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  • 5 Ways to Give with the Whole Family

    5 Ways to Give with the Whole Family

    The Joy of Giving: 5 Ways to Give with the Whole Family

    By Simone Mets, author of Very Christmas 

    Each year, we are teased earlier and earlier of the impending holiday season.  Then suddenly, time flies, and, as if by magic, we find ourselves right in the middle of the hustle and bustle of it all. Creating a signature family tradition of giving is not only fun, but it can be calming and deeply fulfilling.

    To begin, you can choose a theme for your giving tradition. My theme this year, for example, is “prizes in different sizes.” Having a theme helps to ignite imagination. Carve out some family time to brainstorm ideas, or adopt one or more of the ideas below, and find a way to make it your own.  By this time next year, you will be a pro.

    Write a Reverse Christmas List. Everyone knows that it’s the season for list making, and for children, those lists usually include the gifts they wish to receive. This is fun, but try encouraging your kids to make a “reverse Christmas list” after they’ve penned a list of things they’d like to ask for. A reverse Christmas list will consist of a list of things they’d like to GIVE to others this holiday, whether the recipients are family, friends, or gifts for those less fortunate than them. If you have a theme to your giving tradition, creating the reverse list can be a lot of fun.

    This is also an opportunity for families to reflect on things that were on previous Christmas lists. Are those things still being used? Have they been outgrown? Were they played with a time or two before being forgotten?  Make a list of those items. Ferret them out, and then pack them with care.  Add a secret note about a special memory you may have had with that toy, gadget or once favorite wearable. Stow away the note with the item. These simple steps will help your family connect to giving on a deeper level because it conjures up a living, breathing recipient.

    The Yard Un-Sale.  Begin by choosing a date for your “un-sale.”  You might want to recruit your neighbors or friends to participate. Collect several empty boxes, and mark each box with the name of a room in your home that you wish to de-clutter. Don’t forget to include the garage, attic or basement. Go through each room and pack anything you no longer wish to keep. Make sure that the item is in “givable” condition. On the day of your Yard “un-sale,” organize the items by category.  If you live in an area frequented by people walking their dog, add a water station to encourage dog walkers to stop by. Enjoy the day meeting people. Watch as your customers smile when they realize that everything at your yard “un-sale” is FREE!

    Invent a Family Giving Advent.  Populate twelve of your advent calendar slots as usual with simple treats or small gifts.  Populate the other twelve with notes describing a single act of giving. For example: “Give 5 heartfelt compliments today.”  Or “Give your turn to someone else today.” Or attach a $5 or $10 bill to a note asking that it be used to treat someone else. Once you have filled all twelve slots, tear an ordinary sheet of paper into twenty-four squares and mark them from 1-24.  Fold and place the numbered paper into a bowl.  Take turns with your family selecting numbers until you have gone through all of the folded paper.  The numbers on the papers you draw correspond to dates on the Giving Advent calendar.  Now, your family can experience getting and giving! If you choose a theme, you can decorate your advent calendar in that theme, or make the items in each slot adhere to your theme.

    Adopt a volunteer.  Millions of people volunteer for various organizations all year. During the holiday season, many of those volunteers are a bit more visible. You may see them outside stores ringing bells. Others will spend time delivering food to the elderly.  Some will devote extended hours in hospitals, and others will be caring in animal shelters.  This year, why not adopt a volunteer? In nearly every hospital, a group of volunteers provide support services or directional help.  Create a holiday box filled with treats, magazines and other goodies to thank them for their time.  Pop in on the local animal shelter with treats for volunteers as well as the animals in their care. Offer a hot beverage to volunteers working outside in the cold. Your kindness is sure to be appreciated by people accustomed to giving!

    Random Acts of Kindness. This can be practiced any time of the year, but the holidays are a perfect time to get started. Encourage your children to look for opportunities to give back randomly and anonymously, and model these acts for them. It could be a simple gesture such as buying a coffee or a fast food meal for the person in line behind you. Often, people who witness this type of giving follow suit.

    The holidays are filled with so many gifts. The gift of giving is one gift to truly cherish. It is the only gift that gives back a hundred fold; it is always the right fit. This year, make lasting memories with your family while paying it forward and watch as the real magic of the season unfolds before you.

