Nantucket Lighthouse School
Nantucket Lighthouse School brings Most Likely To Succeed and Tony Wagner to Nantucket...................1-5
Writing, Upper Primary..............................................14-15
Take a Look!................................................................27-32
Social Studies, Primary Class.........................................12
Language Arts & Science, 5th/6th Grade....................16
Language Arts & History, 7th/8th Grade...............17-18
Reading, Upper Primary..................................................13
Happy Spring, Small School........................................6-7
Language Arts, Kinderclass..............................................9
Horticulture, Small School................................................8
We are committed to the education of the whole child,
concerning ourselves equally with ethical and intellectual development.
(excerpted from Nantucket Lighthouse School's philosophy)
Magnetic Discoveries, Primary Class......................10-11
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"We live in an innovation economy. In this new world, the skills necessary to do well professionally have converged with the skills needed to be an effective citizen. Fifty years ago, before the Internet, it made sense for schools to teach kids just facts. But in today’s world, there is no longer a competitive advantage in knowing more than the person next to you because knowledge has become a commodity available to all with a swipe of a finger. Now, adults need to be able to ask great questions, critically analyze information, form independent opinions, collaborate and communicate effectively. These are the skills essential for both career and citizenship. "(Wagner and Dintersmith, 2015)
Within the first few pages of their book Most Likely to Succeed (MLTS), Tony Wagner and Ted Dintersmith ask readers to consider the most transformative aspects of their education, the experiences inside and outside of school that had the most profound impact on them. While they have received an array of responses that include inspiring teachers, after-school clubs or athletics, failure and recovery, no one has ever responded, “Well, there was a lecture class with multiple-choice quizzes that really changed me.” (Wagner and Dintersmith, 2015)
During a recent MLTS discussion group, we posed the same question to faculty, staff and community members. Participants shared similar responses to those cited in the book in that the educational experiences that mattered most and had the greatest impact on their adult lives were ones that were empowering, interdisciplinary, project-based, emotional, relevant, confidence building, required perseverance and tenacity, connected to their lives, pushed boundaries, involved passion for a particular field or for teachers who were kind, charismatic and collaborative. Such responses and the questions raised by Wagner and Dintersmith resonate with me, especially after several decades of experience in schools, reflections on my own children’s educational journeys and years of observing students and how they learn. So how do we teach and organize our schools to have the greatest impact on our students, both now and in preparing them for a future in a rapidly evolving world, a world that is somewhat unknown and undoubtedly different from the one in which we were raised?
When we consider some of the following statistics, it is evident that we must take a different approach, and as Wagner and Dintersmith suggest, such an approach does not mean fixing a century-old system that is no longer relevant. Instead, we must reimagine our schools and prioritize the skills and capacities that will allow our students to thrive in a world that is rapidly evolving.
53% of recent college graduates are under - or unemployed.
Student engagement in school plummets as they get to higher grades - from 80% in elementary school to just 40% by the beginning of high school.
A Lego Foundation study reports that students lose more than 90% of their creative capacity during their school years.
Gallup found that college grads who had opportunities to apply classroom learning to internships, jobs, or ambitious projects are twice as likely to be engaged in work later in life.
65% of today’s grade-school children will end up in jobs that haven’t been invented yet.
The current length of a job for a millennial is an average of 2.6 years, and millennials will have 15-20 jobs over the course of their working lives. (http://www.sai-iowa.org/MLTS_DISCUSSION_GUIDE.pdf)
While understandably alarmed, I simultaneously view this information as a spark for change and an opportunity for our community to come together and share in the conversation of how we realign priorities and adequately prepare our students for 21st Century citizenship, careers and life.
In Most Likely to Succeed, Wagner and Dintersmith describe a world for our children that cares little about how much content they know and more about what they can do with what they know. Can they innovate, iterate, work on teams, communicate effectively, problem solve, recover from setbacks, adapt and consider many and different perspectives? Because of the ubiquity of information on every internet-connected device, should schools devote a majority of their time to memorized content that research shows is forgotten only months later? Instead, would our time be better spent helping students find purpose and passion in their school, work and lives while also building skills and capacities that are vital in the 21st Century?
