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“Hands Clear!” in New Orleans by Ben Snyder, Head of Upper School
Each March break since 2005, Sarah and I have ventured out in to the world with Nobles students and teachers—New Orleans, Vietnam, Cambodia, India and South Africa. I have written and spoken often about the benefits of these experiential learning opportunities—broadening one’s world view, building confidence to make a difference, the increased understanding of complex issues, and the growth that comes from taking on real challenges in unfamiliar circumstances. This year, however, I was reminded of another benefit of these opportunities that is often overlooked.
This March I was part of Nobles’ sixth trip to New Orleans to continue the recovery work from Hurricane Katrina (yes, there is still lots to be done, and there are still homes untouched almost seven years after the storm). Our group of 42 students and eight adults worked in schools, soup kitchens, community centers, on wetland restoration projects and home-building construction jobs. I was assigned to work with the St. Bernard Project, helping to rebuild the home of Bertha Wilson. Bertha is an 85-year-old disabled widow whose husband had been the pastor of the community church for decades. Her home on Buchanan Street was destroyed by the flood, and halfway through the rebuilding process her contractors walked away from the project, leaving an unfinished and unsafe building and making her yet another victim of contractor fraud.
Two teams of Nobles students quickly learned about painting and patching, but our two biggest jobs were to completely tile a bathroom and install baseboards and moulding throughout the entire house. The former required attention to a very precise set of requirements; the latter mandated real attention to safety as using an electric table saw was necessary to cut baseboards and moulding to exact measurements. Given that power tools were involved, I insisted that I oversee the baseboard project as two Nobles students from very different corners of the Nobles world set about their task.
One could not imagine two more different Nobles students. Jake is an athletic Class II boy—a big, strong two-sport varsity athlete with an easy sense of humor, his Nobles hat permanently on backwards with an affable and comfortable demeanor. A somewhat shy, unpretentious and friendly 5'1" senior for whom English is her second language, Ashley moved to Boston from Taiwan in Middle School and has availed herself of every opportunity at Nobles in the music and science programs. It was clear that while Ashley and Jake had regularly passed each other in the halls, their worlds had not crossed in any substantive way. Yet when put to this task over the course of two and a half days, they became an efficient and effective team.
My biggest concern, however, was the table saw. I definitely wanted both of them to return home with fingers intact. But I shouldn’t have worried at all. Quickly, they figured out their system—together they would measure and get the correct angles set and then position the piece of wood exactly on the saw. Jake would say, “Hands clear,” before he engaged the power. Ashley would respond, affirming, “Hands clear.” Then Jake would make the final cut. Their immediate respect and care for each other was clear. Two kids. Different worlds. One job. Safety first. New friends.
Travel, service and working with young people create many serendipitous moments. Sometimes our eyes are opened to new worlds. Often we are pushed to reflect on difficult problems. Yet almost always there is simply the positive impact that new friendships have on our lives and on our community. More than 140 Nobles teachers and students took all or part of their spring breaks to learn, grow and serve together. They brought back many things—interesting ideas and perspectives, a souvenir or two, and some powerful memories.
We also brought back new friendships (and perhaps new mantras like, “Hands clear”) that will make Nobles an even better place for all of us.
Don't miss the current exhibition, "Joo Lee Kang," which will be on exhibit through April 16, 2012. Kang will be on campus Wednesday, April 11, to speak in Assembly and visit classes.
Students and faculty alike have been delighting in Kang's virtuoso ball point pen drawings on paper of singular animals and plants. Through a process of repetition and copying, Kang duplicates, morphs, and mutates her drawings into larger constructions that appear as massive swarms of legs, limbs, and butterfly wings. Her artist's hand mimics both the seemingly "natural" process of life and growth and the way in which we, as humans, cultivate, control and manipulate the world in which we live. At first blush, the drawings and installations are lyrical, repetitive and harmonious. As longer examination reveals slight disruptions and corruptions, Kang seems to question whether we can believe what we are seeing. When the line between natural and man-made has all but disappeared, what is nature?
