"Transition" by Head of School Bob Henderson
One of the most pleasant responsibilities of a Nobles head of school is to get out on the road and visit with graduates doing fascinating things with their lives all around the country. This year so far I have spent time in California, Colorado and New York. The latter location was my most recent trip, in the middle of February. We get a great turnout for receptions in Manhattan, both because there are many Nobles graduates in the area and because it is relatively easy to select a central location. In contrast, there is almost no way to do that conveniently for most graduates in the Los Angeles area. The evening gathering this year in New York was in Midtown and over a hundred graduates showed up. Most of them were young, mostly from my era as head of school. It was a great time, and many stories and memories were exchanged. One conversation, however, struck me with particular power and poignancy.
A young man, now experiencing considerable early success in his nascent career, approached me as I was actually getting ready to leave the event. I was tired, after a long day of bouncing around the city, but there was a look in his eyes that made me stop my progress toward the door and fully engage. I had not had much of a relationship with him while he was a student at Nobles. In the spring of his senior year, I had to confront him in a major disciplinary incident, leading to a lengthy suspension from school. When I called him into my office to have a conversation about that incident, his judgment, and the implications of his choices, it did not go well. He was angry, resistant to my entreaties, unwilling to share much, and clearly in disagreement with my decisions. That discussion was unfortunately brief, and my relationship with him through the time of his graduation was tense and distant, despite my attempts to make it otherwise. I had not seen him for several years since he left Nobles. When at first he stopped me to chat, I rather dreaded where the encounter might go, the thought passing through my head that I had been so close to getting away clean from the reception!
It played out quite otherwise. This young graduate said to me, “I want you to know that the conversation you had with me that afternoon in your office was the inflection point of my entire life. I have never forgotten, and indeed I think I remember every word we exchanged. I didn’t make changes immediately because I had a lot to work out, but I ultimately altered the direction of my life because of you.” Stunned, I responded gratefully and promised to connect with him again at greater length at his upcoming reunion. I walked out of the reception with Bill Bussey, to whom I related the story. Bill said to me, “You have to admit, when you leave Nobles you are going to miss moments like that.” And I will, because they so profoundly affirm the commitment I made to a career working in independent secondary schools.
As I navigate the transition from my Nobles headship this spring to Cathy Hall’s next summer, I have found myself thinking more and more about why I have loved this profession and life. It has everything to do with kids and teachers, classrooms and assemblies, and moments like the one described above. The truth is that as we all navigate our adolescences, we have no idea what the experience means (although we think we do, often with misplaced bravado). I sometimes say that we should not ask any graduates about the impact of their Nobles experiences until they are at least 25 years old, when they have had time to weigh it in the context of their adult identities. There is no question that after this June 30 I will have many days where I miss terribly the Nobles community because I know it changes lives. And yet, there is another side of me that wonders, with great excitement and positive anticipation, if there are other ways that I can continue, in my next incarnation outside of Nobles, to live the mission of the school to inspire leadership for the public good. I think I, too, like the graduating Class of 2017, will need to move beyond Nobles to fully understand what it all meant.
Chamber Music Concert March 8
Don't miss the beautiful music of our talented chamber musicians on Wednesday, March 8, from 7:00-8:30 p.m. in the Recital Hall.
"Community Ties" by Head of the Upper School Michael Denning
As my AP European History class concluded on the Friday before Presidents’ Day Weekend, some students and I spent a few minutes sharing our excitement about the coming four-day break. Amid their talk of family trips and plans with friends, I offered how relaxing I thought it would be to spend several days in blue jeans and a sweatshirt, reading and spending time with family. Having made this comment, I expected that a conversation about reading or Netflix might ensue, but what followed instead was inquiry into my remark about my school and weekend dress codes: “Mr. Denning, if ties are no longer part of the dress code, why do you wear one every day, especially since… it seems… you do not like to do so?”