In a recent conversation with Tony Wagner, I asked how schools sort through all these ideas and take the initial steps. What content stays? What goes? How do you teach and assess softer skills like collaboration, resilience, passion and empathy? He shared what he considers the most important triad:
Build content knowledge, but focus on the right stuff.
Prioritize 21st Century skills, the 4 C’s: communication, creativity, collaboration and critical thinking with the right academic content.
And most importantly, develop the will, grit, perseverance and self-discipline.
At Nantucket Lighthouse School, a first step will be to develop a portrait of a Lighthouse graduate so that we may clarify the outcomes that matter most and the core competencies needed for citizenship, work and life in the 21st Century. This is exciting work for our school and for the Nantucket community. Building on the enthusiasm of the screening of Most Likely to Succeed, we have already begun collaborating with island educators and administrators, and we look forward to inspiring and supporting one another in our efforts.
The April 4th screening of Most Likely to Succeed, and the Q & A session with Tony Wagner, are part of Nantucket Lighthouse School’s Educational Speaker Series. This particular program was funded by a Nantucket Fund™ grant through the Community Foundation for Nantucket.
Head of School
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Nantucket Lighthouse School Brings Most Likely To Succeed and Tony Wagner to Nantucket
by Emily Miller, Head of School
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Most Likely to Succeed
Lost At School
Ross W. Greene Ph. D.
The Big Disconnect
Dr. Catherine Steiner-Adair
by Alicia Keller, Small School Teacher
Happy spring! The calendar says that spring is here but here on Nantucket it is always modest in making its entrance. Temperatures are still chilly but on the bright side, the days are getting longer, the birds are singing and buds are popping up through the dead leaves and winter detritus. The children have observed newly arrived robins searching for worms in the school's backyard. King Winter has disappeared from our Nature Table and all the snowflakes we have created over the past months have slowly melted away. Princess Spring (King Winter's daughter) now presides over the Nature Table. And so as we wait for warmer days, we begin the preparation for planting our vegetable garden/ flower garden. We are going to start by planting peas indoors so as to get a head start. Last week, we planted sunflower sprouts which are on the classroom window sills. When they are three or so inches tall, we will harvest them and send some home. They are delicious in salads but are a great snack by themselves. We will start our work in the garden by planting radishes and lettuce as well as peas. Radishes are the perfect plant for the eager preschool gardener as they sprout quickly and only take twenty-one days from seed to harvest.
In Small School, children become acquainted with the yearly rhythm by celebrating the seasons. There is something truly magical in the season's transformation that inspires the curiosity and wonder of the young child. Experiences are created to reflect each season and to befriend the natural world through verses, songs and stories. We celebrate the arrival of spring by revisiting the book, The Story of the Root Children by Sybille Van Olfers. We read this story in the fall as an introduction to winter but now it is time for the Root Children to wake up as spring has sprung.
Here is a recap of this classic tale:
Impish little Root Children are safely ensconced underground all warm and cozy with Mother Earth watching over their peaceful slumber, while the world above is frozen and dreary. As the snow begins to melt on the ground above, Mother Earth walks with a little candle, gently waking up the Root Children as spring is coming and there is work to be done. That is how the magic starts in The Story of the Root Children.
The children have been busy bringing spring into the classroom by creating a new spring mural. Using the existing snowy winter landscape, we painted over the snow to depict the new earth emerging in its vibrant colors. Using rollers, hands and a toy tractor and car (to roll across the paint for pattern, texture and fun) they mixed colors creating a spring sky and a field of emerging flowers. And just as the Root Children spruce up the earth with ladybugs, beetles and grubs, we will be inspired to add our own creatures to our mural.
