us and God,” she says. “We don’t have an exact date or a specific occurrence that will trigger the talk, but it will mainly surround his maturity.” “When discussing race to older Black kids, it’s important to tell them that they are important, they matter and are valued,” she says. “Help them understand that some people may not like them, but you are doing everything in your power to keep them safe and protected. When discussing race to older white children, it’s important to tell and show them how to be an ally. Discuss similarities that your family has with other races. The point is to normalize various races and debunk stereotypes.” One thing all parents can do is enable their children to see people of color in a positive light. “[Those examples] can range from dolls to cartoons, action figures and biblical characters,” she says. “Ultimately, we want them to be proud of who they are as Black people and identify with the success of their ancestors so that as they mature, they expect themselves to be valuable contributors to society as a whole.”

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We offer workshops for professionals and parents on a variety of topics related to disabilities, as well as sponsor monthly Parent Support Groups For a complete list of current workshop offerings, visit http://bcss.bergen.org Linda Wieseneck, Director 540 Farview Avenue, Paramus, N.J. 07652 201-343-6000 Ext. 4067/linwie@bergen.org

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VIRTUALLEARNING Your guide to K-12 online enrichment opportunities BY MEGAN MUESSEN

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s a new school year is underway amid the pandemic, more and more opportunities for kids have become virtual, or offer both an online option in addition to an in-person one. Whether you’re looking for a tutor, enrichment or for someone to teach your kids a new skill, these programs make it all possible from the comfort of your home. TUTORING These academic tutoring centers have tailored their curriculums to at-home learning, and can also help with any school work and homework needs your child has. |A bove Grade Level has transitioned from

just offering services in Union County to an online learning model, including the same tutors and programs in topics like English, math, science, foreign languages and exam prep from elementary through high school. Kids can learn study skills like memorization, note-taking and effective listening. | C2 Education’s virtual test prep, tutoring and college counseling is designed to help students in grades K-12 avoid learning loss during remote schooling, especially as schoolwork and standardized tests change. The program includes the same individualized support from content to tutors.

| The Huntington Learning Center now offers online tutoring to help students in all grades struggling with or looking for a leg up in phonics, calculus, physics and more, plus test prep. After conducting an evaluation, tutors will develop a personalized plan to help build skills at your kid’s pace. | Mathnasium has pivoted to offer live, webbased tutoring with the same instructors and methods your kids would receive at one of its centers. Kids in all grades can attend regular sessions on topics like math foundations, trigonometry and test prep. | Sylvan Learning has moved its in-person tutoring sessions with certified teachers online

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| Wyzant offers one-on-one tutors in subjects like chemistry and accounting. But this online tutoring program lets you choose the tutor that’ll fit your child’s needs and you can see their qualifications and hourly rate. Tutors include MIT and Harvard grads. ACTIVITIES AND GAMES | Scholastic Learn at Home, a free digital learning hub designed for pre-K through high school, offers approximately three hours of learning opportunities per day, for up to four weeks of instruction. Lessons include writing and research projects based on nonfiction articles, virtual field trips, geography challenges and more. | The Khan Academy Kids app (it’s free and doesn’t have any ads) is designed for ages 2-7. They’ll interact with five animal characters to encourage drawing, storytelling, coloring and other activities meant to teach reading, language, writing, math and stimulate skills like social-emotional

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development, problem-solving and motor development. | Adventure Academy is an online learning program that engages children ages 8-13 with a choose your own adventure where they can customize characters, decorate virtual homes, explore a marketplace and interact with friends, all while learning social studies, science, math and language arts. NEW SKILLS | Broadway Plus provides a way for your aspiring musicians and performers to connect with Broadway stars and learn all about theater. They can get virtual lessons from performers (in shows like Mean Girls, Wicked, Hamilton and more), join improv classes and dance lessons, get coaching and consultation from a casting director, watch a MasterClass and more. In addition to developing new skills, your kids can also get a video message from a star or attend a virtual meet-and-greet, concerts and more. | The Disney Parks YouTube Page is perfect for budding artists to learn directly from Disney artists and animators with free virtual drawing classes in their “Learn to Draw” series.

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On the Disney Parks blog, kids can find tutorials on how to draw classic characters like Mickey Mouse and current faves like Buzz Lightyear, Anna, Jack Skellington, Stitch and more. | Raddish Kids can help teach and inspire their culinary skills. Join the club for monthly cooking kits, recipes and activities, then watch your kids’ kitchen chops flourish. Boxes never repeat, and each one comes with three recipe guides, a kitchen tool, collectibles, a grocery list and more. | Baketivity (either subscribe or purchase a one-time box), will inspire them to take their kitchen skills to the next level with desserts. Each box comes with individual, pre-measured ingredient packages, step-by-step instructions and an activity book. Package options range from whoopie pies and cinnamon buns to bagels and gluten-free granola bars. |A udubon for Kids, a free resource for your young ornithologists, combines Audubon Adventures’ classroom curriculum, DIY activities and more using weekly themes to explore the natural world (and learn about naming and identifying bird species). This ten-week program’s topics range from raptors and seabirds to migration and climate.

FROM LEFT: ©ISTOCKPHOTO.COM / ADENE SANCHEZ / MARCDUF

to live online, face-to-face sessions to keep your child’s skills sharp in subjects like reading, geometry, test prep and AP classwork, as well as new skills in things like coding, robotics and engineering.

©ISTOCKPHOTO.COM / DRAGONIMAGES

IS ONLINE SCHOOL RIGHT FOR YOUR CHILD? With so much uncertainty brought on by the pandemic, many parents are considering virtual education for the first time.

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By JENNIFER KANTOR

t’s been a tough year for kids and teens—college kids abruptly sent packing in the spring; seniors closing out high school without proms; and most students spending their days in front of a computer to learn from afar with schools designed for in-person study. The pandemic has made families rethink how to educate their kids moving forward. In private conversations and public chat groups, parents have been asking about homeschooling, learning pods, and online learning options offered by institutions experienced in teaching kids at a distance.

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The beauty of online learning is it offers the opportunity to create a personalized academic experience. “There’s been an uptick in interest in online learning to be sure,” says Bruce Friend, online education expert and virtual school pioneer. “It’s fair to say there’s an interest in those types of programs, particularly as more parents think if I have to homeschool, maybe this is a better solution.” Curious? Here’s what you need to know.:

nationally and internationally. “We have students from 48 states and 30 countries attending Stanford OHS, and a good number from New Jersey specifically,” she says. Then there are also supplemental classes, which allow students to access online courses in place of or in addition to what their traditional schools offer (for example, guitar lessons).

What constitutes an online education?

How does it work?

Virtual learning takes several forms. In fully online schools, coursework, lessons, and teacher interactions are all done remotely. Blended or hybrid programs offer a bit of both—inperson classes augmented by digital studies (or the other way around, depending). Public online schools, which are free, directly mirror each state’s curriculum and requirements (i.e.: assessments, progress reports, attendance, etc.). State-supported charter schools, which maintain a self-determined course of study, may or may not charge a fee depending on where the student resides. Online private schools, like their brick and mortar counterparts, charge tuition but are free from state mandates, which is why it’s important to make sure they’re accredited, as you would with a traditional private school. According to Emily Hendershot, Assistant Director of Admissions for Stanford Online High School, US schools are accredited by regional accrediting organizations and are then able to transfer academic credits and recognize each other’s high school diplomas

Learning can be asynchronous or synchronous. The former allows students to set their own self-guided pace, the latter closely resembles a traditional classroom with students learning at the same time. “A good online program offers components of both synchronous and asynchronous learning, and a good online class has elements of both,” says Friend. This is especially true if it enables students to truly work at their own unique pace. Would-be online learners will find some combination of livestreamed and recorded instruction; group chats, discussions, and video conferencing; audio files, PowerPoints, emails; virtual oneon-one “face time” with teachers; self-paced online lessons and assessments; offline activities using provided books and materials; and more. There are a lot of tools in the virtual toolbox.

Is online school the same as homeschool? No. With traditional homeschooling, the parent or chosen educator actively teaches the curriculum. Online learning may require an in-home learning coach, typically a parent or guardian, to provide academic and logistical support as necessary (older kids need less hand-holding), but the curriculum and educating is provided by the online school. The line does get a bit fuzzy, as some homeschoolers do take online classes to round out their curriculum. But that’s really the beauty of online learning—it offers the opportunity to create a personalized academic experience.

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Lack of hands-on learning is often cited as a potential negative, but online simulations and in-home experiments can satisfy STEM and other subject requirements (there’s even a company called Hands-On Labs that delivers online lessons and physical lab kits). What about socialization? Yes, in-person hangouts may be optimal. But have you met your kids? They are deeply social in the virtual space. Not to mention, well set-up schools factor in socializing, says Friend, by promoting project-based work, fostering realtime discussions, creating opportunities to come together, and building a spirit of community. Extracurricular activities can also provide the in-person connection kids crave. The biggest pro of being able to learn online can also be the greatest con, however. Online schools offer a chance to rethink and energize education—if done right, which isn’t always the case. “If it’s nothing more than going online to be told to read chapters 1-5…that’s boring in a traditional classroom, why would you do that online,” says Friend. When selecting an online program, make sure it offers a high level of engagement along with a stellar curriculum.

©ISTOCKPHOTO.COM / ADAMKAZ

What are the pros and cons of online learning?

©ISTOCKPHOTO.COM / MARIA SYMCHYCH-NAVROTSKA

©ISTOCKPHOTO.COM / ADAMKAZ

Who attends an online school? Now? Possibly everyone you know. But pre-COVID, it appealed to students ranging from those with unpredictable schedules (like professional actors) to those with special learning needs. “Online schools offer advanced learners many resources a brickand-mortar school wouldn’t be able to: more rigorous academics, access to a wider range of courses and subjects, and a more diverse population of students and instructors. Online schools can also offer a more flexible learning schedule, regardless of whether they offer self-paced courses or live, real-time courses like our school,” says Hendershot. And some simply found online learning suited them. Unenthused by her local school, the adolescent daughter of South Orange-based Christel Hyden opted instead for self-guided study online at Indiana University High School, which offered rigor and the chance to take college level classes. “We also wanted something that wasn’t homeschooling—I’m not planning to be the teacher,” says Hyden. “We’ve had our ups and downs with it, but the flexibility and independence and sense of responsibility have been really valuable. I think at 15 she’s also developing time management and other skills I didn’t start working on until college. She often doesn’t even start her schoolwork until close to 4, but as long as she gets it done and the grades are there then I’m glad she’s learning what works best for her,” she says.

Is virtual learning a good fit for your family? Is there an adult who can commit to serving as a learning coach? That’s number one. Kids who are independent and

responsible, as well as curious and active learners take to online school well, especially if they’ve felt suffocated by the rigid structure of traditional schools. And you may be surprised by the benefits accrued by autonomy. Not only does Hyden’s daughter sleep more soundly, there are fewer momdaughter conflicts. “She doesn’t feel like she has to push back against me in order to flex that muscle,” she says. “Plus she feels respected that we’re even letting her do something so non-traditional.”

What if we want to stick with our local school online? You won’t be alone. “The vast majority will be looking toward their local schools,” says Friend. For one, despite increased interest, many established online schools were already at capacity before COVID struck. And unless your local district already had a template for online education, they were likely unprepared to ramp up from brick-and-mortar—so don’t be too quick to judge. At least not quite yet. According to Friend, a lot of traditional school districts have really taken time to thoughtfully plan for a successful 2020-2021 school year. “Teachers will be better prepared, students will be better prepared, and parents will be better prepared to support their students,” he says. No matter what you decide, virtual education is here to stay. —Jennifer Kantor is a parenting and lifestyle writer. She lives in Maplewood with her husband and two kids.

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Where Faith Meets Academic Excellence

Rooted in Catholic values, Immaculate Conception School integrates academic excellence with the spiritual and moral formation of each of its students. Staffed by dedicated teachers, we at ICS welcome you and your children to learn more about our school. We offer a full-day curriculum for Grades Pre-K through Eighth.

41 Mountain Ave., Somerville, NJ 08876 908.725.6516 • www.icsschool.org

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IS IT TIME TO CONSIDER

PRIVATE SCHOOL?

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Here’s what to know when searching for the right independent school. By JENNIFER KANTOR

hinking of sending your kids to private school? You’re not alone. In any given year, a percentage of parents will opt for a private school education and that’s especially true this year thanks to COVID-19. Because private schools tend to have fewer students, more outdoor space and more flexibility, some parents are thinking about making the switch for the first time. Jara Small Soltero, mom to a kindergartener in Maplewood, is one of them. “I worry about my daughter’s first intro to ‘real school.’ It may very well end up virtual, but I have a lot more confidence that whether it is open, virtual, or some combo that they can handle it much better.” Matt Servitto’s three kids have attended private school since moving to South Orange a decade ago. “The reasons one chooses a private school in the first place definitely come into play when there are larger events/ issues at play,” he says. “In a smaller school setting your voice is not only heard but can make a big difference in the way the school is run.” There are also plenty of reasons to consider an independent school that are unrelated to the pandemic. Maybe your child thrives in small

classes with lots of personal attention, free from a competitive, test-prep culture. Or you feel that private schooling is a beloved, formative family tradition, one you want your child to share in. Whatever your reasons, you’ve made the decision to go private—that’s a big first step. But with so much academically, emotionally, physically, and financially at stake, how can you avoid missteps in search of a school that’s a first-rate fit?

WHAT’S A MUST? Start by considering logistics and can’t-budge requirements. Commute time, transportation and accessibility for kids with special needs, access to aftercare, ideology and philosophy, the number of remote live instruction hours, virtual learning options and cost (and potential for scholarships), will swiftly cull your list. That’s an effortless first edit—but the rest will require a bit more research and soul-searching.

