INDEPENDENT SCHOOL GUIDE

clark university

east coast

48 school section.indd 3 11/7/12 12:37 PM

INDEPENDENT SCHOOL GUIDE

evergreen state college

west coast

48 school section.indd 2 11/7/12 12:37 PM

INDEPENDENT SCHOOL GUIDE

clark university

east coast

48 school section.indd 3 11/7/12 12:37 PM

INDEPENDENT SCHOOL GUIDE

evergreen state college

west coast

48 school section.indd 2 11/7/12 12:37 PM

C H A L L E N G E C O N V E N T I O N . C H A N G E O U R W O R L D .

THE CHANGE STARTS H ER E .

D O Y O U H AV E WH AT I T TA K E S ?In celebration of LEEP, Clarks pioneering model of higher education, up to ten scholars in 2013 will receive

free tuition, room and board for their fi rst four years.

Find out if you have what it takes to be a LEEP Scholar atclarku.edu/leepscholarship

APPLYclarku.edu/applycommonapp.org

DEADL INESEarly Action: November 1Regular Decision: January 15

_Weston_AD_2012.indd 1 8/6/12 10:45 AM

A boys education without Character Development and Consistent Structure

Our personalized instruction provides the right equipmentc h a m b e r l a i n - h u n t . c o m

T e l 6 0 1 . 4 3 7 . 8 8 5 5 | F a x 6 0 1 . 4 3 7 . 3 2 1 2Be Informed | Be Selective | Apply Now

Why start college after the 10th or 11th grade?

Because youre ready.

C O N T A C T U S T O D A Y :

simons-rock.edu/admitadmit@simons-rock.edu

800.235.7186

Were a community passionate about learning: independent-minded, inquiring, and creatively intellectual. Were 400+ students on 275 beautiful acres, loving the challenge. Nobody else does what we do.

Think beyond the ordinary Whats here is

unique in the country.

Its about a sense of self

and where you fit

in the world.

You get the school

to work for you,

not the other

way around. Rob Cole, physics faculty

admissions.evergreen.edu/why

To succeed in a changing world

Uniquely interdisciplinary | Dynamic curriculum | Coordinated studies Customized pathways | Narrative evaluations | Applied learning

THE STORM KING SCHOOL 314 Mountain Road Cornwall-on-Hudson, NY 12520 (800) 225-9144 or (845) 534-9860 admissions@sks.org www.sks.org

I have a special bond with my Storm King teachers, who are encouraging and supportive. They have helped me discover abilities and talents that I never knew I had. Lily Snyder 13

THE STORM KING SCHOOL Truth Respect Responsibility

PREPARING STUDENTS FOR COLLEGE SINCE 1867

Creating Success from Potential

Small, Collaborative Classes; iPad Program Coed, Boarding & Day, Grades 8-12 Beautiful, Safe Campus on Storm King Mountain Warm, Respectful, Diverse Community Honors & Advanced Placement (AP) Classes Outstanding Visual & Performing Arts Competitive & Club Athletics; Outdoor Adventure Support for Students with Learning Differences

Canterbury SchoolNew Milford, CT

Grades 9-12 Boarding & Day (860) 210-3934 www.cbury.org

Westover School, a leading preparatory school for young women,

is known for its graduates confident young women prepared both

academically and personally to get the most out of their college experience.

At Westover your daughter will have opportunities to explore and

discover her strengths through signature academic programs that allow

for in-depth study in areas including Women in Science and Engineering,

Global Exchanges, Interdisciplinary Studies, and the Online School for Girls.

Here your daughter will grow both academically and personally within a

collaborative community of students in grades 9 - 12 from 16 states and 17

countries.

For more information or to arrange for a visit

to the School, please call the Office of Admission

at 203.577.4521 or visit westoverschool.org.

Westover School Middlebury, CT westoverschool.org

WestonMagazineAdDraft1.indd 1 10/15/12 9:58 AM

WESTONMAGAZINEGROUP.COM 231

and under, and schools like the Upper West Sides Man-dell report almost twice the number of sibling applica-tions as last year. With the pre-school application process remaining predominately private, its no wonder Green has found herself in the proverbial pickle.

Green and other enthusiastic parents continue to clamor for prime spots in private school programs, ranging from Pre-Kin-dergarten to high school. But top schools such as Greenwich Country Day, Riverdale, Dalton, Claremont and Beekman -- continue to see an increased number of student applications. In 2010-2011, The Educational Records Bureau reported that the number of students taking the intelligence tests required for admission at most private schools rose 7.7 percent year over year; last year it increased more still, by 1.4 percent.

Parents willingness to give their kids an edge to succeed vaults some kids above others in the game of private school roulette. However, the hundreds of applicants applying for one of 35 spots makes rejection from at least one school seem inevitable. But all?

Parents and professionals weigh in on the factors that may be leading to a stamp of non-approval for students, and what plan B is for those who dont make the grade.

An Imperfect FitGreater New York area consultant and field supervisor for School Choice International, Linda Kiarsis, experiences these rejections firsthand. Kiarsis job is to find private school options for children of both individual families, as well as families experiencing corporate relocation. Often, clientele are coming to Kiarsis to guide them through the private school application process, or have been rejected, and need help figuring out the next step.

While Kiarsis cites various reasons for first-time rejection from every school, a major one, she says, is unrealistic expectations. They [parents] print out that list of top private schools without really analyzing why they are a fit for their child, adding that she once had a parent say: I have a 3-year-old and want her to go to the best school. Where should I send her? Im open to moving anywhere in the U.S.

Extreme cases aside, Theres intense pressure to give kids the best

start possible, Green says. If you really want an honest curriculum that stimulates your child and paves the way for Kindergarten, I dont know if there is a better option than private pre-schools. But there can be a great deal of pressure for students to follow a set path by parents by being accepted to a list of the top schools, or continuing a legacy that siblings, parents and even grandparents have already put into play. But sometimes, the school just isnt a good fit (see un-realistic expectations) or the student just doesnt have the academic chops to cut it.

Kiarsis notes one situation where a mother and brother both at-tended Dalton, but daughter Hillary* didnt fare as well on the ISEE exam (Independent School Entrance Exam), and this took her out of the running. We did a lot of coaching with the family to let them know that it wasnt a good fit, says Kiarsis. One child left Dalton and actually needed to find another school because of the high level

of pressure. Based on her experience, Kiarsis thinks: Generally, if a child can perform in the top five to ten percent of his class, he will do well wherever he goes. Better to be happy and successful at a mid-tier school than struggling and stressed at a top tier school, she concludes.

Barrier to EntryLearning disabilities are not to be taken lightly. But oftentimes, stu-dents particularly those eighth grade and younger, particularly Pre-K are denied from a private school due to a learning disability that they didnt even know existed. Children may have learning issues that are yet to be diagnosed, says Kiarsis. Recently, when helping with four-year-old Brittanys* application to private Kindergarten programs, Ki-arsis experienced this first hand. Brittany applied to a solid list of eight schools, but because she was so young, we didnt know that she would test low on her ERB [Educational Requirements Board] due to learn-ing issues, says Kiarsis. Brittany was denied from all eight schools. They were able to act quickly, and with more interviews, visits and conversations, Kiarsis was able to have Brittany placed in a program

that would help her with these issues.Similar to learning issues, another barrier to entry for non-native

students can be language. Kiarsis helped Anne* with Kindergar-ten applications. English was not the first language, but she was bright, she says. The family required that Anne attend a top school, and ultimately werent happy with the schools where she was ac-cepted. Although Annes ERB scores were very good, unsurprisingly, the verbal was low because English was not her native language and because she was four.

While a learning disorder or ESL doesnt always put a student out of the running for a private school, Kiarsis notes that many private schools dont offer the one-on-one kinds of support that children need in these situations.

Late in the GameIn the private school game, being the early bird can truly offer a better chance at catching that worm. Many times, totally qualified students can be denied from every private school due to full enrollment.

Maggie* is just one example of a late applicant to the ninth grade. She was a strong student coming from Malaysia and applied to all of the top schools, including Riverdale, Greenwich Academy and Rye Country Day, Kiarsis says. The family interviewed at these top schools, but Kiarsis believes this was really a case of no spaces open-ing up at the private schools. From here, Kiarsis and School Choice International counseled the family to a plan B: Enroll Maggie in a very good public school. (School Choice cites public schools in Westchester and Southern Connecticut ranking some of the highest).

Whats Next?While there are many extenuating circumstances for why a student may not make the cut at a private school, a backup plan including public school and re-applying to privates the following year are often options that work out, and are not irreversible.

Whats particularly tough on both parent and child can be the emo-tional attachment that comes from the application, tour and inter-view process for private schools. When I received the letters in the mail from schools several months later, says Green, they left me devastated. I wasnt sure I was going to reapply again. I didnt know if I had it in me.