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by Carole Watson, Small School Teacher
Each Wednesday afternoon, Director of Horticulture, Rain Harbison, plans projects, activities and games that help our children connect with the Earth through gardening. Along with the fun of getting dirty, gardening helps children learn valuable lessons about patience as they wait for vegetables and flowers to grow and learn responsibility as they care for their garden. They learn about nurturing life and what it takes to keep something alive. This fall, the children harvested herbs and vegetables, discovered seeds from our plants and vegetables, and worked to put the garden beds to rest for the winter. During the winter months, the children planted seeds and tended to the plants in our greenhouse. Rain teaches our children the simplicity and beauty that the natural world has to offer as they use ‘nature’ to create projects, including ornaments, seed bombs, and fairy houses. We recently prepared our beds for planting by removing the weeds, sticks and leaves and turning the soil so that the roots of our new plants have room to grow. We also searched for worms to help fertilize our soil. This spring, we will be planting a “Rainbow Garden” which will include fast growing herbs and vegetables, so the children can see the fruits of their labor before school ends, as well as vegetables that can be harvested in the fall.
“Nantucket Lighthouse School students are thoughtful and engaged; respectful of themselves and the world around them; and courageous and confident enough to take risks, confront difficult situations and creatively puzzle through life’s inevitable challenges.”
- Emily Miller,
Head of School
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Board of Trustees
Rachael Freeman Slosek
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Board of Trustees
D. Anne Atherton
Lizbet Carroll Fuller
by Julia Maury, Primary Class Teacher
Children have inherent tendencies to explore, manipulate, observe, and communicate. This makes them natural scientists, eager for the opportunity to question, test, and discover. This spring, the children utilized their scientific minds while experimenting with magnets. Through exploration, activities, and group discussions, they were able to identify everyday uses of magnets as well as develop an awareness of magnetic attraction, strength, poles, and force.
To begin our exploration, the children experimented with a variety of magnets in different shapes and sizes. After several days, they came together to share their observations with the group. “Some magnets are really strong and some aren’t,” one child noted. Other students reported that the magnets were all metal and the power of magnets did not necessarily correspond with their size. After the children spent time with bar magnets (with sides labeled North and South), they discovered that like sides repel, while opposite sides attract. These self-discoveries were truly meaningful to the children as they were able to reach these conclusions through their own experiences.
Next, they went on a scavenger hunt around the room looking for magnets. The children were introduced to tally marks as a way to keep track and easily count the magnetic objects they found. Counting by 5’s is a skill that will prove to be useful during future studies of time and coins. While the blackboard and door were not magnetic, items like the faucet, table legs, and paperclips were. The children even discovered two steel support columns behind our classroom wall! In all, a total of 28 magnets were identified inside our room alone. This led to a class discussion about which metals are magnetic (iron and steel) and the many uses of magnets in our everyday lives.
The students were then asked to hypothesize if magnetic force could go through things like plastic and water. Utilizing corks, metal tacks, paperclips, sticks, and rubber bands, the children constructed boats, setting them into a plastic sensory bin full of water. They were then given magnetic wands to pull along the bin. Much to their delight, the metal attached to the boats was attracted to the magnetic force of the wand, even through plastic and water!
To conclude our magnet unit, the children worked in pairs to collaborate on the most exciting project of all: making magnetic compasses. In our prior reading, the children learned that the Earth has a magnetic field and labeled them on our classroom walls. To create their own compasses, each pair received a circular dish that they filled with water. After filling the dishes with water, each pair magnetized a needle by stroking it alongside a magnet. Resting the needle on wax paper to float, the needle was placed in the water. To everyone’s amazement, after twisting and turning in the water, the eye of the needle pointed directly to the North.
by Barrie Sanders, Kinderclass Teacher
In Language Arts, we are having fun incorporating a variety of activities and games to reinforce our recognition of letter shapes, letter sounds and words. The spring weather lured us outside to incorporate movement as we practiced the letter L. We created an obstacle course of activities beginning with L. Little Leaps, Long Leaps, Low crawling, Lunges, Loop running and Lifting occupied our afternoon.