     

    Simone Mets has spent her life connecting with others, whether locally or abroad, and always has her eyes peeled for opportunities to give back. Her ingenuity has served her well in her professional life as an attorney and event planner, and shines throughout her first book, Very Christmas. She is a passionate volunteer, a mentor, and an active member of SCBWI. Mets lives in Princeton, New Jersey with her husband and two shorthaired ginger tabbies.

    Learn more about Very Christmas at www.verychristmasbook.com, Facebook, and Instagram.

    Very Christmas is available to purchase at Amazon, VeryChristmasBook.com, Walmart.com, and the Farmhouse Store in Princeton, NJ.

    5 Ways to Give with the Whole Family

  • FA Day Principal Search

    FA Day Principal Search

    Update on Principal Search Process: Ways to Be Involved

    Superintendent David Fleishman joined us last month to talk about the upcoming principal search process.  The School Department seeks parental input in a few different ways:

    1) Complete the online survey about F.A. Day school
    2) Apply to be considered for the Selection Advisory Committee (see below)
    3) Meet finalists at F.A. Day school visits on February 9 & 10, 2017 (Note: you do not have to be on the Selection Advisory Committee to be part of the finalist visits.)

    To be considered for the Selection Advisory Committee (SAC):

    The F.A. Day PTO Board will select two F.A. Day parents/guardians for the SAC on the basis of on several factors, including a well-balanced representation across different constituencies at F.A. Day.  Interested parent/guardians should visit HERE to learn more about the SAC and fill out an online form if interested in serving.

    Note that the deadline for applying to participate on the SAC is Wednesday, December 14th at 5:00 pm.    

    Please know that there are ways to be involved in the process should you not be able to serve on the SAC.  Questions about the principal selection process?  Contact Dana Hanson.

    FA Day Principal Search

     

  • Raising Boys in the Digital Age

    Raising Boys in the Digital Age

    Raising Boys in the Digital Age
    Raising Boys in the Digital Age

    The world of social media and 24/7 communications can be both exciting and overwhelming. Parents, educators, and child development experts struggle with questions like:

    • How much screen time is too much?
    • At what age should children be allowed access to digital media?
    • Do digital tools enhance or hamper educational development?

    To assist parents in navigating this brave new world, The Fessenden School is hosting a presentation and discussion with Dr. Anthony Rao, a nationally known expert in child psychology. In addition to regular appearances on television and in magazines, Dr. Rao authored the best-selling book, The Way of Boys: Promoting the Social and Emotional Development of Young Boys.

    Join us on Wednesday, February 1, 2017 at 7:00 PM in the Performing Arts Center at the Fessenden School, 250 Waltham Street, West Newton, Mass. The session is free and open to the public, but reservations are required as seating is limited.

    To register or learn more click here.

    Raising Boys in the Digital Age

  • Newton Public Schools Snow Policy

    Newton Public Schools Snow Policy

    Dear Families,
    With the first snowfall earlier this week, it is time to review our process for determining school closings or delays, as well as our notification system.
    Closings
    The decision to close or delay school is made by the superintendent, in consultation with the Police Department and the Department of Public Works. Safety is our number one priority as we consider the weather forecast, as well as street, sidewalk, and school parking lot conditions. We are very sensitive to the childcare challenges that you face when schools are closed and only do so if our analysis indicates we should.
    Delayed Openings
    In addition to school closings, we may use a delayed opening. The delayed opening means the school start time will be delayed either one or two hours (whichever is deemed appropriate.) Should there be a delayed opening, students will be expected to go to their bus stop or leave their homes (if they walk) one or two hours after their regularly scheduled time. The bus company and crossing guards will know of the delay and will be there to transport and assist students.
    Before and After School Care Programs
    When school is canceled due to inclement weather, Before and After School Care Programs are also canceled. If the opening is delayed, Before School Programs are canceled, but after school programs continue as scheduled. During vacation weeks, if school buildings are closed due to inclement weather, childcare programs will also be canceled.
    Newton Early Childhood Program (NECP)
    In the case of a two-hour delay, all preschool classes and therapy sessions at the Newton Early Childhood Program will be canceled. With a one-hour delay, only therapy sessions before 10:00 a.m. will be canceled.
    Storm During School Day
    If a storm occurs during a school day, school will typically remain in session. Please see our website for additional details. (www.newton.k12.ma.us)
    Notification System (Phone/Email, Social Media, Website, TV/Radio)
    Typically, you will be notified of a school closing or delay by 6:00 a.m. of the day in question. There may be occasions when a decision can be made the previous evening, but usually it will not be made until the day of.
    As soon as a decision has been made, you will be notified through the following methods:
    Phone/Email – We will call the phone number(s) designated by you in Skyward Family Access. Please make sure this phone number, and all of your child’s emergency information, is kept up to date at all times. A link to Skyward Family Access can be found on the district and school websites. If you decide that you do not want to receive early morning automated calls, please notify the main office at your child’s school. In addition, when phone messages are sent to parents, an email with an audio link to the phone message is also sent. You may also call (617) 559-9699 for a prerecorded message.
    Social Media/Website
    Notification will be posted on the district website (www.newton.k12.ma.us) as well as the following social media channels:
    Facebook – www.facebook.com/newtonps
    Twitter – @newton_ps
    Instagram – newton_ps
    TV/Radio
    Notification will be sent to WBZ Channel 4, WCVB Channel 5, WHDH Channel 7, Fox25 Channel 25, 1030 AM (radio) and WRKO 680 AM (radio).
    Enjoy the winter and I hope you won’t be hearing from me too often in the early mornings.
    Sincerely,
    David Fleishman
    Superintendent of Schools
    Newton Public Schools Snow Policy
  • DeCordova New England Biennial 2016

