BullHorn Winter 2013

Léman Manhattan Prep’s

BullHornWinter 2013

BullHorn Winter 2013 3

A Léman Manhattan education is the best that New York City has to offer! Our compelling story is centered on four key points, which are highlighted in this winter edition of the Léman Manhattan Bullhorn.

Internationalism Via an international educational en-vironment, students become aware of “how the world works.” This is dem-onstrated by their open-mindedness to new situations, their desire to strive for a world where social wrongs are eliminated and environmental sustain-ability is achieved. In a school that is truly international, thinking and acting ‘globally’ is ubiquitous to all grades and content areas as students develop criti-cal thinking skills, gain empathy and the understanding that they can make a dif-ference. Léman Manhattan is the only preparatory school in Manhattan with established sister campuses in Europe, Asia, Latin America and throughout the United States In addition, we offer

the sole international boarding program in New York City. With our international stu-dents, global connections, focus on critical thinking and International Baccalaureate Di-ploma Program candidacy, our community understands, embraces, and lives interna-tionalism. It’s who we are!

Highly Personalized Learning Attentiveness to the individual learner is the goal that all educators strive to meet. We educate each student as an individual, meeting his or her specific needs to pre-pare for all the challenges and opportunities that lie ahead. Dedicated to high academic achievement, our accomplished Léman Manhattan faculty cultivates excellence in core competencies customized to each stu-dent’s individual academic and extra-curric-ular activities. Léman Manhattan’s Personal Learning Plans capture Léman Manhattan’s commitment to support the academic goals and passions of each student, a truly unique and most valuable differentiator among New York City private, independent schools. Partnerships Years of research show that the partner-

Four Key Points Lead to Successships between a student’s home and school is key to a student’s success. Higher grades and test scores, better attendance and in-creased self-esteem and motivation are all factors positively impacted when parents and educators work collaboratively. Léman Manhattan parents participate at every di-vision as advocates, committee members, fundraisers and boosters, volunteers and home teachers – all the better for student achievement. This powerful combination of engaged families, talented Léman Man-hattan student body and dedicated profes-sionals creates an outstanding team with student success at its core.

Rigorous Academics

A community with high expectations yields amazing results. Ensuring that our students’ minds and bodies are nurtured, a rigorous, thoughtfully articulated curriculum from PK3 through Grade 12 provides every op-portunity for Léman Manhattan students to reach their potential, both post-Léman Manhattan and in life. Each year carefully scaffolds upon the next. Léman Manhattan’s rigorous academics are supported through a wide range of extracurricular, enrichment and athletic programs, all housed in world-class facilities.

Léman Manhattan’s commitment to in-ternationalism, personalized learning, part-nerships and rigorous academics is unparal-leled in New York City private, independent schools. And we are proud to share a glimpse of this commitment in the pages that follow.

Yours in partnership,

Drew Alexander, Head of School

Letter from the Head of School

REGISTER [email protected] • 212-232-0266 X254

LÉMAN MANHATTAN IS LOCATED IN THE HEART OF THE FINANCIAL DISTRICT41 BROAD STREET • 1 MORRIS STREET • WWW.LEMANMANHATTAN.ORG/SUMMERCAMP

FOR 3 YEARS OLD - ENTERING 3RD GRADE FOR ENTERING 4TH GRADE - 9TH GRADEJUNE 23 - AUGUST 1 DATES TBA

Children enjoy daily swim, cooking, music, mar-tial arts, tennis, drawing, painting, silly science, woodworking and much, much more. Our amazing staff and incredible facilities combine to create the perfect summer for our campers.

Campers will hone their skills in week-long camps with high-level instruction by expert faculty in each field of interest. Workshops include basketball, culinary arts, film, art, and music.

FUNderful SUMMERat léman manhattan

have a


REGISTER [email protected] • 212-232-0266 X254

LÉMAN MANHATTAN IS LOCATED IN THE HEART OF THE FINANCIAL DISTRICT41 BROAD STREET • 1 MORRIS STREET • WWW.LEMANMANHATTAN.ORG/SUMMERCAMP

FOR 3 YEARS OLD - ENTERING 3RD GRADE FOR ENTERING 4TH GRADE - 9TH GRADEJUNE 23 - AUGUST 1 DATES TBA

Children enjoy daily swim, cooking, music, mar-tial arts, tennis, drawing, painting, silly science, woodworking and much, much more. Our amazing staff and incredible facilities combine to create the perfect summer for our campers.

Campers will hone their skills in week-long camps with high-level instruction by expert faculty in each field of interest. Workshops include basketball, culinary arts, film, art, and music.

FUNderful SUMMERat léman manhattan

have a

page 22 page 10

page 24 page 16

6 Scrapbook

10 Is Music the Key to

Success?

14 What Does IB Mean to Me?

16 Tech Take-Over

20 Holiday Traditions & Recipes

23 Opportunities Abroad

26 2013-14 & 2014-15

Calendars

8 Paying Homage to Guernica

12 The Boarding Experience

15 Girl Power

19 Holiday DIY

22 Personalized Learning at Léman Manhattan

24 Bring on the Bulls

ContentsWinter 2013

BullHorn Winter 20136

Dean of Students Tim Titsworth, with Assistant to the Head of Lower School, Marilyn Hemmes, getting in the Halloween spirit!Lower Schoolers enjoyed a “thrilling” Halloween!

Middle Schoolers enjoy their trip to Frost Valley.

The LCA Carnival was a great success!

PLP Conferences had a great start in the Upper and Lower Schools!

“LMPS News” anchors keep us informed and up-to-date!

Scrapbook


Meritas Arts & Film Festival.

LCA Trivia Night.Boarding students having fun

in Advisory!

LCA Carnival.

Middle School Fall Trips.

Varsity Co-Ed Soccer Team.

Upper School Student Government.

Lower School student praciticing her writing skills.

More Fall Trip Fun!Open House in the Lower School.

Upper School Science.

Introduction of the Violin Program to the Lower School.