In between each station, Kinderclass students practiced writing the letter L on the outdoor chalkboard tables. This multi-sensory approach appeals to all types of learners, and is especially beneficial to our kinesthetic students, who learn best when their bodies are in motion. In other Language Arts activities, we practice reading and writing CVC words and basic sight words and incorporate phonetic spelling into our daily activities whenever possible. We forge ahead with our study of uppercase letter forms and sounds in our Main Lesson books. In Journals and in our Wampanoag writing, children begin to practice using the sight words we are discussing. They also continue to apply their growing knowledge of phonics to map out simple words, listening to each letter sound as they write. As a class, we have been memorizing poetry, telling stories related to our Wampanoag studies, and reading books and poetry that relate to the cycle of the seasons.
by Linda Ballinger, Primary Class Teacher
In Social Studies, our primary focus is on Westward Expansion. While reading about the Lewis and Clark expedition, students learned of the hardships and bravery of the early explorers. They were introduced to the important members of the Corps of Discovery who were central in making the round trip passage to the west coast so successful.
While reading Little House in the Big Woods, students have come to understand what life was like in an earlier time. Struggles and unexpected dangers were great, giving way to the welcomed pleasure of comforts, bounties and kinships. Along with daily readings and discussions, students worked with their hands making replicas of the early pioneers, along with items that were part of their everyday lives. Each student wove a splint basket, which in the 1800’s, would have been used in myriad ways. Whether for harvesting, sorting, storing, hauling or trading in the marketplace, our class has come to appreciate the necessity of baskets and similar items the pioneers used.
Recently students were introduced to sewing, as they have learned through our reading that children were taught to sew at an early age as a skill they could contribute to their frontier family. Being of few means, the pioneers were resourceful and found useful ways in which to reconstitute articles that would otherwise be discarded. Quilts, for instance, were made from clothing that was torn beyond repair or that which was outgrown. Threading needles, tying knots, spatially planning and refining stitches are all at play as students proceed in making a patchwork sampler.
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by Michael Pasch, Upper Primary Teacher
In Upper Primary, children are transitioning from the ‘learning to read’ stage to that of ‘reading to learn.’ Most importantly, we strive to encourage reading for pleasure by meeting young readers where they are and providing interesting and appropriate reading material to nurture enthusiasm and independence. The more children read, the more they build vocabulary, read for meaning, and develop comprehension skills. With newfound reading fluency, Upper Primary readers work to seek information from text and deepen their comprehension skills. At this age, students are expected to read at home and/or be read to for at least 30 minutes on a daily basis.
In class, children read independently or in reading pairs or groups during ‘Silent Reading’ time. They also begin to read assigned texts on occasion. Recently, students were given The Chalk Box Kid by Clyde Robert Bulla. The story of The Chalk Box Kid revolves around self-discovery and independence. Gregory is the new kid in school and isn’t readily accepted. He discovers a burnt out chalk factory behind his house and creates a garden out of chalk, finding a voice through his art and a place in the world. Over a series of days, the groups read the assigned chapters and wrote responses to a series of questions about the reading. Through group discussions and journal writing, students identified and empathized with the difficult and complicated decisions the characters encountered throughout the story. To enliven independent reading, we have introduced the ‘100-Book Challenge’ in which the class is challenged to read 100 books collectively. This challenge was welcomed with gusto! As a celebration/reward for completing the task, students will come to school in costume as one of their favorite characters from a book they have read. It promises to be one for the books- literally!