    DeCordova New England Biennial 2016

    DeCordova New England Biennial 2016

    The deCordova Sculpture Park and Museum is one of our local gems. Located in Lincoln, it is known to many in the area for it extraordinary large-scale outdoor sculptures, set in a pleasantly landscaped 30-acre park. It’s a perfect place to take the family for an outing on a nice sunny day. A contemporary art museum is also on the grounds. While the museum has a permanent collection, most of the gallery space is dedicated to special exhibitions. One such exhibition, the New England Biennial, is on view now through March 26, 2017. The work of sixteen artists from all six New England states is represented here.

    Whether by design or happenstance the curators have assembled a show that not only puts forth what they think are the best examples of contemporary art in the New England region, but also the full range of flavors contemporary art has to offer. There are large scale abstract sculptures (on display in the Sculpture Park), video works, both digitally manipulated and not, works that make a political statement, works that comment on social media, works whose only commentary is on art itself, groups of abstract paintings that share common design elements, which are then exploded out as stand-alone works, large collages, small representational paintings, works that involve a great deal of painstaking labor, where the effort involved is somehow part of the work itself, and “aha” works of art, where the viewer’s expectations are upended and the main effect is to generate a flash of understanding of how the artist has cleverly put one over on us.

    DeCordova New England Biennial 2016

    Back in the days when most works of art were representational, there was an underlying subject matter, a story, person, object, or scene that was apparent to the viewer, on which a work of art was a commentary. A bowl of fruit, a field of poppies, a wealthy couple, the charge of the Light Brigade. Each could be depicted, portrayed, in effect commented on, by the work itself, sometimes originally and brilliantly, and sometimes tediously and poorly. Post-Impressionist art subverted the traditional relationship between viewers and the work of art by reducing or eliminating the connection to subject matter in the real world and instead focused the viewer on an imagined world, one of abstraction, form, or color, where the work of art could be taken as a commentary on the world of art, or could be taken as speaking for itself and itself alone. Some viewers of art were up to the challenge posed by non-representational modern art, but most were not. Yet many artists felt there was no going back to the representational days and in order to create a connection with viewers and give the kind of grounding and context that viewers in the representational days found essential, they began to provide more and more explanation of their works. So in these contemporary art days we have reached the point where the work of art is rarely expected to speak for itself, but comes along with a trunk-full of explanatory baggage. Even when the work appears be representational, explanations and context are provided to make clear that the representations are there only to support a deeper message.

    Many museum-goers appreciate the background notes that are so essential to much contemporary art, as they feel that these explanations help them make sense of works of art with which they have trouble connecting otherwise. They feel they finally get what these works are about. But I often lose patience with these kinds of explanations, just as I lose patience with writers who tend to summarize what is going on in a story rather than showing the reader what the characters in a scene said, heard, tasted, saw, felt, or acted. I want to feel the vitality of the work in my bones. But just because a work of art carries with it an explanation that doesn’t capture my fancy, that alone isn’t a sufficient basis to dismiss the work itself. I’m not quite in the camp of the museum-goer I overheard ask her long-suffering companion, “she takes pictures of people who are her friends on Facebook, why would I want to look at that?” This was in reference to a set of family portraits photographed by Tanja Hollander, who for my money, is the star of the Biennial show.

