Nobles Parents' E-Newsletter

March 2018

Nobles Parents' Newsletter March 2018

Foster Gallery Show



From 3/1-4/6, Foster Gallery will feature an exhibition of works by Vermont artist Natalie Blake, entitled "Elementals: Rhythms of the Earth." Blake's work features intricately carved ceramic vessels in bright yellows and blues; elaborate tile murals that speak to nature, renewal and growth; and a new body of sculptural work that activates architectural spaces with flowing rhythms and patterns.

 

Save the Date for Grandparents' Day



Grandparents Day at Nobles

Save the Date!
Grandparents Day
Friday, May 4, 2018

Invitations will be mailed to grandparents in late February.

For further information, contact:
Special Events Coordinator Katherine Minevitz 
minevitz@nobles.edu or 781-320-7009

"A Call for Farmers: It’s Spring, Time to Plant the Seeds" by Head of the Upper School Michael Denning



Hope springs eternal in the human breast;
Man never is, but always to be blessed:
The soul, uneasy and confined from home,
Rests and expatiates in a life to come.
                       
—Alexander Pope (1733)
 

Late this month, we will welcome to campus students from this year’s competitive applicant pool to whom we were able to offer admission. This “yield period” is short but intense, a brief window during which we will work to enroll talented individuals possessing more than one great educational opportunity. I love this challenging time, when we have the privilege of getting to know those who will create Nobles’ future while affirming and rearticulating the promise of a Nobles education. Indeed, the yield period ushers in the springtime of our school’s annual calendar, evoking wonderfully hopeful thoughts of renewal, potential, and dreams for the future.

A primary goal during this period is to offer prospective community members a clearer view of the joyful, hopeful, ethical and supportive community that Nobles is. Our students, families, graduates, faculty and staff are tremendous ambassadors, and we are confident that if admitted families were impressed enough to apply, many will be all the more excited about Nobles when they see the renovated Baker Building and the new Academic Center and Putnam Library, and learn more about who we are and all we have to offer. But when the questions about programs and facilities have been answered, many prospective students and families will turn their attention to our community’s values. I am perhaps most thankful for these moments because they allow me to talk about those elements of a Nobles education that make the greatest differences in the lives of our young people and in the communities they will serve.

I must admit that I approach this year’s yield period with a greater sense of urgency, not because I am especially worried about enrollment, but because the values that serve as the bedrock of our community have perhaps never been more important or more under attack. I am sorry to say it, but my generation, the one currently charged with nurturing and improving our communities, our republic, our international institutions, and our environment, has not done a great job with the tremendous opportunities the previous generations afforded many of us or the inviolable responsibilities with which we were entrusted. On our watch, rational and healthy skepticism has too often been superseded by anti-intellectual cynicism and ideology. Perhaps more importantly, the profound sense of hope that is so necessary to inspiring peace, cooperation, justice and “more perfect” and prosperous unions has often been overwhelmed by hateful ideas and speech, intransigence, bias, bigotry, fear and discrimination.

A short time ago, I found myself discussing the challenges of developing responsible, ethical and engaged citizens—and the roles schools can and should play in these endeavors— with a longtime friend of Nobles. Wise, thoughtful, generous, and invariably understated, my friend leaned in at one point and, in a tone that conveyed both his resolve and his dismay, stated, “In a world with too many miners, we needed to figure out how to develop more farmers.”

Of course, Nobles is neither an agronomic school nor an institute for geological sciences, but my friend’s metaphor elegantly captures the powerful ethic of hope so lacking in today’s public discourse but so deeply embedded in our school’s values: “When I say we need more farmers and fewer miners, I am not intending to be critical of hard working folks who mine to live, who engage in that work out of necessity, and who endeavor to provide sources of energy for others...The ethics and efficacy of fossil fuels are different conversations. I am talking metaphorically about those, in all walks of life, whose primary purpose is to gather for themselves as much of the world’s resources as they can. In my view, these folks are “miners.” While farmers nurture the soil while they take resources from it, endeavoring to leave the land for future generations as good or better than they found it, miners take from the earth without replenishing it, leaving less for the generations to follow. Our schools need to develop farmers instead of miners.”