Green did end up applying again this year to get her three little ones into a Pre-K program this time, to a total of 15 schools. If they dont get in, she has a plan. If we dont get in next year, there are pre-school alternative programs where you drop kids off a few days per week (theres virtually no competition), she says. While the situation isnt ideal for her family, it is an alternative.

Maybe were all wrong and none of it matters in the end, but right now it [private schooling] seems like the way to go, she says. Her second-time-around philosophy is to cast a wider net and not take it personally. It really is a numbers game.

*Names have been changed.

Alexandra Vairo is a Manhattan-based lifestyle writer who lives with her family in Fairfield County, CT.

INDEPENDENT SCHOOL GUIDE INDEPENDENT SCHOOL GUIDE

Private School DenialLimited space and an overabundance of applications results in more students not being accepted into their first choice or any private school. Heres why well-qualified kids are getting rejected, and what happens after the dust settles.

THErES INTENSE PrESSUrE TO GIVE kIDS THE bEST STArT POSSIbLE, GrEEN SAyS. If yOU rEALLy wANT AN HONEST CUrrICULUm THAT STImULATES yOUr CHILD AND PAVES THE wAy fOr kINDErGArTEN, I DONT kNOw If THErE IS A bETTEr OPTION THAN PrIVATE PrE-SCHOOLS.

*

by Alexandra Vairo

48 school section.indd 5 11/7/12 12:37 PM

230 WESTONMAGAZINEGROUP.COM

Last year, Notoya GreeN was iN disbeLief wheN she discovered that her 2-year-oLd tripLets didNt Get iNto either of the two private pre-schooL proGrams iN her tribeca, New york city NeiGhborhood.

I applied to only two schools in TriBeCa since my triplets were 15 months and many schools dont have programs for such young kids, Green says. What made it challenging was submitting applications for three kids, not just one.

Another factor that may be contributing to Greens disappointing, but more-common-than-not, situation? The New York Post reports that TriBeCa has experienced a 60 percent increase of children ages 5

and under, and schools like the Upper West Sides Man-dell report almost twice the number of sibling applica-tions as last year. With the pre-school application process remaining predominately private, its no wonder Green has found herself in the proverbial pickle.

Green and other enthusiastic parents continue to clamor for prime spots in private school programs, ranging from Pre-Kin-dergarten to high school. But top schools such as Greenwich Country Day, Riverdale, Dalton, Claremont and Beekman -- continue to see an increased number of student applications. In 2010-2011, The Educational Records Bureau reported that the number of students taking the intelligence tests required for admission at most private schools rose 7.7 percent year over year; last year it increased more still, by 1.4 percent.

Parents willingness to give their kids an edge to succeed vaults some kids above others in the game of private school roulette. However, the hundreds of applicants applying for one of 35 spots makes rejection from at least one school seem inevitable. But all?

Parents and professionals weigh in on the factors that may be leading to a stamp of non-approval for students, and what plan B is for those who dont make the grade.

An Imperfect FitGreater New York area consultant and field supervisor for School Choice International, Linda Kiarsis, experiences these rejections firsthand. Kiarsis job is to find private school options for children of both individual families, as well as families experiencing corporate relocation. Often, clientele are coming to Kiarsis to guide them through the private school application process, or have been rejected, and need help figuring out the next step.

While Kiarsis cites various reasons for first-time rejection from every school, a major one, she says, is unrealistic expectations. They [parents] print out that list of top private schools without really analyzing why they are a fit for their child, adding that she once had a parent say: I have a 3-year-old and want her to go to the best school. Where should I send her? Im open to moving anywhere in the U.S.

Extreme cases aside, Theres intense pressure to give kids the best

INDEPENDENT SCHOOL GUIDE INDEPENDENT SCHOOL GUIDE

Private School DenialLimited space and an overabundance of applications results in more students not being accepted into their first choice or any private school. Heres why well-qualified kids are getting rejected, and what happens after the dust settles.

by Alexandra Vairo

48 school section.indd 4 11/7/12 12:37 PM

WESTONMAGAZINEGROUP.COM 231

and under, and schools like the Upper West Sides Man-dell report almost twice the number of sibling applica-tions as last year. With the pre-school application process remaining predominately private, its no wonder Green has found herself in the proverbial pickle.

Green and other enthusiastic parents continue to clamor for prime spots in private school programs, ranging from Pre-Kin-dergarten to high school. But top schools such as Greenwich Country Day, Riverdale, Dalton, Claremont and Beekman -- continue to see an increased number of student applications. In 2010-2011, The Educational Records Bureau reported that the number of students taking the intelligence tests required for admission at most private schools rose 7.7 percent year over year; last year it increased more still, by 1.4 percent.

Parents willingness to give their kids an edge to succeed vaults some kids above others in the game of private school roulette. However, the hundreds of applicants applying for one of 35 spots makes rejection from at least one school seem inevitable. But all?

Parents and professionals weigh in on the factors that may be leading to a stamp of non-approval for students, and what plan B is for those who dont make the grade.

An Imperfect FitGreater New York area consultant and field supervisor for School Choice International, Linda Kiarsis, experiences these rejections firsthand. Kiarsis job is to find private school options for children of both individual families, as well as families experiencing corporate relocation. Often, clientele are coming to Kiarsis to guide them through the private school application process, or have been rejected, and need help figuring out the next step.

While Kiarsis cites various reasons for first-time rejection from every school, a major one, she says, is unrealistic expectations. They [parents] print out that list of top private schools without really analyzing why they are a fit for their child, adding that she once had a parent say: I have a 3-year-old and want her to go to the best school. Where should I send her? Im open to moving anywhere in the U.S.

Extreme cases aside, Theres intense pressure to give kids the best

start possible, Green says. If you really want an honest curriculum that stimulates your child and paves the way for Kindergarten, I dont know if there is a better option than private pre-schools. But there can be a great deal of pressure for students to follow a set path by parents by being accepted to a list of the top schools, or continuing a legacy that siblings, parents and even grandparents have already put into play. But sometimes, the school just isnt a good fit (see un-realistic expectations) or the student just doesnt have the academic chops to cut it.

Kiarsis notes one situation where a mother and brother both at-tended Dalton, but daughter Hillary* didnt fare as well on the ISEE exam (Independent School Entrance Exam), and this took her out of the running. We did a lot of coaching with the family to let them know that it wasnt a good fit, says Kiarsis. One child left Dalton and actually needed to find another school because of the high level

of pressure. Based on her experience, Kiarsis thinks: Generally, if a child can perform in the top five to ten percent of his class, he will do well wherever he goes. Better to be happy and successful at a mid-tier school than struggling and stressed at a top tier school, she concludes.

Barrier to EntryLearning disabilities are not to be taken lightly. But oftentimes, stu-dents particularly those eighth grade and younger, particularly Pre-K are denied from a private school due to a learning disability that they didnt even know existed. Children may have learning issues that are yet to be diagnosed, says Kiarsis. Recently, when helping with four-year-old Brittanys* application to private Kindergarten programs, Ki-arsis experienced this first hand. Brittany applied to a solid list of eight schools, but because she was so young, we didnt know that she would test low on her ERB [Educational Requirements Board] due to learn-ing issues, says Kiarsis. Brittany was denied from all eight schools. They were able to act quickly, and with more interviews, visits and conversations, Kiarsis was able to have Brittany placed in a program

that would help her with these issues.Similar to learning issues, another barrier to entry for non-native

students can be language. Kiarsis helped Anne* with Kindergar-ten applications. English was not the first language, but she was bright, she says. The family required that Anne attend a top school, and ultimately werent happy with the schools where she was ac-cepted. Although Annes ERB scores were very good, unsurprisingly, the verbal was low because English was not her native language and because she was four.

While a learning disorder or ESL doesnt always put a student out of the running for a private school, Kiarsis notes that many private schools dont offer the one-on-one kinds of support that children need in these situations.

Late in the GameIn the private school game, being the early bird can truly offer a better chance at catching that worm. Many times, totally qualified students can be denied from every private school due to full enrollment.

Maggie* is just one example of a late applicant to the ninth grade. She was a strong student coming from Malaysia and applied to all of the top schools, including Riverdale, Greenwich Academy and Rye Country Day, Kiarsis says. The family interviewed at these top schools, but Kiarsis believes this was really a case of no spaces open-ing up at the private schools. From here, Kiarsis and School Choice International counseled the family to a plan B: Enroll Maggie in a very good public school. (School Choice cites public schools in Westchester and Southern Connecticut ranking some of the highest).

Whats Next?While there are many extenuating circumstances for why a student may not make the cut at a private school, a backup plan including public school and re-applying to privates the following year are often options that work out, and are not irreversible.

Whats particularly tough on both parent and child can be the emo-tional attachment that comes from the application, tour and inter-view process for private schools. When I received the letters in the mail from schools several months later, says Green, they left me devastated. I wasnt sure I was going to reapply again. I didnt know if I had it in me.