Paying Homage to

U pper School art teach-ers, Jenna Robinson and Gary Schwartz, started off the semester in studio art with a group project. This

piece is based on “The Guernica” painted by Pablo Picasso in 1937 to memorialize those lost in the Spanish Civil War (1936-1939), especially hard hit was the tiny vil-lage of Guernica in Spain. In this group mural, each student was asked to scale a tiny part of the repro-duction using pencil, oil pastels, water-colors, and newspaper collage. At the completion of the “mini” abstract de-signs, all of the squares were put back

together like a puzzle and installed on the large display panels outside the art rooms at 1 Morris on the 22nd floor. The art instructors felt that this was an important piece of art history to share with students. “Art has always been an alternative voice to the disenfranchised, whether as a protest against a civil war or the econo-my,” said Schwartz. “Our art program will consistently strive to incorporate deeper meaning into our curriculum.” “The Guernica” is currently on display at the Museo Nacional Centro de Arte Reina Sofía in Madrid. Upon its comple-tion in 1937, the huge painting traveled

the world drawing attention to the plight of the Spanish people in the Spanish Civil War spending time at the Museum of Modern Art in New York before returning to Spain in 1981. According to the museum’s website, the painting’s depiction of the barbarity of war on innocent people is a “testimony to the horror that the Spanish Civil War was causing and a forewarning of what was to come in the Second World War.” Robinson and Schwartz encourage Lé-man Manhattan community members viewing the finished project to spot the fa-mous Picasso bull.

Guernica


Paying Homage toGuernica

The Arts


In her New York Times Op-Ed, “Is Music the Key to Success?” Joanne Lip-man writes about a possible correlation between musical training and success in other fields. She cites several promi-nent individuals in various fields in sup-port of her thesis such as Condoleeza Rice (trained as a concert pianist), Alan Greenspan (former professional clari-net and saxophone player), and hedge fund billionaire Bruce Kovner (Julliard pianist).

Lisa Nowicki, Director of Fine Arts at Léman Manhattan, explains that there is most definitely a correlation between musical training and profes-sional achievement. “I have been teach-ing music for 25 years, and I can’t tell you how many valedictorian speeches I have listened to that have been deliv-ered by one of my students.”

Nowicki’s Master’s research explored the intersection of musical training with critical thinking skills, coordination, cal-culation, and cognitive abilities that can aid in deciphering a language.

“There is the obvious math-music connection, but it goes far beyond that,” she contends. “Studying music teaches students how to focus, listen and to think creatively.”

capabilities, fluency of audiation, and in-creasing depth of musical literacy.

According to Nowicki, music engages all major functional systems of the brain simultaneously which can stimulate and enhance learning. For instance, while a stu-dent musician is computing math by rhyth-mically subdividing time into fractions, she is also simultaneously analyzing and deci-phering a language by reading notes from the page, coordinating muscle action by physically playing the instrument, and fo-cusing her efforts to articulate emotional expression in her art.

“It may be the only thing in a child’s life that provides this much brain stimula-

She regularly stresses the importance of studying music to her students. As an anecdote, she often cites the acceptance speech of this year’s Nobel Prize Winner in Medicine & Physiology, Thomas Sud-hof, who credited “studying a musical instrument for his powers of analysis and concentration.”

At Léman Manhattan, the music cur-riculum starts as early as PK3 and runs through the 12th Grade. The curriculum is designed to empower all students with the requisite skills and understanding for future success in all areas of musical study. It focuses specifically on develop-ing instrumental and vocal performance

Is Music the Key to Success?According to Léman Manhattan Fine ArtsDirector, It Just Might Be.


Meritas Arts & Film Festival

tion and this much of a challenge,” No-wicki suggests. “Young people today are generally not used to doing things that require a large amount of focus and discipline, especially if those activities don’t come with instant success. I had one student ask me if there was an app he could download to make learning his instrument easier!”

To take nothing away from our stu-dents’ seemingly limitless enthusiasm for solutions through advances in tech-nology, as of the publication of this ar-ticle, good-old-fashioned practice is still the only method for learning how to play an instrument.

A classically trained musician, No-wicki has taught in several schools throughout her career and has been at Léman Manhattan for three years. She was the Chairperson of DAIS (Delaware Association of Independent Schools) Musical Educators, which is a consor-tium of 23 independent schools in Dela-ware. When Nowicki was Chairperson, DAIS also included Pennsylvania, New Jersey, and Maryland. As Director of Fine Arts, Nowicki oversees both the Visual and Performing Arts Programs for Léman Manhattan, which offers one of the most comprehensive music pro-grams in New York.

New to the school this year is its Violin Program, which is mandatory for all stu-dents in 1st through 3rd grades. Léman Manhattan is also one of the few schools in New York that introduces Band as early as the 4th Grade.

“Music is essential to the curriculum at Léman Manhattan. This year we are excited about the addition of the Violin Program,” said Drew Alexander, Head of School. “Re-search has shown that the violin can help teach students pitch and tonality, which are instrumental in learning Mandarin, excuse the pun.”

Léman Manhattan also taps into the vast professional talent that New York City has to offer by partnering with the Jazz Foun-dation of America. Renowned musicians are invited to Léman Manhattan several times during the year to work with middle and high school students, and in some in-stances even accompanying them during concerts.

“We have a great example of the effect that musical study has in cultivating success right here at Léman Manhattan,” Nowicki notes. “Our very own Head of School, Drew Alexander, studied trombone as a student.”

One of the highlights of being a part of the Meritas Family of Schools for our students is the participation in the Meri-

tas Arts and Film Festival, which took place November 6-9. Léman Manhattan played host to middle and high school visual art and film students from Meritas schools around the world.

The purpose of the festival was to unite students from the Meritas fam-ily in a celebration of the arts, encour-age students from different geographic

Museum of the Moving Image and the Ca-thedral Church of St. John the Divine, guid-ed tours at the Metropolitan Museum of Art, MoMA and an exercise in film-making at the New York Film Academy.

Of course, all of this is in addition to tak-ing in the famous sights of New York City, including the Empire State Building and Times Square.

“The experience of standing on a flying buttress of the Cathedral Church of St. John the Divine after climbing the corkscrew stairway to the roof, was a once in a lifetime experience for all involved,” said Schwartz.

backgrounds to interact and form lasting friendships, and to inspire creative and innovative ways to create art.

Gary Schwartz, Upper School art teacher and participant in the festival added, “Art students on these festival trips also get up close and personal with what it might be like to one day grow up to be a professional, practicing artist in a major city.“

The participants in the festival en-joyed creative, social and artistic experi-ences, including on-site workshops at the

The Arts


ing with friends, sometimes I’ll use a slang word like ‘sick’ to describe something that’s really good. My in-ternational friends will think I’m be-ing literal. That’s lead to some longer explanations,” said Estrada.