Up next in Foster Gallery: one of the most anticipated shows of the year, the "Student Show 2012: works from the AP Studios," will be on exhibit May 7– June 1, 2012. Our annual student exhibition showcases the breadth and depth of creative endeavors explored by students enrolled in the AP Photography, Ceramics, and Painting/Drawing programs at Nobles. There will be a Parents' Association coffee in the gallery with AP teachers and students on Friday, May 18.
Friday, Sept. 28, 2012
For further information, contact Katherine Minevitz at 781-320-7009 or email@example.com.
Class IV Reps: Anna Abate (left) and Marca Katz
Welcome Back Class IV Parents!
We hope that you and your children are feeling well rested as we head into the last quarter of the school year.
Here are the April happenings:
Wed., April 4—Course Sign-up Sheets Due
Wed., April 11—PA Meeting, MAC Parent Lobby, 8 a.m.
Thurs., April 12—Voice Recital, Lawrence Auditorium, 6 p.m.
Fri., April 13—Imani Concert, Lawrence Auditorium, 7 p.m.
Mon., April 16—No School, Patriots' Day
Fri., April 20—Techno Dance, Arts Center Lobby, 7 p.m.
Thurs., April 26—Jazz/Blues/Percussion Concert, Lawrence Auditorium, 7 p.m.
Fri., April 27—Spring Parent Social, Home of Marion and David Mussafer, 7 p.m.
As always, please feel free to contact us with any questions or concerns.
Class II Reps: Pat Burns (left) and Kristi Geary
Hello Class ll parents,
April is a busy month! On Thursday, April 12, at 8:15 a.m., we resume our monthly Class ll Parent Coffee with guest, Nobles Provost Bill Bussey. This will be held in the MAC lower lobby.
On Thursday, April 19, we will provide our lucky students with a surprise lunch, also to be held in the MAC lower lobby. If you would like to help, please contact Pat (firstname.lastname@example.org) or Kristi (email@example.com).
We are still working on details for the Spring Parent Social, which will take place the first weekend in May. A "save the date" and more info will be coming shortly. As second semester races by, it will be good to see one another at many of these events.
Let's keep in touch,
Pat and Kristi
From Community Service: Re-entry—Just Part of the Process
"Ok, I am home from far away. At least, I am 'kind of home.' The world here is very similar to when I left it; my friends are gearing up for sports seasons and social events, my family missed me and wants to hear all about my experiences and still, I feel strange. I keep thinking about the conditions I saw when I was serving in (New Orleans, South Africa, Romania, India), and I find myself feeling sort of out of place or time. Classes are starting new units, and I know I should have my head in the game, but I am having a sense of moving in slow motion. What is happening to me?"
It is not unusual for young people to experience re-entry issues getting back into school after experiences that broadened and deepened their view of life. As Linda and I talk with returning service participants, we hear the mature and responsible voices of kids who connected to the world they saw. They tell of new understandings about how difficult life can be for people (especially children) of poverty, disaster or disability. They have seen much, and reached out to who and what they saw. We are not hearing questions about whether or not they made a difference. Whether they planted a garden or carted much needed medicine halfway around the world, your sons and daughters feel a great deal of efficacy about the days they spent in service. What they wonder now is what to do about these complex, difficult issues now that they are home, and the pressing urgency of academics, college searches and relationships here have reasserted themselves.
While it is true that memories from a week or so of focus on the plight of those we meet while serving will indeed fade with time, in our experience for many young people, commitment to getting involved in being part of the solution does not fade. These "mountaintop experiences" which give one the sense of seeing wider vistas or into shadowed places can alter a young person's sense of what matters to them. It can help to shape a life of public purpose, or deepen one's understanding of who we are and how rewarding it can be to feel useful in the world.