UNDERSTAND YOUR CHILD’S NEEDS AND WANTS Based on his interests, personality and temperament, would he

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thrive in a progressive space that fosters creativity over grades, or relish a competitive, academics-focused environment? Would a close-knit community foster his growth, or would a larger school better suit his learning and social style? Is an intense STEM curriculum a must? Does your child have special needs? Let the person your child is—or wants to be—inform your decision. “You have to know your child,” says Bobbi Hannmann, a Moorestownbased educational consultant. “Although it’s hard to be objective, you have to say, ‘okay, what is it that he or she isn’t getting in public school?’ For older children, it’s easier since you already have a sense of the child’s learning style,” says Carole Everett, executive director of the New Jersey Association of Independent Schools. “For younger children, it’s important for parents to avoid hearsay about a school and look for themselves,” Everett adds. Remember that what’s good for one sibling may not be good for the other.

can ask schools to share information on college acceptances. Class size is key, too, as is the demography of a school in an increasingly global world. “Some parents want a diverse place, while for some it’s not a deciding factor,” says Everett. In uncertain times, a nimble independent may be a smart choice. According to Everett, many private schools mandated professional development over the summer to boost proficiency in online instruction. “Teachers have been asked to learn new skills, new platforms, and new ways to relate to students,” she says, while school administrators have made maintaining a sense of community a priority. Additionally, independent schools that do plan to open in-person can do so more easily, having smaller classes, budgets for increased PPE, wellmaintained facilities, options for learning outdoors, and the ability to flip back and forth as necessary, among other advantages.

WEIGH YOUR OPTIONS

In normal times, open houses and tours naturally showcase a school’s attributes, allowing a discerning observer to pick up on subtle details. “Is the building well maintained?” asks Everett. “How are teachers communicating with kids and colleagues? Do the children seem happy, engaged and involved? Is their work displayed on the walls and what’s the quality? Are the rooms well equipped with what the kids need for their learning?” It often comes down to a hard-to-verbalize vibe. “You should see this school as a place your child could grow and thrive.” Of course, this may literally not be possible right now. Instead, schools are providing preview videos, virtual tours, virtual open houses, and ZOOM panels, says Everett. “Most parent and student interviews are also being conducted over ZOOM,” she says. For some, this may be a plus, helping to narrow down an overly expansive list of schools without leaving home. Whether the interview is conducted in person or virtually, write down all your questions. Go to njfamily.com/private for a checklist of topics to consider before making your decision.

GATHER THE FACTS To get a sense of a school’s orientation and offerings, you’ll need to take a deep dive into local groups, school literature and websites. “Do they offer AP classes or an IB curriculum? For a top academic student, some publics are top-notch—especially in terms of what they can offer,” says Hannmann. “If it’s a small private, make sure the child can get all the courses they need.” Also check out the statistics. “Where [are] their graduates going to college? That’s a biggie,” Hannmann says, adding that K-8 parents

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From Waldorf and Montessori to single-sex and religiously-affiliated programs, there’s no shortage of options. Before you cut categories in an attempt to prune your list, research things like the pros of singlesex education or how a private school could benefit a child with special needs. If a certain school checks all your boxes, it’s time to take a closer look.

SCHEDULE A TOUR

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S P EC I A L A DVER T I SI N G SEC T I ON

Discover how independent schools in NJ and beyond are adapting to the pandemic.

[M E E T T H E S CH O O L]

MONTCLAIR KIMBERLEY ACADEMY 201 VALLEY RD., MONTCLAIR • 973-746-9800 • MKA.ORG

Providing a Transformative Education

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t Montclair Kimberley Academy 175 faculty members teach just over 1,000 students from Pre-K through grade 12 on three campuses – Pre-K-3rd, 4th-8th and 9th-12th. The campuses operate as one school under the motto, “Knowledge, Vision, Integrity.” Founded as the Montclair Academy in 1887 as a school for boys, in 1974 the school merged with The Kimberley School (formed in 1906 for girls) and Brookside School (a coed school started in 1925) to become one cohesive school that offers a mix of traditional classes with a progressive focus. MKA’s Primary School emphasizes project-based learning and collaboration, and this type of hands-on learning continues through the Middle and Upper Schools. The curriculum focuses on adhering to the school’s mission of providing a transformative education. Through an array of academic, artistic, athletic and leadership opportunities for students, MKA is a special place for its dynamic students. NEW SPACES, NEW VISIONS Headmaster Thomas W. Nammack says the school recently invested 10 million dollars in additions and renovations to the MKA Primary School Campus (Brookside). “The project included a brand-new auditorium, cafeteria and kitchen, a redesigned front campus and playground, new turf on the Primary School field and the addition of a new entry, gallery and admission’s offices,” he says. “The new facility has been an absolute homerun for the Primary School in terms of how it supports its program.” Nammack says that these new spaces also provide the Primary School with enough “elbow room” to support MKA’s plans for opening school for the 2020-2021 school year. MKA prides itself on being a diverse, cohesive community that is constantly striving to evolve and improve. For the

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measures, such as requiring masks for students and employees, access to frequent hand sanitation, and daily temperature checks for all employees and students. “The school has also invested in additional technology resources beyond the laptops and iPads distributed to all students and teaching faculty to further enhance the remote learning experience that is part of the hybrid model as well as being ready for the possibility of full remote learning for the entire school,” he says.

upcoming year, MKA is also devoting additional human resources and program focus to diversity, inclusion, and anti-racism. “Our work in this regard will be overseen by Dr. Carlaina Bell, Assistant Headmaster for Diversity, Inclusion and Anti-Racism and will be supported by the newly formed Board of Trustees and Administrative Taskforce on Anti-Racism,” says Nammack. ALWAYS LOOKING FORWARD MKA had a quick and effective response to the emergent pandemic in March, switching to remote learning during the coronavirus pandemic to keep students learning and connected. Teachers partnered with parents to help students thrive. The safety of students, parents, staff and faculty continues to be the highest priority. “Our plan for opening in 2020-21 is a hybrid model in which students in Pre-K and K are in school every day and students in grades 1-12 are learning in school and at home on alternate days,” says Nammack. “This hybrid model allows for a daily population density that makes physical distancing possible as well as managing the younger grades in stable cohorts of 8-12 students.” Nammack says that MKA will be observing other health and safety mitigating

BIG BOOK OF EDUCATION

TEACHING ON ANOTHER LEVEL MKA’s teachers act as coaches, mentors and advisors to their students. Seventy-nine percent of the faculty hold advanced degrees. “One of the things parents and students love most about the school is the level of teaching excellence,” says Nammack. “This is made possible by the faculty’s commitment to their professional growth fostered by MKA’s unique program of Accountability for Growth that combines multiple sources of feedback for teachers with very intentional professional development.” Nammack says the responsiveness of the school to the needs and aspirations of its students is another strong point that makes them stand out. “I’m in awe of what our students accomplish in terms of service, academic excellence and breadth, athletic competition and prowess and self-expression in the fine and performing arts,” Nammack says. “We strive to create opportunities for our students in all parts of the program, but our students really step up to provide leadership in all areas of school life…their energy and interests seem to be inexhaustible.” At MKA, students find a challenging, nurturing, transformative environment that inspires each individual to discover a passion for learning and take that as far as they can go.

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[M E E T T H E S CH O O L]

NEWARK ACADEMY 91 SOUTH ORANGE AVE., LIVINGSTON • 973-992-7000 • NEWARKA.EDU

Where Education and Community Are Reimagined

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ewark Academy’s enduring purpose has been empowering academic achievement and instilling intellectual energy into its students since 1774. Today, Newark Academy is reimagining the educational rigor for which it’s known. By engaging sixth through twelfth graders in transformational learning experiences, they become accomplished scholars instilled with a passion for learning. The recent and temporary transition to online learning during the coronavirus pandemic is the latest example of how NA ensures that every student is engaged in a meaningful educational experience. From advisor groups to the school newspaper; athletics to choral group, life at NA continued as close to normal as possible. “During the shutdown, our faculty forged ahead, responding with creativity,” Keith Fischer, Director of Admission and Enrollment Management, says. FORGING AHEAD Plans for the 2020 school year are focused on two possible scenarios–a full return to campus which adheres to public health precautions or a “hybrid” model of onsite and at-home learning. In either case, NA’s small class size gives the school an advantage. “In a perfect world, we will have everyone back on campus,” Fischer says. “If a hybrid model is needed, we will continue to be the innovative school our students know and love.” Newark Academy is the first school in New Jersey to offer the International Baccalaureate (IB) course of study and diploma. IB courses offer students a (globally accepted) alternative to advanced learning courses. The school also offers some Advanced Placement (AP) courses.

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“Newark Academy is a global school,” Fischer says. “In addition to our students coming from more than 90 local communities, we have a number of international students as well.” One example of NA’s commitment to global education is its Immersion Experiences. Every Upper School student participates in a language, cultural, service or wilderness immersive experience, fostering a deeper understanding of other cultures as well as self-exploration. While current restrictions may impact students’ ability to travel, NA will continue to create experiences that broaden students’ horizons. LEARNING BY DOING Rather than focus on memorization of facts and figures, NA students learn how to think, consider complex issues and put thought into action. This emphasis on experiential learning takes center stage during June Term, a two-week period when Upper School students take a deep dive into subjects ranging from rocketry and app development to language construction. In the Middle School, hands-on learning occurs through classroom

BIG BOOK OF EDUCATION

projects like stock market investing, building roller coasters, debate, play writing and film production. Students complete the year with fun-filled Capstone Experiences that promote communication, teamwork and selfreflection. Student opinions are also valued in decision-making processes at NA. Students take on leadership roles on the Honor Council, the Equity & Inclusion Team, and the Curriculum Committee, to name a few. The Student Voice proposal process, which empowers School Council members to make formal presentations to NA’s Head of School on behalf of the student body, has resulted in new policies on consecutive assessment limits and the addition of a frozen yogurt machine in the dining hall. DIVERSITY MATTERS Newark Academy strives to be a welcoming community, where everyone’s known and feels a genuine sense of belonging. That sense of belonging begins with each of our students bringing his or her own unique identity to NA. Slightly more than half of students identify as a person of color and 17 percent of students identify as being part of one or more typically under-represented minority groups. “We are diverse by design,” says Fischer. “We know that being able to build relationships and share ideas with others is one of the essential abilities needed for success.” Newark Academy students also have diverse interests. A high-performing athlete can take part in the winter musical and a student who loves computer programming can earn a spot in the school’s nationally-recognized jazz band, Fischer notes “Diversity of all kinds benefits the individuals and enriches our entire community,” he adds.

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ACADEMY OF THE HOLY ANGELS 315 HILLSIDE AVE., DEMAREST • 201-768-7822 • HOLYANGELS.ORG

Mastering Online Learning with Growth Mindset Positivity

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ransforming stumbling blocks into opportunities is a hallmark of the Academy of the Holy Angels’ growth mindset education. In March 2020, as school campuses closed due to COVID-19 health concerns, AHA’s innovative problemsolvers shifted to distance learning, proving “online” is simply another “place” to learn. “School is a building. We are a community,” says AHA Principal Jean Miller. A FACULTY THAT GOES THE EXTRA MILE “My extraordinary faculty members are passionate about their work,” says Miller. “I am humbled by their passion and effort. Online learning allowed students to see teachers as life-long learners who resolve tech issues, ‘regular people’ with families and pets and caring educators. This socialemotional connection promotes durable learning.” Faculty members amped up their tech savvy to ensure the Angels had online options to take AP exams, experience virtual college tours, participate in honor society inductions and model their college gear. Wellness Wednesday, the stressbusting initiative launched in September 2019, continued with school-wide emails containing health tips, meditative music, and more. Seniors enjoyed a livestreamed Mass, an online Senior Retreat, and a video celebration of their achievements. The instrumental music teacher evaluated students by having them video themselves playing with recordings by professional ensembles. Science teachers used virtual labs with online simulations. Educators utilized EdPuzzle, TedTalks, YouTube and Kahoot. AHA’s librarian assisted with resources, and instructors offered online “office hours.” A COMMUNITY OF PRESENT AND ENGAGED STUDENTS “The Holy Angels student did not just

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sit home with worksheets,” says Miller. “They were present and engaged every day.” Even online, AHA followed the regular class schedule. Parents expressed gratitude to the Academy for providing structure and educational continuity. Students produced several videos, including a fashion show, musical performances, a Teacher Appreciation Week tribute and a poignant farewell

BIG BOOK OF EDUCATION

from the Class of 2020. One senior recorded herself singing the “Alma Mater” so her classmates could join her one last time. Since the School Sisters of Notre Dame founded AHA in 1879, Angels have been learning everywhere they are. Students renovate homes in Appalachia, study at Oxford, supply a food bank with produce grown in AHA’s greenhouse and so much more.

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AQUINAS ACADEMY 388 SOUTH LIVINGSTON AVE., LIVINGSTON • 973-992-1587 • AQANJ.ORG

A Commitment to Each Student and Excellence

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quinas Academy is a Catholic elementary school for students in pre-K through eighth grade. Operating under the auspices of the Archdiocese of Newark, AQA is dedicated to academic excellence and the development of Christ-centered values and principles. The school offers a challenging comprehensive educational program and numerous extracurricular activities for students. A FOCUS ON FAITH “Parents and students love Aquinas because it’s a faith-filled community that provides love, nurturing, social and academic support and promotes students to achieve their full academic potential,” says principal Eileen O’Neill. “AQA staff create an environment of trust in which positive, lasting relationships are developed within a collaborative community.” Students are taught Christ-centered values and principles. While students of any religious denomination are welcome at AQA, all students are expected to participate in daily religion classes and faith-based activities. A PROACTIVE APPROACH TO LEARNING “We use a school-wide PBIS (positive behavior intervention and supports) system in which we promote respectful and responsible behavior choices and teach social and emotional skills through problem solving and healthy communication,” says O’Neill. All students have a daily W.I.N. period (What I Need) in which they’re offered support for specific skills in academic areas. AQA is offering live instruction for preschool two, three or five days per week including daily preschool enrichment classes in science, art, music and crafts.