On some level, this question should not be surprising. In terms of their feelings toward dress codes, most students fall somewhere along a spectrum that ranges from “it is a mildly annoying nuisance” to “the dress code is totally ridiculous and unfair.” Frankly, it is the job of a student to dislike and rebel against any dress code, which is why having one can be such a valuable teaching tool.
At the risk of offending those in both dentistry and retail, I admit that I would much rather engage with the former than the latter: a visit to the dentist is rarely ever considered fun—although my dentist, a Nobles grad, is very funny—so I suspect this statement might tell you something about how I feel about clothes shopping. Ties and plain-colored shirts keep the challenge of knowing what to wear manageable, and that comforting idea goes a long way for me.
I suspect that my allegiance to a dress code, in general, and ties, in particular, also has something to do with a deep-seated desire on my part to emulate my father. The most important role model in my life, my dad wore a suit to work nearly every day of his extraordinary career. In addition, I wear a tie to school each day to honor the teaching profession and those who have come before me. While Oxford/Cambridge-style academic robes may be too far out of fashion, a tie seems, to me, to offer an appropriate level of respect. But if these reasons—and my insecurities about, and lack of interest in, fashion—were all there was to this, I would not be wasting your time with a discussion of my personal style (or lack thereof).
There are those who argue that gender-specific dress codes reinforce stereotypes that are as problematic as they are anachronistic. Without a doubt, I would agree with many of their points. Indeed, any serious discussion about dress code should include hard questions concerning identity, gender, class and culture. And I want to make clear that in this piece, I am not attempting to argue that Nobles should return to jackets and ties as the foundation of its dress code for men and boys. My point is this: while we might (and should) debate what the dress code should be, we should always have and enforce one because of the lessons it can teach students about the obligations of citizenship.
In recent years, mission and values-based schools such as ours have implicitly and explicitly identified entrepreneurship and design thinking as being important in the creation of leaders for the public good. Given the fresh, revolutionary, unorthodox thinking today’s challenges require, I am so glad that we have developed entrepreneurial, project-based pedagogies. Rest assured, there are more coming. At times, however, I wonder whether or not our emphasis (and that of the larger culture) on outside-the-box thinking might create too much individualism, narcissism, isolation and self-promotion, and not enough concern for community. In our desire to create the next generation of problem-solvers, leaders and entrepreneurs, do we inadvertently abandon our commitment to creating strong community stewards, teammates, workers and partners? Moreover, can one be any of the former without first being the latter?
Are there ways we can strike a balance between the need to promote entrepreneurship and the primacy of fostering citizenship? The answer to this question is, of course, yes, but these ways may be more easily discussed than accomplished. Though hardly a medieval hairshirt, my choice of school dress is a mildly uncomfortable (and admittedly traditional) means by which I affirm my own fidelity to community, citizenship and high standards, and acknowledge the obligations they require. The fact that I would prefer other dress (blue jeans and sweatshirts) makes my commitment all the more meaningful for me.
When we talk to the students about dress code and other community rules—being on-time for assembly and classes, parking restrictions, etc.—we do so because these are important ends in and of themselves. Indeed, we need these for our school to function well. However, they are more than just ends, but also means by which we remind students and ourselves of our collective responsibility for this community, one from which we all garner and enjoy great privilege, opportunity and security. Having rules that can be annoying is not only a price we pay to join this community, but also a tool we use to support the ethical development of its citizens. So when we present and enforce rules, please keep the long view and educational principles in mind and support us. By doing so, you support your children, too.
New Exhibition at Foster Gallery
Of Heaven and Earth
February 23 - April 7
These photographs in this series are long exposures of altered landscapes. Altered elements in the landscape interact with movements of heavenly bodies in the pictures.
The work stems from the gap between the knowledge of the vastness of time and space and the unshakable notion that the tiny acts we engage in each day matter. It comes from our notions of belonging to the land and the land belonging to us, from the allure of the single point perspective photography gives us. It is about the importance of a few hours in a very specific place, alongside the importance of the eternal and unending scale of time and space itself. It’s about mortality.
- David Shannon-Lier
Check out the latest Foster Gallery blog on Shannon-Lier's work.