Green did end up applying again this year to get her three little ones into a Pre-K program this time, to a total of 15 schools. If they dont get in, she has a plan. If we dont get in next year, there are pre-school alternative programs where you drop kids off a few days per week (theres virtually no competition), she says. While the situation isnt ideal for her family, it is an alternative.

Maybe were all wrong and none of it matters in the end, but right now it [private schooling] seems like the way to go, she says. Her second-time-around philosophy is to cast a wider net and not take it personally. It really is a numbers game.

*Names have been changed.

Alexandra Vairo is a Manhattan-based lifestyle writer who lives with her family in Fairfield County, CT.

INDEPENDENT SCHOOL GUIDE INDEPENDENT SCHOOL GUIDE

Private School DenialLimited space and an overabundance of applications results in more students not being accepted into their first choice or any private school. Heres why well-qualified kids are getting rejected, and what happens after the dust settles.

THErES INTENSE PrESSUrE TO GIVE kIDS THE bEST STArT POSSIbLE, GrEEN SAyS. If yOU rEALLy wANT AN HONEST CUrrICULUm THAT STImULATES yOUr CHILD AND PAVES THE wAy fOr kINDErGArTEN, I DONT kNOw If THErE IS A bETTEr OPTION THAN PrIVATE PrE-SCHOOLS.

*

by Alexandra Vairo

48 school section.indd 5 11/7/12 12:37 PM

230 WESTONMAGAZINEGROUP.COM

Last year, Notoya GreeN was iN disbeLief wheN she discovered that her 2-year-oLd tripLets didNt Get iNto either of the two private pre-schooL proGrams iN her tribeca, New york city NeiGhborhood.

I applied to only two schools in TriBeCa since my triplets were 15 months and many schools dont have programs for such young kids, Green says. What made it challenging was submitting applications for three kids, not just one.

Another factor that may be contributing to Greens disappointing, but more-common-than-not, situation? The New York Post reports that TriBeCa has experienced a 60 percent increase of children ages 5

and under, and schools like the Upper West Sides Man-dell report almost twice the number of sibling applica-tions as last year. With the pre-school application process remaining predominately private, its no wonder Green has found herself in the proverbial pickle.

Green and other enthusiastic parents continue to clamor for prime spots in private school programs, ranging from Pre-Kin-dergarten to high school. But top schools such as Greenwich Country Day, Riverdale, Dalton, Claremont and Beekman -- continue to see an increased number of student applications. In 2010-2011, The Educational Records Bureau reported that the number of students taking the intelligence tests required for admission at most private schools rose 7.7 percent year over year; last year it increased more still, by 1.4 percent.

Parents willingness to give their kids an edge to succeed vaults some kids above others in the game of private school roulette. However, the hundreds of applicants applying for one of 35 spots makes rejection from at least one school seem inevitable. But all?

Parents and professionals weigh in on the factors that may be leading to a stamp of non-approval for students, and what plan B is for those who dont make the grade.

An Imperfect FitGreater New York area consultant and field supervisor for School Choice International, Linda Kiarsis, experiences these rejections firsthand. Kiarsis job is to find private school options for children of both individual families, as well as families experiencing corporate relocation. Often, clientele are coming to Kiarsis to guide them through the private school application process, or have been rejected, and need help figuring out the next step.

While Kiarsis cites various reasons for first-time rejection from every school, a major one, she says, is unrealistic expectations. They [parents] print out that list of top private schools without really analyzing why they are a fit for their child, adding that she once had a parent say: I have a 3-year-old and want her to go to the best school. Where should I send her? Im open to moving anywhere in the U.S.

Extreme cases aside, Theres intense pressure to give kids the best

INDEPENDENT SCHOOL GUIDE INDEPENDENT SCHOOL GUIDE

Private School DenialLimited space and an overabundance of applications results in more students not being accepted into their first choice or any private school. Heres why well-qualified kids are getting rejected, and what happens after the dust settles.

by Alexandra Vairo

48 school section.indd 4 11/7/12 12:37 PM

WESTONMAGAZINEGROUP.COM 233

Set on a beautiful 30-acre campus, the school is located in historic downtown Milford, within walking distance of the train station. Students from over 35 communities arrive by train, car, or bus. The student body is composed of young women from diverse socioeconomic, religious and ethnic backgrounds. Lauralton currently enrolls 465 students in grades 9 through 12.

Lauralton prepares girls to become competent, confident and compassionate women. The well-rounded curriculum fully prepares students for college study, with demanding honors and advanced placement classes offered in all academic disciplines. State-of-the-art science labs and ever-evolving technologies in the classrooms prepare students with 21st century skills. Courses are available through the UConn Early Education Experience (ECE), a concurrent enrollment program that allows motivated high school students to take UConn courses at their high schools for both high school and college credit. Continuing the tradition of individualized attention, Lauraltons highly regarded Center for College Counseling and Guidance provides one-on-one counseling with each student and her family throughout their four years.

Lauralton Hall is a member of the Connecticut Interscholastic Athletic Conference (CIAC) and the South West Conference (SWC) with fifteen varsity sports to choose from. The campus has playing fields and an athletic center which houses a basketball court as well as a fully-equipped fitness center.

Lauralton Hall encourages each student to become involved in at least one extracurricular activity. With more than 30 clubs and organizations to choose from, there is something to fit the interest of every student. Activities include culture trips, student council, national and language honor societies, a fall musical, art club and additions made yearly based on student interest. Community service is an integral part of a Mercy education; students are challenged to succeed in a rigorous academic program and also to give of themselves especially to those in need.

Lauralton Hall: 200 High St, Milford, CT 06460. Kathleen Shine, Director of Enrollment Management: (203) 877-2786 x125. Email: admissions@lauraltonhall.org; Website: www.lauraltonhall.org.

Villa Maria SchoolStamford, CTWhat would you do if your child were having trouble keeping up in school? At home, maybe your son becomes more anxious, or your daughter isnt as happy as she used to be. Soon enough, your child may start dreading school, showing problem behaviors youve never seen before.

These are common signs of a child frustrated by school a child who is in a program that isnt meeting his or her needs. Students who learn dif-ferently need a learning environment thats different, too: one where they are understood and can be successful. For many families the safe, caring environment at Villa Maria School in Stamford has been the answer. Its a school that has been successful at teaching students with learning differences for almost 40 years.

Many have called Villa Maria the Jewel on the Hill in Stamford be-cause of the beauty and serenity of the setting. But what happens inside is beautiful as well: with one teacher for every four or five students, Villa Maria offers a highly individualized instructional environment, tailored to the specific needs of the each and every student.

All of our teachers are certified in special education. Villa Maria School is State approved as a special education school, and accredited by both the State Department of Education and the Connecticut Associa-tion of Independent Schools.

Perhaps the most powerful words about Villa Maria come from the parents who have lived through the frustration of knowing their children were not in the right place because their schools werent meeting their needs. Here is one story:

VICTORIA JORDANWhen you realize your child needs help, you wonder if anyone can

helpif theres any hope. The worst thing for a parent is knowing your child needs help and you dont know how to help him. I will never forget our first visit to Villa Maria. First of all, they have a welcome sign when

a student visits, and I cant tell you what that small gesture of seeing a welcome sign with your name on it means. He im-mediately felt important.

It was such a relief to find a school that has teachers who knew how to teach my child. They not only understand how to teach each child, they do it. Theres a lot of one-to-one work that goes on and theres intensity to the work they do here thats very unique.

Villa Maria is a private, co-educational day school serving students with learn-ing disabilities in grades K-9. If you are interested in finding out more about Villa Maria School, visit their website at www.villamariaedu.org or call Mary Ann Tynan, Director of Admissions, at 203/322-5886.

Villa Maria School is located at 161 Sky Meadow Drive in Stamford, CT.

INDEPENDENT SCHOOL GUIDE INDEPENDENT SCHOOL GUIDE

villa maria scHool

48 school section.indd 7 11/7/12 12:37 PM

232 WESTONMAGAZINEGROUP.COM

day schoolsRidgefield AcademyRidgefield, CTEmpowering Every Student Ridgefield Academy, an independent day school located in Ridgefield, CT, empowers every child to realize his or her unique potential by bring-ing together academic excellence, innovative programming and a di-verse, supportive community.

Small Classes Make the DifferenceTeachers and administrators believe the key to future success is empow-ering each and every student. The program, which educates children from preschool (two-year-olds) to eighth grade, provides students with daily opportunities to build confidence, use their creativity, work col-laboratively and learn how to problem solve. Through small classes and individualized teaching instruction, children develop the skills to be critical thinkers, public speakers and self-advocates.

A Comprehensive CurriculumRAs curriculum combines the traditional, core subject areas of language arts, mathematics, science, history, world language and social studies with a rich program of music, art, and drama designed to inspire students and spark their creativity. The strengths of RAs program can be found on many different lev-els, comments one parent, such as interweaving meaningful literature with verbal and artistic expression; expanding a history unit to include a variety of approaches like re-enactments and movie creations of certain events. These are all examples of how RA educates rather than teaches.

