Dear Lighthouse Families,
This time of year, Lighthouse teachers are busy advancing the curriculum you heard about at last week’s All School Parent Meeting, while also completing winter assessments and Whole Child Reports. This process is an exhaustive one, as it takes place over the course of several months, and it reflects our approach to teaching and learning. We are committed to the education of the whole child, concerning ourselves equally with ethical and intellectual development. (from the NLS philosophy)
While writing reports, teachers consider the growth and development of each child, as a person, a student, and a friend, as well as the challenges they face and the progress they have made within each of these realms. A student may be quite facile with math or handwork and need additional support with letters and sounds. Another student may be reading years beyond their grade level but have a difficult time navigating friendships or advocating for themselves. We aim to help Lighthouse students find equilibrium socially and emotionally, while also finding success within the academic curriculum. Without the former, the latter is difficult to achieve.
The reports you receive on Friday, February 23 include mid-year marks on the checklists you saw during the fall conferences (and checklists from specialist teachers), an in-depth narrative about the individual child, and comments related to the specific areas of their learning and development. As a reader of the Whole Child Reports, I am always delighted by how thoughtfully and beautifully the teachers capture the essence of the individual and how their reverence for each child shines so brightly.
I hope you have a wonderful weekend.
Warm regards,
Emily
Happy, Thoughtful Kids Grown Here
Children are facing unique challenges in today’s world. While kids today have no shortage of structured activities, the average American child spends only four to seven minutes engaged in outdoor free play and five to eight hours in front of a screen.
Many studies suggest that decreased opportunities for unstructured, imaginative play have had significant impacts on childhood anxiety and mood disorders. According to the CDC, 9.4 percent of school-aged children are diagnosed with anxiety.
In the Scientific American article “Unstructured Play is Critical to Child Development,” psychiatrist Stuart Brown explains, “The consequence of a life that is seriously play-deprived is serious stuff.” He and other psychologists worry that the lack of free play in childhood will result in “a generation of anxious, unhappy, and socially maladjusted adults.”
Because free play does not follow a set of rules, it allows for greater communication, collaboration, social competence, perseverance, and creative responses than structured activities. It is also a healthy avenue for children to work through stress and anxiety.
At Nantucket Lighthouse School, we understand that play is not a departure from meaningful work- it is meaningful work.
Warmly,
Julia Maury
UPCOMING EVENTS and DATES
Monday, February 12- Financial Aid Application Due
Wednesday, February 14- Admissions Decisions for New Families
Monday, February 19- Presidents’ Day NO SCHOOL
Tuesday, February 20- 100th Day of School
Monday, February 26 – March 1 – Winter Break NO SCHOOL
CLICK HERE TO PURCHASE YOUR TICKETS FOR PROM!
Cayla Prichard
Director of Development and Math Curriculum Coordinator
M.Ed. Educational Leadership and Policy Studies, University of Texas at Arlington
B.S. Human Environmental Sciences & Art History, University of Alabama
Cayla has almost a decade of experience as an elementary and intermediate school teacher and math interventionist, specialist, and coach in Texas and on Nantucket. Prior to moving to Nantucket, Cayla’s involvement with The United Way of Metropolitan Dallas led to her becoming a member of the inaugural class of March Tocqueville Fellows; a social innovation experience designed to engage young professionals in fundraising, volunteering, and advocacy. Her nonprofit work has primarily been focused on educational equity.
Since graduating from The University of Alabama with a Bachelor of Science, Cayla obtained an M.Ed. in Educational Leadership and Policy Studies from The University of Texas at Arlington. She has engaged in extensive professional development in curriculum writing; nonprofit success and community engagement; data-driven pedagogy; responsive classroom; and diversity, equity, and inclusion.
“As a parent to a Small Schooler, I have seen firsthand the impact of Nantucket Lighthouse School’s whole-child approach and the student-centered learning that takes place every day. I am thrilled and honored to share the mission, vision, and philosophy of Nantucket Lighthouse School with the greater community as Director of Development.”