Estrada has often found himself comparing cultures by discussing how differently people abroad might handle an everyday situation from Americans. He hopes these discus-sions will help keep him from com-mitting cultural faux pas when he travels abroad.

“It’s like a twenty-four-seven learn-ing experience,” said Estrada.

Getting to know students from around the world has also broadened his desire to travel. He admits that be-fore meeting many of his new class-mates, he considered traveling to Eu-rope and China. He now thinks about restructuring that list to include visit-ing his new friends.

“Now I can call Japan, Brazil, or Tur-key, and visit a friend. Meeting them has made me consider visiting coun-tries that I hadn’t before,” said Estrada.

Estrada has looked for every op-portunity to grow his relationships with his boarding school classmates, including attending weekly dinners. The dinners often include faculty and boarding school house parents.

“The boarding school staff is very welcoming. It’s almost like a regular dinner. You have a table with your friends and their ‘parents.’ We talk about school, pop culture and the lat-est gossip.”

As an added benefit, having din-ner with the boarding school stu-dents has also improved his relation-ship with his teachers.

“Sometimes it even happens that some of the teachers will be having dinner. We talk about regular stuff, not how I did on my last bio exam,” said Estrada. “I think that’s what makes Lé-man Manhattan so special.”

found that there is also an emotional component to his experience of get-ting to know his fellow students from around the world.

“Basically, you care more about the rest of the world by knowing people from other countries,” said Estrada. “Last year, there was a conflict in Tur-key and I was able to speak to Hazan Sucu, who is from Turkey, about how she felt about the conflict. I’m not sure I would have thought very much about it before knowing Hazan. Because of these relationships, we’re forced to see the whole world, not just our own country.”

The addition of international boarding has significantly increased the population of the high school, doubling its enrollment in the past two years. In Estrada’s opinion, the in-crease in students hasn’t changed the open and accepting culture of the high school. “It has still kept its culture of being accepting, only now I don’t nec-essarily know everyone as well,” said Estrada. “In some ways I feel like it’s more like a standard high school, and in some ways less like it.”

“If anything has changed at all, Léman Manhattan has become more academic,” offered Estrada. “We’ve brought in kids [through the boarding program] that really care about their academics and what they’re doing in school. I think that’s because there’s more opportunity for them coming to a whole new country. Some of the day students have picked up on that and there’s more friendly competition when it comes to grades.”

Though at their core Estrada be-lieves all of the day and boarding stu-dents are basically typical teenagers, he admitted that on occasion they do run into expectations of cultural and language norms that become lost in translation.

“When I’m on Facebook or talk-

In 2012, Léman Manhattan Prepa-ratory School enthusiastically opened its doors to 30 international boarding students. Since its inception, Léman Manhattan has welcomed more than 65 international boarding students from a diverse range of countries in-cluding Italy, China, Japan, Russia, Tur-key, Germany, Korea, Ukraine, Sweden and Brazil. The process of adjusting to a new school, city and country have all been both rewarding and challenging experiences for our international stu-dents.

Day students have similarly had to adjust to the experiences of being a part of an inclusive and international school. Senior David Estrada was a student ambassador to the initial cohort of international boarding stu-dents in the 2012-2013 school year. As a day student, he explains how he was influenced by his experiences with the boarding program.

Despite encountering a language barrier at times, Estrada discovered that the international students were like any of his other classmates, but with the added benefit of hailing from another country. “Once you speak to them you feel like you’re in another country. It’s like traveling, almost,” said Estrada.

When asked about the day-to-day benefits of having classmates from abroad, Estrada explained, “I have a ton of examples. For instance, I’m re-ally into [Japanese] Animation. I talk to Yusuke Imanaka [originally from Japan] about his country’s tradition of Anime all the time. He’s amazed at how much I know about Japanese cul-ture, and I just want to learn more.”

Similarly to his relationships with his American classmates, Estrada has

TRAVELING WITHOUT MOVINGA Day Student’s Perspective on Léman Manhattan’s International Boarding Program


MARVELOUSMOMENTS

we came here

with a young mind

with infinite expectations

We reap what we have sown

Working hard

Growing up

Far away

By Doris Yang, International Boarding StudentPoetry Corner

TRAVELING WITHOUT MOVINGA Day Student’s Perspective on Léman Manhattan’s International Boarding Program

On a crisp afternoon in late October, I escaped the office a few minutes early and bicycled over to Pier 40 to watch the Léman Manhattan Junior Var-sity co-ed Soccer Team battle against Friends Semi-nary in their first Athletic Conference of Indepen-dent Schools (ACIS) playoff game. What I saw was a true testament to the internationalism at Léman Manhattan, with at least six nationalities repre-sented on the field at any given time. At one point South Korean student Glenn Kim threw in the ball to Chinese student Losira Liu, who kicked it over to Japanese student Yusuke Imanaka, and a minute later Mexican-American student Veronica Norton zipped past a defender to put the ball in offensive territory. Meanwhile, Chinese student Kevin Jin and Russian student Azim Shokirov cheered fierce-ly on the sidelines along with Nurse Sharon, Mr. Azurmendi, and a shivering yet committed group of Léman Manhattan soccer fans. While the game was indeed thrilling, my greatest thrill came from watching this group of students from around the world play with each other on the same team to-ward a common goal. Truly a marvelous moment.

我們來到這裡

有年輕的心

有無限的期望

我們一分耕耘，一分收穫

克苦耐勞

正在長大

九霄雲外

By Josh Anchors, Director of International Boarding

Boarding


GIRLPOWER

Léman Manhattan 3rd grader, eight-year-old Isobella Gordon, is among a group of confident girls currently being featured in bus and subway ads throughout the city as part of a new Mayor’s Office Campaign called NYC Girls Project.

Aimed at reaching 7-12 year-old girls, the campaign was launched on October 1 and features photos of girls of different races and sizes, all with the slogan, “I’m beauti-ful the way I am.” The campaign also offers physical fitness classes through the Parks Department, a pilot program addressing self-esteem issues, and a Twitter campaign, #ImAGirl.

The campaign has found a great ally in Samantha Levine, deputy press secretary to Mayor Bloomberg. She conceived the idea for the campaign and currently serves as project director.