Public Speaking An important part of becoming a confident learner is learning the tools to effectively communicate your ideas. Seven years ago Ridgefield Acad-emy implemented a public speaking program. The school recognized that if children are taught the tools for effective communication and given ample opportunity to practice, they could effectively learn writ-ten and verbal communication at a young age. RA students learn the strategies for successful written and oral communication and through practice, develop into confident writers and public speakers.

Service Learning and Character DevelopmentThe RA school community is a caring community built on a foundation

of shared values. In all areas of school life, students model and reinforce the principles of respect, responsibility, fairness, and service to others. Service learning is incorporated into the curriculum to engage children in mean-ingful activities that reinforce the importance of service to others.

Innovative Media Arts CurriculumRAs 5,800 square foot state-of-the-art media arts center and sound room allows students to use the latest technology to develop their writing skills, learn the current methods of research and explore the digital arts through classes such as animation, digital storytelling, film and sound editing.

New Preschool Wing In September the Academy opened a renovated preschool wing designed spe-cifically for students aged 2 5 years of age. The facility features areas for cook-ing, technology and a small amphitheater for performances. The Academys preschool program offers children purposeful learning experiences to support social, emotional, cognitive and physiological development through science, art, math, foreign language, pre-reading exercises and movement activities.

The RA DifferenceMany families have discovered what a difference the Ridgefield Academy experience can make for their child.

For more information about Ridgefield Academy, visit www.ridgefieldacademy.org, or call Julie Crane at (203) 894-1800 x112.

Lauralton HallMilford, CTThe Academy of Our Lady of Mercy, Lauralton Hall, was founded by the Sisters of Mercy in 1905. Lauralton is the first independent Catholic college-prep school for young women in Connecticut. A member of the National Association of Independent Schools and National Coalition of Girls Schools, Lauralton Hall is accredited by the New England Association of Schools and Colleges and the Connecticut Department of Education.

Lauralton Hall is one of a select group of Catholic girls schools that has remained true to its original unique mission, which is to foster a community atmosphere enriched by the Mercy tradition and to educate young women to pursue knowledge, recognize truth and respond to the needs of others. The core values of a Mercy education play an integral role in a Lauralton Hall education: compassion and service; educational excellence; concern for women and womens issues; global vision and responsibility; spiritual growth and development; as well as collaboration.

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Set on a beautiful 30-acre campus, the school is located in historic downtown Milford, within walking distance of the train station. Students from over 35 communities arrive by train, car, or bus. The student body is composed of young women from diverse socioeconomic, religious and ethnic backgrounds. Lauralton currently enrolls 465 students in grades 9 through 12.

Lauralton prepares girls to become competent, confident and compassionate women. The well-rounded curriculum fully prepares students for college study, with demanding honors and advanced placement classes offered in all academic disciplines. State-of-the-art science labs and ever-evolving technologies in the classrooms prepare students with 21st century skills. Courses are available through the UConn Early Education Experience (ECE), a concurrent enrollment program that allows motivated high school students to take UConn courses at their high schools for both high school and college credit. Continuing the tradition of individualized attention, Lauraltons highly regarded Center for College Counseling and Guidance provides one-on-one counseling with each student and her family throughout their four years.

Lauralton Hall is a member of the Connecticut Interscholastic Athletic Conference (CIAC) and the South West Conference (SWC) with fifteen varsity sports to choose from. The campus has playing fields and an athletic center which houses a basketball court as well as a fully-equipped fitness center.

Lauralton Hall encourages each student to become involved in at least one extracurricular activity. With more than 30 clubs and organizations to choose from, there is something to fit the interest of every student. Activities include culture trips, student council, national and language honor societies, a fall musical, art club and additions made yearly based on student interest. Community service is an integral part of a Mercy education; students are challenged to succeed in a rigorous academic program and also to give of themselves especially to those in need.

Lauralton Hall: 200 High St, Milford, CT 06460. Kathleen Shine, Director of Enrollment Management: (203) 877-2786 x125. Email: admissions@lauraltonhall.org; Website: www.lauraltonhall.org.

Villa Maria SchoolStamford, CTWhat would you do if your child were having trouble keeping up in school? At home, maybe your son becomes more anxious, or your daughter isnt as happy as she used to be. Soon enough, your child may start dreading school, showing problem behaviors youve never seen before.

These are common signs of a child frustrated by school a child who is in a program that isnt meeting his or her needs. Students who learn dif-ferently need a learning environment thats different, too: one where they are understood and can be successful. For many families the safe, caring environment at Villa Maria School in Stamford has been the answer. Its a school that has been successful at teaching students with learning differences for almost 40 years.

Many have called Villa Maria the Jewel on the Hill in Stamford be-cause of the beauty and serenity of the setting. But what happens inside is beautiful as well: with one teacher for every four or five students, Villa Maria offers a highly individualized instructional environment, tailored to the specific needs of the each and every student.

All of our teachers are certified in special education. Villa Maria School is State approved as a special education school, and accredited by both the State Department of Education and the Connecticut Associa-tion of Independent Schools.

Perhaps the most powerful words about Villa Maria come from the parents who have lived through the frustration of knowing their children were not in the right place because their schools werent meeting their needs. Here is one story:

VICTORIA JORDANWhen you realize your child needs help, you wonder if anyone can

helpif theres any hope. The worst thing for a parent is knowing your child needs help and you dont know how to help him. I will never forget our first visit to Villa Maria. First of all, they have a welcome sign when

a student visits, and I cant tell you what that small gesture of seeing a welcome sign with your name on it means. He im-mediately felt important.

It was such a relief to find a school that has teachers who knew how to teach my child. They not only understand how to teach each child, they do it. Theres a lot of one-to-one work that goes on and theres intensity to the work they do here thats very unique.

Villa Maria is a private, co-educational day school serving students with learn-ing disabilities in grades K-9. If you are interested in finding out more about Villa Maria School, visit their website at www.villamariaedu.org or call Mary Ann Tynan, Director of Admissions, at 203/322-5886.

Villa Maria School is located at 161 Sky Meadow Drive in Stamford, CT.

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day schoolsRidgefield AcademyRidgefield, CTEmpowering Every Student Ridgefield Academy, an independent day school located in Ridgefield, CT, empowers every child to realize his or her unique potential by bring-ing together academic excellence, innovative programming and a di-verse, supportive community.

Small Classes Make the DifferenceTeachers and administrators believe the key to future success is empow-ering each and every student. The program, which educates children from preschool (two-year-olds) to eighth grade, provides students with daily opportunities to build confidence, use their creativity, work col-laboratively and learn how to problem solve. Through small classes and individualized teaching instruction, children develop the skills to be critical thinkers, public speakers and self-advocates.

A Comprehensive CurriculumRAs curriculum combines the traditional, core subject areas of language arts, mathematics, science, history, world language and social studies with a rich program of music, art, and drama designed to inspire students and spark their creativity. The strengths of RAs program can be found on many different lev-els, comments one parent, such as interweaving meaningful literature with verbal and artistic expression; expanding a history unit to include a variety of approaches like re-enactments and movie creations of certain events. These are all examples of how RA educates rather than teaches.

Public Speaking An important part of becoming a confident learner is learning the tools to effectively communicate your ideas. Seven years ago Ridgefield Acad-emy implemented a public speaking program. The school recognized that if children are taught the tools for effective communication and given ample opportunity to practice, they could effectively learn writ-ten and verbal communication at a young age. RA students learn the strategies for successful written and oral communication and through practice, develop into confident writers and public speakers.

Service Learning and Character DevelopmentThe RA school community is a caring community built on a foundation

of shared values. In all areas of school life, students model and reinforce the principles of respect, responsibility, fairness, and service to others. Service learning is incorporated into the curriculum to engage children in mean-ingful activities that reinforce the importance of service to others.

Innovative Media Arts CurriculumRAs 5,800 square foot state-of-the-art media arts center and sound room allows students to use the latest technology to develop their writing skills, learn the current methods of research and explore the digital arts through classes such as animation, digital storytelling, film and sound editing.

New Preschool Wing In September the Academy opened a renovated preschool wing designed spe-cifically for students aged 2 5 years of age. The facility features areas for cook-ing, technology and a small amphitheater for performances. The Academys preschool program offers children purposeful learning experiences to support social, emotional, cognitive and physiological development through science, art, math, foreign language, pre-reading exercises and movement activities.

The RA DifferenceMany families have discovered what a difference the Ridgefield Academy experience can make for their child.

For more information about Ridgefield Academy, visit www.ridgefieldacademy.org, or call Julie Crane at (203) 894-1800 x112.