There is also a new integrated support preschool program with differentiated instruction for students with disabilities. AQA took a proactive approach when it switched to remote learning during coronavirus, hosting online “lunch bunch” and story time to keep up a sense of community. The school plans to hold in-person classes for the 2020-2021 school year. “Our smaller class sizes will help us insure adequate social distancing in the

classroom and during lunch periods,” says O’Neill. The school will also offer grade level Learning Gardens and outdoor lessons to provide breaks from the classroom and nature-based learning for younger students. All in all, AQA is a place that nurtures the whole child, says O’Neill. “The school is an environment in which the unique strengths, talents and diversity of students are encouraged to shine.”

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CHATHAM DAY SCHOOL 700 SHUNPIKE RD., CHATHAM • 973-410-0400 • CHATHAMDAYSCHOOL.ORG

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Nurturing the Extraordinary

hatham Day School (CDS) is a preschool through grade eight independent coeducational day school where bravery is encouraged and students are challenged to be their best selves. Students’ passions are followed, and class size rarely exceeds 12 students, giving teachers a unique opportunity to truly know their students and for classmates to form strong bonds. Innovative curriculum allows students to safely take risks and fully access all of their burgeoning interests. WHERE EVERYBODY KNOWS YOUR NAME Head of School David Buffum says CDS offers an academically ambitious environment and that the preschool– grade eight model allows students to be kids for longer, letting them explore who they are without the pull to grow up too fast. Graduates leave the school with an awareness of their strengths and weaknesses, a willingness to ask for help when it’s needed, and a newfound sense of independence. That’s due in a large part to CDS’s close-knit community. “Our size allows for our students to be known for their individual interests and strengths,” says Buffum. “Our students aren’t just a number, they are truly known.” A MISSION-DRIVEN APPROACH When dealing with the pandemic, Buffum says that CDS was well-prepared to meet challenges faced by students, parents and teachers. “We exceeded even our own expectations,” he says. “We proactively prepared and hit the ground running. Because of our personalized approach, our teachers were able to keep things relational and individualized even as classes moved online. Faculty hand-

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delivered learning packets to each family’s doorstep and school traditions, like the Talent Show and our PE Olympics Day, were carried out virtually to much applause.” Buffum says he knows the situation is fluid, but that the current plan is to be open full-time for students this fall. “We’ll be able to keep most of the components of our program intact,” he says. “We have always had deliberately small classes and

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the campus is set on over 10 acres, so social distancing will be relatively easy, and outdoor space for learning is plentiful. In the evenings, we’ll keep our community engaged by continuing to host virtual events like Family Trivia and storybook read-alouds. These things set us apart.” For families seeking an environment that recognizes the unique learner in each child and encourages ambition and bravery, CDS is the perfect choice.

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CHRISTIAN BROTHERS ACADEMY 850 NEWMAN SPRINGS RD., LINCROFT • 732-747-1959 • CBALINCROFTNJ.ORG

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Men of Faith, Character and Action

hristian Brothers Academy is a private, all-boys preparatory school for grades 9 to 12 with a focus on Catholic, Lasallian education. The school is run by the Institute of the Brothers of the Christian Schools, founded by St. JeanBaptiste de La Salle. “Parents and students like CBA’s emphasis on the development of the whole person in addition to excellence in academics,” says Principal R. Ross Fales. “We focus on character development, responsibility, faith and spiritual formation, service to others, personal relationships built and connections made, brotherhood formed and teamwork.” At CBA, students have a myriad of extracurricular, athletic, performing arts, service and spiritual opportunities. “It is the totality of the Academy experience that defines a CBA education,” says Fales. A STRONG TRADITION OF SERVICE Service and brotherhood have been a part of CBA since it was founded in 1959 by Dr. George Sheehan and Messrs. Peter Fleming and John Henderson. The school is rooted in the Lasallian tradition that was “founded over 300 years ago to meet the needs of young people in society,” says Fales. Every young man that attends Christian Brothers Academy is required to perform 50 hours of community service–members of the Class of 2020 averaged 107 hours of service per student. Students volunteer in food banks, soup kitchens, nursing homes and after-school programs. CBA puts the focus on faith through daily theology classes and morning mass, as well as a number of school-wide masses throughout the year. PREPAREDNESS IN TIMES OF CHALLENGE CBA moved quickly to set its students

up for success during coronavirus, moving to online instruction before it was mandated by the state. “CBA faculty maintained the academic standards of the Academy. The school already had a digital Learning Management System in place and in use by teachers and students for regular instruction, so that facilitated the transition to distance learning,” says Fales. CBA aims to return to full in-person

instruction for all students five days a week during the 2020-2021 school year. The school’s holistic educational approach requires consideration of the mental, social and emotional health of students, in addition to their academic education. CBA will continue its mission to graduate young men who are prepared to become intellectually mature and morally responsible leaders for society.

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THE CRAIG SCHOOL CAMPUSES 10 TOWER HILL RD., MOUNTAIN LAKES • 24 CHANGEBRIDGE RD., MONTVILLE • 973-334-1295 • CRAIGSCHOOL.ORG

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On a Mission to Educate the Whole Child

he Craig School has been educating students with learning disabilities since it first opened as an elementary school in 1980. In the early 2000s, a high school was created, and the school now serves students in grades 2 through 12. “For many of our parents, it’s the first time they can take a full breath because their child is finally in a place where they are understood,” says Dr. Kara A Loftin, Head of School. “Not only are their needs–academic and social/ emotional—understood, but we also have the programs in place to work with those students.” THE PARENT-FACULTY PARTNERSHIP Dr. Loftin says that the sense of community at The Craig School means that for parents, they suddenly see that they’re not on this journey alone. “It’s like finding your people,” says Dr. Loftin. “The number one thing I keep hearing from parents is that they are pleased with how thorough our instruction has been,” says Dr. Loftin of the switch the school made to remote learning during COVID. “We were up and running quickly. The school was able to implement all evidence-based practices, including the social-emotional learning. The care and love that the school demonstrates has been just as clear in the remote learning environment.” Dr. Loftin says that it’s the individual attention teachers gives students that makes all the difference. “When a student has trouble participating in class, teachers here rally around that student and partner with the family,” she says. BEYOND ACADEMICS The school currently has approximately 40 students in the high school and 90-100 students in the lower

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and middle school. The students have a variety of language-based learning disabilities, such as dyslexia, dysgraphia and auditory processing disorder. Craig students love the excellent arts programming and have access to many extra curriculars, everything from gardening to high school intramural sports. “Students are all encouraged and welcomed to participate on our team sports—no one is turned away,” says

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Dr. Loftin. Dr. Loftin explains that the programming provided at The Craig School—whether it’s remote or inperson—is about educating the whole child. “The academics included in The Craig School continue to focus on the social-emotional learning, mindfulness and character development—when you put those components together you can change the trajectory for a student in a positive way.”

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DELBARTON SCHOOL 230 MENDHAM RD., MORRISTOWN • 973-538-3231 • DELBARTON.ORG

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Academic Excellence, Faith and Service

elbarton School educates about 630 young men in grades 7-12, not large by any standard. Yet, the school offers 25 Advanced Placement courses, championship teams in 16 varsity sports, a dynamic arts program attracting more than 300 students, 30 community service initiatives and, in non-COVID-19 impacted school years, Global Delbarton travel opportunities on six continents. The Delbarton Incubator and a Business Center offering Bloomberg terminals also broaden the school’s curriculum. Dean of Admission Dr. David Donovan says the array of educational offerings, “speaks volumes about the dynamism, energy and talent of our students and teachers that a school of our size is able to offer.” THE BUSINESS OF SCHOOLING The 200-acre Delbarton campus began as a boarding school in 1939. While many schools boast traditions that go back years, Delbarton goes back 1,500 years, as the school is led by the Benedictine monks of St. Mary’s Abbey, an order founded by St. Benedict in 529 BCE. “Benedictines have been in the business of schooling since the sixth century and represent the longest standing educational tradition in Western civilization,” Donovan says. “Benedictines are rooted in the wisdom of the past yet oriented intentionally toward future possibility.” That blend of past and present is evident in the school’s curriculum, which marries Catholic faith with college prep classes for young men in grades 7-12. Donovan describes classroom experiences such as re-enacting the trial of Louis XIV and launching custom designed 3-D printed rockets—safely, of

course. “As Aristotle teaches,” a school flyer reads, “we are what we habitually do so that excellence is not a single act but, instead, a habit of being.” AID FOR THOSE WHO NEED IT While most Catholic boy’s high schools in New Jersey are subsidized and governed by a diocese, Delbarton is independent, Donovan says. This provides the school opportunities like small class sizes and a robust

financial aid program, which funds about 20 percent of the student population. The school offers $3.3 million a year in need-based grants with an average student grant of $26,903. “We’re most proud of the fact that we can offer the Delbarton experience to families thanks to an amazing financial aid program that makes the school a realistic and affordable option to every qualified young man, regardless of their financial situation,” Donovan says.

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GILL ST. BERNARD’S SCHOOL PO BOX 604, ST. BERNARD’S RD., GLADSTONE • 908-234-1611 • GSBSCHOOL.ORG

A Balanced Approach to Education

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ill St. Bernard’s is a college preparatory school for preschool through twelfth grade students resulting from the merger of St. Bernard’s School for boys in Gladstone (1900) and The Gill School for girls in Bernardsville (1934). GSB focuses on rigorous academics, the arts, athletics and community service in preparing students academically, socially and ethically for college and a meaningful life. SMALL CLASSES, BIG RESULTS The 16:1 student to teacher ratio at GSB ensures that every student is given the support needed to achieve their full potential. GSB students have achieved outstanding success in academics, athletics and the arts. “Last school year, 100 percent of our seniors were accepted at an impressive list of colleges and universities,” says Head of School Sid Rowell. “Our award-wining GSB Players presented an outstanding musical production of Pippin, and the GSB Varsity Boys Soccer team put together one of the greatest seasons in New Jersey high school soccer history, winning an unprecedented five titles and setting a standard of excellence that interscholastic athletics may never see again.” Rowell noted that GSB’s collegiatestyle campus on 208 rolling acres, its emphasis on “process over product” and core values—Courage, Integrity, Respect, Compassion and Excellence— are just a few of the reasons parents love the school. ADAPTING TO CHANGE, CONTINUING TO THRIVE As the GSB community adapted to virtual connections during the pandemic, the learning experience

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continued uninterrupted. “We used new ways to deliver engaging content, as well as provided extensive activities for our students,” says Rowell. “As a community, we responded to the continuing racial injustice that exists in our nation by embracing and accepting responsibility for resetting curriculum, programs, policies and practices as the basis for long-term, sustainable change.” GSB created the Diversity, Equity,

BIG BOOK OF EDUCATION

Inclusion and Community (DEIC) Action Plan as a guiding framework for improving and enhancing the racial, ethnic and multicultural climate in the school and in creating an authentically inclusive, anti-racist community. According to Rowell, “GSB continues to thrive because we are committed to the health, well-being and growth of our students, and it is our school’s mission and core values that purposefully guide our actions, words and deeds.”

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HOLMSTEAD SCHOOL 14 HOPE ST., RIDGEWOOD • 201-447-1696 • HOLMSTEAD.ORG

An Individualized Approach to Learning and Growth

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olmstead School was founded in 1970 as a day school and group home in Ridgewood. It’s now home to more than 60 students in grades 8-12, ages 13 to 18, who have high intellectual abilities but have been unable to achieve success in a traditional school setting. “The thing that attracts parents is that we follow the state curriculum,” says Dr. Steve Kuwent, director of the school. “Parents don’t want their children to fall behind even if they’re struggling socially and emotionally.” At Holmstead, students can keep up the academic rigor while taking advantage of small classes and intense therapeutic services. “That’s one of the things that sets us apart, we are an all-day academic program. Some of our students are in honors classes, some are in AP classes and a vast majority are college bound,” says Kuwent. LEVERAGING TECHNOLOGY TO MEET STUDENT NEEDS During the coronavirus pandemic, the school pivoted to online instruction, making sure students could still meet with their teachers at regularly-scheduled times. “Some of the therapists did group therapy on Zoom, the kids enjoyed that,” says Kuwent. “Some students don’t function well with math online, so we sent home workbooks. It was about reaching out on an individual basis.” Looking at the 2020-2021 school year, Holmstead has kept up with the latest technology. “We’re using Realtime, a student management and IEP development system,” says Kuwent. “This gives parents a better handle on the day-to-day of what’s going on at school.” Students can also use the system to check on assignments and grades.

PROVEN THERAPEUTIC OPTIONS Students at Holmstead come from 39 districts across New Jersey. The school has kept up with the demands that came during COVID, hiring an additional therapist to meet students’ needs. “We have four licensed clinical social workers and we just hired a doctoral level school psychologist,” says Kuwent, who is also a licensed psychologist. Under his new leadership, the school has introduced new therapy options

including Dialectical Behavior Therapy (DBT) and Eye Movement Desensitization and Reprocessing (EMDR). There are also behavioral intervention plans for students that benefit from them. “This was where I learned that a school could become a home,” says Rebecca, senior class co-president. “I’m honestly mad at this school for being as wonderful as it is because now leaving is a challenge that I do not want to accept.”