“I think being a woman in this society, it’s sort of impossible to not be aware of the pressures there are around appearance, around weight, around trying to always

look a certain way,” Levine said in a New York Times article.

The campaign really struck a chord with Isobella, who believes that all girls are beautiful and have something to be proud of. She says that she likes to re-mind her friends of how they are beauti-ful just the way they are.

When not engaging in her studies at Lé-man Manhattan, or participating in cam-paign-related appearances, Isobella can be found at home in Brooklyn Heights, where she lives with her parents, Jennifer and Andrew, and younger sister Gianna.

The Gordon family has lived in Brook-lyn for the last six years, first in Park Slope, followed by DUMBO and, most recently, in Brooklyn Heights after seven years liv-ing in London. Isobella’s mother, Jennifer Gordon, a Managing Director at ICR, a financial communications firm, likes the sense of community that Brooklyn offers and describes it as “a wonderful place to raise children.”

Jennifer also pointed out that, for Brook-lyn parents looking at prospective schools, Léman Manhattan is a “no-brainer.” “A neighborhood school provides a com-munity experience, but Léman Manhattan offers an international one. It also offers a unique experience in close proximity to Brooklyn. We love that our daughters have the intimacy of the Brooklyn com-munity to call home and an international, diverse community where they attend school.” She also cites the school’s rigor-ous academics, diverse electives, student/teacher ratio and an administration that clearly wants to works with parents in or-der to see their children succeed.

Even though she’s on billboards all over the city, at the end of the day, Isobella is just a regular girl who loves school, her family and being a girl!


What Does [IB] Mean to Me?From the desk of the IB Coordinator Designate:

Our Upper School teachers and staff are busy preparing for the final stage of the authorization process in order to offer the International Baccalaureate Diploma Programme (IB DP) beginning in the fall of 2014. On December 5 and 6 the Verifi-cation Visit Team from the IB visited with teachers, administrators, students, and parents to confirm and verify that prepa-ration has been done in the community to ensure the successful implementation of the IB DP.

For our current 10th Grade students, once authorized we will provide the stu-dents with more detailed information about the IB DP and guide them in select-ing a course of study.

During the spring when all of our Up-per School students start the course selec-tion process, we will survey the 8th and 9th graders to determine which IB courses they may be interested in taking during their last two years of high school. Our

intent is to have student interest drive our decision making in terms of which additional IB DP courses we should in-vestigate for possible inclusion in the courses we offer in the coming years.

For more information about the IB DP please refer to the IB website (www.ibo.org). Feel free to contact me if you have any questions about this challeng-ing and rigorous program.

David [email protected]

*Only schools authorized by the Inter-national Baccalaureate can offer any of its four academic programmes: the Pri-mary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme or the IB Career-related Cer-tificate (IBCC). Candidate status gives no guarantee that authorization will be granted.

LCA TRIVIA NIGHT

On October 25, the members of the Léman Manhattan Community and faculty went head-to-head in the first-ever Trivia Night. Laughs could be heard bellowing out of the Morris Café as everyone learned that maybe they were not quite as smart as they thought they were!

Director of Curriculum Jerry Mara-ia, and Middle School science teacher Katy Molnar hosted, keeping everyone on their toes! Judges Sarah Polland (Head of the Upper School), Drew Al-exander (Head of School), Rachel Grif-fin (Head of the Lower School), and Jill Klein (Lower School Psychologist), scored the answer sheets. Managing Director Gerard Widder kept everyone honest as the scorekeeper.

Ultimately a team of Upper School teachers won the evening, but every-one agreed on how much fun they had. The event, sponsored by the Lé-man Community Association (LCA), was held in an effort to bring the Lé-man Manhattan community togeth-er. Sarah Polland, Head of the Upper School, supports these community initiatives. “We have a unique sense of community here at Léman Manhattan and these events only help strengthen that relationship and allow us to con-tinue growing our school traditions,” she said. Drew Alexander, Head of School, emphasized how important these community events are, adding, “Trivia Night serves as an excellent op-portunity for parents and faculty to come together, enjoying each other’s company in an engaging, friendly competition. Activities such as this serve to strengthen the crucial home and school partnership. We eagerly anticipate Trivia Night 2!”

Community


iPads

Tech Take- Over

In a time when students are being described as “digital natives,” Léman Manhattan believes in both challenging and supporting students so

that they may thrive and be pre-pared for a technologically ex-panding future.

In 2013, Léman Manhattan in-troduced its iPad program, which provided for dedicated Apple technology for each classroom in the Lower School, access to iPads for every student in the Upper School, as well as iPads for every teacher, in addition to a pilot program focused around the 8th Grade students, who each received personal iPads. The pro-gram is focused on giving stu-dents a unique and personalized educational experience through the use of iPad technology.

Teachers use iPads in the class-room to empower students to individualize their education through programs like “near-pod” and “educreations,” which both allow students to directly

interact with the enriched, multime-dia presentations created by their teachers. The app programs avail-able enable students to capture their understanding of concepts through collaborative note-taking programs, interactive textbooks, video cameras and interactive “sketch pads.”

Using these interactive programs to test knowledge places more value on how the student can personally demonstrate his or her grasp of the concept, rather than the ability to re-cite vocabulary and select the correct multiple-choice answer.

According to Maria Narciso, the Director of Information and Com-munications Technology at Léman Manhattan, “The students become responsible learners acquiring knowl-edge and problem solving and then are able to demonstrate their learn-ing. The iPad contains tools of pod-casting, video, sound, and thousands of apps covering all subject areas and every style of learning.”

One morning in a Léman Man-hattan Middle School science class, students were asked to draw what

particles looked like in the form of a solid on their iPads. The drawings were then projected onto a SMART board and the students discussed why some drawings were better rep-resentations and what changes could be made to correct the other draw-ings. The students then continued the exercise with liquids and gases. To be able to think critically about a subject, interact with their peers and receive instant feedback, almost si-multaneously, makes students’ learn-ing an incredibly powerful and more memorable experience.

Katy Molnar, Middle School science teacher, agrees. “Having iPads in the classroom is a great way to engage students in the curriculum. They get excited to participate and see their results in real time,” she says.