Lauralton HallMilford, CTThe Academy of Our Lady of Mercy, Lauralton Hall, was founded by the Sisters of Mercy in 1905. Lauralton is the first independent Catholic college-prep school for young women in Connecticut. A member of the National Association of Independent Schools and National Coalition of Girls Schools, Lauralton Hall is accredited by the New England Association of Schools and Colleges and the Connecticut Department of Education.

Lauralton Hall is one of a select group of Catholic girls schools that has remained true to its original unique mission, which is to foster a community atmosphere enriched by the Mercy tradition and to educate young women to pursue knowledge, recognize truth and respond to the needs of others. The core values of a Mercy education play an integral role in a Lauralton Hall education: compassion and service; educational excellence; concern for women and womens issues; global vision and responsibility; spiritual growth and development; as well as collaboration.

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taking skills, and organizational skills are key components of this sup-plemental program. The Jump Start program offers supervised group study periods before and after school every day except Friday afternoon, and two 45-minute one-on-one sessions with a designated Jump Start teacher, with whom the student works over the course of the school year.

Located in a stately, self-contained, seven-level granite building, York Prep is situated on 68th Street between Central Park West and Columbus Avenue in Manhattan. York Prep takes advantage of its surroundings by holding its fall and spring physical education classes and team practices in Central Park and by conducting regular visits to Lincoln Center. In ad-dition, the American Museum of Natural History and the Metropolitan Museum of Art are only a few blocks away. York Preps location truly makes the school an intimate place to learn in the heart of New York City.

York Prep offers the following sports: Boys Varsity Soccer, Boys Var-sity Basketball, Girls Varsity Soccer, Girls Varsity Basketball, Middle School Soccer, Middle School Basketball, Girls Varsity Volleyball, Boys Junior Varsity Basketball, Girls Junior Varsity Volleyball, Girls Varsity Softball, Boys Varsity Volleyball, Indoor Varsity Track & Field, Girls Middle School Volleyball, Varsity Track & Field, Varsity Golf, Middle School Track & Field, Boys Varsity Baseball, Varsity Cross Country, Middle School Baseball, and Middle School Cross Country.

Clubs and activities include Beekeepers Society, Book Club, Broadway Club, Chess Club, Community Service Club, Environmental & Gardeners Club, Fitness Club, French Cinema Club, Gay/Straight Alliance, Glee Club, literary and arts magazine, Knitting Club, Model United Nations, Multicul-tural Club, New York City Tour Club, Open Studio/Crafts Club, Origami Club, school newspaper, Peer Tutoring Program, Photography Club, Rock Band, School Production/Drama Club, Science Club, Stock Market Group, Student Government Organization, Ukulele Club, Yearbook, Swim Club, Tennis Club, Intramural Sports Program, and Student Yoga.

For further information contact: Elizabeth Norton, Director of Enroll-ment 212-362-0400 ext. 103; enorton@yorkprep.org; or Cathy Minaudo, Director of Admissions 212-362-0400 ext. 106; cminaudo@yorkprep.org.

The German School of ConnecticutIn todays vibrant and diverse society, communication across national bor-

ders has increased exponentially. Con-sequently, the advantages to knowing and speaking several languages are lim-itless, but knowing and speaking the right languages is key. What many may not know, is that German has become an especially advantageous option, as a language of music, science, and litera-ture, as well as the native tongue of the worlds number one exporter of goods worldwide. And theres no better place to learn this interesting and dynamic language than the German School of Connecticut (GSC).

With locations in both Fairfield County and Hartford, GSC is the only professional German Saturday school in the state and offers classes from pre-

INDEPENDENT SCHOOL GUIDE INDEPENDENT SCHOOL GUIDEkindergarten to high school and for adults. The school boasts a two-track continuous curriculum one for beginners and non-native speakers and the other for those with native and near-native fluency as well as classes for business German, which are tailored to the needs of employees in local businesses.

Coming to the German School of Connecticut is fun, said Dr. Re-nate Ludanyi, the schools principal. Celebrating old-world customs and establishing international relationships and friendships is the next best thing to traveling abroad. The German School of Connecticut has been in Fairfield County for 30 years and it is still growing. It is one of Fairfields best kept secretsno longer.

For more information regarding GSC, visit www.germanschoolct.org or call 203-548.0438 for the Fairfield County location and 860-242-3399 for the Hartford location.

day aNd BoaRdINGCanterbury SchoolNew Milford, CTCanterbury School is a coeducational boarding and day school enrolling 360 students in a college preparatory program for grades 9-12. In addi-tion to its strong academic program, the school is known for the beauty of its location, a true dedication to spiritual growth, and an exciting sports program for both boys and girls.

The school is situated on a hilltop adjacent to the historic section of New Milford, Connecticut, where Roger Sherman, one of the signers of the Declaration of Independence, lived. The campus is about 80 miles from New York City in an area of natural beauty near the Housatonic

River and the Appalachian Trail. Canterbury was founded in 1915 by prominent lay Catholics. One of

the founders, Dr. Nelson Hume, was honored by Pope Pius XI for his out-standing work in education. Today the Canterbury student body is a diverse mix of both Catholics and non-Catholics from 16 countries and 21 states.

Canterburys buildings, set on 150 acres, are a rich architectural mix of traditional and modern. The Chapel of Our Lady is both the physi-cal center and the spiritual heart of the campus. The large newly reno-vated and expanded Robert Markey Steele Hall has a dining room, a student center, two computer labs, a library, a 100-seat lecture room, and the Steers Admission Center. Next door, Nelson Hume Hall has classrooms, science labs, a 400-seat auditorium, and the Theater Depart-ments green room.

The sports facilities include ten playing fields, three baseball dia-monds, eight tennis courts, a track, a new state of the art aquatic center, and the Hockey Arena. The athletic facil-ity houses three basketball courts, five international squash courts, locker rooms, a weight and fitness room, a wres-tling room, as well as space for aerobics and dance.

There are eight student dormitories, which, like the classroom buildings, have wireless Internet access.

There are eighty faculty, most of whom also coach and serve as dorm advisors, and therefore may be working with a student in several roles each day. Many live on campus, 30 with their families.

Canterbury School takes pride in the breadth and depth of its course options. Few boarding schools of Canterburys size offer as many AP classes (19). Canterbury is among the very few offering AP courses in World History, Drawing, and Music Theory. The school also offers four years of Latin.

All 100% of the seniors in the class of 2011 continued on to college. Students have enrolled at excellent schools such as: Boston College, Boston University, Bowdoin, Colby, Colgate, Columbia, UConn, Cornell, Dartmouth, Ford-ham, Georgetown, Loyola, Northeastern, Notre Dame, Penn, Roger Williams, St. Lawrence, US Coast Guard Academy, US Naval Academy, Villanova and Wesleyan.

Canterburys sports program is extensive, the athletic facilities are substantial, and the coaches are dedicated. All students participate in athletics. Three team levels Var-sity, Junior Varsity, and recreationalare fielded in most

sports to accommodate players of varying skills, ages, and size. Boys teams are organized in basketball, baseball, crew, cross-country, football, golf, ice hockey, lacrosse, soccer, squash, swimming, tennis, track, water polo, and wrestling. Girls compete in basketball, crew, cross-country, field hockey, golf, ice hockey, lacrosse, soccer, softball, squash, swim-ming, track, tennis, and volleyball.

Students may earn academic credit for participating in the Canterbury Choir, Chorale and Octet as well as Chamber Orchestra and Jazz Band. Other activities include student government, theater, the school newspa-per, the yearbook, and the literary magazine. Interest clubs are formed for the environment and recycling, diversity issues, and school spirit.

www.cbury.org; www.facebook.com/canterbury.admission. 100 Aspetuck Avenue, New Milford, CT. 860/210-3800.

Canterbury SchoolNew Milford, CT

Grades 9-12 Boarding & Day (860) 210-3934 www.cbury.org

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York Preparatory SchoolNew York CityYork Preparatory School is a co-educational, independent, college prepara-tory day school offering a traditional curriculum for grades 6-12. In the belief that every student can succeed, we provide a supportive atmosphere that reflects and is enhanced by the diversity and richness of New York City.

York Prep recognizes the student as the focus of the educational pro-cess. We guide our students to reach their optimum potential intellectu-ally, physically, and socially. Each student is challenged to think critically and creatively in a structured environment where excellence is rewarded and individual effort is encouraged. We strive to develop responsible citizens by reinforcing respect for self and for others in the community.

York Prep students are grouped into subject-specific tracks, thus enabling them to recognize their academic potential. We believe subject-specific

tracking encourages students to take academic risks and to reach beyond their comfort level. For high achievers, we have an honors program of ac-celerated classes in all subjects and offer Advanced Placement testing. In addition, the Headmaster may permit seniors and advanced eleventh grad-ers the opportunity to take courses at Co-lumbia University, New York University, or Hunter College.

The York Prep Scholars Program is a three-year sequence which addresses the needs of Yorks most academically able stu-dents with a rigorous curriculum. Units on such topics as Neuroscience, Italian Renaissance Art, Statistics, and Shake-speare Performance are presented indepen-dently in mini-courses taught by members of the faculty who focus on their particular intellectual passions and specialties.