"Stories as Pathways to Understanding" by Co-Dean of Diversity Erica Pernell
Beginning at the age of twelve, I spent every weekend of every summer traveling to play competitive fast-pitch softball. Between games, practices, and lessons, I spent many hours in the car with my parents. What I loved most about those car trips were my parents’ stories of neighborhood rock bands, sibling mischief, and schoolyard fights. In the stories, my parents were not telling me what to do, criticizing me, or assigning chores. They were suddenly people who existed previous to and separate from me. Their adult selves seemed to fade away and I got to see my folks as my peers: my dad getting in trouble with his mom for hiding a stray kitten in his room and my mom spending her summers riding bikes and camping at the beach. Their stories provided mirrors of my own lived experience. Seeing my own reflection in their tales immediately humanized my parents and ignited my desire to truly understand and know them. Their stories also provided windows into experiences that I did not share: my mom working multiple jobs to pay her way through college to major in math when she truly wanted to study fine arts and my preteen dad taking a bus to pick tobacco and caddy on the golf course on hot summer days to make money for his family. These glimpses into different realities developed my sense of perspective and respect for lived experiences that do not resemble my own. Through their stories, my parents offered me the gift of mirrors and windows.
It is only natural for storytelling to be a part of the educational experience at Nobles. When our students graduate, the most important thing we ask them to do is to lead for the public good. In order to lead for the public, it is critical that students are able to communicate effectively across cultural differences. This ability, also known as cultural competency or cultural intelligence, allows students to connect and work effectively with people who are radically different in terms of age, religious belief, nationality, race, gender, ways of thinking, political beliefs, ability and more.
In the same way that the mirrors and windows in my parents’ stories helped to bridge our generational differences, stories can be used to teach cultural competence and enhance self perception. Connecting these stories to larger systems in our society is a critical step in helping students to develop a sense of what leading for the public good truly means. Once we engage students through stories, it is essential to provide direct instruction in tangible cultural competency skills (see figure 1). Through telling stories, analyzing systems, and teaching skills, we hope that Nobles graduates are prepared to do their best work and bring out the best in others when collaborating with people with multicultural identities different from their own.
Along with the other members of the Diversity Initiatives team, I have spent the year listening to stories all over campus from various groups in diverse venues. From assembly to parent gatherings to middle school faculty meetings, it is clear that the process of knowing and understanding one another is well underway. Each community member’s perspective and experience is the most important thing they bring to school each day. The Nobles community is full of stories waiting to be told.
It is our hope that the stories and the learning continue at home. We encourage you to share stories with your children and take the time to listen to the stories of others in an effort to understand and connect. If you need inspiration, amazing resources exist to help with this task: the Storycorps website contains an archive of more than 65,000 stories from people all over the country and curates an impressive list of meaningful questions that can be used to inspire conversation. The stories my parents told me as we drove all over the country were not entirely unique to my family. The beauty of a story is that everyone can find a connection yet there are elements that make each tale completely unique. Next time you’re in the car, sharing a meal, or in a rush to get to the next activity, consider the time an opportunity to give and receive the gift of mirrors and windows.
In her poem “There Are No Honest Poems About Dead Women,” Audre Lorde asks, “What do we want from each other after we have told our stories?” In the Nobles community, stories are only the beginning. Stories foster understanding and inspire deeper learning and action. The whole process begins with a good question and an honest answer. So, what’s your story?
Rally Day 2017: Answer the Call!
The fourth annual Nobles Rally Day will take place on Friday, March 31. Rally Day is a one-day event when the entire Nobles community comes together to show their support for the school and its mission by making gifts to the Annual Nobles Fund (ANF). Gifts to the ANF strengthen every aspect of the Nobles community and help provide current students with challenging academic programs, diverse extracurricular activities and strong financial support.
Our goal is to bring in a total of 1866 gifts and pledges to the 2016-2017 ANF in honor of the year the school was founded. To help us achieve our goal, an anonymous donor will give $100,000 to the ANF if we reach 1866 by the end of the day on Rally Day!