So this time of returning to Nobles, returning to home, is a transition that is important to pay attention to as friends, teachers and parents. Everyone asks the question "How was your trip?" Young people do need to talk through what they saw, show you the photos, remember and process the events. And they need to move, too, into the new experiences here at home that follow normal routines.
For some kids, this leaves a gap. They experience both loss and even guilt at moments for having seen some of the extremities of life, and coming home to comfort and safety. This is perfectly reasonable, but call to us, the adults, to listen carefully, and aid in the bridging of these disparate worlds. The process of "coming home" takes time for some students. It helps to process aloud, and to find ways to stay connected to areas of need in more realistic ways than revisiting the country they just left. Can your son or daughter help the issues they discovered by helping to fundraise? Aiding the NGO in some way? Working to make the Nobles community more aware of the issue? Finding like-minded agencies working on similar issues that exist here in Boston? (Kids are often surprised to learn of orphanages right here at home, for instance.)
We know your kids are talking to you about all this. It is just part of the process of doing this kind of service. It is the reason we ask for journals from our kids; reflection through writing is key to sorting through the events and placing them in proper perspective for later action. And we know they are working on reorganizing themselves to be here in the moment, in Boston. Welcome back to all travelers.
Sandi MacQuinn and Linda Hurley
Class III Reps: Hillary von Schroeter (left) and Lyndsay Charron
We hope all of the Class III students enjoyed their March break and much deserved time off with their families.
Please put on your calendar: April 26, 7-9 p.m.—College Process Orientation for Class III
Additional April Dates to remember:
Wednesday, Apr 11, 2012, 8-9:30 a.m.
Parents' Association Meeting
Monday, Apr 16, 2012
Patriots' Day—No School
Thursday, Apr 26, 2012, 7-9 p.m.
College Process Orientation for Class III Parents/Guardians
We are also looking anyone who would like to having our Class III Spring Social at their home. If you are interested in hosting, please let us know as soon as possible. Email us at Hillaryvon@comcast.net and Charronl@comcast.net
We would like to thank all of the volunteers who helped us put together the Head of School Dance for Class III; it was much appreciated!
Hillary & Lyndsay
On Friday, January 27, 2012, the Upper School PIN reps met at the British School of Boston. Stan Mark Godoff, principal at Compass Educational Consultants (www.compass- edu.com), and Adele Horwitz, College Counselor at the British School, spoke about how parents can make the college process a more meaningful and rewarding experience for all.
Tips for the Whole Family to Enjoy the College Process
College Planning: Time to live a dream
While visiting beautiful schools, take advantage of this time with your teenagers by talking about their goals for the future and learning more about them. This is the time to help your children think about who they are/who they are becoming, what they value, and what their goals for themselves are.
Your children need to:
pursue their passions, not yours
take the lead in researching, contacting, and selecting schools
nurture relationships with the teachers and college counselors who will be writing their recommendations
write their essays themselves with their voice and perspective
focus on finding a school that is a good fit for them
You need to help your child:
manage their stress—don’t add to it
feel good about themselves
go through this process without rushing and stressing
make this process as positive an experience as possible
understand the financial aspect of selecting a college
What is your student’s passion?
Sometimes a person’s passion is easy to identify because it is something he or she excels at. Sometimes, however, it is harder to define. Perhaps they are passionate about learning, trying new experiences, or helping others. If your children have indentified their passions, encourage them to pursue them in and out of school.
Hiring tutors and educational consultants
If you can pay for a standardized test tutor and/or educational consultant, do it. Tutors help students:
learn to take the tests wisely, and improve test scores
Consultants help students:
find a school that fits their needs
diffuse some of the stress that can emerge between them and their parents during this process.
Increasingly, school counselors welcome the input from an educational consultant and willingly collaborate with them.
It is never too early to visit colleges.
Before junior year, casually visit schools to get a sense of place.
When you are on campus, get the student newspaper, sit in the student union and have your student observe the culture of the school.
Students and parents should use notebooks to write down first impressions and share them with each other.