    Hollander’s project was to visit her over 600 Facebook “friends” (many of whom she had never met) and to photograph them in their homes, seeking to find an answer to the question of whether she was really “friends” with these people. Hollander’s images are strong, artistic group portraits that easily stand on their own, without need of the provided context. It doesn’t matter that the first time the artist saw these Facebook friends of hers was when she met them to take their portrait. Sure, a perceived dissonance between the impression one has of someone who friends you on Facebook without having met you and the impression one gets when one gets to meet that person, even for a short time, can be revealing. But the context can take away from the direct experience of the viewer with the work of art, much like it turned off that museum-goer, so much so that she never gave herself the opportunity to directly experience the art. If one knows the story behind the work, one sometimes feels it’s not necessary to see the work itself. And that would be a shame, because the commentary on alienation in today’s society fostered by social media provided by these images is very much beside the point. One look at the images tells us that they already speak powerfully about alienation, family dysfunction, and loss of social connection, without our having to be informed about the role of social media in the genesis of this project.
    The family groupings show individuals physically and emotionally apart from each other. In all but one of the photographs, the subjects do not touch one another, do not interact with one another. They face the camera, making eye contact with only the camera lens (and thereby, with us, the viewers). One image shows a mixed-race couple and their two young children sitting at their dining room table, parents looking serious, disconnected, children looking somewhat unhappy. The key to this image is that we also see some wedding pictures of the couple on the wall just behind them, and in those pictures they are beaming with joy. Another image captures a couple and their teenage daughter. The father and daughter sit close to one another on one side of a table, the father looking out at us triumphantly, the daughter stares at the camera, pleading. On the other side of the table the mother sits by herself, defiant. There is tension in the air and the sense of a strained family dynamic. Is one of the parents a step-parent to the daughter, and, if so, which one is it? Are father and daughter shutting out the step-mother, or has the daughter aligned with step-father against the mother? And in the strongest portrait of the collection, the only one in which some of the family members are touching each other, a weary, beaten down wife wraps her arms around her young daughter, protectively, while her cocky looking husband rests his hand on their daughter’s knee, possessively. A very unhappy young boy, perhaps a year or two older than his sister, sits off to the side next to a mirror revealing the back side of his face, also unhappy. Two perspectives, same plight.

    Also moving are a group of six puppets by Ashley Bryan. Made of found objects, bits of bone, seashells, beads, buttons, and rags, they evoke the same kind of spirituality embodied in pre-colonial African masks and figures by which they are inspired. Created for a practical purpose of being featured in live performances and readings, they demonstrate that the demarcation between craft and art is more in the vital force with which the work is infused and in the impact on the viewer than anything having to do with the nature of the process by which the work is made.

    Jason Noushin’s paintings of a Cambodian woman come with plenty of political context supplied on the wall label, none of which is needed to understand that something terrible has befallen the subject of these mixed-media works. In one painting, the outline of the woman’s figure is filled in with plaster and cement, and scratched into that stucco-like material are dozens of tally marks, as if to count days of confinement. In another piece, the woman’s image is shown in mirror image profile, one side drawn in ink on the backs of pages ripped out antique books, her body made of yellowed old newspaper printed in German, her hair made of strips of the same newspaper, woven together like baskets, the other side has her hair and body inked in Iranian calligraphy. The overall effect is of pain, suffering and decay. Very powerful.

    There is more worth seeing here as well. If you would like to experience the breadth and spirit of contemporary art in a compact, easy to access package, this is the place to come. Reading the wall labels is optional.

    DeCordova New England Biennial 2016 (through March 26, 2017)

    DeCordova Sculpture Park and Museum
    51 Sandy Point Road, Lincoln
    www.decordova.org

    Steve Poltorzycki, Realtor
    CENTURY 21 Commonwealth
    www.stevepolt.com
    steve@stevepolt.com

  • Let’s Talk about Marijuana…

    Let’s Talk about Marijuana…

    Let’s Talk about Marijuana…

    Some parts of the state’s new recreational marijuana law take effect this month. Here are a few things to know about it, and some tips for talking with your kids.