Answer the call! In order to achieve this ambitious goal, we will reach out to the Nobles community all day on March 31 to ask for your support. If you have not yet contributed to the ANF this year, please join us by making your gift over the phone or online at www.nobles.edu/giveonline. Your participation will make a big difference and get us one step closer to 1866!
"Just Keep Pedaling" by Director of Academic Support Gia Batty
I have recently started teaching indoor cycling (spin) classes here at Nobles—an early morning class for adults and one in the afternoon for students. In the move from longtime spin class participant to instructor, I probably haven’t hit the magic 10,000 hour mark (yet), but I have definitely put in some time on stationary bikes this year.
There are a lot of things I love about spinning, but high on the list is that it allows for some excellent mind-wandering—that magical thing that happens when you stop focusing your attention on the task at hand, and your thoughts start to go all over the place. Mind-wandering gives way to creative problem solving, unexpected reflection and the generation of new ideas, and, for some reason, this happens for me a lot when I’m on the bike. During a recent mind-wandering moment while I was “pushing through the resistance” as I was instructed to do in a spin class I was taking, I started thinking about how so many of the instructions I give while I’m teaching on the bike (like having to push through resistance) can be applied to life off the bike.
Life lessons from a spin class? Really? I actually thought of four of them.
1. Don’t forget to breathe during the sprints.
One of the hardest things we do on the bike is sprint. Sprints are challenging, and the tendency for riders is to hold their breath until they’re done. This is not only dangerous (you could pass out), but it also makes it that much harder to recover quickly and sprint again. I always remind riders to breathe while they sprint. Off the bike, a sprint could be a big test or a presentation or an interview, and remembering to breathe will not only give your brain the oxygen it needs to perform at its best, but it will also relax and sustain you as you push yourself through something difficult.
2. The hardest part is getting started, but once you get that wheel moving, you’ll surprise yourself with how fast you can make it go.
There’s only one wheel on a stationary bike and it’s heavy—it weighs around 40 pounds—and riders can adjust the amount of resistance on it, making it harder or easier to get it to move. With a lot of resistance, it’s really difficult to get that wheel going, and it’s surprising how fast you can spin once you do. The same is true with the really challenging tasks we face outside the spin room. The hardest part is always the starting—writing the first paragraph, picking up the phone for what you know will be a difficult conversation, running your first meeting as the leader of a group—but once you get through that, you can build on the momentum you’ve created and get the job done.
3. Preparation is the key to a good ride
If your bike isn’t set up correctly, your knees or lower back will hurt. If you don’t bring water, you will definitely get dehydrated. If you don’t bring a towel, your sweat will sting your eyes and your hands will get slippery from wiping it off your face. Being prepared for class is the difference between having a great workout and actually hurting yourself. Off the bike, the importance of being prepared is obvious—for a test, a job interview, a presentation—and we remind students that it’s one of the things they actually can control.
5. Just keep pedaling
During a class, if your foot slips off the pedal or you knock your water bottle to the ground or you feel confused by the instructions, I always say the same thing: just keep pedaling. You can slow down if things are moving too fast and you can grab your water bottle when the song ends, but don’t ever stop pedaling. When our tendency is to throw our hands up when things get hard or confusing, we should try to keep this in mind. Slow down and ask for help so you can keep moving forward.
"We're All In This Together" by Director of Counseling and Licensed Psychologist Jen Hamilton
I was recently talking to friend about her teenage daughter when she asked me to recommend a good book to help her navigate some parenting issues. As I sifted through my mind for useful titles, it dawned on me that often with parenting, as with many other important matters, the conventional wisdom is constantly in flux. You could pick any topic— screen time, attentional issues, self-esteem—and find not only that advice has shifted over time, but also that it shifts depending upon which expert you consult. Some examples that jump to mind are: Is it best to let your baby 'cry it out' at night, or is attachment parenting the right approach? Should we provide scaffolding and supervision while our kids do their homework, or is a hands-off approach more effective?