For each school your student wants to visit, have him create 1- 3 questions that are school-specific and based on their interests and passions.
Admissions staff—What makes your school unique?
Tour guide—What other schools were you deciding between?
Alumni—What are some of lasting lessons you learned?
Selecting colleges: look globally
Encourage your student to look at schools outside of New England. When you have a physical separation, you often have a chance to get closer emotionally. There are also lots of new learning opportunities that occur when your student lives in a new part of the world.
Consider a gap year
A gap year can give a student the chance to pursue or discover a passion, take a well-deserved break, or do something new.
Your relationship with your son and daughter will last a lifetime and is more important than the name of the school they attend. Make the process fun for everyone. Good luck!
PIN has a new webinar that can be viewed on the site of its partner, Dragonflylearning.org:
Topic: Learning Styles and Perceptual Pathways: Tapping into Neurological Proclivities
Kinesthetic, auditory, or visual? Student learning styles are by no means consistent. Tailored teaching techniques and personalized study habits promote success in academics. What are the seven perceptual pathways and how can understand each unlock inherent potential? How do multiple intelligences and hemispheric dominance influence a student's ability to retain and reproduce data? Connect with leading neuroscientists to discover how students can maximize recollection and enhance academic performance with science-steeped methods.
Expert presenters: Gypsy M. Denzine, Ph.D., Dean, College of Education, Northern Arizona University; Dennis L. Molfese, Ph.D., Chancellor's Professor; Director, Brain Imaging Center; and Director, Developmental Neuroscience Laboratory, University of Nebraska-Lincoln.
Here are the instructions to access the webinar:
Complete the form with the following information and select “Register”:
Registration type = Parent
Enter your information (name, your personal user name, personal password, etc.)
Select Parents’ Independent School Network from the Institution list
Enter the Service Validation Code (SVC): 3LTLK5BH
PIN webinars are privileged information for staff and parents at PIN schools only. We appreciate your not sharing the password information with others.
If you encounter any difficulties, you may e-mail Support@CampusOutreachServices.com or call 888-773-7072 to access technical support staff.
We hope the Nobles community will take advantage of this resource and we welcome any feedback you have on the webinars.
Allison Matlack (firstname.lastname@example.org)
Lee Rubin Collins (email@example.com)
Nobles PIN Representatives, 2011-12
From the PA Co-Chairs
Welcome back! We hope you enjoyed some rest and relaxation over the break. Spring is always a busy time and this year is no exception. We hope you will join us at the array of parent activities coming up as well as at the class specific dinners and coffees.
Our monthly PA meeting is on Wednesday, April 11, at 8 a.m. in the MAC Lower Lobby. Biology teacher Deb Harrison and Director of Building and Grounds Mike McHugh will share details about how Nobles is reducing the school's carbon footprint. Below are a few things currently happening, please join us to learn more!
A dozen electric vehicles are used on campus instead of gasoline-powered vehicles to reduce fossil fuel emissions.
Nobles has a battery recycling collection at the Gleason Hall snack bar, to recycle single use dry cell batteries from students, faculty, and staff. “On average, each person in the U.S. discards eight dry-cell batteries per year. Additionally, most batteries are made up of heavy metals. Some of these toxic heavy metals in batteries include nickel, mercury and lead, which can threaten our environment if not properly discarded.”
Exterior lighting at Nobles is regulated by photosensors that turn on and off according to darkness and daylight. Interior lighting in many classrooms is turned off when there is no one in the room. You, too, can use photosensors to help save energy at home.
Patriot’s Day is Monday, April 16, and families are invited to join the Nobles community to watch the Boston Marathon and to cheer on the Nobles Marathon Fund Team. Students, faculty members, graduates and parents will be running, biking and rowing in support of the Nobles Marathon Fund which currently supports seven Nobles students annually. For more information on participating or attending the event, check out http://www.nobles.edu/marathon or contact Michelle Lynch at firstname.lastname@example.org or 781-320-7007. Please note that this year's gathering will be at a NEW LOCATION along the race route: 22 Croton Street in Wellesley. Come by any time after 10 a.m.; no need to RSVP, and all are welcome!