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THE KNOX SCHOOL 541 LONG BEACH RD., SAINT JAMES, NY • 631-686-1600 • KNOXSCHOOL.ORG

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Balancing Academics and Student Life

he Knox School is a coeducational boarding and day school for grades 6 to 12 located on a beautiful, 40-acre Long Island campus. Communications Director Dr. Karyn Cernera-Bush says the school’s curriculum is designed for college readiness–students here can earn college credit in the State University of New York (SUNY) system. The school was founded in 1904 by former Wellesley College teacher Mary Alice Knox, who called it Miss Knox’s School for Girls. Students here have access to everything from a STEM program that uses 3-D printers, robots, and app-based technologies to a highlyregarded equestrian program. A postgraduate “gap year” allows students to ease their transition into college. “Daily life at Knox allows for a balance of academics, athletics and the arts, along with extracurricular activities and robust student life programming,” says Cernera-Bush. A COORDINATED RESPONSE IN CHALLENGING TIMES During coronavirus, the school rose to the challenges of emergency remote education, taking a whole-school approach to delivering high-quality programs in all academic disciplines. “Intentional planning coupled with our faculty’s willingness to make this work ensured that our graduating seniors are ready to move on to their competitive college acceptances and that the rest of the student body had minimal gaps in their learning,” says Assistant Head of School Virginia Riccardi. The faculty and administration also maintained connections to students through social media and virtual “hangouts” to support the mental wellness of students who reside both on the Knox campus and in their homes around the

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world. KEEPING THE FOCUS ON STUDENTS’ WELL-BEING Looking ahead, The Knox School is prepared to deliver a high-quality, rigorous educational program in a safe environment without delay or disruption, either through an in-person/hybrid model or via remote learning. The school will implement Total Care Education, which includes a

BIG BOOK OF EDUCATION

focus on support for optimal academic performance, college counseling and more. An emphasis will also be placed on mental health–The Knox School has a full-time Licensed Clinical Social Worker who will continue to provide support and services to all students to enhance their social and emotional well-being. These are just a few of the ways this unique school goes the extra mile to ensure its students’ development, both in and out of the classroom.

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LACORDAIRE ACADEMY 155 LORRAINE AVE., UPPER MONTCLAIR • 973-744-1156 •LACORDAIREACADEMY.COM

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A Close-Knit Community That Feels Like Family

acordaire Academy is a Roman Catholic college preparatory school with a coeducational pre-K to eighth grade and an all-womens ninth through twelfth grade student body. The Academy was established by the Sisters of St. Dominic of Caldwell in 1920. Lacordaire Academy began as a FrenchEnglish school for girls and evolved into Lower, Middle and Upper Schools housed on a three-building campus with just over 250 students. The school is rooted in the Catholic Dominican tradition, which promotes social justice, community service and environmental understanding. The school is named for Pere Henri Lacordaire, a 19th-century Dominican priest famous for his public speaking. “Parents and students love the high level of academic standards as well as the tight-knit warmth of the connected community,” says Saydi Callahan Keefe, Director of Admissions. PREPARING FOR COLLEGE AND BEYOND In addition to rigorous academics, the Lacordaire curriculum features everything from public speaking and forensics to performing and visual arts. From an early age, students understand the advantages of being well-rounded. The school truly educates the whole child, preparing its students for leadership and service opportunities and to meet any challenges that come their way. Through study, service and prayer, Lacordaire students are set to become thoughtful members of society who strive to make the world a better place. The school’s small class sizes facilitate this nurturing environment. The hands-on teaching methods of Lacordaire’s faculty are a huge reason why the students here all feel so connected – not just to their classes, but to each other.

FACING CHALLENGES HEAD ON In response to the pandemic, Lacordaire swiftly created a high-end virtual learning curriculum for pre-K through twelfth grade. Students engaged in classes five days a week in their core courses, as well as their extracurricular subjects. For the 2020-2021 school year, Lacordaire is providing students with the very best options for inperson learning, as well as virtual.

“We have implemented new health policies and sanitizing procedures for our entire community so as to make this school year as stress-free and safe as possible,” says Callahan Keefe. “A huge advantage that we have in protecting the health of our students and staff is our small size,” she says. “We take the wellness of our community very seriously. We are a family.”

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MARY HELP OF CHRISTIANS ACADEMY 659 BELMONT AVE., NORTH HALEDON • 973-790-6200 • MARYHELP.ORG

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Challenging Today’s Young Women

ary Help of Christians Academy, a leading Roman Catholic high school for young women, is recognized for its rigorous college preparatory program, innovative faculty, competitive sports teams, state- of-the-art facilities and faith-filled Salesian family environment. MHC Academy challenges young women of today and inspires them to be the leaders of tomorrow through a comprehensive college-prep program with Advanced Placement® courses, Middle College courses for collegecredit opportunities and specialized internships. Students at the Academy come from varied social backgrounds, ancestries and heritages. The school’s commitment to diversity enhances its mission to educate the whole child. DEVELOPING STRONG CHARACTER AND FAITH Parents love the all-girls environment on a 16-acre college-like campus where students are focused on discovering their God-given gifts and where faculty and staff are focused on helping each student find her academic field of interest. Girls are made to feel like family at MHC with help from their Big Sister, Little Sister Program. There’s a genuine interest in every student’s well-being with an emphasis on student success that integrates faith every step of the way. “Graduates of the school are critical thinkers and lifelong learners who are confident and capable of contributing both independently and cooperatively,” says Elizabeth Manzella, Dean of Student Affairs. “Most students graduate from MHC Academy with college credits and can adapt and transition into college life and responsibilities easily,” she says. MHC’s guidance counselors help students find the college that’s the

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best fit, and one hundred percent of the school’s students are accepted into college each year. PARTNERING WITH PARENTS Parents praised the school’s quick response to the coronavirus pandemic. The school hosted live “good mornings” with the Head of School each day so students could pray together before classes began and weekly letters were

BIG BOOK OF EDUCATION

sent home to parents and students to keep them up-to-date and connected. “Our daughter loved her freshman year at MHC!” says a parent. “She made friends, was challenged academically, learned a new sport, learned a new form of dance and volunteered. She grew in confidence, discipline and especially faith. Short of physically attending school, our daughter was connected and engaged in every way.”

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MORRISTOWN-BEARD SCHOOL 70 WHIPPANY RD., MORRISTOWN • 973-539-3032 • MBS.NET

An Academic Vision That Encourages Critical Thinking

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f you’re searching for rigorous academics in a supportive community, MorristownBeard School (MBS) may be the right place for your student. MBS is a private, independent, coeducational day school with a total of 575 students in the Middle School (grades 6-8) and Upper School (grades 9-12) representing more than 85 districts throughout New Jersey. PREPARING STUDENTS FOR LEARNING AND LIFE At MBS, students will find small class sizes and teachers who ask them to go beyond the surface and engage in deep learning. MBS graduates are powerfully prepared for learning and for life, no matter what career they choose to pursue. As MBS switched to distance learning, it remained committed to providing an education that breaks from an outdated model of rote learning. Students were asked to think, collaborate and communicate in a variety of modes to stay engaged. “Our teachers pride themselves on building strong relationships with their students and have been extremely innovative during these challenging times,” says Darren Burns, Associate Head of School. “The faculty’s ingenuity, creativity and resourcefulness allowed the school to fulfill its promise of an education founded on caring, balance and understanding of students as individuals growing into themselves,” says Burns. A CREATIVE AND CARING COMMUNITY Consequently, students said they felt teachers were available to them while distance learning, and many took advantage of office hours and the school’s centers for academic support.

MBS recently opened its Center for Innovation and Design (CID), 8,000 square feet of flexible space for students to design, experiment and problem solve. Its new 25,000 square-foot Math & Science Center and Science on a Sphere® (SOS) is a big draw for students. SOS is an educational tool designed by NOAA that uses computers and video projectors to display planetary data on a 6-foot diameter sphere. Rob Mitchell, Director of Enrollment

Management, says that MBS remains committed to a student-centered admission process and that they’re excited to engage with families this upcoming admission season. The Digital Portfolio portion of the application, introduced two years ago, allows students to showcase their personality, passions, talents and interests in creative and exciting ways. It’s clear that with every move made, MBS has its students’ futures in mind.

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OAK KNOLL SCHOOL OF THE HOLY CHILD 44 BLACKBURN RD., SUMMIT • 908-522-8100 • OAKKNOLL.ORG

A High-Quality Education Rooted in Faith

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ak Knoll is an independent school for boys and girls in pre-K through grade 6 (the Lower School) and all girls in grades 7-12 (the Upper School). The school was founded in 1924 and its teachings are informed by Cornelia Connelly who founded the Society of the Holy Child Jesus in 1846 with a vision of teaching the whole child. Today, a global network of schools based on Connelly’s ideas includes 9 schools in the US– including Oak Knoll–and 13 overseas. Through a strong academic program, creative arts, athletics and an active campus ministry, students here have the opportunity to thrive and grow. KEEPING A STRONG SENSE OF COMMUNITY During coronavirus, the school pivoted to remote learning with synchronous and asynchronous teaching. “We were able to educate our students at each grade level, hold virtual assemblies, prayer services, awards ceremonies and graduation,” says Timothy J. Saburn, Head of School. “In fact, we have received very positive feedback on our virtual programs and curricula during the pandemic from people inside and outside of our school community.” Looking ahead to the 20202021 school year, Oak Knoll is ready to pivot to a hybrid model of instruction or, if need be, virtual learning. FOCUS ON THE FUTURE At Oak Knoll, students are encouraged to try a variety of different activities and subjects so that they become wellrounded learners. “Students and parents love the faithbased high-quality, holistic education in grades pre-K to 12 and most importantly, they love the sense of community and belonging to a network of schools across

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the country and around the world,” says Saburn. Oak Knoll recently welcomed a new Upper School Division Head and hired its first Director of Enrollment Management and Financial Aid. “We have opened a pre-kindergarten program and the response and enrollment has been outstanding,” says Saburn. “We’ve added new playground equipment for the pre-K students, and we are renovating existing space to create

BIG BOOK OF EDUCATION

the home for our ‘Little Acorns.’” These are just some of the ways the school keeps evolving to give students the best experience possible. Through rigorous academics, extracurricular activities and service experiences, students leave Oak Knoll better prepared to be part of the global community and with an increased understanding of the world in which they live. “Our programs and our values change lives,” says Saburn.

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THE PINGRY SCHOOL 50 COUNTRY DAY DR., SHORT HILLS • 131 MARTINSVILLE RD., BASKING RIDGE • 908-647-6419 • PINGRY.ORG

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A Community of Intellectual Explorers

ounded in 1861, The Pingry School is a coeducational, independent college preparatory country day school with approximately 1,100 students in kindergarten through high school. Students attend school in Short Hills until fifth grade before moving to the Basking Ridge campus for grades 6-12. At Pingry, the focus is on educating the whole child, with a collaborative pursuit of excellence and honor both in and out of the classroom. Teachers foster the idea of individual growth and social responsibility, creating learners who show respect for others in all their pursuits. CREATING LIFELONG LEARNERS At Pingry, educators strive to ignite curiosity in their students and spark an interest in learning that spans across a lifetime. “Our families value the relationships their children develop with their teachers, as well as their coaches and directors, and with their fellow students,” says Allison C. Brunhouse, Director of Institutional Advancement. “There are endless opportunities for our students to get involved, explore their curiosities and participate fully in Pingry’s program.” The school focuses on four key pillars: Honor and Character Intellectual Engagement Diversity and Inclusion Stewardship and Sustainability Pingry’s Country Day School model includes mandatory art and athletic requirements in order to create wellrounded students who are ready for college and whatever lies ahead. Here, students are encouraged to try new activities, even ones that might be unfamiliar. From playing football to performing in the school musical, Pingry students really do it all.

FACING CHALLENGES HEAD ON During COVID-19, Pingry is striving to balance safety and academics. To help families navigate this unusual time, the school has launched PingryAnywhere.org, a flexible education model designed to deliver a best-in-class, learner-centered experience to every student whether they’re at school or at home. Brunhouse says that the school plans to welcome students back for the

2020-2021 with new health and wellness protocols in place. One thing is certain—Pingry will keep turning out curious learners who are prepared to ultimately start college with the confidence to assert their views, ask questions and keep challenging themselves in all areas of school and life. Students here are part of a global community of learners, one that keeps adapting and changing with the times.

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RANNEY SCHOOL 235 HOPE RD., TINTON FALLS • 732-542-4777 • RANNEYSCHOOL.ORG

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Creating Curious Thinkers

anney School is an independent coeducational, college preparatory day school with a focus on individualized attention and fostering each student’s passions. The school serves more than 600 students from age 3 through grade 12. Its mission is to “nurture intellectual curiosity and confidence to inspire students to lead honorably, think creatively and contribute meaningfully to society.” Founded in 1960, the school has an emphasis on creating lifelong learners and readying students for whatever challenges lie ahead. Classes and extracurricular activities include fine/performing arts, topranked robotics teams and 40 varsity, junior varsity and middle school athletic teams. Ranney School offers a college counseling process that starts in 8th grade. Students are exposed to a wide range of opportunities to become well-rounded individuals who aren’t afraid of stepping outside their comfort zones. STAYING STRONG IN CHALLENGING TIMES Ranney School pivoted to online learning on short notice during the pandemic and boasts a daily synchronous learning schedule with simulcast classes available for those choosing to learn at home. The school’s faculty worked tirelessly to build an effective, supportive online learning environment for students of all ages. “I believe that our promise to know and value every student, combined with our proactive approach to soliciting parent feedback enabled us to adapt to these new circumstances quickly, while maintaining our commitment to academic excellence,” says Head of School Dr. John Griffith. Students found innovative ways to build community and stay connected. From the Ranney Student Council Weekly Quarantine Show to a virtual Coffee House, creativity continued to flourish at Ranney.

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LOOKING AHEAD During the 2020-2021 school year, the Ranney School campus will be open for in-person instruction, five days per week, while allowing families the flexibility to opt for their children to continue distance learning from home. The school’s Reopening Task Force, comprised of members of the Board of Trustees, Medical Advisory Board and administrative leadership team, has

BIG BOOK OF EDUCATION

developed a comprehensive strategy to bring the community back together on campus. The school’s primary focus is to maintain the health and safety of its students, faculty and staff. Whether students are on campus or learning remotely, Ranney School will continue to deliver the best education possible and maintain its absolute commitment to know and value every child.