The anti-democratic philosopher Thomas Hobbes suggested that life in free societies is best understood as a state of war in which our inherently selfish and aggressive nature yields existences that are “solitary, poor, nasty, brutish and short.” Alas, Hobbes’ ideas and vision have enjoyed a renaissance in recent times. But before we completely relinquish the floor to Hobbes and his pessimistic and cynical disciples, I would suggest that we consider, again, the millions of American citizens and residents—business people, teachers, doctors, scientists, firefighters, and countless others, hailing from all walks of life, including farming and mining—who have worked together and risked their lives to prove him wrong, time and again, for more than two centuries. In these folks, and in the ones now coming of age and coming to Nobles, hope springs eternal.  
 

"The Three 'Ex's of Anxiety" by Director of Counseling Jennifer Hamilton, LEP



There has been increased media focus over the past several years on anxiety; teen anxiety, in particular. Anxiety is a normal reaction to stress that most people experience from time to time, and it can actually be beneficial in some situations. It can mobilize us to act, motivate us, and even protect us from entering dangerous situations. For some people, however, anxiety can become excessive and can affect day-to-day living, causing fear, avoidance, or paralysis.

According to the National Institutes of Mental Health, anxiety disorders are the most prevalent mental health diagnosis, with 25% of teens aged 13-18 diagnosed at some point during their teen years. Anxiety is highly treatable, but tragically many people who are struggling do not seek treatment (up to 80% of teens do not seek support) and left untreated, it can have a profound effect on one’s ability to enjoy life.            

Anxiety disorders develop from a complex set of risk factors, including genetics, brain chemistry, personality style, life events, and learned habits. Yet no matter the underlying causes, the way we think and talk about anxiety can have a profound effect on how it is managed and experienced. There is a physiological reason that anxiety feels the way it does, and it can be helpful to explain this to teens so that each time they feel their heart racing, their stomach drop, or any of the other myriad anxiety symptoms, they understand that these sensations are not necessarily a signal that something horrible is happening to them.

When we begin to worry, our prefrontal cortex imagines all of the terrible scenarios that could potentially unfold. The brain perceives these worries as a legitimate threat and the amygdala (a very primitive part of the brain) jumps into action, effectively shutting off our higher-order thinking processes and putting us in “fight or flight” mode. The adrenal glands release norepinephrine, which is responsible for many of the unpleasant feelings that we associate with anxiety. These chemicals cause our hearts to race, our digestion to shut down, our blood pressure to increase and our pupils to dilate. All of these things happen for an evolutionary reason: These reactions allow the blood to pump harder and to be diverted to our large muscles so that we can flee potential danger. It doesn’t matter to our brains that we are not being chased by a saber-toothed tiger… even a math test or an awkward social situation can be enough to signal this response in our bodies, and as anyone who has ever experienced this knows, this host of physiological sensations can be quite aversive. Very often, we try to avoid anything that might cause us to have these feelings. 

The conventional wisdom around how to best treat anxiety has shifted and expanded over the past several years. Many people used to believe that the best way to deal with anxiety was to try to avoid the very thing that causes it. While this makes perfect sense at face value, the problem is that if we adjust our experiences in order to avoid anxiety-producing situations, we inadvertently send the message that the thing that is making us anxious truly is noxious, thus increasing the worry! You really can’t get rid of anxiety; human beings are designed to worry! The key to treating anxiety is in shifting the way we think about it, and arming ourselves with the tools to cope with worries.

The book Anxious Kids, Anxious Parents: 7 Ways to Stop the Worry Cycle and Raise Courageous and Independent Children, by psychologist Lynn Lyons, forever changed the way I think about (and treat) anxiety. A strategy that she suggests, “The Three ‘Ex’s of Anxiety,” are extremely helpful in arming and empowering students with the skills to cope with their worries.

  • Expect: Instead of viewing anxiety as a sign that something is wrong, think ahead about what anxiety feels like to you, and when it is most likely to happen. If, for example, you tend to feel anxious in social situations, you can think to yourself, “I always start to sweat and get an upset stomach when I go to parties…” Then, when those feelings come up, you can recognize they’re normal for you under these circumstances, and not a signal that you need to avoid the situation.
  • Externalize: Seeing the worry as something separate from yourself lets you examine it and make a different choice about how to proceed. For example, when anxious feelings arise, you can tell yourself  “Here comes Anxiety, right on cue—I was expecting you. You always show up when I’m in social situations.” It sounds corny, but it truly is effective! Over time, this approach helps people tolerate doing things that are difficult for them and the anxiety begins to lessen.
  • Experiment: Purposely choose to try something different. For example, if at a party your anxiety is telling you to avoid people, you could instead do the opposite and plant yourself right in the kitchen where large groups of people are gathered. 