York Preps Jump Start Program helps students with different learning styles and learning disabilities to function suc-cessfully in an academically-challenging mainstream setting. Study skills, test-

taking skills, and organizational skills are key components of this sup-plemental program. The Jump Start program offers supervised group study periods before and after school every day except Friday afternoon, and two 45-minute one-on-one sessions with a designated Jump Start teacher, with whom the student works over the course of the school year.

Located in a stately, self-contained, seven-level granite building, York Prep is situated on 68th Street between Central Park West and Columbus Avenue in Manhattan. York Prep takes advantage of its surroundings by holding its fall and spring physical education classes and team practices in Central Park and by conducting regular visits to Lincoln Center. In ad-dition, the American Museum of Natural History and the Metropolitan Museum of Art are only a few blocks away. York Preps location truly makes the school an intimate place to learn in the heart of New York City.

York Prep offers the following sports: Boys Varsity Soccer, Boys Var-sity Basketball, Girls Varsity Soccer, Girls Varsity Basketball, Middle School Soccer, Middle School Basketball, Girls Varsity Volleyball, Boys Junior Varsity Basketball, Girls Junior Varsity Volleyball, Girls Varsity Softball, Boys Varsity Volleyball, Indoor Varsity Track & Field, Girls Middle School Volleyball, Varsity Track & Field, Varsity Golf, Middle School Track & Field, Boys Varsity Baseball, Varsity Cross Country, Middle School Baseball, and Middle School Cross Country.

Clubs and activities include Beekeepers Society, Book Club, Broadway Club, Chess Club, Community Service Club, Environmental & Gardeners Club, Fitness Club, French Cinema Club, Gay/Straight Alliance, Glee Club, literary and arts magazine, Knitting Club, Model United Nations, Multicul-tural Club, New York City Tour Club, Open Studio/Crafts Club, Origami Club, school newspaper, Peer Tutoring Program, Photography Club, Rock Band, School Production/Drama Club, Science Club, Stock Market Group, Student Government Organization, Ukulele Club, Yearbook, Swim Club, Tennis Club, Intramural Sports Program, and Student Yoga.

For further information contact: Elizabeth Norton, Director of Enroll-ment 212-362-0400 ext. 103; enorton@yorkprep.org; or Cathy Minaudo, Director of Admissions 212-362-0400 ext. 106; cminaudo@yorkprep.org.

The German School of ConnecticutIn todays vibrant and diverse society, communication across national bor-

ders has increased exponentially. Con-sequently, the advantages to knowing and speaking several languages are lim-itless, but knowing and speaking the right languages is key. What many may not know, is that German has become an especially advantageous option, as a language of music, science, and litera-ture, as well as the native tongue of the worlds number one exporter of goods worldwide. And theres no better place to learn this interesting and dynamic language than the German School of Connecticut (GSC).

With locations in both Fairfield County and Hartford, GSC is the only professional German Saturday school in the state and offers classes from pre-

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of connecticut

Canterbury SchoolNew Milford, CT

Grades 9-12 Boarding & Day (860) 210-3934 www.cbury.org

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taking skills, and organizational skills are key components of this sup-plemental program. The Jump Start program offers supervised group study periods before and after school every day except Friday afternoon, and two 45-minute one-on-one sessions with a designated Jump Start teacher, with whom the student works over the course of the school year.

Located in a stately, self-contained, seven-level granite building, York Prep is situated on 68th Street between Central Park West and Columbus Avenue in Manhattan. York Prep takes advantage of its surroundings by holding its fall and spring physical education classes and team practices in Central Park and by conducting regular visits to Lincoln Center. In ad-dition, the American Museum of Natural History and the Metropolitan Museum of Art are only a few blocks away. York Preps location truly makes the school an intimate place to learn in the heart of New York City.

York Prep offers the following sports: Boys Varsity Soccer, Boys Var-sity Basketball, Girls Varsity Soccer, Girls Varsity Basketball, Middle School Soccer, Middle School Basketball, Girls Varsity Volleyball, Boys Junior Varsity Basketball, Girls Junior Varsity Volleyball, Girls Varsity Softball, Boys Varsity Volleyball, Indoor Varsity Track & Field, Girls Middle School Volleyball, Varsity Track & Field, Varsity Golf, Middle School Track & Field, Boys Varsity Baseball, Varsity Cross Country, Middle School Baseball, and Middle School Cross Country.

Clubs and activities include Beekeepers Society, Book Club, Broadway Club, Chess Club, Community Service Club, Environmental & Gardeners Club, Fitness Club, French Cinema Club, Gay/Straight Alliance, Glee Club, literary and arts magazine, Knitting Club, Model United Nations, Multicul-tural Club, New York City Tour Club, Open Studio/Crafts Club, Origami Club, school newspaper, Peer Tutoring Program, Photography Club, Rock Band, School Production/Drama Club, Science Club, Stock Market Group, Student Government Organization, Ukulele Club, Yearbook, Swim Club, Tennis Club, Intramural Sports Program, and Student Yoga.

For further information contact: Elizabeth Norton, Director of Enroll-ment 212-362-0400 ext. 103; enorton@yorkprep.org; or Cathy Minaudo, Director of Admissions 212-362-0400 ext. 106; cminaudo@yorkprep.org.

The German School of ConnecticutIn todays vibrant and diverse society, communication across national bor-

ders has increased exponentially. Con-sequently, the advantages to knowing and speaking several languages are lim-itless, but knowing and speaking the right languages is key. What many may not know, is that German has become an especially advantageous option, as a language of music, science, and litera-ture, as well as the native tongue of the worlds number one exporter of goods worldwide. And theres no better place to learn this interesting and dynamic language than the German School of Connecticut (GSC).

With locations in both Fairfield County and Hartford, GSC is the only professional German Saturday school in the state and offers classes from pre-

INDEPENDENT SCHOOL GUIDE INDEPENDENT SCHOOL GUIDEkindergarten to high school and for adults. The school boasts a two-track continuous curriculum one for beginners and non-native speakers and the other for those with native and near-native fluency as well as classes for business German, which are tailored to the needs of employees in local businesses.

Coming to the German School of Connecticut is fun, said Dr. Re-nate Ludanyi, the schools principal. Celebrating old-world customs and establishing international relationships and friendships is the next best thing to traveling abroad. The German School of Connecticut has been in Fairfield County for 30 years and it is still growing. It is one of Fairfields best kept secretsno longer.

For more information regarding GSC, visit www.germanschoolct.org or call 203-548.0438 for the Fairfield County location and 860-242-3399 for the Hartford location.

day aNd BoaRdINGCanterbury SchoolNew Milford, CTCanterbury School is a coeducational boarding and day school enrolling 360 students in a college preparatory program for grades 9-12. In addi-tion to its strong academic program, the school is known for the beauty of its location, a true dedication to spiritual growth, and an exciting sports program for both boys and girls.

The school is situated on a hilltop adjacent to the historic section of New Milford, Connecticut, where Roger Sherman, one of the signers of the Declaration of Independence, lived. The campus is about 80 miles from New York City in an area of natural beauty near the Housatonic

River and the Appalachian Trail. Canterbury was founded in 1915 by prominent lay Catholics. One of

the founders, Dr. Nelson Hume, was honored by Pope Pius XI for his out-standing work in education. Today the Canterbury student body is a diverse mix of both Catholics and non-Catholics from 16 countries and 21 states.

Canterburys buildings, set on 150 acres, are a rich architectural mix of traditional and modern. The Chapel of Our Lady is both the physi-cal center and the spiritual heart of the campus. The large newly reno-vated and expanded Robert Markey Steele Hall has a dining room, a student center, two computer labs, a library, a 100-seat lecture room, and the Steers Admission Center. Next door, Nelson Hume Hall has classrooms, science labs, a 400-seat auditorium, and the Theater Depart-ments green room.

The sports facilities include ten playing fields, three baseball dia-monds, eight tennis courts, a track, a new state of the art aquatic center, and the Hockey Arena. The athletic facil-ity houses three basketball courts, five international squash courts, locker rooms, a weight and fitness room, a wres-tling room, as well as space for aerobics and dance.

There are eight student dormitories, which, like the classroom buildings, have wireless Internet access.

There are eighty faculty, most of whom also coach and serve as dorm advisors, and therefore may be working with a student in several roles each day. Many live on campus, 30 with their families.

Canterbury School takes pride in the breadth and depth of its course options. Few boarding schools of Canterburys size offer as many AP classes (19). Canterbury is among the very few offering AP courses in World History, Drawing, and Music Theory. The school also offers four years of Latin.