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TRINITY HALL 101 CORREGIDOR RD., TINTON FALLS • 732-291-1297 • TRINITYHALLNJ.ORG

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Putting Girls First In a Supportive Community

rinity Hall is an independent girls’ school taught in the Catholic tradition. The school opened in 2013. Since Trinity Hall is a fairly young school, they’re just now seeing their first graduating class starting senior year of college. “It’s exciting to have our alumnae on the verge of entering the workforce and see their journeys continue,” says Theresa Kiernan, Director of Advancement and Admissions. Kiernan says that Trinity Hall’s school spirit is something both students and parents respond to. “The girls have a lot of energy and school pride,” she says. “They really prioritize their academics. We allow girls to put themselves first. They have a deep appreciation for everything around them. Our community is a really spirited, engaged group of young women.” AN EYE TOWARD COLLEGE Following its all-honors academic program, Trinity Hall students get into fantastic colleges. “We’re a college prep school,” says Kiernan. “The thought is, you’re going to college and we’re working together to get you there.” Kiernan says that parents feel secure that their daughters are learning in a safe place where their growth is nurtured. “We’re not a bubble but we’re keeping students focused and allowing them the time to think about the things they are passionate about so when they do go to college, they’ll have had practice at advocating for themselves.” ADAPTING DURING CHALLENGING TIMES Kiernan says that during coronavirus, Trinity Hall was able to “stretch the walls of the school to deliver the academic program.” “Our sense of community stayed intact,”

she says. “The girls are equipped with proper tech and resources for support.” Some of the work took place online, some off-line and then students convened for discussions. The school’s “unplugged Wednesdays”—a time to allow students and teachers to catch up on work and get a break from tech overload—are a great example of how Trinity Hall adapts to fit students’ needs. For the upcoming school year, Trinity

Hall will be ready for anything. And since classes are already small, adhering to social distancing rules won’t be an issue. “We’re confident we will be able to offer a phenomenal experience with our typical flexibility,” says Kiernan. For parents who want to help their daughter find self-confidence and selfworth, Trinity Hall is a great choice. “When you give a girl permission to put herself first, wonderful things happen.”

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THE WILLOW SCHOOL 1150 POTTERSVILLE RD., GLADSTONE • 908-470-9500 • WILLOWSCHOOL.ORG

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Inspiring a Joy of Learning in a Tight-Knit Community

he Willow School fosters a love for learning in its students. Opened in 2000, the school has 120 students in preschool through grade 8. Willow’s integrated, hands-on curriculum is designed for the way children learn best. The philosophy of founders Pearl Johnson and Mark Biedron was to build a school that was grounded in the Aristotelian cardinal virtues and combined academic excellence with the joy and wonder of learning. The 34-acre campus provides a healthy learning environment, which also makes it the ideal space for learning when students return to school amidst the coronavirus pandemic. “We are an open campus, so we have access to a lot of outdoor learning space,” says Head of School Francisco Ayala. The school has always emphasized experiential, outdoor learning and this coming school year students will be able to thrive with enough space to learn and play outdoors. KEEPING STUDENTS CONNECTED Willow’s class sizes are small by design, giving students the one-on-one attention they need from their teachers, whether students are learning on campus or online. Last spring, the school switched to virtual learning and was able to keep students connected to one another in a joyful learning environment. “Teachers met regularly with students, in and outside of daily live classes,” says Ayala. “Our teachers really went above and beyond to offer support, track progress, and set individual goals.” Specials at the school continued online, including art, wellness, music, reading support and world languages. LOOKING AHEAD During the 2020-2021 school year, Willow

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is offering families a choice between full-day in-person learning and virtual instruction. “Our small class sizes allow for social distancing,” says Ayala. For students that opt to remain at home, Willow will offer a distance learning program that combines synchronous and asynchronous experiences. One thing that sets Willow apart is its Virtues Program which focuses on character education. “It’s embedded in every aspect of our

BIG BOOK OF EDUCATION

program and helps students to develop into their best selves,” says Ayala. Above all, The Willow School is a very tight-knit community. “Even during distance learning, we still continued to bring our community together for learning celebrations, music performances and social gatherings,” says Ayala. “We’re committed to maintaining that joy and sense of belonging for every member of our school community.”

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ABILITY SCHOOL 75 KNICKERBOCKER RD., ENGLEWOOD • 201-871-8808 • ABILITYSCHOOLNJ.COM

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bility School has been serving children in Bergen County for more than 30 years. This private school for pre-k through middle school puts the focus on helping kids become productive, selfpaced students who know how to apply what they learn in the classroom to the real world. “Students and parents love the feeling of community we have here at Ability,” says Joan Marrazzo, Head of School, citing a close relationship between the school and its families. Marrazzo says that students at Ability School are viewed as individuals and get the support they need as they progress toward more challenging work. “Parents love the personal attention we can give students and our mastery-based curriculum that focuses on purpose, interest and comprehension. And the fact that we have small classroom sizes, allowing us to give students that needed attention.” During the coronavirus outbreak, students were online a majority of the school day, with lots of interactive seminars and one-on-one

time with their teachers. “Students still made great progress on their programs,” says Marrazzo. She says the school’s small classes lent themselves to allowing students to participate, even in a remote learning setting. “We had regular parent Zoom meetings to keep them up-to-date on their children’s progress and created weekly packets of materials for parents to pick up each week

organized by day.” Marrazzo says that along with small class sizes, Ability School offers the opportunity for hands-on learning, individualized, selfpaced programming and a proficiency-based curriculum. “Our literacy program, which starts in the preschool and grows throughout our program, encourages a life-long love of learning.”

APPLE MONTESSORI SCHOOLS MULTIPLE LOCATIONS IN NJ • 973-915-3019 • APPLEMONTESSORISCHOOLS.COM

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pple Montessori has 15 locations in New Jersey, which include two Hoboken locations, Cliffside Park, Edgewater and Towaco. All offer preschool and kindergarten and many have infant and toddler programs. The school in Wayne includes grades 1-6. Regional Director Elvira Marut says that while their programs are child-guided, there is a balance. “We don’t push, and we don’t hold them back,” she says. “If a child puts up a roadblock, we work to take that roadblock off and empower them.” At Apple Montessori, the social-emotional development of the child is imperative. “We’re building the child’s selfmotivation,” says Marut. “If you show them that when you practice you get better at something, it becomes the mindset.” Through mixed-ages groups, students have the opportunity to practice compassion and kindness, basic skills for thriving in the world. “In kindergarten we teach everything from conflict resolution to public speaking

to encourage independence and curiosity,” she says. During coronavirus, the school focused on keeping the community together and keeping learning alive. “Our teachers became supporters,” says Marut. “We had to listen to parents and adapt quickly,” says Marut. At Apple, it’s not about giving students the answers but rather, giving them the skills to problem-solve. “I’m always amazed by how

our children are creative and great at solving problems,” says Marut. “Being curious and resourceful is huge here. Our students are always asking questions.” Marut says that while academics are important at Apple, so is the whole child. “That’s the social-emotional component. Children thrive here. When as a parent, you see that level of success, you run to that school.”

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BIERMAN ABA 550 SPRINGFIELD AVE. , BERKELEY HEIGHTS • 317-815-5501 • BIERMANABA.COM

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ierman ABA specializes in teaching children with autism through a program that uses Applied Behavior Analysis (ABA). The center specializes in center-based ABA therapy, which is considered the “the gold standard” and best treatment for autism. “With over ten years of experience, we’ve become specialists and experts within our field,” says Chrissy Baroksy, MA BCBA, Chief Clinical Officer at the school. The school accommodates students starting at 18 months through 12 years old. “Our program’s strengths include an individualized curriculum for every child, a 1:1 ratio at all times and that we offer a yearround learning program.” Bierman ABA is an environment where children can achieve goals, feel safe and make friends. “Our parent satisfaction comes from results,” says Baroksy. “Not only do parents see significant gains in assessment scores, but also in their child’s ability to communicate and feel connected to family

and community.” For the upcoming school year Bierman ABA’s 1:1 model will enable the school to structure a safe environment and adapt learning models to adhere to the recommended CDC guidelines. “By design, our 1:1 center-based ABA model ensures a safe, supportive environment that minimizes the risk of exposure,” says Baroksy. “Our ability to adapt provides for

continuous learning and avoids disruptions.” The intensive nature of a center-based ABA program like the one at Bierman allows for unmatched learning opportunities designed to accelerate progress and gain skills at a much higher rate. The school is also a fun and inviting space where kids genuinely want to be every day. “We capture children’s motivation to make learning fun,” she says.

THE CENTER SCHOOL 2 RIVERVIEW DR., SOMERSET • 908-253-3870 • THECENTERSCHOOL.COM

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t The Center School, Principal Ronald P. Rinaldi, Ed.D., says adaptability and close collaboration with parents have made it a great choice for students in grades 3-12 with special needs. Founded in 1971 to serve students with learning disabilities, the school is approaching its 50th anniversary and continues to evolve to better serve its students and families. The school, which serves about 90 students, adapted quickly to remote learning during coronavirus, with small group online learning and 1:1 student-teacher interactions as needed. Educators were also able to continue important related services such as speech, OT, and counseling during the pandemic. About 45 percent of students at The Center School are diagnosed with autism spectrum disorder—the other 55 percent have other classifications such as Asperger’s, school phobia, anxiety disorders and other specific learning disabilities. Rinaldi says what sets

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the school apart is its ability to meet each individual at his or her level and empower students to reach their fullest potential. In addition to academics, The Center School offers a gym, an art room, a music room and an intramurals program that gives students the chance to play basketball and soccer. Students either return to their home district, or can stay at the school until age

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21, taking advantage of a transition program that can include college prep courses and on the job experience. Rinaldi says the school’s teachers have adapted quickly and become even better educators during these challenging times. “What stands out is our staff and our services that we provide,” he says. “Parents have told us, ‘You’re doing more than anyone out there.’”

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THE DERON SCHOOL 1140 COMMERCE AVE., UNION • 908-206-0444 • 130 GROVE ST., MONTCLAIR • 973-509-2777 • DERONSCHOOL.ORG

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he Deron School serves students with special needs through Applied Behavior Analysis programming. Director Lori Alter says that the school is unique in that students here have multiple disabilities including (but not limited to) Autism Spectrum Disorder (ASD) and Down Syndrome. “The kids here are amazing,” she says. “Some are nonverbal, and others are completely verbal and almost at grade level but may have other internal issues such as anxiety.” The fact that The Deron School has students of varying abilities creates an environment where students learn not only from teachers, but also from each other. The education that students receive is tailored to fit each individual’s needs. Speech, occupational therapy, and physical therapy lessons are provided, and the curriculum is highly influenced by input from the student’s family. Building life skills is a strong focus here.

The school even has a fully-functioning apartment where students can learn and practice tasks to encourage independence. The school has two campuses—one in Union for students ages 3-16 and another in Montclair that welcomes learners ages 14-21. During coronavirus, The Deron School transitioned to eLearning. Alter is proud of the consistency the school was able to provide to both students and parents with online

learning taking place from 9-1:30pm each school day. Looking forward, The Deron School will increase its technological capabilities across all subject areas and is already utilizing programs in subjects such as STEM and robotics with students. “We are a family program,” says Alter, whose in-laws started the school in 1967. “I love the diversity of the children here.”

FAR BROOK SCHOOL 52 GREAT HILLS RD., SHORT HILLS • 973-379-3442 • FARBROOK.ORG

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uriosity. Creativity. Childhood. These are hallmarks of a Far Brook education, which takes place on a beautiful wooded 9.5-acre campus with five inspiring outdoor classrooms, including a schoolyard wetlands habitat and plenty of space for physical distancing. The Far Brook journey, which spans 3-year-olds through Eighth Grade, is designed to empower students to question and observe the world around them. The school’s mission is “to create a supportive, caring community that cherishes love of learning, creativity, and individuality, and that provides teachers and students with both support and freedom to take risks in order to reach their full potential.” Far Brook was founded in 1948 by parents who believed in progressive education for their children, an approach that allows students to

express their ideas within a safe and supportive environment. With an emphasis on arts integration, diversity, and social justice, Far Brook’s theme-based curriculum inspires and develops critical thinking and problem-solving skills. “Our desire is to touch the lives of children so they may live life wisely and with great joy,” the school’s

mission statement reads. Perhaps the most telling result for Far Brook is its reputation among the high schools that its graduates attend. Says Head of School Amy Ziebarth: “Local independent schools speak so highly of our graduates, their spirit, self-advocacy, and curiosity. They have great confidence in a Far Brook education.”

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GREEN MEADOW WALDORF SCHOOL 307 HUNGRY HOLLOW RD., CHESTNUT RIDGE, NY • 845-356-2514 • GMWS.ORG

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utdoor classrooms. A forest preschool. Animal care on the farm. Botany classes amidst the trees and gardening as an integral part of school life. Green Meadow Waldorf School has always put time in nature at the top of its list of curricular essentials and this year, it’s more important than ever as social distancing and other health protocols take center stage. On this 11-acre campus in a wooded tract of Rockland County, N.Y., there is no Common Core, the oft-maligned educational rubric found in most schools. Instead, the school focuses on techniques such as block-style learning, teacher looping and multidisciplinary instruction. The goal here isn’t to prepare for standardized tests. It’s to foster lifelong skills that include curiosity, collaboration and critical thinking. “At Green Meadow, we graduate wellrounded, capable, compassionate people who go on to make a difference in the world,” says Vicki Larson, the school’s director of communications and marketing.

It’s a philosophy that has been working since Green Meadow was founded in 1950, making it one of the oldest of the 300 Waldorf schools in the US (and roughly 1,000 worldwide). The school’s list of accomplishments in recent years runs the gamut from a robotics team that came in fourth place at a global competition to an annual basketball tournament with other Waldorf schools appropriately called the

Friendship Games. From friendship to fellowship, Green Meadow’s teachers are focused on what Larson calls “a developmentally appropriate approach” to education. “We are a tight-knit, welcoming community of people who strive to be well-rounded lifelong learners who make an impact on the world and in our daily lives,” she says. “And we want that for our children as well.”