In essence, you acknowledge the fear, expect it, talk back to it, and do it anyway. Using these strategies trains our brains to become more flexible. We can actually change our neural pathways by adopting these different ways of thinking and behaving. Learning to cope with anxious feelings decreases anxiety over time. 

As always, I love hearing from you and invite you to get in touch with me at  if you’d like to discuss anxiety, or anything else.

"Social Media Can Increase Your Child’s Brain Size…Or Can It?" by Director of Academic Support Michael Hoe



“Hold on, mom! ...clickclickclicktaptaptapbeepbeepbeep… What did you say?” 

This has become an all too familiar situation to parents today, as clicktapbeeps of the “new” social networks (Snapchat, Instagram, etc.) have invaded our “normal,” daily conversations. Online social networking has been at the forefront of our minds as a distracting and potentially dangerous way for children to interact with people. Nonetheless, humans are innately social beings, and recent research conducted by Bickart and colleagues (2011) might indicate that larger and more complex social networks can actually increase the volume in specific regions of the brain.

The study’s participants included 58 adults between the ages of 19 and 83. The researchers used the brain imaging techniques combined with the Social Network Index (SNI), a tool to assess types of social relationships, to determine the size and complexity of the participants' social networks—examining measures such as frequency, variability, and closeness of interacting with their social peers. The results indicate that adults who scored higher on the SNI exhibited increased volume in the amygdala, the region of the brain most commonly associated with emotion, fear and other primitive responses. According to the researchers, the amygdala also helps to “identify, learn about and recognize socioemotional cues.” The implications of this study could be groundbreaking—providing a potential way to neurologically capitalize on the inherent social nature of humans. This is especially exciting since today’s younger generation has become increasingly reliant on social networking for daily communication. Furthermore, this study could serve as a potential proponent for the benefits of online social networks if they actually do increase useable areas of the brain such as the amygdala.

However, while this study is promising in examining how social networks might influence both brain volume and “people skills” of today’s developing children and adults, it is important to note that the SNI only accounts for in-person contact, and much of the scoring criteria are vague and too subjective to make any objective correlations. Furthermore, the relatively small sample size (58) and the large age range of the participants (19-83 years) makes it difficult to represent a “focused enough” sample in order to make a meaningful correlation between amygdala volume and social network size/complexity. The study also does not account for the technological social networks that today’s youth rely on or for overlapping contacts across different social networks. Thus, as of now, the findings presented in this study should be taken with a grain of salt.

So what does this mean for your child?  Should face-to-face interaction be valued and emphasized more to humans today? (In my opinion, yes). Or, could technological social networking platforms actually nurture and develop our people skills?  Either way, it is important to consider that human, face-to-face interactions are still widely prevalent in schools, work and other real-world contexts.

Ultimately, helping our students build and develop people skills in a comfortable, professional, and proficient manner should be a priority—regardless of the platform. In a world of shared Google Docs and study guides, electronic classroom threads, and other technological tools, in many ways, nothing can beat a good, old-fashioned, face-to-face meeting with a teacher for extra help. Don’t get me wrong, I am a huge proponent of technology in education and think it has incredible use and power to enrich the learning experience. However, I always want to emphasize students seeking additional support in person from their teachers, from our Office of Academic Support, from their advisors, from their coaches, and from you, their parents. An effective in-person meeting is an invaluable experience for all parties involved that makes humans...well, humans.  So maybe it’s time for a family vacation sans social networking-enabled devices…but don’t forget your camera.

 

References

Bickart, Kevin C, Christopher I Wright, Rebecca J Dautoff, Bradford C Dickerson, and Lisa
Feldman Barrett. “Amygdala Volume and Social Network Size in Humans.” Nature Neuroscience 14, no. 2 (December 26, 2010): 163–164. doi:10.1038/nn.2724.

Cohen, S., Doyle, W. J., Skoner, D. P., Rabin, B. S., and Gwaltney, J. M., Jr. (1997). Social
ties and susceptibility to the common cold. Journal of the American Medical Association, 277, 1940-1944. Journal of the American Medical Association, 277, 1940-1944.