On Friday April 20, please join the Nobles PA for our final outing to Cradles to Crayons in Brighton from 10 a.m.–12 p.m. For further information, contact Jill Ellison at email@example.com. Do a little good while catching up with parents!
Middle School Arts Night is scheduled for Friday, April 27, in the Morrison Forum at 6:30 p.m. Class V and VI students will perform and their works of art will be on display. This is an entertaining night so bring the entire family! A bake sale will be held with proceeds going to a charity to be announced at Arts Night.
We look forward to seeing you!
Carolyn Harthun and Pam Notman
Parents’ Association Co-Chairs
The E-Newsletter is a monthly resource for parents. If you have comments, submissions or suggestions, please contact E-Newsletter Editor Julie Guptill at firstname.lastname@example.org.
You can find the current issue, along with back issues in the archive at www.nobles.edu/parentsnewsletter.
Dear Class IV Families,
We hope that all of your students enjoyed time over March Break to relax, refresh and perhaps reflect on travel, service or sport experiences.
As we come into the final stretch of the academic year, we want to warn students how quickly these next few weeks come upon us. In order to finish strong, students should make the most of meeting time with their advisors this week in order review the performance of last quarter, and to discuss improvement strategies in the final quarter.
Students will also be speaking with you and their advisors about course selection. we encourage every student to consider exploring new terrain in the visual or performing arts. Now that students have become accustomed to the way things work around campus, they can begin to find new niches of talent, while at the same time creating a more extensive and diverse peer network.
Finally, we would like students to consider what made their transition to Nobles successful, and offer their very warmest welcome to newly accepted students as they tour the campus in the coming days. This includes minor acts such as making sure the alcoves are clean and phoning prospective students the night before to introduce themselves. They should plan to meet their prospective students well before assembly, and introduce their visiting peers to other students, leaders of clubs, and teachers and coaches with whom the student will interact.
The year has been a great success thus far; let’s stay committed to a strong performance on all counts in the final weeks.
Dave Ulrich and Emily Parfit
Class IV Deans
Worry, Worry, Worry by Erika Guy, Dean of Students
I am a world-class worrier. I come by it honestly. One needs only to meet my mother or sister to understand my pedigree. Contemplating and evaluating adolescent development is one of my primary concerns and, at times, it tends to consume me. I weigh almost everything I read, see, hear or experience in my professional life in terms of what the net result might be for the adolescent journey. Given my chosen profession, this is, I suppose, an occupational hazard. As the cultural, societal and technological landscape slips, slides and shifts I find myself constantly trying to assess the gains, losses and impact upon the emerging adolescents (i.e., I often wonder if texting will, over time and evolution, lengthen the thumbs of a future generation of kids! Will the abbreviated messaging in tweeting curtail deep thoughts? Will play groups end resilience? Will specialization and the professionalization of childhood end creative thinking? Etc., etc.). Additionally, there is plenty in the news each day to deepen the worry lines.
When I work myself into a frenzy about the kind of world we are creating for future generations, I often assuage my fears by going back to the tried and true balm of what is known as the “40 Assets.” This list of developmental milestones that help to predict healthy development throughout the adolescent years has often rescued me from the spiral of negative thinking. When I read through the list of assets I see so many bright spots…so many “points of light” in what we are working toward at Nobles. I have excerpted some of that list below:
40 Developmental Assets® for Adolescents (ages 12-18)*
1. Family support—Family life provides high levels of love and support.
2. Positive family communication—Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents.
3. Other adult relationships—Young person receives support from three or more nonparent adults.
4. Caring neighborhood—Young person experiences caring neighbors.
5. Caring school climate—School provides a caring, encouraging environment.
6. Parent involvement in schooling—Parent(s) are actively involved in helping young person succeed in school.
Boundaries and expectations
11. Family boundaries—Family has clear rules and consequences and monitors the young person’s whereabouts.
12. School boundaries—School provides clear rules and consequences.
13. Neighborhood boundaries—Neighbors take responsibility for monitoring young people’s behavior.
14. Adult role models—Parent(s) and other adults model positive, responsible behavior.
15. Positive peer influence—Young person’s best friends model responsible behavior.
16. High expectations—Both parent(s) and teachers encourage the young person to do well.
26. Caring—Young person places high value on helping other people.
27. Equality and social justice—Young person places high value on promoting equality and reducing hunger and poverty.
28. Integrity—Young person acts on convictions and stands up for her or his beliefs.
29. Honesty—Young person “tells the truth even when it is not easy.”
30. Responsibility—Young person accepts and takes personal responsibility.
31. Restraint—Young person believes it is important not to be sexually active or to use alcohol or other drugs.
32. Planning and decision making—Young person knows how to plan ahead and make choices.
33. Interpersonal competence—Young person has empathy, sensitivity, and friendship skills.
34. Cultural competence—Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
35. Resistance skills—Young person can resist negative peer pressure and dangerous situations.
36. Peaceful conflict resolution—Young person seeks to resolve conflict nonviolently.
37. Personal power—Young person feels he or she has control over “things that happen to me.”
38. Self-esteem—Young person reports having a high self-esteem.
39. Sense of purpose—Young person reports that “my life has a purpose.”
40. Positive view of personal future—Young person is optimistic about her or his personal future
**Search Institute, 615 First Avenue N.E., Suite 125, Minneapolis, MN 55413; 800-888-7828; www.search-institute.org. All Rights Reserved. The following are registered trademarks of Search Institute: Search Institute®, Developmental Assets® and Healthy Communities • Healthy Youth®.
When the 40 developmental assets are not enough, I think back to an exercise that I use with my Personal Development class. Through a process of elimination, I ask students to identify from a long list of values, three BEDROCK core values. I am always heartened by the words they choose and the values they defend adamantly and articulately. PHEW!
Thanks for reading,
Purchase All-School and Class I Photo
The 2011-12 all-school photo—AND Class I photo—are still available to purchase online. Either would make a great gift or memento, especially for a graduating Class I student or Class V student who will be stepping up this year.
To access THIS years' photos, visit http://www.panfoto.com/photography/schools/detail.cfm?RecordID=1048.
You can also order earlier years' photos: http://www.panfoto.com/photography/schools/index.cfm (Scroll down and click on "Noble and Greenough")
Class I Reps: (from left) Amy Reiner, Jane Rigoli and Lynda Macdonald
Welcome back and happy spring! Hope that you all had a relaxing March break and that re-entry to the school routine has gone smoothly! The first week back was a busy one, with the class being surprised for lunch on Friday. The “Mexican Fiesta” was a HUGE hit and the kids really enjoyed themselves. A great big thank you to all of the parents who helped contribute to the event and to Anna’s Taqueria for providing the food.
Coming attractions for the month of April:
Friday, April 6 : Parent Coffee—Isabelle Loring, Kristen Atwood, Carol Grant and Lily Ham are hosting the class for a morning of coffee, tea and stories. Hope you can join us. 5 Polo Field Lane, Dedham, 8:30-10:30 a.m.
Friday, April 13: "The Way We Were” Planning Meeting in the MAC conference room—Plans are underway for the year-end celebration for the class and volunteers are always welcome. The event will be on Tuesday, May 29, from 11 a.m.-1 p.m. Come and join the fun and help bring the seniors back to the carefree days of childhood for an afternoon of games, ice cream and more. No worries if you cannot make the meeting, please contact either Carol Rosner (email@example.com) or Rebecca Kotkin (firstname.lastname@example.org) and they will get you involved.