IMMACULATE HEART ACADEMY 500 VAN EMBURGH AVE., WASHINGTON TWP. • 201-445-6800 • IHANJ.COM

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mmaculate Heart was founded in 1960 as the first regional girls’ high school in the Archdiocese of Newark. The school’s 750 girls have access to 17 AP courses, 50-plus clubs and ample opportunities to serve their communities. “Once a young woman becomes a student at IHA, she joins a sisterhood, one that remains many years after graduation,” says Tara Hopfenspirger, the school’s director of communications. “The loving, inclusive culture at our school is so very unique and can be felt as soon as you step on campus.” The challenging college prep curriculum at IHA is a big draw. “Between our skilled and thoughtful teachers, our cutting edge course offerings, the single-sex environment, our STEM@theheart program, and our state-of-the-art technology and campus upgrades, we assist our students in remaining driven, focused, and empowered,” says Hopfenspirger. During coronavirus, teachers and

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students jumped right into virtual learning with a mixture of live online classes and assignments that had to be completed by certain deadlines. “We were blessed to have already had the necessary technology, an adaptable faculty and staff, a willing student body, the actual hardware (every student has a laptop), and patient and understanding parents and families,” says Hopfenspirger.

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IHA truly educates the whole student. College counselors assist students at every grade level and help students navigate the college admissions process. A major part of IHA is its Catholic Christian identity and teaching young women about the importance of serving others. “Immaculate Heart Academy students consistently blow us away by their dedication to and love of service.”

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MONTCLAIR COOPERATIVE SCHOOL 65 CHESTNUT ST., MONTCLAIR • 973-783-4955 • MONTCLAIRCOOP.ORG

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ontclair Cooperative School was founded in 1963 and has been a leader in progressive education for the past 56 years. The school’s mission is to educate the whole child, said Ana Younghusband, Co-Head of School for Programs and Education. “We meet each child where they are, and each child feels seen and heard,” she says. “Every classroom is a community of learners.” At the school, which starts at Early Ages and goes through eighth grade, students work in an environment where they’re invited to take risks, question, explore, discuss, interpret and create. “Our curriculum ignites children’s curiosity, poses appropriate challenges and lays a strong foundation for continued study and growth and hopefully a lifelong love for learning,” says Younghusband. The approach to learning at the school is experiential, where students have a chance to practice the academic concepts they learn.

The Co-op has handled the changes that came with COVID-19 in a way that Younghusband says brought them even closer to parents. “Our community connections and parental involvement in day-to-day school life have made all the difference in enabling a smooth transition to distance learning. Parents have become co-educators,” she says. A cornerstone of the Co-op is the school’s focus on social-emotional learning. “Our

social-emotional program guides children towards the understanding of, and respect for, others. Children learn how to negotiate, to reach consensus, to resolve conflicts and to advocate for themselves and others in group situations, with teachers as guides,” she says. “We believe that a child who is socially and emotionally in a good, balanced place is usually also in a good mindset for learning.”

MOTHER SETON REGIONAL HIGH SCHOOL 1 VALLEY RD., CLARK • 732-382-1952 • MOTHERSETON.ORG

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eton Spirit is a part of everything at Mother Seton Regional High School. You can hear it in the girlsonly school’s focus on each individual. You can feel it in the communal prayer sessions that bond the Sisters of Charity of Convent Station to the students and faculty. You can even count it in the $16 million in academic scholarships and grants that the class of 2020 received as graduates went off to some of the country’s top colleges and universities. Mother Seton Regional High School has that special something called “Seton Spirit.” There is a comfort level that helps students develop greater self-confidence and leadership skills. Emphasis is placed on caring, serving and growing as a whole person. It’s about setting goals and reaching them—or surpassing them. The Catholic school opened in 1963 in a wing of the under-construction building it now calls home. Its mission is to challenge and empower young

women to excel in academics, personal growth and service—all while serving a diverse community. Focus is on the individual student, encouraging her to develop her potential in faith, academics and leadership skills, as well as socially through various activities and service opportunities. The path to a well-rounded high school experience includes being able to choose

from a variety of varsity sports, dozens of clubs and innovative technology classes such as Engineering Design and Coding. The faculty isn’t only involved in challenging the student to academic excellence within the classroom setting, but also in caring for the student outside of the classroom. The school is rooted in tradition, but innovative in its vision. At Mother Seton, “the future is hers.”

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MOUNT SAINT MARY ACADEMY 1645 RTE. 22, WATCHUNG • 908-757-0108 • MOUNTSAINTMARY.ORG

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ount Saint Mary Academy, a Catholic, private, secondary school, is a sponsored work of the Sisters of Mercy of the Americas. It’s a place where students work hard in sisterhood to achieve their personal best. “Failure is not an option,” says Donna Venezia Toryak, Director of Admissions. The Mount, a college prep school for young women in grades 9 through 12, was founded in 1908 and features a challenging academic program and a nurturing, spiritual environment on a beautiful 84-acre campus. With 285 students that come from 80 New Jersey communities, the Mount was already prepared for online learning during coronavirus since it has been used for years on inclement weather days. “It was successful, effective and comfortable,” says Toryak, noting that the students all have school-issued tablets. The Mount has several programs in place to make transitioning to the school easy for new students. “All freshmen have a big sister

who is a junior,” says Toryak, highlighting the closeness of the community. Toryak says the best way for each student to find her place is to get involved. The Mount offers many ways to do just that, with everything from varsity sports to art, music, forensics and theater and even a new equestrian team. Toryak says the Mount celebrates its identity as a Catholic school and is

enriched through the emphasis on the Mercy Core Values. “The entire school community starts each day with a prayer and that continues with the start of each class,” says Toryak. “The administration, faculty and staff support the students to see that they reach their full potential and are wellrounded by the completion of their high school journey.”

MUSTARD SEED SCHOOL 422 WILLOW AVE., HOBOKEN • 201-653-5548 • MUSTARDSEEDSCHOOL.ORG

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stablished in 1979, Mustard Seed School is a progressive, arts-infused Christian school serving pre-K through 8th grade students. The school teaches each child to know and care for the world. Abby Liu, the school’s Director of Marketing and Communications, says that when parents walk into the school for the first time, they comment on the peaceful, joyful environment. “They see students who are deeply engaged in learning with teachers who know and care for them. They immediately feel a strong sense of community. It’s a place where students can celebrate their successes and learn from their failures.” The program at Mustard Seed School addresses the whole child: mind, body, and spirit. “We have an integrated curriculum that combines academics with arts, faith and service,” says Liu. “The school prepares students to go out into the world to be change makers–to make a difference in the world.” During the pandemic, the Early Childhood

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(pre-K-K), Lower School (grades 1-3), and Middle School (grades 4-8) implemented distance learning in age-appropriate ways. “Our Head of School puts out weekly ‘State of the School’ video addresses to communicate with parents but also to maintain our strong sense of community,” says Liu. Mustard Seed is unique in that it focuses on hands-on learning and infusing the

BIG BOOK OF EDUCATION

curriculum with music and art, opportunities for service and daily worship. The school has a sliding scale tuition model that enables them to serve students from across the socioeconomic spectrum. “At Mustard Seed School, students are known and encouraged,” says Liu. “They create meaning and seek purpose, all within a loving and warm academic community committed to excellence.”

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PARAMUS CATHOLIC HIGH SCHOOL 425 PARAMUS RD., PARAMUS • 201-445-4466 • PARAMUSCATHOLIC.COM

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ounded in 1965, Paramus Catholic High School is a co-educational college-preparatory school with a faith-centered mission. The school, which has over 1,100 students, is focused on spiritual growth, academic excellence and social responsibility. “Parents and students love the dedication and accessibility of our staff,” says Scott Langan, Vice Principal of Student Activities and Director of Athletics. “From the Principal and the administration to the teachers and support staff, everyone at Paramus Catholic goes above and beyond for the benefit of our families.” Langan, who’s also an alum of the school, says the staff was well prepared for remote learning during coronavirus, even having done a trial run the day before the school was officially closed. “This gave our teachers and students an advantage and they were prepared from day one,” he says. Looking forward, Paramus Catholic is placing an emphasis on student wellness.

“We have put programs in place to help the students maintain a balance between academic lives and their personal lives,” says Langan. “One of these programs is the mentor program which is led by our Deans of Student Life. Each new student is assigned a mentor from our student ambassador program to help guide them into their new school.” Langan says that the decision to send

your student to a Catholic school is one he still sees families making. “Remote learning and COVID-19 guidelines have not affected the number of families choosing to send their children to Paramus Catholic,” he says. “Whether it is in a classroom or at the kitchen table, parents know we are providing a quality education, so they see it as an easy choice to make.”

SADDLE RIVER DAY SCHOOL 147 CHESTNUT RIDGE RD., SADDLE RIVER • 201-327-4050 • SADDLERIVERDAY.ORG

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addle River Day School is a coeducational, college-preparatory independent day school, serving students in kindergarten through 12th grade. Director of Admissions Geoff Bowman says families love SRDS because of its rigorous academic program and caring community. “We live our core values of ‘Everyone Counts, Love of Learning and Intellectual Risk-Taking,’” he says. “Students thrive in our beautiful campus setting with a low student to teacher ratio, inspired and engaged instruction, applied technology across the curriculum, a no-cut policy for arts and athletics and exceptional college advising.” At SRDS, parents love being part of a close-knit community, too. “They know that our teachers genuinely care about their children and that the administration continuously strives to provide new and exciting programs.” Saddle River Day School distinguished itself in remote learning during coronavirus

through innovative efforts that maintained quality education and student engagement. “Science labs, interactive ‘in-class’ projects, student presentations, art projects and even jazz band jamming online brought a sense of normalcy to unusual times,” says Bowman. This school year, SRDS will be open with in-person instruction for all grades (provided the State allows it) and will have a synchronous component for families who

wish to continue with remote learning. There’s a lot to look forward to: SRDS recently opened a Center for Innovation and Entrepreneurship, redeveloped its math track and partnered with Saddle River Equestrian to provide opportunities to novice or nationally competitive riders, to name just a few. “There is tremendous energy on campus,” says Bowman.

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THE WARDLAW + HARTRIDGE SCHOOL 1295 INMAN AVE., EDISON • 908-754-1882 • WHSCHOOL.ORG

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he Wardlaw + Hartridge School is an independent, coeducational college preparatory school that’s small by design. Founded in 1882, the school has a global community of 475 students from pre-kindergarten to grade 12, with an average class size of 14. “Parents and students are attracted by our diversity,” says Gerard Gonnella, Director of Admission, Financial Aid and International Students. Gonnella says that while the academics are rigorous, “it’s not a pressure cooker.” “We teach kids to become self-advocates, but we are also there to support and care for them.” At Wardlaw + Hartridge, teachers go the extra mile to make sure students are engaged, welcomed and included. Gonnella says that the school was ahead of the curve in handling the coronavirus situation, and that faculty and staff worked diligently to ensure that distance learning was working for students. The school plans to

reopen for in-person learning in the fall with all of the proper precautions in place to keep students and faculty safe. Technology will also be adapted so that even if some students need to stay home, they can still participate in what’s going on in the classroom. Wardlaw + Hartridge boasts 100 percent college placement. “We have two college counselors to help students fine tune applications and essays,” says Gonnella. “Our

advisory system is tremendous, with no more than 10 advisees to an advisor.” That, along with athletics, performing arts and many other extracurricular activities makes the school a place where students have an opportunity to lead, in and out of the classroom. “No one here is falling through the cracks,” says Gonnella. “We deliver a complete educational experience.”

WINSTON PREPARATORY SCHOOL 901 RTE. 10 E., WHIPPANY • 973-500-6480 • WINSTONPREP.EDU

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inston Preparatory School was founded in 2014 to serve students with learning differences including dyslexia, non-verbal learning disabilities, expressive and receptive language disorders and ADHD. Greg Koehlert, head of Winston Preparatory School New Jersey, says that the school’s mission is all about providing individualized education. “We are continually assessing each student’s needs and building a program that’s right for them,” he says. “We are focused on skill development and helping kids understand how those skills corelate to academic progress and increased independence.” During coronavirus, the school immediately switched to live video meetings and full-time distance learning, knowing that it was essential for their students’ social and emotional health to have that consistency. “Parents and kids were grateful to stay

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connected to friends and teachers. Everyone has a sense of purpose, all day every day.” Koehlert says that the school, which has six different campuses in New York, New Jersey, Connecticut and California, offers classes that are like small group meetings with an average size of 10. In addition, each student has a daily 1 to 1 Focus session where he or she works with a teacher to develop strength and skills in their greatest areas of need.

BIG BOOK OF EDUCATION

“Our kids feel understood and respected,” he says. “We learn where their challenges are coming from and how that corelates to academic skills.” Admissions are still continuing, and the school welcomes new applications. “At Winston Prep, we believe our students are able to learn,” says Koehlert. “Through their effort to learn and develop skills they can find independence and success.”

SCHOOL SNAPSHOTS Want to learn more about the schools in our Big Book of Education?

The schools featured on the following pages are preschools, primary and secondary schools, boarding schools and colleges and trusted advertisers in New Jersey Family’s Big Book of Education. Some schools serve students with special needs exclusively; others with accommodations. If a special needs school’s tuition is paid by the sending district, you’ll see PSD in the tuition column. Tuition published is the annual cost for a 10-month school year, but monthly and/or weekly rates may be provided instead. Hours indicate the regular school day plus any before- and after-school hours if applicable. Town/School/Address

Phone/Hours/Website

Grades

Tuition

No. of Students

908-647-6419 / 7:30–5:30 pingry.org

K–12th

37,291–43,912

1,131

Somerset Hills YMCA Early Education Center 140 Mt. Airy Rd.

908-766-7898 / 7:30–6 gscymca.org/shy-eec

Pre-K

1,175/mo.

20

BERKELEY HEIGHTS Bierman ABA Autism Center 550 Springfield Ave.

978-737-3760 / 8:30–4:30 biermanaba.com

Pre-K–5th

Contact School

20

908-725-6994 / 7:30–6 ssbjcc.org

Pre-K

Not provided

130

CHATHAM Chatham Day School 700 Shunpike Rd.

973-410-0400 / 7:15–6 chathamdayschool.org

Pre-K–8th

5,700-37,800

140

CHESTNUT RIDGE, NY Green Meadow Waldorf School 307 Hungry Hollow Rd.