"Going to Disney World and Not Going On the Rides" by Director of EXCEL Ben Snyder



As I walked into Copley Place on a bright and cold Friday afternoon in January, the sight was overwhelming. Thousands (yes, thousands) of professionally-dressed teenagers of all sizes, shapes, hair colors and 42 nationalities were huddled in hotel lobby corners and conference rooms doing their best to positively represent their assigned country at the Harvard Model United Nations (stick with me...we’ll get to Disney World).

Over the last decade, French teacher Amadou Seck and chemistry teacher Sheila McElwee have built the Model United Nations and Debate clubs into thriving student organizations. Each year more students join, engage in the complex Model UN and Debate events, win more awards, and seem to enjoy and value the experience more and more each time.

What struck me the most in my visit was how earnest and thoughtful our students were. I saw students advocate for positions in front of the Organization of American States, negotiate trade agreements, settle on political arrangements, advocate for human rights and more. All Nobles students represented their countries (at this event, Mexico and Vietnam) as articulate, perceptive participants, asking probing questions and listening carefully. (I did note that some school representatives seemed to forget that we all have two ears and only one mouth for a reason.) I was so impressed. I also walked away realizing that none of our students had (or even really could have) “specialized” in this powerful learning experience prior to Nobles—yet each will clearly walk away having grown a great deal intellectually and personally.

So what does this have to do with Disney World?

Recently I was speaking with a college admissions representative about all that Nobles offers (from afternoon programs to EXCEL experiences to the arts to different clubs and organizations like Model UN) and the positive impact those offerings have on our students.  During our conversation he was clearly impressed—but then after a long pause he remarked “...what always amazes me is when there are students at places like Nobles who don’t take advantage of what you offer. It would be like going to Disney World but not getting on any of the rides."

Believe it or not, we have students at Nobles who don’t start engaging with the richness of our program early enough to get all they can out of it. Perhaps students are afraid of trying something new. Or maybe they would rather just hang out with friends during the club and organizations block each week. I know it can feel awkward to walk into the room the first time to join a club that sounds interesting (or just to check it out). Trying a new sport or auditioning for a play or musical group could bring unwanted disappointment.

But the point is to encourage your children try the "rides" that Nobles offers because you’ll never know (like those students who ended up at Model UN in January) where they might lead, or what thrills and growth may come from taking those risks.

Middle School Notes



We hope all of you are enjoying the winter. February was a short and yet busy month.  We hope you were able to attend some of the February activities. With only a couple of weeks of classes, March will also be a short month but will include some important events.

The winter afternoon program has concluded and we are nearing the end of the third quarter at Nobles. Hard to believe but spring break is fast approaching. Before the break, there are a few important events to mark in your calendar. Two of them are the Class V D.C. trip and the Class VI Boston trip.

Monday, March 5 - Thursday, March 8: Class V Washington, D.C. Trip

Monday, March 5 - Thursday, March 8: Class VI Boston Trip

Friday, March 9: NO SCHOOL for middle school students. Due to their trips, Spring Break begins for middle school (not upper school) March 9 and ends March 25

Monday, March 26: School Reopens. No afternoon program. Class VI will have a Skype conversation with author Cece Bell until 3:30 p.m. Pick up at the middle school.

Tuesday, March 27: No afternoon program due to faculty meeting in forum. Please pick up your student at 2:40 p.m. There will be a parent chaperoning students in the new library until 5:15 p.m.

Wednesday, March 28: Individual advisor meetings to discuss third quarter grades and comments. No afternoon program.

Thursday, March 29: Accepted Students Visit Day. Spring afternoon program begins.

We hope you have a relaxing and restorative spring break with your families! Please reach out to us with any parent-related questions.

Thank you,

Class V Reps
Cindi Fitzmaurice, cfitzmaurice2008@gmail.com
Elizabeth Clarke, ew.clarke@verizon.net

Class VI Reps
Sally Tyrie, sally@tyrie.com
Chrissy Ducharme, ducharmefam@gmail.com

Class I Notes



Dear Class I Families,

Thank you to all the Class I parents that helped make our surprise Valentine’s Day Brunch such a success. The students really enjoyed the “breakfast for lunch” theme, and all appreciated the extra sweets and goodies donated by parents. 