Added to the confusion of disparate and contradictory advice is the fact that our kids sense when we are wavering on an issue just like sharks sense the tiniest bit of blood in a vast body of water. If your child perceives that you haven't quite made up your mind about whether or not he can keep his phone in his room overnight, his convincing arguments would make even Johnnie Cochran's head spin.
I imagine that I am not alone in having believed that once I became a parent, I would be able to tap into my knowledge, values, and intuition in order to know what to do through various stages of my children’s lives. But alas, we are overwhelmed by such love and awe and fear that it is hard not to second-guess many of our own instincts. The weight of your baby's body in your arms is nothing compared to the weight of awe and responsibility that you will hold for the next several decades of your life. Sometimes trusting our instincts is enough, but sometimes we all need some support and guidance around difficult phases and challenges.
Each year I receive many phone calls from parents looking for advice on issues such as setting and enforcing rules, understanding whether their teen’s behavior is normal, getting their kids to open up more, motivating their kids to work harder or help out around the house without nagging, and much more.
In my own experience, I have found that one of the most helpful things can be to talk with other parents about their successes and challenges. Gaining support and guidance from others who are also in the trenches and sharing openly about the things that are hard, the things that are funny, and the things that we are still trying to work on can be extremely reassuring. Often, it seems that everyone else has it all figured out. When you compare your own internal experience (occasional self-doubt around important parenting issues) with someone else's best external version (perfectly orchestrated Facebook page rife with perfect-seeming photos of family bonding, well-behaved and gifted children) it can intensify those difficult feelings of self-doubt.
I would love to propose a parenting discussion group at Nobles for anyone interested in getting together to talk about these issues. In addition to sharing and connecting around this most-important job, some strategies will be discussed for setting limits, getting kids to listen, and creating a space for kids to open up and talk.
We will meet on Monday, April 10 from 8:00-9:30 a.m. in the Castle Study. Please email me at JHamilton0f@nobles.edu if you are interested in joining the discussion. I always enjoy hearing from parents, and look forward to collaborating with many of you.
Class III Parent Reps
Dear Class III Families,
This Saturday, March 4th is the Head of School Dance hosted by Bob Henderson. Bob will be accompanied by Class III teachers who are chaperoning. If you would like to help set up for the event, feel free to join us on Saturday, March 4 from 1:00 p.m. to 5:00 p.m. Some details about the event from the Class Deans have been shared via e-mail with your child:
The event starts at 6:30 p.m. and the class deans have asked that students arrive on time.
Please use the Castle entrance overlooking the fields. Both the front and back gates will be open at drop off and pick up.
Dress Code: There is a specific dress code for the evening: boys need to wear a jacket, tie and nice pants; girls should wear a skirt or dress pants with a nice top or an appropriate length cocktail dress.
There will be a sit-down dinner as well as dancing and a photo booth.
Students are expected to stay until 9:30 p.m. The dance ends at 10:00 p.m.
Friday, March 10 is the last day before spring break. We wish you a wonderful break and look forward to seeing you when school resumes on Monday, March 27.
As we look ahead into the spring, we hope you will save the following dates:
Friday, April 21 from 8:00-9:00 a.m. - Parent Coffee in the Castle
Friday, May 19 from 7:00-9:30 p.m. - Parent Spring Social in the Castle
Susie Winstanley, firstname.lastname@example.org
Heather Markey, email@example.com
From the Co-Chairs: Kennie Grogan and Anne Kelley
March is a relatively quiet month for the PA compared to the flurry of activity in February. A huge thank you to all the class reps and parent volunteers who organized surprise class lunches, coffees, and many other parent events. Parent volunteers are constantly working behind the scenes to bring us all together and it has been wonderful to see so many parents on campus attending events and strengthening our parent community.
We also want to thank our Class III Reps and all those involved in making the upcoming Head of School Dinner on March 4 such a special evening for the Class III students.