Léman Manhattan Uses the iPad to Individualize Education


3D Printingaccess to a 3D printer, which was ac-quired by the school this summer. First graders meet once a week, while 2nd through 4th graders meet twice week-ly for 45-minute sessions. Most projects are done in groups or as a class, includ-ing creating boats for the 4th Grade buoyancy unit, as well as structure and shape creation for the 3rd Grade archi-tecture and engineering unit, notes Schmitz.

To introduce students to the new concepts, Schmitz selected three us-er-friendly design and rendering pro-grams. The first two design programs, called Tinkercad and Cubify Draw, al-low students to create their own digital molds and ready them to be printed into their desired object. While the third software, called 123D Catch Pro-gram, enables students to render pho-tographs into digital molds and then print.

“For students at Léman Manhattan, the goal is not to build better gadgets. It’s to understand how technologies fit into society at an early age,” said Schmitz.

To conclude the 4th Grade buoy-ancy unit, Schmitz had his students use the 3D design program Tinkercad to create and test the buoyancy of a variety of boats. After doing research on boat design, each class collaborated to come up with a singular design for their boat. The designs were extremely creative, and excellently designed. So well designed, in fact, that they con-ducted an experiment with the boats

hypothesizing which boat would hold the most weight. Then, they tested. All of the boats held a similar amount of pennies, with the winning boat only holding 10 more pennies than the fourth place boat.

“This activity is just beginning in unleashing the potential of having a 3D printer in our class, as the students saw their ideas come to fruition in front of them,” said Schmitz. “This opens up the door for students to truly believe that if they can dream it, they can make it!”

According to Schmitz, initially he saw a mixture of curiosity and excite-ment from students eager to test out the new 3D printer. In a matter of days, they were able to explain to novices the process from design all the way through printing. He has seen equal excitement from parents, who have even asked to sit in on class.

MakerBot, a Brooklyn Based Com-pany, creates the Replicator 2, which was released in 2012. The printer, which only prints with plastic, uses an addi-tive process where successive layers of material are laid down in different shapes. The plastic is crosshatched to support the structure, which students call honeycombs because the geomet-ric design is similar to that of a beehive.

Although the Replicator 2 does not print pizza, there is no limit to the excitement and creative possibilities for Léman Manhattan students. And Schmitz doesn’t rule out the possibility when it comes time to upgrade.

Tech Take- Over

Once a science fiction fantasy, three-dimensional printers have re-cently gone mainstream. Stories of designers’ and scientists’ ability to print figurines, live tissue, and even pizza in space using the machines, have flood-ed the media. Anticipating that the rapidly evolving technology will have a tremendous impact on the design industry, science and beyond, Léman Manhattan’s science department has incorporated 3D design into the cur-riculum as early as 1st Grade and pur-chased a 3D printer called the Maker-bot Replicator 2.

With access to the 3D printer, stu-dents have been able to transform their designs from 2D illustrations on the computer, to 3D objects in a matter of minutes.

“We are providing our students with a designing skill set that is es-sential for the 21st century,” said Paul Schmitz, Lower School science teacher overseeing the program. “Although this technology is young, I believe it will become commonplace for people to build and create their own posses-sions as it becomes more affordable. These projects will also open the door for our students to possible careers in 3D design, engineering, inventing, in-novating and even fashion!”

Léman Manhattan is one of the few innovative primary schools in the United States currently with full-time

Léman Manhattan Integrates 3D Design into Curriculum with 3D Printer Technology

Technology


DIY

Holiday DIYWith the holidays come

traditions, be it food or crafts, from savoring a Christ-mas ham to lighting the me-norah, to wrapping presents or drinking eggnog. Have you ever wondered why certain traditions exist? The answers might surprise you! Execu-tive Chef of the Upper School, Jenny Gensterblum, offers up some history and non-tradi-tional new takes on the clas-sics.

Thanksgiving Turkey Every year, 90% of Americans consume turkey on Thanksgiving! Turkey was introduced to the early Pil-grim settlers by a Native American tribe in the 1620s. It is widely believed that the Pilgrims ate turkey at the first Thanks-giving in 1621, but scholars only have records that show they ate “wild fowl,” which could mean goose or duck, as well.

Americans didn’t start eating turkey for Thanksgiving en masse until the mid-1800s. It was popularized by a magazine editor who read about the first feast and decided to publish recipes for turkey, stuffing, and pumpkin pie, starting tra-ditions that had little to do with the pil-grims.

Potato Latkes Latkes are small cakes made of grated potatoes fried in oil. Latkes are a culinary tradition at most Hanukkah celebrations. Hanukkah commemorates the miracu-lous flame that burned for eight days, hence the reason latkes are fried in oil. Scholars aren’t entirely sure why latkes became such a popular food for this holi-day, but one can assume that potatoes were inexpensive and one of the only foods stored in the cellar during the cold winters. Versions of latkes are associated with many other European and Middle East-ern cuisines as well, including Czecho-slovakia, Germany, Russia, Poland, Lithu-ania, Iran, Hungary, Ireland, Switzerland, Slovakia, Ukraine, Sweden, and Belarus, to name a few.

Black-Eyed Peas If you celebrate the New Year any-where in the Southeast United States, it is very likely that you’ll be offered a dish of black eyed-peas sometime after mid-night or on New Year’s Day. Southern folklore maintains that eating black-eyed peas on New Year’s will bring luck and prosperity. The peas supposedly repre-sent coins that bring luck throughout the year ahead.

Holiday Cards The custom of sending greeting cards can be traced back to the ancient Chi-nese, who exchanged messages to cel-ebrate the New Year, and to the early Egyptians, who conveyed their greetings on papyrus scrolls. By the early 1400s, handmade paper greeting cards were being exchanged in Europe. The Germans are known to have printed New Year’s greetings from wood-cuts as early as 1400, and handmade paper Valentines were being exchanged in various parts of Europe in the early to mid-1400s. The first known published Christmas card appeared in London in 1843, when Sir Henry Cole hired artist John Calcott Hors-ley to design a holiday card that he could send to his friends and acquaintances.


For the Rub:Mix all ingredients together and set aside.

For the Chermoula:Process all ingredients in a food processor and set aside. Season with salt & pepper.

For the Turkey:Preheat the oven to 325 degrees F. Place the turkey breast, skin side up, on a rack in a roasting pan. Spread the butter rub generously over and under the skin. Season breasts with salt & pepper. Pour the chicken or vegetable stock into the roasting pan.