    • The new law legalizes recreational marijuana use in small amounts for adults age 21 and older beginning Dec. 15, 2016. Other provisions including large-scale cultivation, manufacturing and retail sales don’t start until 2018. It’s important for teens in particular to understand marijuana use for them remains illegal.
    • Young people model adult behavior, so it is important to be thoughtful about what they hear adults say or see them do.
    • Research suggests that when young people ask their parents about past experience with drug use, sharing details may undercut the message that parents don’t want teens to use drugs or alcohol.​​​​​​​
    • Marijuana negatively impacts learning and memory, coordination and judgement. Some effects can last for days, especially in regular users.
    • Because teens brains’ are still developing, regular use of marijuana may impair brain development, lower IQ, and increase risk of mental illness in those who are predisposed.

    Information adapted from the Massachusetts Department of Public Health and the National Institute on Drug Abuse for Teens. See www.newtonma.gov/marijuana for links to resources.

    Let’s Talk about Marijuana…

  • F.A. Day School “Report Card”

    F.A. Day School “Report Card”

    December 2016

    Dear Parent or Guardian:

    We are pleased to enclose a 2-page overview of our school’s “report card”. Report cards answer important
    questions about a school’s overall performance and contain specific information about student enrollment and
    teacher qualifications, student achievement, accountability, how a school is performing relative to other schools in
    the district and the state, and the progress made toward narrowing proficiency gaps for different groups of
    students.

    The 2016 complete school report card for Day can be accessed here.

    Cover letter for report: Day 2016 Report Card Cover letter.pdf

    The PDF Overview file here: Day 2016 Report Card Overview.pdf

    In this report you will find the following important information about our school:
    Student enrollment and teacher quality: This section of the report card provides information about the students
    and teachers in our school as compared to the district and the state.
    Assessment results: This section of the report shows how our students are performing on the Massachusetts
    Comprehensive Assessment System (MCAS) for Science and the Partnership for Assessment of Readiness for
    College and Careers (PARCC) tests for English Language Arts and Mathematics as compared to the district and
    the state.

    School and district accountability information: This section of the report contains three important pieces of
    information:

    · Accountability and Assistance Levels: Schools and districts are placed into one of five accountability and
    assistance levels (1-5), with the highest performing in Level 1 and lowest performing in Level 5. Our
    school has been placed into Level 2 because although we met our proficiency gap narrowing target for all
    students, we did not meet our target for high needs students.
    · School Percentiles: A school percentile between 1 and 99 is reported for most schools. This number shows
    the overall performance of our school relative to other schools that serve the same or similar grades. Our
    school percentile is 94. This means that our school is performing higher than 94 percent of the middle
    schools in the state.
    · Progress and Performance Index (PPI): The PPI is a number that indicates our school’s progress toward
    narrowing proficiency gaps, or, in other words, helping all students reach proficiency and be prepared for
    success after high school. Massachusetts has set a goal of reducing proficiency gaps by half between the
    years 2011 and 2017. For a group of students to be considered to be making sufficient progress toward
    narrowing proficiency gaps, its cumulative PPI must be 75 or higher.

    To improve student achievement in our school, a few of the ongoing strategies that we are pursuing
    are:

    · Day has a Response to Intervention model that identifies three levels of support services for
    students. Level 1 supports all students and ensures each child receives high-quality instruction
    and curricula during the normal course of any given school day. Level 2 is an additional layer of
    support for students who need interventions in order to succeed academically. Level 3 is yet
    another layer of more intense supports for students who need the most assistance.
    · Interdisciplinary teams of teachers meet once per six-day cycle to identify students who are not
    meeting academic expectations, to identify targeted supports and interventions for these students,
    and, when needed, to develop action plans for individual student improvement.
    · Grade level department teams of teachers meet twice monthly to develop curriculum, specifically
    identifying essential standards of learning and common, formative assessments that help
    determine whether or not students are meeting academic expectations.
    · We strive to maximize team extension time, identifying students who need extra help during the
    school day with their team teachers.
    · All teachers are involved in professional development projects that are focused on reducing
    achievement gaps.
    · A Literacy Instructional Coach works closely with Day’s teachers to improve our students’
    literacy levels.
    · The Mathematics Instructional Coach works closely with Day’s mathematics teachers to improve
    our students’ performance outcomes.
    · The “Calculus Project” program provides assistance in math for eligible students. This intensive
    math program meets daily for four weeks in July and provides ongoing math support throughout
    the school year for participating low income and students of color.
    · Day has Literacy Lab courses and Math Lab courses at each grade level that are specifically
    designed to meet the needs of students who need additional support in reading or math.
    · During the third and fourth academic terms, we provide afterschool extra help in mathematics for
    students who are struggling in mathematics.
    · We offer homework club and a variety of study groups for struggling students.
    · We have an Afterschool Academic Assistance (AAA) program for students who consistently
    submit unsatisfactory homework or classwork. AAA provides another layer of support for
    students who need to improve academically. In AAA, students complete their homework and
    classwork under the tutelage of Day educators.