Please mark your calendars for our April PA meeting on Wednesday, April 12 in the Castle Dining Hall from 8:00 - 9:15 a.m. We are finalizing our featured speaker(s) yet we are planning to have two to three faculty members share their experiences with our children everyday at Nobles. We hope you will plan to come!
As March break will soon be upon us, we wish you a relaxing break and we look forward to seeing you on campus thereafter!
Anne Kelley and Kennie Grogan
Class I Parent Reps
Dear Class I Families,
Thank you to all of the Class I parents that helped make our surprise Valentine’s Day Brunch such a success. The students really enjoyed themselves—and all came flooding into the Castle at the same time, adding to the “frantic fun” for all involved!
Please mark your calendars for March events along with some special upcoming spring events for our seniors. We will be using Signup Genius links to let you know about any volunteer opportunities.
Thursday, March 2, 8:00-9:30 a.m. — PA meeting in Castle
March 11, 26 — Spring Break
Monday, March 27, 6:00-8:00 p.m. — Senior Transition Series, Lawrence Auditorium
Tuesday, April 4, 6:00-8:00 p.m. — Class I dinners (off campus)
Saturday April 22, 9:00-11:58 p.m. — Nobles Prom
Friday, May 5, 6:30-9:30 p.m. — Class I Parent Social (parent event – Evite to follow)
Tuesday, May 30, 8:00 a.m.-3:00 p.m. — “The Way We Were” (Class I student celebration, details to follow)
Tuesday, May 30, 6:30-8:30 p.m. — Class I Projects Night (parents, Class I students, faculty and staff event)
Wednesday, May 31, 5:30-9:00 p.m. — Class I Night (Class I students, faculty and staff event)
Thursday, June 1, 6:30-9:00 p.m. — Awards Night (parents, Class I students, faculty and staff event)
Friday, June 2, 10:00 a.m.-12:00 p.m. — Graduation (details to follow)
Friday, June 2, Graduation Party — (student event – details to follow)
Enjoy spring break!
Sherri Athanasia, firstname.lastname@example.org
Rikki Conley, RikkiConley@comcast.net
Sarah Keating, email@example.com
Hi Class III families,
Class III is working hard right now finishing up the third semester. The Western-themed surprise lunch Class III enjoyed this semester was much appreciated. It was a wonderful respite from all the hard work of winter quarter and a nice way for the Class III students to gather together more informally. Thank you to all the parents who helped to organize this fun event.
Since January, all students have been very busy with their many academic commitments, including the U.S. History Research Project, their involvement in sports, the theater, and other extracurricular activities. As you may know, many of our Class III students were involved in, and performed in the musical Shrek. If you were able to get out and see it, you know how wonderfully successful the production was. We are sure that everyone is looking forward to vacation in order to relax and recharge for the final quarter of the year. To all of those traveling on Nobles spring break trips, we extend our best wishes for a safe and wonderful experience.
Through class meetings, assemblies and other announcements, our students have heard from a variety of study away program representatives over the past two months and we would like to applaud those who took the time and the risk to apply to study away from Nobles for either a semester of next year or for the entire academic year. If your child applied to study away, he/she should hear from the different programs by mid-April. If your child is accepted to one or more programs, he/she must make a decision and inform Nobles of this decision by May 1st. Your child should inform his/her advisor, Brooke Asnis (Dean of Enrollment Management), as well as the two of us. If you have any questions about this process or about the individual programs, please do not hesitate to contact us.
As we continue to push our mission, our students have also received multiple opportunities for service work abroad during spring break and the summer. Our students will have the opportunity to go to New Orleans, South Africa, Rwanda, Cambodia, Guatemala,China, Spain, Alabama/ Georgia, New Hampshire and Camp Sunshine (Maine).
As you may know, Class III has a special yearly event and this year it is held on Saturday, March 4th. As is the tradition for Class III each year, Bob Henderson hosts the Class III Head of School Dinner & Dance to mark the midway point of their upper school career at Nobles. This year will be special because it will Bob’s last head of school event. It is a great night for the sophomore class to be together, to recognize that they are halfway through their time at Nobles, and to start to think of who they want to be as a class. Each year, this event proves to be a wonderful night. We would like to thank all of the parents who worked to make this event memorable.