Roast the turkey for approximately 2 hours, until the skin is golden brown and the internal temperature of the meatiest part of the breast is 165 degrees F. If the skin is getting too dark, cover the breasts loosely with foil. When turkey is done, remove from the oven, tent with foil and allow to rest for 15 minutes before slicing.

Serve the turkey with chermoula sauce spooned over the top.

Create your own holiday traditions with these creative takes on holiday classics...

Holiday Pop-Up CardBy Andrea Yost, ceramics and art teacher and Lynn Baldinger, woodworking teacher

Materials:2 pieces of heavy weight paperScissorsGlue

Instructions:1. Fold one piece of paper in half.2. On the fold make two 1” cuts about a half an inch apart to make a tab.3. Fold over tab and crease.4. Unfold and “push in like a button.”5. Using you second piece of paper –cut out fun shapes.6. Glue one of your shapes to the front of the popped up tab.7. Add some more shapes to the card and you are done.

Moroccan Roast Turkey Breast with Chermoula Sauce (Serves 8)

1 whole bone-in turkey breast (6 ½ - 7 lbs)Salt & pepper1 cup chicken or vegetable stock

Butter Rub:1/4 cup softened butter1 tablespoon ground ginger1 tablespoon ground cumin2 teaspoons coriander2 teaspoons cardamom½ teaspoon red pepper flake

Chermoula Sauce:½ cup parsley leaves, washed & dried½ cup cilantro leaves, washed & dried3-4 cloves of garlic, peeledJuice of 3 lemons3 tablespoons olive oil1 teaspoon paprika1 teaspoon ground cumin


DIYTrim the brussel sprouts and peel & quarter the onion. Peel the potatoes, peel and core the apples and store both in water until you are finished to prevent browning.

Shred all items in a food processor fitted with the appropriate blade. Place in a cheese cloth and squeeze out as much liquid as possible.

Add remaining ingredients together in a boil and mix together with the drained potatoes, apple, sprouts and onion.

Heat oil in a cast iron skillet over medium heat. Using a ¼ measuring cup, scoop out the latke mixture and drop carefully in hot oil, cook-ing in small batches. Gently flatten each latke. Cook each latke for 2-3 minutes per side, or until golden & crispy, and cooked through. Keep warm in the oven or serve immediately!

Brussel Sprout, Potato, & Apple Latkes (Serves 4)

2 cups trimmed and shredded brussel sprouts (12-15 sprouts)2 cups peeled and shredded potatoes (about 2-3 medium)1 large onion, shredded2 large apples, peeled, cored, and shredded3 eggs1/3 cup potato starch or all-purpose flour1 teaspoon salt½ teaspoon pepper¼ cup vegetable oil

Heat 1 tablespoon oil in a large frying pan over medium high heat. Add the mushrooms, season with salt and pepper and cook until browned, stirring occasionally. (Wait for the mushrooms to release all of their liquid, evaporate and crisp up). Remove from pan and set aside.

Wipe the pan clean with a towel, and add another tablespoon of oil over medium heat. Add the on-ion and sauté until translucent. Add the garlic and continue to cook for another 1-2 minutes, stirring frequently.

In a bowl, mash the peas with the back of a spoon, leaving some of the beans still intact. Add the mushrooms, onion-garlic mixture, tamari or soy sauce, hot sauce and cilantro leaves. Season to taste with salt & pepper and mix well.

In a large cast iron skillet, heat the remaining 2 tablespoons oil over medium-high heat. Using your hands, form a small patty us-ing one-fourth of the mixture. Gently place in the pan, flatten gently with a spatula, and continue with remaining patties. Fry until golden and crispy, about 5-6 minutes per side. Serve on toasted buns with your favorite toppings.

Black-Eyed Pea Veggie Burgers (Serves 4)

4 tablespoons olive oil12 cremini mushrooms, cleaned, steamed, & diced1 medium onion, diced2 garlic cloves, minced1 can (15 oz) black-eyed peas, drained & rinsed½ teaspoon tamari or soy sauce2 tablespoons cilantro leaves, washed & dried, mincedHot sauce to tasteSalt & Pepper to taste4 hamburger rolls


This fall, Léman Manhattan Preparato-ry School students, teachers and parents teamed up to create Personalized Learn-ing Plans (PLP). Each student beginning in Kindergarten through the 12th Grade went through the process of developing a plan. PLPs assist students as they progress through to the 12th Grade by focusing on individual student’s strengths, interests, and goals. Each plan has a strong academic emphasis that is data and skills driven and simultaneously engages the student’s per-sonal interests and passions. Goals range from meeting expectations or standards for a particular grade level to improving acting skills while exploring playwriting. “PLPs foster targeted instruction while teaching our students to set engaging, challenging, yet realistic and measurable goals,” said Jill Klein, Student Support Ser-vices Department Chair and lead on the PLP initiative. “As PLPs are data-driven, we are able to demonstrate improvement and growth in a specific content area with object evidence to parents and to the stu-dents themselves.” At the Personal Learning Plan Confer-ences in October, students, teachers and parents worked together to create their personal plan. As partners, they determined:

After the plans were created and agreed upon by the student, teacher, and parent or parents, each person signed it. They also agreed to regularly monitor the student’s progress toward each goal throughout the school year. “It’s a nice way to learn right off the bat whatever they’re struggling with so we can fix it right away, instead of letting it prog-ress over a couple of months,” said Simarna Duggal mother of a 7th Grade student and 4th Grade student at Léman Manhattan. This highly personalized approach to learning has a direct impact on students’ study habits, work ethic, ambition, and sense of self-respect, notes Head of School Drew Alexander. Whether that comes in the form of learning Mandarin, dedicating oneself to becoming an All-American Ath-lete, or pursuing a challenging course load, at the heart of it is a nurturing and collab-orative environment. The PLPs paid close attention to social-emotional goals, also known as Habits and Attributes of Learning (HAL) goals, in addi-tion to the students’ academic goals. HAL goals focus on showing empathy, self-re-spect, finding humor, challenging oneself, persevering, being an active listener and learning from each other. According to Klein, by setting a HAL goal, students were able to make the connec-tion between setting goals for their aca-demic success and setting goals to be suc-cessful in their passions and other pursuits. She made the analogy, “in order to play

soccer, one has to be determined, to practice, to learn and follow rules, to deal with the disappointment of los-ing a game or missing a goal shot, but also to keep going. Children do not quit the team because they missed a goal. These qualities are important as-pects of schooling and hopefully the PLPs will help students transfer those qualities to their academics.”