All 100% of the seniors in the class of 2011 continued on to college. Students have enrolled at excellent schools such as: Boston College, Boston University, Bowdoin, Colby, Colgate, Columbia, UConn, Cornell, Dartmouth, Ford-ham, Georgetown, Loyola, Northeastern, Notre Dame, Penn, Roger Williams, St. Lawrence, US Coast Guard Academy, US Naval Academy, Villanova and Wesleyan.

Canterburys sports program is extensive, the athletic facilities are substantial, and the coaches are dedicated. All students participate in athletics. Three team levels Var-sity, Junior Varsity, and recreationalare fielded in most

sports to accommodate players of varying skills, ages, and size. Boys teams are organized in basketball, baseball, crew, cross-country, football, golf, ice hockey, lacrosse, soccer, squash, swimming, tennis, track, water polo, and wrestling. Girls compete in basketball, crew, cross-country, field hockey, golf, ice hockey, lacrosse, soccer, softball, squash, swim-ming, track, tennis, and volleyball.

Students may earn academic credit for participating in the Canterbury Choir, Chorale and Octet as well as Chamber Orchestra and Jazz Band. Other activities include student government, theater, the school newspa-per, the yearbook, and the literary magazine. Interest clubs are formed for the environment and recycling, diversity issues, and school spirit.

www.cbury.org; www.facebook.com/canterbury.admission. 100 Aspetuck Avenue, New Milford, CT. 860/210-3800.

Canterbury SchoolNew Milford, CT

Grades 9-12 Boarding & Day (860) 210-3934 www.cbury.org

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York Preparatory SchoolNew York CityYork Preparatory School is a co-educational, independent, college prepara-tory day school offering a traditional curriculum for grades 6-12. In the belief that every student can succeed, we provide a supportive atmosphere that reflects and is enhanced by the diversity and richness of New York City.

York Prep recognizes the student as the focus of the educational pro-cess. We guide our students to reach their optimum potential intellectu-ally, physically, and socially. Each student is challenged to think critically and creatively in a structured environment where excellence is rewarded and individual effort is encouraged. We strive to develop responsible citizens by reinforcing respect for self and for others in the community.

York Prep students are grouped into subject-specific tracks, thus enabling them to recognize their academic potential. We believe subject-specific

tracking encourages students to take academic risks and to reach beyond their comfort level. For high achievers, we have an honors program of ac-celerated classes in all subjects and offer Advanced Placement testing. In addition, the Headmaster may permit seniors and advanced eleventh grad-ers the opportunity to take courses at Co-lumbia University, New York University, or Hunter College.

The York Prep Scholars Program is a three-year sequence which addresses the needs of Yorks most academically able stu-dents with a rigorous curriculum. Units on such topics as Neuroscience, Italian Renaissance Art, Statistics, and Shake-speare Performance are presented indepen-dently in mini-courses taught by members of the faculty who focus on their particular intellectual passions and specialties.

York Preps Jump Start Program helps students with different learning styles and learning disabilities to function suc-cessfully in an academically-challenging mainstream setting. Study skills, test-

taking skills, and organizational skills are key components of this sup-plemental program. The Jump Start program offers supervised group study periods before and after school every day except Friday afternoon, and two 45-minute one-on-one sessions with a designated Jump Start teacher, with whom the student works over the course of the school year.

Located in a stately, self-contained, seven-level granite building, York Prep is situated on 68th Street between Central Park West and Columbus Avenue in Manhattan. York Prep takes advantage of its surroundings by holding its fall and spring physical education classes and team practices in Central Park and by conducting regular visits to Lincoln Center. In ad-dition, the American Museum of Natural History and the Metropolitan Museum of Art are only a few blocks away. York Preps location truly makes the school an intimate place to learn in the heart of New York City.

York Prep offers the following sports: Boys Varsity Soccer, Boys Var-sity Basketball, Girls Varsity Soccer, Girls Varsity Basketball, Middle School Soccer, Middle School Basketball, Girls Varsity Volleyball, Boys Junior Varsity Basketball, Girls Junior Varsity Volleyball, Girls Varsity Softball, Boys Varsity Volleyball, Indoor Varsity Track & Field, Girls Middle School Volleyball, Varsity Track & Field, Varsity Golf, Middle School Track & Field, Boys Varsity Baseball, Varsity Cross Country, Middle School Baseball, and Middle School Cross Country.

Clubs and activities include Beekeepers Society, Book Club, Broadway Club, Chess Club, Community Service Club, Environmental & Gardeners Club, Fitness Club, French Cinema Club, Gay/Straight Alliance, Glee Club, literary and arts magazine, Knitting Club, Model United Nations, Multicul-tural Club, New York City Tour Club, Open Studio/Crafts Club, Origami Club, school newspaper, Peer Tutoring Program, Photography Club, Rock Band, School Production/Drama Club, Science Club, Stock Market Group, Student Government Organization, Ukulele Club, Yearbook, Swim Club, Tennis Club, Intramural Sports Program, and Student Yoga.

For further information contact: Elizabeth Norton, Director of Enroll-ment 212-362-0400 ext. 103; enorton@yorkprep.org; or Cathy Minaudo, Director of Admissions 212-362-0400 ext. 106; cminaudo@yorkprep.org.

The German School of ConnecticutIn todays vibrant and diverse society, communication across national bor-

ders has increased exponentially. Con-sequently, the advantages to knowing and speaking several languages are lim-itless, but knowing and speaking the right languages is key. What many may not know, is that German has become an especially advantageous option, as a language of music, science, and litera-ture, as well as the native tongue of the worlds number one exporter of goods worldwide. And theres no better place to learn this interesting and dynamic language than the German School of Connecticut (GSC).

With locations in both Fairfield County and Hartford, GSC is the only professional German Saturday school in the state and offers classes from pre-

INDEPENDENT SCHOOL GUIDE INDEPENDENT SCHOOL GUIDE

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tHe german scHool

of connecticut

Canterbury SchoolNew Milford, CT

Grades 9-12 Boarding & Day (860) 210-3934 www.cbury.org

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INDEPENDENT SCHOOL GUIDE INDEPENDENT SCHOOL GUIDEarchitect, created a campus with the feel of an English village on 1,000 acres of Connecticut countryside. The Cotswold-inspired architecture reflects the traditional approach to education that is so successful here.

Avons teachers are experts in their fields who bring lessons to life and create compelling context for discussion. Creativity, innovation, and col-laboration are taught by example through humor, inquiry, and debate. Small classes mean that every voice is heard and every question answered. At Avon we understand the importance of personal connection, espe-cially during adolescence; this is why we have held strong to the model of a faculty member who advises, teaches, mentors, and coaches our boys.

Athletics is an honored tradition at Avon and, we believe, a valuable part of a complete education. Our athletic program is one of the best in the country and we attribute our success to experienced coaches, excel-lent facilities, strong competition, and an emphasis on things that matter most: teamwork, determination, and sportsmanship. As successful as we are at the varsity level, Avon sub-varsity teams play a full schedule in ev-ery sport, giving all our boys the opportunity to learn, stay fit, and enjoy the bonding experience of being part of a team.

Another way Avon boys come together is through the arts. Our rich and varied programs in music and the visual and performing arts provide many opportunities for boys to express themselves creatively and form meaning-ful connections with peers. Our students have been honored locally, region-ally, and nationally for their creative accomplishments. Most impressive, however, Avon is a place where you can draw, paint, play an instrument, sing or act whether you have had years of experience or none.

As a college preparatory school, one of our goals is to identify and facilitate the right matches between Avon students and institutions of higher learning. Our boys typically begin the college counseling process during sophomore year, setting expectations and goals early so that by the time they are seniors, they are prepared to take the lead on this leg of their journey to adulthood.

At Avon Old Farms, our goal is to be the best school for boys. From the start, we have successfully given young men the tools they need to excel both personally and professionally. Our core values of integrity, civility, self-discipline, altruism, tolerance, sportsmanship, and responsibility are funda-mental to life at Avon, and stay with our graduates for a lifetime.

Avon Old Farms School: 500 Old Farms Road, Avon, CT 06001. 800-464-2866; www.AvonOldFarms.com.

The Storm King SchoolCornwall-on-Hudson, NYBalancing Competition and Cooperation in 21st Century Education

Paul Domingue, The Storm King Schools 16th head of school in 145 years, in-troduced himself this summer with a letter that included the following thoughts.

Geography dictates so much of every schools culture, but in this 21st century it is critical that we prepare students to become leaders in a global marketplace and society. Our challenge is to identify the skills, values, and habits of mind that will serve them well in their ongoing education and careers of the future.

Much has been written about the 21st century skills we should be teach-ing, among them: co-operation, teamwork, empathy, and group-thinksome of the essential skills for success in the new global economy. This list sits in sharp contrast to the quintessentially American notions of competition, in-dividualism, self-realization, and personal responsibility that have been the mainstays of prep-school education. And while a sympatheticif not em-patheticimpulse to societys betterment underpins traditional standards of

leadership, contemporary standards push for a less hierarchical approach.All of this begs several questions. Should schools dramatically shift to

embrace these new imperatives? Should an individuals success depend upon his or her groups success? What of grades? Accountability? Per-sonal initiative and responsibility? And are these new values the remedy for the endemic abuse of power we have witnessed here and abroad?