    We encourage you to become involved in helping us improve our school. Some of the ways you can become
    involved are:

    · Encouraging your child’s learning at home
    · Attending parent-teacher meetings and other special meetings
    · Serving as a volunteer in our school or district
    · Encouraging other parents to become involved

    Newton’s district overview and complete report card can be accessed online at
    http://profiles.doe.mass.edu/reportcard/districtreportcardoverview2015.aspx?linkid=106&orgcode=02070000&fyc
    ode=2016&orgtypecode=5& and
    http://profiles.doe.mass.edu/reportcard/rc.aspx?linkid=38&orgcode=02070000&fycode=2016&orgtypecode=5&,
    as well as on the district website. Print copies can be viewed at the Superintendent’s office, Newton City Hall, or
    the Newton Main Library.

    For more information about our school’s report card, please feel free to contact us at 617-559-9100.

    Sincerely,
    Mark Aronson
    Interim Principal
    F.A. Day Middle School

    F.A. Day School "Report Card"

  • NNHS “Report Card”

    NNHS “Report Card”

    Newton North High School

    Henry J. Turner                                                                                                                                      
    Principal                                                                  
    office: 617-559-6200
    fax: 617-559-6204                                                                            
    December 2016
    Dear Parents or Guardians,

    We are pleased to enclose a 2-page overview of our school’s “report card”. Report cards answer important questions about a school’s overall performance and contain specific information about student enrollment and teacher qualifications, student achievement, accountability, how a school is performing relative to other schools in the district and the state, and the progress made toward narrowing proficiency gaps for different groups of students.

    The 2016 complete school report card for Newton North can be accessed through this link http://bit.ly/2hja2wu.

    .In this report you will find the following important information about our school:

    Student enrollment and teacher quality: This section of the report card provides information about the students and teachers in our school as compared to the district and the state

    Assessment results: This section of the report shows how our students are performing on the Massachusetts Comprehensive Assessment System (MCAS) assessments as compared to the district and the state.

    School and district accountability information: This section of the report contains three important pieces of information:

    • Accountability and Assistance Levels: Schools and districts are placed into one of five accountability and assistance levels (1-5), with the highest performing in Level 1 and lowest performing in Level 5. Our school has been placed into Level 1 because we met our proficiency gap narrowing targets for all students and for high needs students.
    • School Percentiles: A school percentile between 1 and 99 is reported for most schools. This number shows the overall performance of our school relative to other schools that serve the same or similar grades. Our school percentile is 87. This means that our school is performing higher than 87 percent of the high schools in the state.
    • Progress and Performance Index (PPI): The PPI is a number that indicates our school’s progress toward narrowing proficiency gaps, or, in other words, helping all students reach proficiency and be prepared for success after high school. Massachusetts has set a goal of reducing proficiency gaps by half between the years 2011 and 2017. For a group of students to be considered to be making sufficient progress toward narrowing proficiency gaps, its cumulative PPI must be 75 or higher.

    We encourage you to become involved in helping us improve our school. Some of the ways you can become involved are:

    • Encouraging your child’s learning at home
    • Attending parent-teacher meetings and other special meetings
    • Serving as a volunteer in our school or district
    • Encouraging other parents to become involved

    Newton’s district overview and complete report card can be viewed through each of the links below as well as  on the district website. Print copies can be viewed at the Superintendent’s office, Newton City Hall, or the Newton Main Library.

    http://bit.ly/2hbMHKR

    http://bit.ly/2hf4gKh

    For more information about our school’s report card, please feel free to contact us at 617-699-6200.

    Sincerely,

    Henry J. Turner, Ed.D.

    Principal

    NNHS School Report Card Overview

    NNHS

  • Heart of the Young Athlete hosted by Debbie Drucker

    Heart of the Young Athlete hosted by Debbie Drucker

    Heart of the Young Athlete hosted by Debbie Drucker

    Heart of the Young Athlete hosted by Debbie Drucker