PLPs were reviewed during con-ferences, at which time the student, teacher, and parent/s had the op-portunity to revisit each goal and the progress made towards that goal. Of the school’s approach to learn-ing, Alexander says, “As a personal-ized learning community, we ensure that our students’ minds, bodies and souls are nurtured while encouraging exploration and leaving one’s com-fort zone. Subsequently, our students become critical thinkers and develop the confidence and competitive edge they need to excel in college and beyond.”

“We ensure that our students’ minds, bodies and souls are nurtured”

-Three- five Specific, Measurable, Achievable, Relevant, Timed (SMART) goals-At least one academic area of oppor-tunity for improvement-At least one habit and attribute of learning (Homework, Participation, Effort, etc.)-One enrichment/interest project

PersonalizedLearning at

Léman


Opportunities Abroad

This year, Léman Manhat-tan will be offering two opportunities to travel abroad, organized by World Languages Depart-ment Chair, Sylvie Toudic.

Educational travel is a vital part of a complete education. It expands views, promotes understanding, and provides first-hand experiences of classroom lessons. The majority of individuals that participated in youth travel directly credit their travel expe-riences as positively impacting their education and career. It is very difficult for students to be exposed to the language they study in the United States. Nothing com-pares to the experience of being in the country and trying to speak the language with native speakers and in real situations. It is also a wonderful opportunity to discover Europe, its geography and its traditions! Students will have the opportunity to visit monuments, and as impor-tantly, they are also going to experi-ence real Spanish and French tradi-tions such as typical food, fashion and an art workshop painting in Giverny, Monet’s famous garden. It is also a great opportunity to make connections. For example, stu-dents will visit the American Univer-sity of Paris and meet the Director of Admissions. They will also meet one

Who?Up to five seniors with impeccable behavior, excellent academics and lots of enthusiasm!

When?Our students will go to Switzerland from February 15-March 8.February 17-22 : they spend the week at schoolFebruary 22-March 2: They take part in the Ski Camp organized by Col-lege Du Léman March 3-7: Another week at school The calendar coincides with the February break, students have a break the second week, and the third week they return to the class-room for four days. They come back to New York on March 8 just as College Du Léman students arrive at Léman Manhattan to stay with us for 3 weeks, ending March 29.

Where?Students will stay with families this year. This allows the students to be-come truly immersed in the culture and language. It also encourages the formation of lasting relation-ships. It is great opportunity to further develop their fluency and their understanding of European cultures.

COLLEGE DU LÉMAN EXCHANGE AT A GLANCE

of our former students, Elizabeth. This is also a great opportunity for college applications! “The World is a book, and those who do not travel read only a page.” -Saint Augustine

Spring Break TripsApril 11-18, 2014Madrid & Barcelona tour includes: Madrid city walk, a visit to the Pra-do Museum, Madrid landmark and sightseeing tour, optional Toledo guided excursion, flamenco danc-ing, optional El Escorial & Segovia guided excursion, Cathedral visits, Barcelona landmark and sightsee-ing tour, Gaudi’s Sagrada Familia, Barcelona city walk, tapas dinner, Las Ramblas, Salvador Dali Theater and Museum, and paella dinner.

Paris tour includes:Paris city walk, Notre Dame Cathe-dral visit, dinner in the Latin Qua-ter, Paris & Versailles landmark and sightseeing tour, Arc de Triomphe, Champs-Elyées, Eiffel Tower, Louvre visit, Seine River sightseeing tour, visit to the American University of Paris & discussion with Léman alum-na, french film and shopping, Musée d’Orsay, Monet’s Giverny, Giverny guided excursion, and Sacré Coeur.


Léman Manhattan offers its students. They believe that many of their players have the potential to follow in the suc-cess of Léman Manhattan Class of 2013 first All-American Scholar Athlete gradu-ate Sam Sherman, who is currently swim-ming for the Division 1 Blue Devils at Duke University.

International Swedish boarding stu-dents Anders Gombrii and William Tell-man joined the team this year. At 6’8”, Gombrii’s height and athleticism gives the team a dominating presence at the boards that is unique in this league. Tell-man, who suffered an injury in the pre-season, is a strong defensive player and willing to do whatever it takes to help the team, including the dramatic div-ing save he made that lead to his injury. Coach Murphy is hopeful that Tellman will return to the court before the winter break. Patrick Pan, also an international boarding student from China and in his second season with the team, will lead the team in offense as a forward this year.

Returning day students and junior shooting guards Leo Gittelman and

Alex Dula worked tirelessly on their skills and conditioning in the off-season

Bring on the BullsThe highly anticipated basketball

season is upon us. In a conversa-tion with Athletic Director Ray La-

cen and Head Coach Michael Murphy, both men agreed that Léman Manhat-tan’s young program promises to be extremely competitive in the Athletic Conference of Independent Schools (ACIS) and New York State Association of Independent Schools (NYSAIS) Con-ferences this year.

What makes them so confident? They believe that the diversity of the team is the greatest source of its strength. A combination of new stu-dents from New York and abroad, who bring fresh talent and height to the team, and returning students, who dedicated their off-season to honing their skills, will make the Bulls a force to be reckoned with on the court.

“We have put a boys’ varsity team out to compete this year that is equipped to contend in league and even championship play,” explained Coach Murphy. “The athleticism and speed that these players have brought to the game is incredible. This season we are a fast break, up-tempo team, which is always fun to watch.”

With the additional height and speed of its players, the Bulls are poised to run a tough defensive game that controls the boards and wins rebounds.

“Rebounding and defense wins championships,” stated Coach Murphy.

Lacen and Coach Murphy credit their ability to attract and retain play-ers with exceptional athleticism and strong academic backgrounds this sea-son to the personalized approach to education and international focus that


point range,” said Coach Murphy. He further quipped, “Deondre’s range is so deep, we might need to get him a long distance call-ing card.”

In addition to league play, the team will be traveling to Arizona for the Rancho Salano Prep Tip Off Classic in January where they will compete against other Meritas Schools. Lacen anticipates that college scouts will be in attendance at the games.

“New York City is the mecca of basket-ball in the United States,” said Lacen. “To go out to another part of the country and rep-resent New York City is really exciting for us.”