I endorse the notion that ethics should be at the heart of all we do. Twenty-first century leaders must possess extraordinary personal integ-rity and, I believe, employ what is right as the litmus test for decision making. As we prepare our Storm King students to assume positions of leadership, traditional character education must remain at the center of our daily community experience.

To slavishly abandon traditional values in favor of new, market-driven substitutes seems unwise at best. Most of the uniquely American focus on the individual remains relevant. Individualism has been and will con-tinue to be a powerful force for progress and should not be dismissed as

dated and irrelevant. And it is telling that US boarding schools are in great demand by students from around the world.

To suppose that 21st century society will not reward competitiveness is to ignore the realities of population growth, the unequal distribution of resources around the planet, and the universal desire to provide for ones children oppor-tunities for a better life. The real question revolves around the need to embrace competition without allowing it to overwhelm our global sensibility and desire for equanimity. For that to occur, competition must be tempered.

But to force a choicecompetition versus cooperationis a red her-ring. Rather, I would argue for a more balanced, blended approach that draws the best from both points of view. Indeed, the Greek notion of balance remains the single greatest gift we can give students today.

So, it seems to me that the best, most forward-thinking schools will be ones that preserve the best of their traditions and balance them with emerging educational imperatives. Living balanced lives that acknowl-edge our competing natures and accommodate the range of human ex-perience should be our ultimate goal. Find the complete letter at www.sks.org/about/FromtheHeadsDesk.cfm. Mr. Domingue and the rest of The Storm King School community are eager to welcome you for a visit.

For more information, visit www.sks.org or call Joanna Evans at (845) 534-9860. 314 Mountain Road, Cornwall-on-Hudson, NY 12520

Summer Programs for girls entering grades 7, 8 and 9. The Sonja Osborn Museum Studies Internship. The Museum Stud-

ies Internship, designed for students with interests and aptitude in the study of art history, consists of a ten-week program. The first eight weeks are spent at Hill-Stead Museum in Farmington, CT, the home designed and lived in by Theodate Pope Riddle, Westovers architect. The final two weeks are spent working on a project that investigates the historical ties between the museum and Westover.

The Online School for Girls (OSG). Westover was one of four all-girls schools in 2009 to establish a consortium to offer online education for girls. Girls taking part in the program are offered courses taught by faculty mem-bers from the consortium over the Internet. Courses range from multivari-able calculus and differential equations to women in art and literature. All classes focus on collaborative projects for participating students.

Westovers Summer Programs. The Schools residential one- or two-week summer programs in the arts and academics are an extension of the Westover experience, allowing girls to benefit from courses taught by Westover instructors while enjoying a range of summer activities. Recent course offerings have included ceramics, creative writing, dance, drama, Model United Nations, and photography.

These six programs reflect the diverse offerings that Westover provides for all of its students. As Head of School Ann Pollina has noted, Westovers small, all-girls environment forces students out of boxes and into a big-ger picture of themselves. Our girls are artists and athletes, musicians and mathematicians, poets and physicists sometimes all at the same time.

1237 Whittemore Rd, Middlebury, CT. 203/758-2423; www.westover-school.org. For admissions information, or to arrange a visit, contact Westovers Office of Admission at 203/577-4521 or e-mail admission@westoverschool.org.

Avon Old Farms SchoolAvon, CTSince 1927, Avon Old Farms has been a leader in preparing young men for higher education, and the world. Avon is a dynamic community of learning with a rigorous curriculum anchored in the liberal arts. By un-derstanding boys and with appreciation for their sense of humor, their energy, and how they learn we have created the kind of environment where our students are able to become their best selves.

Avon is conveniently located in the heart of the Farmington River Valley. Our founder, Theodate Pope Riddle, an accomplished American

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INDEPENDENT SCHOOL GUIDE INDEPENDENT SCHOOL GUIDEBoaRdING schoolsWestoverMiddlebury, CTEducation Plus Opportunities for Girls in Special Areas of Interest

Westover, a selective boarding school of 200 girls, grades 9 - 12, in Middlebury, CT, has students from 16 countries and 19 states. Because the Westover community values the ideas and talents of every student, its students have endless opportunities to distinguish and challenge them-selves. In addition to its rich and varied curriculum, Westover offers three specialized programs for those students with more concentrated interests. These programs provide co-curricular experiences for Westover students with the Brass City Ballet, the Manhattan School of Music, and Women in Science and Engineering (WISE).

Brass City Ballet. As participants in this program, a joint venture between Westover and the Brass City Ballet, select students have the opportunity to study dance at one of the regions leading dance schools. Students audition in the fall of their entry year and take six dance classes a week in ballet, modern, and jazz.

Manhattan School of Music. This joint program between the Man-hattan School of Music Pre-College Division and Westover offers tal-ented musicians and vocalists the opportunity to study music and play in an orchestra or ensemble at one of the countrys leading music schools. Students must complete a separate application and audition to be ac-cepted into the program.

WISE (Women in Science and Engineering). This advanced extra-curricular program in conjunction with Rensselaer Polytechnic Institute (RPI) offers a variety of electives aimed at preparing students for careers in science or engineering. WISE graduates also receive special consider-ation for RPIs engineering program.

A number of Westover graduates who have participated in these pro-grams have later pursued studies in dance, music, science and engineer-ing in college and have gone on to establish careers in these fields.

In addition, Westover offers three signature programs that further re-flect the Schools commitment to giving students opportunities to gain experience and knowledge in special areas of interest: the Sonja Osborn Museum Studies Internship, the Online School for Girls, and Westovers

Summer Programs for girls entering grades 7, 8 and 9. The Sonja Osborn Museum Studies Internship. The Museum Stud-

ies Internship, designed for students with interests and aptitude in the study of art history, consists of a ten-week program. The first eight weeks are spent at Hill-Stead Museum in Farmington, CT, the home designed and lived in by Theodate Pope Riddle, Westovers architect. The final two weeks are spent working on a project that investigates the historical ties between the museum and Westover.

The Online School for Girls (OSG). Westover was one of four all-girls schools in 2009 to establish a consortium to offer online education for girls. Girls taking part in the program are offered courses taught by faculty mem-bers from the consortium over the Internet. Courses range from multivari-able calculus and differential equations to women in art and literature. All classes focus on collaborative projects for participating students.

Westovers Summer Programs. The Schools residential one- or two-week summer programs in the arts and academics are an extension of the Westover experience, allowing girls to benefit from courses taught by Westover instructors while enjoying a range of summer activities. Recent course offerings have included ceramics, creative writing, dance, drama, Model United Nations, and photography.

These six programs reflect the diverse offerings that Westover provides for all of its students. As Head of School Ann Pollina has noted, Westovers small, all-girls environment forces students out of boxes and into a big-ger picture of themselves. Our girls are artists and athletes, musicians and mathematicians, poets and physicists sometimes all at the same time.

1237 Whittemore Rd, Middlebury, CT. 203/758-2423; www.westover-school.org. For admissions information, or to arrange a visit, contact Westovers Office of Admission at 203/577-4521 or e-mail admission@westoverschool.org.

Avon Old Farms SchoolAvon, CTSince 1927, Avon Old Farms has been a leader in preparing young men for higher education, and the world. Avon is a dynamic community of learning with a rigorous curriculum anchored in the liberal arts. By un-derstanding boys and with appreciation for their sense of humor, their energy, and how they learn we have created the kind of environment where our students are able to become their best selves.

Avon is conveniently located in the heart of the Farmington River Valley. Our founder, Theodate Pope Riddle, an accomplished American

avon old farms scHool

48 school section.indd 10 11/7/12 12:38 PM

INDEPENDENT SCHOOL GUIDE INDEPENDENT SCHOOL GUIDEarchitect, created a campus with the feel of an English village on 1,000 acres of Connecticut countryside. The Cotswold-inspired architecture reflects the traditional approach to education that is so successful here.

Avons teachers are experts in their fields who bring lessons to life and create compelling context for discussion. Creativity, innovation, and col-laboration are taught by example through humor, inquiry, and debate. Small classes mean that every voice is heard and every question answered. At Avon we understand the importance of personal connection, espe-cially during adolescence; this is why we have held strong to the model of a faculty member who advises, teaches, mentors, and coaches our boys.

Athletics is an honored tradition at Avon and, we believe, a valuable part of a complete education. Our athletic program is one of the best in the country and we attribute our success to experienced coaches, excel-lent facilities, strong competition, and an emphasis on things that matter most: teamwork, determination, and sportsmanship. As successful as we are at the varsity level, Avon sub-varsity teams play a full schedule in ev-ery sport, giving all our boys the opportunity to learn, stay fit, and enjoy the bonding experience of being part of