Friday, April 20: “The Way We Were” Baby Picture due. Please submit a photo of your child from age 3 or younger for the “Guess the Baby” game at “The Way We Were.” This very popular game is a huge hit with the Class I students and we hope to have every student on the board. There are two options for submitting photos:
Option 1: Bring the photo to Carol Derderian at the front desk. Please put the photo in an envelope marked with your child’s name and “Senior Baby Picture Project.” Please email us to let us know that the photo has been dropped off with Carol. We will scan the photo and then return it to you via U.S. postal service. If you would prefer that we do not mail your photo back to you, just let us know and we can make other arrangements.
Option 2: Send photo as an attachment via email to Kathy Parent (email@example.com)
Thank you for your help with this fun event. If you have any questions, please feel free to contact Kathy Parent (firstname.lastname@example.org) or Linda Cabot (email@example.com).
Tuesday, April 24: Class I Transitions Night—Come and hear from Dean of Students Erika Guy and the Class I Deans Nahyon Lee and Meghan Hamilton about the transition process from Nobles to college. Hope to see you at there. Morrison Forum, 7-8:30 p.m.
Saturday, April 28: Nobles Prom: The Junior-Senior Class Prom will be held at the Fairmont Battery Wharf Hotel, Boston from 9 p.m.-midnight. In addition, there will be a pre-prom dinner for seniors and their dates at Paparazzi in Wellesley at 7:30 p.m. Please check the weekly newsletters for further details. Students are responsible for arranging their own transportation.
Looking ahead to May, please mark your calendars for our final Class I Parent dinner, Saturday, May 12. Details to follow shortly.
This is a busy time for parents and students in Class I. If you have any questions or concerns, please feel free to contact one of us. This has been a wonderful year for our seniors due to the time and energy you have put forth on their behalf. Thank you for all of your support!
-Amy, Jane and Lynda
Middle School Reps: (from left) Leslie Del Col, Sarah Paglione, Brooke Sandford, Carol Taiclet
Welcome back! We hope that everyone had a restful break and you are ready to hit the ground running. April is a particularly busy and fun-filled month at the Middle School.
Spring Athletics have begun! Please consult the athletic schedule at www.nobles.edu/athletics for practice and game times and dates.
April 3, April 5 and April 9—New Student Visit Days for newly accepted students (FYI: all Class VI students are assigned as hosts, but not all accepted students come to visit, so some students may not get to serve as a host student.)
April 11—Parents' Association Meeting, 8:15 a.m. MAC; Biology teacher Deb Harrison and Director of Building and Grounds Mike McHugh will talk about all of Nobles’ "green" initiatives.
April 14, 15, 16—No Homework Weekend
April 16—Patriot’s Day, No School: Marathon Monday! Come join in the Marathon fun as a Nobles participant or fan! All members of the Nobles community are invited to take part in the 2012 Marathon fund. Each year, participants raise money and run the quarter-, half- or full-marathon; bike alongside the route; or even erg on the sidelines. If you are interested in getting involved in the Marathon Fund, please email firstname.lastname@example.org. For more information, please visit www.nobles.edu/marathon.
April 20—Class VI Parent Social; more information to follow
April 21—Class V Parent Social; more information to follow
April 23—Long Advisory Meetings, 2:30-4 p.m.; No MS Afternoon Program
April 26—Jazz/Blues/Percussion Concert, 7-9 p.m., Lawrence Auditorium
April 27—Middle School Arts Night and Bake Sale, 6:30-8 p.m., Morrison
May 1—Class VI 'Round the World Culminating Event, Morrison Forum, 6 p.m. Come help Class VI students celebrate all of their hard work and see their RTW projects. This is a must see event for all families!
May 4—Middle School Social/Dance, 7-9:30 p.m., MAC
As always, please feel free to contact us with any questions or suggestions. We look forward to seeing you at these events or out on the playing fields.
Class V Reps
Carol Taiclet (email@example.com)
Brooke Sandford (firstname.lastname@example.org)
Class VI Reps
Sarah Paglione (email@example.com)
Leslie Del Col (firstname.lastname@example.org)