Making an appearance on the winter schedule once again this year is community service. Murphy and Lacen are dedicated to training the players’ bodies as well as their minds and spirits.

Despite the team’s depth of talent and promising level of competition, Murphy is cautiously optimistic about their potential success. “The beginning of the season is the time for them to come together and realize how to play as a team. The league is very competitive this year.”

Confidence and excitement for the season is not just limited to the team and coaches. To ensure there is enough capac-ity for our fans this year, Léman Manhattan’s facilities team purchased new bleachers that stack up to four levels high in the Mor-ris Gymnasium. This year there will plenty of room for all proud Bulls fans to raise the rafters as we excitedly cheer our team on through what is shaping up to be a memo-rable season.

to build on their success of last year. Also returning this year to new positions are sophomore guard Tyler Garber and ju-nior guard Kelvin Salgado. Both players made the move to varsity after a year of focused attention to developing their skills on the junior varsity team. The team is also excited to welcome back sopho-more guard Harrison Ceruto, who spent the previous school year in California.

Three new students hailing from Brooklyn also joined the team this year as point guards. Deondre Bourne took to the court as a freshman that has been touted as talented enough to play at a level that belies his age. Sophomore James Sheldon previously played for Brooklyn Tech. Charles Holley, a junior, has proven that he can find the net from anywhere on the court. Tyree Meredith, a junior who also joined the team this sea-son, rounds out the point guards.

Balancing their exceptional defensive play, Coach Murphy anticipates an ex-plosive offense due to the team’s strong shooting ability this year.

“We are a very good shooting team. Holley, Bourne, Gittelman, Ceruto and Dula are all excellent from deep three

Athletics

Bring on the Bulls

Léman Manhattan sophomore Aleiyah Springer ran her way to suc-cess this year! Aleiyah was an All League recipi-ent at the Athletic Conference of Independent Schools (ACIS) Cham-pionship race in October and went on to compete in the New York State Association of Independent Schools Athletic Association (NY-SAISAA) Cross County Champion-ship meet at Van Cortland Park on November 9. The NYSAISAA Cham-pionship is open to all NYSAISAA member schools. Ray Lacen, Director of Athletics, said, “Aleiyah is the example of what we want our athletes to strive to be. She succeeds in the classroom, on the court, and on the track. I have no doubt she will leave her mark at Léman Manhattan as an athlete, student and person.” The Léman Manhattan commu-nity extends warm congratulations to this exceptional athlete! We are so proud of you, Aleiyah!

ACIS Champion Aleiyah Springer


* Gray shading indicates school is closed to students

4 Boarding Program Opens 6 Classes resume 20 Martin Luther King Day – School Closed 31 Second Quarter & First Semester Ends

2013-14 School Calendar

26, 27 New Hire Orientation28-30 Full Faculty In- Service

8 First Quarter Ends 11 Full Faculty In- Service - No Student Attendance 11 Second Quarter Begins 20 Upper School Student/Parent/Teacher Conferences 27-29 Thanksgiving Break – School Closed

3 Third Quarter Begins 11 Lower School Parent/Teacher/Student Conferences 14 February Break Begins at 3:15 PM 24 Classes Resume

6 Early Dismissal at 1:30 PM 21 Lower School Student/Parent/Teacher Conferences 26 Memorial Day –School Closed

10 Early Dismissal at 1:30 PM 20 Winter Vacation Begins at 3:15 PM 22 Boarding Program Closes

4 Early Dismissal at 1:30 PM 17 Full Faculty In-Service

7 Graduation 17 Students’ Last Day of School at 12:00 PM 17 Fourth Quarter and Second Semester Ends 18, 19 Full Faculty In-Service 19 Boarding Program Closes 19 Faculty’s Last Day at 1:00 PM

1 Early Dismissal at 1:30 PM 3 Lower School Curriculum Night (3’s-K) 8 Upper School PLP Conference 14 Columbus Day – School Closed 29 Lower School PLP Conference

11 Spring Break Begins at 3:15 PM 11 Third Quarter Ends 21 Classes Resume 21 Fourth Quarter Begins 24 Upper School Student/Parent/Teacher Conferences

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 30 August

September

October

November

December

January

February

March

April

May

June

S M T W T F S

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Semester I Quarter I: September 10 - November 8 Quarter II: November 11 - January 31

Semester II Quarter III: February 3 - April 11Quarter IV: April 21 - June 17

1 International Boarding Students Arrive 2 Labor Day – School Closed 3, 4 Full Faculty In-Service 5, 6 Rosh Hashanah – School Closed 9 Open House - Lower & Upper Schools

10 Opening Day of School 17 Curriculum Night (Grade 5) 19 Upper School Curriculum Night 24 Lower School Curriculum Night (Grades 1-4)


21, 22 New Hire Orientation25-29 Full Faculty In- Service

11 Full Faculty In-Service - No Student Attendance 26 - 28 Thanksgiving Break – School Closed

13 February Break Begins at 3:15 PM 23 Classes Resume

25 Memorial Day –School Closed

1 Labor Day – School Closed 2 Open House Lower & Upper Schools 3 Opening Day of School 25, 26 Rosh Hashanah – School Closed

19 Winter Vacation Begins at 3:15 PM

16 Full Faculty In-Service

17 Students’ Last Day of School @ 12:00 PM

18, 19 Full Faculty In-Service

19 Faculty’s Last Day

13 Columbus Day – School Closed

5 Classes Resume 19 Martin Luther King Day – School Closed

2 Spring Break Begins at 3:15 PM 13 Classes Resume

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30/31

August

September

October

November

December

January

February

March

April

May

June

S M T W T F S

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29/30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30/31

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Semester I Quarter I: September 3 - November 7 Quarter II: November 10 - January 23

Semester II Quarter III: January 26 - April 2Quarter IV: April 13 - June 17

2014-15 School Calendar

10 Opening Day of School 17 Curriculum Night (Grade 5) 19 Upper School Curriculum Night 24 Lower School Curriculum Night (Grades 1-4)

41 Broad Street 1 Morris Street New York, NY 10004

Tel: 212.232.0266 Fax: 646.770.9577 www.lemanmanhattan.org @lemanmanhattan facebook.com/lemanmanhattan lemanmanhattanblog.wordpress.com

Documents

BullHorn Winter 2013