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 7, 8:00-9:30 a.m. – PA meeting in the new Academic Inquiry Center—the newest space on campus.
March 10-25 – Spring Break
Monday, March 26, 6:00-8:00 p.m. – Senior Transition Series, Lawrence Auditorium (students only)
Tuesday, April 3, 6:00-8:00 p.m. – Class I dinner (students only)
Saturday, April 21, 9:00-11:58 p.m. – Nobles Prom
Thursday, May 17, 6:30-9:00 p.m. – Class I Parent Social (Evite to follow)
Tuesday, May 29, 8:00 a.m.-3:00 p.m. “ The Way We Were” (Class I student celebration, details to follow)
**Senior week events prior to Graduation (May 29-31), details to follow sent by the head’s office after March break.
Friday, June 1, 10:00 a.m.-12:00 p.m. – Graduation (details to follow)

Enjoy spring break!
Juls Dixon, hdixon@comcast.net (C) 781-710-3861
AE Rueppel, aerueppel@comcast.net (C) 617-851-3491
Karen Volo, volofamily@yahoo.com (C) 978-8705489

Class IV Notes



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 want to thank Matt Burek and the FLIK staff, as well as the energetic, creative parent volunteers for their hard work and for the wonderful job with the Class IV surprise lunch. By all accounts, the students were surprised and thrilled with everything about the event—the food, the Olympic theme, and the decor—from the minute they walked into the Castle! Thanks to all who made it special; we couldn’t have done it without everyone’s help.

Below are some of the scheduled events for March:

March 2: Upper school student dance 6:00 – 10:00 p.m.
March 5 & 6: Auditions for NTC’s spring production
March 9: Last day of classes before spring break
March 10-25: Spring break
March 26: School resumes
March 26-28: Afternoon program limited to Varsity sports and Mainstage
March 29: Full afternoon program begins.

Looking ahead, our Class IV Parent coffee will be held Tuesday, April 17 at 8:00 a.m. in the Castle Library. The all-school Spring Parent Social will be held on the evening of Friday, April 27 at 6:30 p.m. Please mark these 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.

Warmly,
Lori Shaer and Heather Steele

From the PA



As the snow melts and the air warms, we reflect back on the many events hosted by the PA during the busy month of February. Our upper school class reps and parent volunteers organized a dizzying array of class coffees and surprise lunches for our students. Whether the Castle dining room was transformed into PyeongChang for the Olympics, Bourbon Street during Mardi Gras, or a heart-filled oasis for Valentine’s Day, we are grateful to all of the parent volunteers who worked tirelessly to bring these events to life. We also wish to thank the Arts Liaisons for coordinating our informative Foster Gallery coffee and tour. It was a pleasure to spend a snowy morning in this lovely campus space. 

March break will soon be upon us, but before we vacate the Nobles campus, we wish to remind you of several upcoming events:

Thursday, March 1: Join us in the Castle Library for our PA Book Group. This month’s discussion will center around the book Excellent Sheep: The Miseducation of America’s Elite and the Way to a Meaningful Life, by William Deresiewicz. The conversation is sure to be lively and thought provoking, so even if you have not had a chance to read the book, consider joining us.  

Saturday, March 3: Our Class II Reps and an army of parent volunteers will be busy turning the Castle Dining Hall into a winter-themed wonderland for the Annual Head of School Dinner. Class II students will be treated to “A Walk in the Woods” for this time-honored Class II rite of passage.

Wednesday, March 7 at 8:00 a.m. Join us for our March PA meeting to be held in the new academic center. We will tour the center and learn about the construction project from Steve Ginsburg. This will be a wonderful opportunity for parents to get a glimpse of this new, vital space on campus.

We wish everyone a relaxing and restorative break this month. We look forward to seeing you on campus this spring!

Gina Doyle and Izzy Loring
PA Co-Chairs

Class I Notes



Dear Class I Families,

Thank you to all the Class I parents that helped make our surprise Valentine’s Day Brunch such a success. The students really enjoyed the “breakfast for lunch” theme, and all appreciated the extra sweets and goodies donated by parents. 