845-356-2514 / 8–6 gmws.org

Pre-K–12th

4,200–27,500

200

CLARK Mother Seton Regional High School 1 Valley Rd.

732-382-1952 / 8–2:10 motherseton.org

9th–12th/Girls

15,900

250

CLIFFSIDE PARK Apple Montessori Schools 600 Gorge Rd.

201-877-0001 / 7–6:30 applemontessorischools.com

Pre-K–K

Not provided

Not provided

CLOSTER Everbrook Academy of Closter 597 Piermont Rd.

888-239-1981 / 6:30–6:30 everbrookacademy.com

Pre-K

Not provided

Not provided

BASKING RIDGE The Pingry School 50 Country Day Dr., Short Hills (K–5th) 131 Martinsville Rd., Basking Ridge (6th–12th)

BRIDGEWATER Blaustein Early Childhood Center at Shimon and Sara Birnbaum JCC 775 Talamini Rd.

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SCHOOL SNAPSHOTS Town/School/Address

Phone/Hours/Website

Grades

Tuition

No. of Students

DEMAREST Academy of the Holy Angels 315 Hillside Ave.

201-768-7822 / 7:50–2:05 holyangels.org

9th–12th/Girls

19,825

530

EAST BRUNSWICK St. Bartholomew School 470 Ryders Ln.

732-254-7105 / 6:45–6 school.stbartseb.com

Pre-K–8th

Not provided

375

EDGEWATER Apple Montessori Schools 8 Adelaide Pl.

201-580-3945 / 7–6:30 applemontessorischools.com

Pre-K–K

Not provided

Not provided

EDISON Apple Montessori Schools 2825 Woodbridge Ave.

732-395-7489 / 7–6:30 applemontessorischools.com

Pre-K–K

Not provided

Not provided

Apple Montessori Schools 1876 Rte. 27

732-395-7489 / 7–6:30 applemontessorischools.com

Pre-K–K

Not provided

Not provided

The Wardlaw + Hartridge School 1295 Inman Ave.

908-754-1882 / 7–6 whschool.org

Pre-K–12th

15,200–43,400

475

ENGLEWOOD Ability School 75 Knickerbocker Rd.

201-871-8808 / 8:30–5:30 abilityschoolnj.com

Pre-K–8th

14,000

40

FAIRFIELD Glenview Academy 24 Dwight Pl.

973-808-1998 / 8:40–2:55 gramonfamily.org

5–15 yrs./Special needs

PSD

50

The Gramon School 24 Dwight Pl.

973-808-9555 / 8:40–2:55 gramonfamily.org

16–21 yrs./Special needs

PSD

50

New Beginnings 28 Dwight Pl.

973-882-8822 / 8:40–2:55 gramonfamily.org

3–21 yrs./Special needs

PSD

165

FRANKLIN LAKES Academy of the Most Blessed Sacrament 785 Franklin Lake Rd.

201-891-4250 / 9:25–3 ambs.org

Pre-K–8th

8,575

120

GLADSTONE Gill St. Bernard’s School St. Bernard’s Rd.

908-234-1611 / 7:30–6:30 gsbschool.org

Pre-K–12th

13,750–43,900

560

Willow School 1150 Pottersville Rd.

908-470-9500 / 7:30–5 willowschool.org

Pre-K–8th

14,800–34,280

120

HILLSBOROUGH Hillsborough YMCA Early Education Center 19 East Mountain Rd.

908-369-0490 / 6:30–6:30 gscymca.org/hy-eec

Pre-K

1,055/mo.

22

HOBOKEN Apple Montessori Schools 1055 Maxwell Ln.

201-275-0724 / 7–7 applemontessorischools.com

Pre-K–K

Not provided

Not provided

Apple Montessori Schools 220 Sinatra Dr.

201-898-5807 / 7–7 applemontessorischools.com

Pre-K–K

Not provided

Not provided

Mustard Seed School 422 Willow Ave.

201-653-5548 / 8:10–6 mustardseedschool.org

Pre-K–8th

10,700–23,900

255

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SCHOOL SNAPSHOTS Town/School/Address

Phone/Hours/Website

Grades

Tuition

No. of Students

JERSEY CITY Hudson Catholic Regional High School 790 Bergen Ave.

201-332-5970 / 8:15–2:15 hudsoncatholic.org

9th–12th

10,200

550

KINNELON Apple Montessori Schools 10 Maple Lake Rd.

973-850-4176 / 7–6:30 applemontessorischools.com

Pre-K–K

Not provided

Not provided

LAFAYETTE Lakeland Andover School 67 Rte. 15

973-383-0208 / 8–2:15 lakelandandoverschool.org

6th–12th/Special needs

55,800

35

LAWRENCEVILLE Saint Ann School 34 Rossa Ave.

609-882-8077 / 7:30–5:30 saintannschool.org

Pre-K–8th

5,000–7,000

230

LINCROFT Christian Brothers Academy 850 Newman Springs Rd.

732-747-1959 / 7:30–3:30 cbalincroftnj.org

9th–12th/Boys

17,200

850

LIVINGSTON Aquinas Academy 388 South Livingston Ave.

973-992-1587 / 7:15–6 aqanj.org

Pre-K–8th

240–2,700/mo.

230

Newark Academy 91 South Orange Ave.

973-992-7000 / 8–3 newarka.edu

6th–12th

43,435

625

MADISON F.M. Kirby Children’s Center of the Madison Area YMCA 54 East St.

973-377-4945 / 7–6:45 madisonareaymca.org

Pre-K–K

365–2,085/mo.

118+

MAHWAH Apple Montessori Schools 75 East Ramapo Ave.

201-762-4407 / 7–6:30 applemontessorischools.com

Pre-K–K

Not provided

Not provided

METUCHEN Apple Montessori Schools 12 Center St.

732-395-6404 / 7–6:30 applemontessorischools.com

Pre-K–K

Not provided

Not provided

ESSEX YOUTH THEATER In Residence at The Studio Playhouse, U. Montclair

“Essex Youth Theater—Where Every Child is a Star!”

ACTING CLASSES FOR KIDS! • Fall, Spring & Summer Sessions • For kids age 6-13 • Lots of individual attention in a friendly atmosphere • Every child gets a starring role!

Montclair’s Premiere Acting School for Kids! Now celebrating our 30th year!

973-746-3303

www.EssexYouthTheater.com

www.PerformancePediatricsNJ.com 142 Totowa Road., Totowa, NJ • 973.237.1975 156 Route 15 North, Lafayette, NJ • 973.862.6377

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SCHOOL SNAPSHOTS Town/School/Address

Phone/Hours/Website

Grades

Tuition

No. of Students

MILLBURN Alpine Montessori of Millburn 5 Bleeker St.

973-379-4710 / 8–6 alpinemillburn.com

Pre-K–K

7,000–15,000

65

MONTCLAIR The Deron School Montclair Campus 130 Grove St.

973-509-2777 / 8:15–3:05 deronschool.org

14–21 yrs./Special needs

PSD

120

Montclair Cooperative School 65 Chestnut St.

973-783-4955 / 9–3:15 montclaircoop.org

Pre-K–8th

10,000–24,000

163

Montclair Kimberley Academy 201 Valley Rd.

973-746-9800 / 8–2:50 mka.org

Pre-K–12th

23,000–43,000

1,042

MONTVILLE Craig School 10 Tower Hill Rd., Mountain Lakes (2nd–8th) 24 Changebridge Rd.., Montville (9th–12th)

973-334-1234 / 7:45–3:15 craigschool.org

2nd–12th/Special needs

Not provided

121 (combined for both campuses)

MORRIS PLAINS Apple Montessori Schools 1339 Littleton Rd.

973-936-9732 / 7–6:30 applemontessorischools.com

Pre-K–K

Not provided

Not provided

MORRISTOWN Delbarton School 230 Mendham Rd.

973-538-3231 / 8–6 delbarton.org

7th-12th/Boys

40,900

633

Morristown-Beard School 70 Whippany Rd.

973-539-3032 / 7:30–6 mbs.net

6th–12th

43,800–45,500

575

Villa Walsh Academy 455 Western Ave.

973-538-3680 / 7:15–3:30 villawalsh.org

7th–12th/Girls

19,000

200

MOUNTAIN LAKES Craig School 10 Tower Hill Rd., Mountain Lakes (2nd–8th) 24 Changebridge Rd., Montville (9th–12th)

973-334-1295 / 7:45–3:15 craigschool.org

2nd–12th/Special needs

Not provided

121 (combined for both campuses)

NEW BRUNSWICK YES Early Learning Center 115 Paul Robeson Blvd.

908-722-1881 / 7:30–5:30 ccdom.org

Pre-K

Contact School

195

YES Early Learning Center at St. Ladislaus 197 Somerset St.

908-722-1881 / 7:30–5:30 ccdom.org

Pre-K

Contact School

180

NORTH HALEDON Mary Help of Christians Academy 659 Belmont Ave.

973-790-6200 / 7–6 maryhelp.org

8th-12th/Girls

5,900–12,500

160

New Beginnings Annex at North Haledon 201 Squawbrook Rd.

973-808-6279 / 9–3 gramonfamily.org

6–10 yrs./Special needs

PSD

12

OAKLAND Apple Montessori Schools 192 Ramapo Valley Rd.

551-231-0356 / 7–6:30 applemontessorischools.com

Pre-K–K

Not provided

Not provided

PARAMUS Paramus Catholic High School 425 Paramus Rd.

201-445-4466 / 7–6 paramuscatholic.com

9th–12th

10,750

1,200

PLAINSBORO Montessori Country Day School 72 Grovers Mill Rd.

877-959-4186 / 7:30–5:30 montessoricorner.com

Pre-K–6th

Not provided

150

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SCHOOL SNAPSHOTS Town/School/Address

Phone/Hours/Website

Grades

Tuition

No. of Students

RANDOLPH Apple Montessori Schools 470 Millbrook Ave.

973-933-0919 / 7–6:30 applemontessorischools.com

Pre-K–K

Not provided

Not provided

RIDGEWOOD Holmstead School 14 Hope St.

201-447-1696 / 8:20–2:15 holmstead.org

8th-12th/Special needs

PSD

63

SADDLE RIVER Saddle River Day School 147 Chestnut Ridge Rd.

201-327-4050 / 8–3 saddleriverday.org

Pre-K–12th

13,800–42,000

312

SCOTCH PLAINS Union Catholic High School 1600 Martine Ave.

908-889-1600 / 7:30–2:10 unioncatholic.org

9th–12th

17,340

778

SHORT HILLS Far Brook School 52 Great Hills Rd.

973-379-3442 / 8:00–3:30 farbrook.org

Pre-K–8th

17,500–41,900

220

908-647-6419 / 7:30–5:30 pingry.org

K–12th

37,291–43,912

1,131

SOMERSET The Center School 2 Riverview Dr.

908-253-3870 / 8:45–2:45 thecenterschool.com

K–12th/Special needs

PSD

90

SOMERVILLE Immaculate Conception School 41 Mountain Ave.

908-725-6516 / 7:45–2:40 icsschool.org

Pre-K–8th

6,600

300

Somerville YMCA Early Education Center 2 Green St.

908-722-4567 / 7–6:30 gscymca.org/sy-eec

Pre-K

982/mo.

20

The Pingry School 50 Country Day Dr., Short Hills (K–5th) 131 Martinsville Rd., Basking Ridge (6th–12th)

We are currently enrolling 2 year olds through Grade 8 We can provide the best environment for social distancing with our smaller class sizes and spacious classrooms.

The Academy of the Most Blessed Sacrament, motivated by the love of Christ, ensures that each student receive a superior education in a caring Catholic environment. Committed to the pursuit of excellence, students are guided through a personal journey of faith, education and service in order to reach their God given potential to become individuals capable of living in a changing and complex society. 785 Franklin Road Franklin Lakes, NJ 07417

201-891-4250 www.ambs.org

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Experienced Speech-Language Therapists in Edison/Metuchen We are speech-language therapists who evaluate and treat children and adults in all areas of communication. We strive to provide a nurturing, creative and fun environment. New Jersey Family’s Favorite Kids’ Docs™ 344 Main Street, Suite A, Metuchen, NJ 732.689.1209 • sperlingspeechassociates.com

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SCHOOL SNAPSHOTS Town/School/Address

Phone/Hours/Website

Grades

Tuition

No. of Students

SUMMIT Oak Knoll School of the Holy Child 44 Blackburn Rd.

908-522-8100 / 7:30–5:30 oakknoll.org

Pre-K–6th/Coed; 7th–12th/Girls

15,000–42,900

505

SuperKids Child Care and Leaning Center 2 Broad St.

908-598-8383 / 6:30–7 superkidsnj.com

Pre-K–K

665–1,548/mo.

200

TINTON FALLS Ranney School 235 Hope Rd.

732-542-4777 / 7:30–6 ranneyschool.org

Pre-K–12th

11,000–34,000

675

Trinity Hall 101 Corregidor Rd.

732-291-1297 / 7:30–5:30 trinityhallnj.org

9th–12th/Girls

22,340

308

TOWACO Apple Montessori Schools 9 Waughaw Rd.

973-352-7381 / 7–6:30 applemontessorischools.com

Pre-K–K

Not provided

Not provided

UNION The Deron School Union Campus 1140 Commerce Ave.

908-206-0444 / 8:30–2:15 deronschool.org

3–16 yrs./Special needs

PSD

100

UPPER MONTCLAIR Lacordaire Academy 155 Lorraine Ave.

973-744-1156 / 8–4 lacordaireacademy.com

Pre-K–8th/Coed 9th–12th/Girls

10,000–15,000

252

WASHINGTON TWP. Immaculate Heart Academy 500 Van Emburgh Ave.

201-445-6800 / 7:50–1:55 ihanj.com

9th–12th/Girls

17,550

750

WATCHUNG Mount Saint Mary Academy 1645 Rte. 22

908-757-0108 / 7:50–3 mountsaintmary.org

9th–12th/Girls

27,100

283

WAYNE Apple Montessori Schools 25 Nevins Rd.