We look forward to a strong finish to the year with the Class III students, and we hope to see you on the Nobles campus this spring. We wish you and your family a relaxing and fun-filled March vacation!
Edgar DeLeon and Amy Joyce
Class II Parent Reps
Dear Class II Parents,
It's hard to believe we have March break in our sights! This year is flying by and we hope everyone is coping well with the challenges of Junior spring. Thank you so much to all the parents who came out to help with our Class II Surprise Lunch. The kids seemed to enjoy the festive Mardi Gras theme and especially the delicious menu prepared by food services.
Looking ahead, we have two remaining Class II parent functions. Please save the date for the Class II Parent Social on April 21 as well as the Class II Parent Coffee on May 3.
We hope everyone has a relaxing and fun spring break!
Your Class II Reps,
Middle School Parent Reps
Thank you to all who attended the second Middle School Parent Coffee last month. We learned a great deal from Head of the Middle School John Gifford and Director of Counseling Jen Hamilton on how best to encourage our children to make good decisions.
We are nearing the end of the third quarter at Nobles. Winter Afternoon Program has concluded, and spring break is fast approaching. Before the break there are a few important events to mark in your calendar. Of special note is the Class V trip to D.C. and the Class VI field trip and overnight stay in Boston.
Wednesday, March 1: The National Latin Exam for all Latin students, including EVL and Class V Latin students, will be held in the Castle Dining Room at 8:00 a.m.
Wednesday, March 1: Class VI students will participate in an Identity Week activity until 3:30 p.m. Parents may pick their Class VI student up any time after 3:30 p.m. at the Pratt Middle School.
Thursday, March 2: Class VI students will participate in an Identity Week activity until 4:30 p.m. Parents may pick their Class VI students up any time after 4:30 p.m. at the Pratt Middle School.
Monday, March 6 – Thursday, March 9: Class V Washington, D.C. Trip
Monday, March 6 – Thursday, March 9: Class VI Identity Week, including an overnight trip into Boston on March 6 and 7.
Friday, March 10: No school for the Middle School.
Saturday, March 11 – Sunday, March 26: Spring break.
Monday, March 27: School Reopens. No Afternoon Program.
Tuesday, March 28: Faculty Meeting at 3:15 p.m. No Afternoon Program.
Wednesday, March 29: Individual Advisor / Advisee meetings will take place for students and advisors to discuss the 3rd Quarter grades and comments. No Afternoon Programming.
Thursday, March 30: The first of several Accepted Student Visit Days will take place, and Spring Afternoon Program will commence.
We hope you have an enjoyable break, and we look forward to seeing you in the spring. Please let us know if we can provide any additional information or answer any parent-related questions.
Class V Reps
Kate Saunders, firstname.lastname@example.org
Kristin Welo, email@example.com
Class VI Reps
Melissa Janfaza, Melissa@janfaza.com
Sarina Katz, firstname.lastname@example.org
Class IV Parent Reps
Dear Class IV Parents and Guardians,
Welcome to March! The countdown to spring break begins. The longer days and warmer weather will be a welcome change.
First, we would like to let everyone know we are working on getting a new date for the Class IV Surprise Luncheon and as soon as that occurs we will let you all know.
Below are some of the scheduled events for March:
March 10: Last day of classes before spring break
March 11- 26: Spring break
March 27: School resumes
March 27-29: Afternoon program limited to varsity sports, including tryouts and Mainstage. There will be student/advisor meetings.
March 30: Afternoon program begins for all students.
Looking ahead, our Class IV Parent coffee will be held Thursday, April 13 at 8:00 a.m. in the Castle Library. The Class IV Spring Parent Social will be held on the evening of Thursday, April 27 from 6:30 -10:00 p.m. Please mark it on your calendars and join us in the Castle for great fun, food and conversation.
As always, please let us know if you have any questions or comments. We look forward to seeing you soon.
Catherine and Deanna