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 7, 8:00-9:30 a.m. – PA meeting in the new Academic Inquiry Center—the newest space on campus.
March 10-25 – Spring Break
Monday, March 26, 6:00-8:00 p.m. – Senior Transition Series, Lawrence Auditorium (students only)
Tuesday, April 3, 6:00-8:00 p.m. – Class I dinner (students only)
Saturday, April 21, 9:00-11:58 p.m. – Nobles Prom
Thursday, May 17, 6:30-9:00 p.m. – Class I Parent Social (Evite to follow)
Tuesday, May 29, 8:00 a.m.-3:00 p.m. “ The Way We Were” (Class I student celebration, details to follow)
**Senior week events prior to Graduation (May 29-31), details to follow sent by the Head’s Office after March break.
Friday, June 1, 10:00 a.m.-12:00 p.m. – Graduation (details to follow)

Enjoy spring break!
Juls Dixon, hdixon@comcast.net (C) 781-710-3861
AE Rueppel, aerueppel@comcast.net (C) 617-851-3491
Karen Volo, volofamily@yahoo.com (C) 978-8705489

Class II Notes



Dear Class II Parents,

Thank you so much to all the parents who helped with our Class II Surprise Lunch. The kids loved the festive Mardi Gras theme and the delicious menu prepared by FLIK.

Looking ahead, we have two remaining Class II parent functions. Please save the date for the Class II Parent Coffee on Thursday, April 12 and the All School Parent Social on Friday, April 27. We hope to see you at these events.

Spring break begins Saturday, March 10, and classes resume on Monday, March 26.  We wish everyone a fun and relaxing spring break!

Your Class II Parent Reps,
Mimi Eldridge (mimieldridge@comcast.net)
Joan Weinsten (jsweinsten@comcast.net)

Class III Deans Letter



Hello Class III families,

We are pleased to share with you that your students have been working hard through these tough winter months to finish up the third semester. They have been busy with their many academic commitments including the U.S/ History Research Project, as well as their involvement in athletics, the theater, art, clubs and gearing up for spring break travel. As you may know, quite a few of our Class III students were involved in some capacity of the musical Cry-Baby. If you were able to get out and see it, you saw the months of hard work come to fruition for a very successful production. Congratulations to all involved! 

This spring and summer break we have students venturing all over the world with our EXCEL travel program. Students began to hear about these programs in October, and it is an experience we hope that nearly all of our kids will take advantage of before they graduate from Nobles. Over March break our students will have the opportunity to learn about, work in, immerse themselves and meet the people of New Orleans, South Africa, Rwanda, India, Guatemala, Romania and Bulgaria. This summer, they will have those same opportunities in France, Japan, Colombia, Colorado, Chicago and Camp Sunshine. To all of those traveling on Nobles EXCEL trips, we extend our best wishes for a safe and meaningful learning 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 1. We ask that you please inform your student’s advisor and Jennifer Hines (Dean of Enrollment Management) if your student will in fact be studying away next year. If you have any questions about this process or about the individual programs, please do not hesitate to contact us.

As you may know, Class III has a special yearly event and this year it is held on Saturday, March 3. For her first time, Cathy Hall will host the Class III Head of School Dinner and Dance, a significant moment to mark the midway point of our students' upper school career at Nobles. It always proves to be a fun evening for the sophomore class to be together, to mingle with some people who they may not have had the chance to get to know thus far, and to start to imagine how they want their class to come together as they approach the final two years. We would like to take this opportunity to publicly thank our Class III parent reps and all of the parents who worked to make this event memorable. We really appreciate your time and effort!

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!

Best,
Edgar DeLeon and Amy Joyce

Class III Notes



Dear Class III families,

This Saturday, March 3 from 6:30-10:00 p.m., Class III will have its annual Head of School Dinner and Dance hosted by Dr. Hall. Students should be dropped off and picked up at the Castle Lower entrance. Note that 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. 

Thank you to all the volunteers who signed up to help make this event special!

Besides the dance, the big highlight for March is the end of the U.S. History paper! Congratulations to all our students for their hard work! They really deserve their break.
The last day of school before spring break will be Friday, March 9 and school
will resume on Monday, March 26. Happy Spring to all the families!

And looking ahead:

Friday, April 27: Spring Parent Social
Tuesday, May 1: Class III Parent Coffee

As always, do not hesitate to contact us with questions or suggestions and remember to check the Nobles website and Friday notes for updates.


Your Class III Reps,

Nathalie Ducrest (Paloma’s mom)
ducrest.latour@gmail.com
Sylvia Kuzman Crawford (Finn’s mom)
skkuzman@aol.com

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If you have questions, comments or suggestions for this newsletter, email Kim Neal at kim_neal@nobles.edu.