973-587-6435 / 7–6:30 applemontessorischools.com

9th–12th/Girls

Not provided

Not provided

Apple Montessori Schools 1219 Ratzer Rd.

973-587-6435 / 7–6:30 applemontessorischools.com

Pre-K–6th

Not provided

Not provided

Everbrook Academy of Wayne 918 Hamburg Tpke.

888-239-1981 / 6:30–6:30 everbrookacademy.com

Pre-K

Not provided

Not provided

WEST WINDSOR Children’s House of the Windsors 270 Village Rd. E.

877-959-4184 / 7:30–5:30 montessoricorner.com

Pre-K

Not provided

100

WHIPPANY Winston Preparatory School 901 Rte. 10 E.

973-500-6480 / 8–4 winstonprep.edu

Pre-K

Not provided

Not provided

BOARDING George School 1690 Newtown Langhorne Rd. Newton, PA

215-579-6500 / Boarding georgeschool.org

9th–12th

Day: 42,200; Boarding: 63,700

550

The Knox School 541 Long Beach Rd. St. James, NY

631-686-1600 / Office: 8–4:30; Boarding knoxschool.org

6th–12th and Postgraduate

25,000–60,000

147

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RAISING OUR GIRLS TO RAISE THEIR HANDS ©ISTOCKPHOTO.COM / MONKEYBUSINESSIMAGES

New Jersey mom Illana Raia has made it her mission to do just that.

I

By DINA EL NABLI

llana Raia, a Jersey Shore mom of two grown kids who raised her children in Saddle River, was a successful corporate lawyer in New York City when one day it dawned on her that her daughter didn’t know anything about how she spent her work day. “More than that, she didn’t know what any of my friends did, and they had some of the coolest jobs ever! Surgeons, CEOs, writers and Wall Street wizards—she didn’t see them in their element,” says Raia. “So when she was in middle school, I started taking her to see where they worked, and she loved it. The whole time we were doing this, I kept thinking girls everywhere should be doing this.” Enter Être, which means “to be” in French. Raia’s experience with her daughter inspired her to launch the powerful mentorship platform in 2016 to help girls figure out who they want to be. Fast forward to 2020 and Être has 90 middle and high school board members in 15 states and 10 Club Être chapters founded and run by Être girls, six of which are right here in New Jersey. Être’s success inspired Raia to publish her first book, Girls, Who Do You Want to Be? As Être grows and pivots to more virtual meetups during

the pandemic, its mission remains the same: to keep girls confidently raising their hands by introducing them to female role models early. Être hosts afterschool clubs, Lunch & Learns at companies and has a board made up entirely of tween and teen girls. We asked Raia to tell us how it all started and how our daughters can get involved. New Jersey Family: How were you able to get Être off the ground? Illana Raia: I launched the website in 2016, and wanted it to be a free resource site for girls in middle school to access curated links and quotes from inspirational women. I started sending cold emails each week to women I didn’t know but with whom I thought Être might resonate, letting them know about the mission and asking for their wise words. When Arianna Huffington wrote back six weeks later saying she loved the site and wanted me to write for The Huffington Post, everything changed. NJF: How did your daughter influence the way Être came to be? IR: When I saw my daughter fearlessly asking questions to my friends

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ÊTRE

about their jobs, something clicked. Her for s confidence, sparked by her curiosity ds or rl ing gi wise w -chang world and the way grown women took her IA A R A ILLAN seriously, was a turning point. Those early experiences with my daughter showed me that there was real value in putting girls directly in front of accomplished women and encouraging them to ask anything. NJF: How can girls get involved? IR: There are so many ways for girls to get involved with Être, and we’re always excited to think up new variations! I’ll give you three: Join the board. An organization is only as good as the ideas it hears, and being on our board means your voice gets heard. Our Board members are all over the country, diverse and highly engaged. Email us at info@etregirls.com, tell us a little about yourself (name, age, school, interests), and, if accepted, you’ll get a monthly board email with info about upcoming events (like our company Lunch & Learns) and five to ten questions about what we should do next. Those answers are everything to us—plus, being on a Board is good practice for later. Start a club. Always thought of yourself as a founder? Here’s your chance. Learn all about Club Être at etregirls.com/club-etre and see how easy it is to start, how flexible it can be and the scope of the impact you can make. Just fill out the form on the Club Être page, tell us where you are and we’ll help you every step of the way. Follow us on Instagram, Facebook, Twitter and TikTok (@etregirls and for the grown-ups, we’re on LinkedIn too) to see what we’re up to, who we’re meeting and where we’re headed.

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NJF: How do your school clubs work? Go to IR: Think of Club Être as a club-in-anjfamily.com/g irlscan box: easy to start, flexible enough to meet to read an exce rpt from Gi rls , Who Do You W any school’s needs and light enough to fit ant To Be? and to see a busy student’s schedule. Club Être exists to lis other girl power t of reads. help older girls mentor younger girls while spotlighting female role models. The clubs highlight school moms with interesting jobs, reach out to luminaries selected by the girls and think up fresh community service ideas. A few schools have even joined us on company Lunch & Learns. A girl who wants to start a club reaches out to us at etregirls.com/ club-etre, and we help her figure out what she wants the club to focus on and how often she wants it to meet. All she needs is a faculty advisor and a place to meet on campus. Because Club Être chapters are created and run specifically by a student for her school, we happily write college recommendation letters for our high school founders. We’ve watched them become innovators in their school communities and we’re too proud to keep quiet. NJF: Can you share examples of Être girls going above and beyond to give back during the pandemic? IR: I have been repeatedly impressed by girls’ responses to COVID-19—both from our members and girls we’ve interviewed. From the Cornell freshman who, armed with a 3D printer and a list of friends, prints 20,000 units of PPE a week to New Jersey high school girls who are starting home businesses, leading tutoring teams during remote learning or raising money for COVID organizations in need through art—today’s girls are meeting this pandemic challenge in remarkable ways.

FROM LEFT: (INSET) RACHEL MAREK, GIRL FRIDAY PRODUCTIONS. ©ISTOCKPHOTO.COM / YOBRO10

GIRLS, WHO U DO YO T WAN TO BE?

EMPOWERING GIRLS TO BE LEADERS

A

A national nonprofit organization popular in New Jersey prepares girls for a lifetime of leadership and resilience during tumultuous times. By MARISSA VIRAY

t this uncertain time, students are anxious and stressed. Classrooms have adapted the curriculum to incorporate a space for students to express themselves, identify fears and insecurities and learn coping mechanisms. Social and emotional learning is especially vital now and has been at the core of Girls Leadership, a national nonprofit, since 2009.

“I was raised in a culture where as a girl, I was taught to suppress my own needs and feelings in order to ‘keep the waters calm’ and be a lowneed child,” says Simone Marean, co-founder and chief executive officer of the California-based nonprofit, which empowers girls to cultivate the power of their voices. Founded by Marean and bestselling author Rachel Simmons, Girls Leadership offers culturally responsive and traumainformed programming that teaches girls, and their primary influencers— parents, caregivers and educators—the invisible, social and emotional skills at the foundation of leadership. When teaching leadership, Marean and Simmons observed that the barrier wasn’t the performance of skills nor readiness to lead, but the fear of what others think. This fear prevents girls from having the confidence to ask for what they need in their friendships. “There was something happening as girls became young women where they were taught to give up their power. They are rewarded for it! Gender expectations were limiting girls’ ability to speak up and self-advocate,” Marean says. “We saw the opportunity to reconnect girls to that innate power.” For more than ten years, Girls Leadership has offered professional development for educators, family-based programming and direct-service for girls. Its programming serves girls from kindergarten through high school and teaches them to exercise their voice. To-date, the organization has impacted 200,000+ girls and hopes to reach one million by 2023.

ADAPTING TO THE NOW ©ISTOCKPHOTO.COM/ MICHELE PEVIDE

FROM LEFT: (INSET) RACHEL MAREK, GIRL FRIDAY PRODUCTIONS. ©ISTOCKPHOTO.COM / YOBRO10

EXERCISING THEIR VOICES

As an organization rooted in in-person workshops, seminars and trainings, the pandemic had a deep impact on operations, forcing Marean and her team to embark on a new model. “During this crisis, when our girls have been isolated and experiencing new heights of mental health challenges, Girls Leadership has worked to deliver exactly what they need in order to come through this more connected, stronger and more resilient than ever before,” says Marean. In March, Girls Leadership provided free ‘Zoom-ba’ and meditation classes, book clubs and storytime sessions, educator tips for parents, and more to more than 20,000 girls, parents, and teachers ‘sheltering in place’.

By May, it piloted its first digital course and has since successfully shifted to an impactful online model, offering an array of programming rooted in authentic communication, courageous growth, equity and play. In July, the organization announced new research to deepen our understanding of how race, gender and income impact identity and leadership development. These new findings have impacted the way Girls Leadership, as well as schools and other youth-serving organizations, approach leadership training for girls across the country. As schools and organizations grapple with the challenges of safely educating kids, the social and emotional impact on our youth must also be considered. Educators must promote equity, community, empathy and healing. Social-emotional learning and healing-centered engagement must be the drivers of how our spaces operate. To learn about upcoming Girls Leadership programs, visit girlsleadership. org/programs and for more SEL resources, go to girlsleadership.org/ resources/blog. Head to njfamily.com/leaders for more information. —Marissa Viray is the chief engagement officer of Girls Leadership

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SYSTEM

Support

E

By JENNIFER KANTOR

ven before the added stress of the pandemic, and the struggle to cope with virtual and remote learning, high school has become a lot more challenging. The pressure on our kids to succeed and get into their dream college, or any school, is more intense than ever. Universities want to see rigor which puts pressure on more high school students to take AP classes. And if your teen is struggling with a particular subject, tutoring can make a big difference. Most tutoring spots are now offering virtual sessions which are

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How tutoring can help your teen succeed.

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©ISTOCKPHOTO.COM / MIODRAG IGNJATOVIC

©ISTOCKPHOTO.COM / MIODRAG IGNJATOVIC

Need tutoring options? Visit njfamily.com/ teentutoring for a full list.

a huge help for students having trouble understanding course materials in a homeschooling environment. The pressure starts in middle school, as early proficiency in math and language arts puts kids on a successive track that enables them to graduate with upwards of a dozen AP classes if that’s the direction they choose. “College applications are so competitive nowadays. Students are expected to be both well-rounded—take a ton of APs across all the different subjects from calculus to history—and be spiked, which means having a particularly strong talent in one or two areas, like music, science, sports or anything else,” says Krystle DiCristofalo, co-owner of the Summit-based My Ivy Education. “That’s a lot of pressure to put on teenagers.” Even if they aren’t taking AP classes, many students struggle to balance their classes with extracurriculars and life. Kids aren’t machines. Do they sleep? Not enough. Eat? Quickly. Get stressed? All too often. It really is a grind. Tutoring can help at any level, whether they’re trying to pick up their grades or are striving to get into a competitive school. With the intense one-one-one attention of a tutor, students learn quicker and more completely, making it easier to keep up with their course load and freeing up time to pursue outside interests. “Students find ways to truly understand the material, allowing them to pursue what they love to do without being bogged down by studying,” she says.

anecdotally by parents is for math,” says Michael Renick, principal of Wayne Hills High School. “The students who are below 4.0 GPA averages may be pushing themselves to achieve more by using tutors. Understandably, their parents want the best for them and seek out tutors to try to get them into the highest ranking schools as possible.”

BENEFITS BEYOND ACADEMICS

FOCUS ON YOUR TEEN’S UNIQUE NEEDS

An effective tutor can also help students prioritize. “Tutoring can be a great help not just in understanding and internalizing the material, but also in working on time management and executive functioning in order to get it all done,” says DiCristofalo, noting the adolescent brain develops at different rates, so an academically brilliant teen may struggle with the onslaught of demanding tests, projects and homework assignments. Having an expert—who isn’t a parent—set realistic timelines and expectations doesn’t just keep students on track, but helps kids develop self-sufficiency and planning skills. This is especially true when it comes to the subject many students need help with. “The number one private tutoring that is conducted

Health and happiness are of the utmost importance, as is remembering every kid is different and many may struggle with basic algebra while others need extra support to help them through an AP math class. “Children hit different plateaus throughout their lives academically, emotionally, physically and spiritually,” says Renick. “It is your job as a parent to help push your children past struggles and be the best person they can be. However, the reality is your child may have other talents and skills that are not measured so distinctly by academic numbers and achievements. Their strong suits may be empathy, compassion, character, leadership or athletics. We need to nurture those areas and build that capacity in our children.”

KNOW THEIR LIMITS This may sound stressful, but some tutors focus on reducing that. “Mental and physical health always matters,” says Christina Taber-Kewene, a Maplewood-based college adviser, tutor and admission expert. “Our high-achieving students are staying up all night, taking tons of classes, pushing hard and doing all that while being in sports, music and other high-needs activities. Tutoring can be a huge help. Although top-tier colleges do expect AP-level coursework when it is available to the student, many colleges don’t, and in fact, they favor GPA.” “So, an average student is doing herself no favors in taking courses beyond his or her current ability level,” continues TaberKewene. “I would rather see a student drop down a level in the weaker classes and push harder in her stronger areas than try to do AP classes across the board if it means she or he can maintain health, happiness and a strong GPA.”

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“THEY HELP ME DO THE THINGS I LOVE.” WHERE YOU GO FOR PEDIATRIC CARE MATTERS

BELLE’S STORY I was diagnosed with cystic fibrosis when I was two. Growing up with bad lungs is hard. When I told my parents I was going to play lacrosse, they thought I was crazy. But my awesome doctors and therapists at Goryeb Children’s Hospital, on the campus of Morristown Medical Center, knew I could do it. They’ve been on my team for 15 years, making sure I get to do the things I want to do. And now I play lacrosse in college.

Don’t Delay Care. We Are Here With Safety Measures in Place. Learn more about Belle’s story at AtlanticHealth.org/BelleStory

For information about Atlantic Health System’s comprehensive multidisciplinary pediatric specialty care, call 800-247-9580