by Sandy Mitchell, Upper Primary Teacher
In spelling, students work to organize and follow established patterns for vowel sounds, syllabication, prefixes and suffixes. Periodic reviews help to revisit learned concepts and consolidate information as new rules and patterns are introduced. Students also apply their understanding of parts of speech as they work to use newly learned words in their own writing. Identifying words that rhyme help them to focus on vowel sounds and become familiar with the various spelling patterns of our language. Generating their own rhymes assists them in applying this knowledge individually. Students enjoyed using this information when studying and writing poetic forms as they learned how to organize lines on a page, practiced writing couplets and identified rhyme schemes in a variety of poems. The interplay of reading published poems and then writing their own offered multiple opportunities to recognize rhyme and convey information in an artistic format with words. They counted syllables and learned about the rhythmic patterns of limericks and haikus. Students practiced writing odes to express their joy, became succinct in their word choices and applied their knowledge of parts of speech when composing cinquains and acrostic poems. Poetry is an art crafted with words. As such, students used their words to also create concrete poems in the shape of their topic.
Here is a small sample of some of their work:
Crawling, smelling, swimming
I don’t like to eat lobsters.
~ Odin Ray
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Language Arts & Science
by Calin Duke, 5th & 6th Grade Teacher
We recently wrapped up our Solar Systems unit study. Students did an amazing job learning about the interconnectedness of the stars, the planets and other celestial bodies. We visited Boston's Museum of Science and Maria Mitchell, displayed our art in the Artists Association Junior Art Show and created a to-scale Solar System.
In Language Arts, students finished up their book club projects and presented them to the class for peer review. They showed creativity in coming up with unconventional and imaginative ways to represent their understanding of their books. Students gain practice in fluency by reading to their younger Reading Buddies and through work on their research papers for Botany.
This month students began work with Orion at the Egan Maritime Institute, starting with a visit to The Shipwreck Museum and sailing forth from there. To date, they have learned about harpooning a whale (and how it was done in days of yore), sailing a whaling boat and titans of the sea.
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Ode to Soccer
~ Anna Houghton
Head of School
Director of Advancement
& Office Manager
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Language Arts & History
by Michael Cvetich, 7th & 8th Grade Teacher
The 7th graders move forward with their study of root words and the composition of words, with a focus on common suffixes, prefixes and Latin roots. At the same time, students are reading books of their choosing. They are tasked with writing their own critical reviews, and they are asked to dive deeper and analyze ideas and themes in a thoughtful way in order to provide an informative review without using superficial statements such as "It was good," or "It was boring."
The 8th graders are well into their reading of Salinger's The Catcher in the Rye. They are looking at this text as a piece of literary history, as well as an exercise in their own ability to uncover the deeper messages and themes within the book. They are challenged to look at it from an analytical point of view to distinguish the author's point of view, what is true, what is not, and what is meant to misdirect the reader.
The entire class has been studying an ever-growing vocabulary and spelling list. They endeavor to utilize the unfamiliar words we encounter in our reading and to learn assigned words which can enhance their own writing. We analyze words to understand their meaning and spelling. By studying complex words and breaking them down into their parts, individuals are encouraged to better interpret and then assimilate new vocabulary into their writing.
Our competitive Renaissance Games Day was enjoyed by one and all. Students prepared their historically inspired outfits and the "Nobles" led their "Peasant" teams in a battle of the wills. The winning team is looking forward to lunch prepared and served by those less victorious. Our study of the Medieval/Renaissance period is extended through science with Meg Glidden and arts activities with Lizbet, Educator & Co-Founder of Nantucket Lighthouse School.
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Russell Morash Chair in Childhood Horticulture
Russell Morash has been a longtime friend of Nantucket Lighthouse School and an inspiration to generations of gardeners and farmers. From conducting workshops with our faculty and contributing to the success of the school's Nantucket Garden Festival, Russ was the obvious choice to serve as the Chair of our horticulture studies and as an advisor to our new Director of Horticulture, Rain Harbison. We are thrilled to work with Russ in this capacity and we are very grateful for his support of our efforts.
Connecting children with the natural world and allowing them to explore the outdoors, including our school garden, is an integral part of our integrated curriculum. Students work in the garden, weeding, watering and tending to the beds. Classes utilize the space for lessons in science, social studies, math, reading, writing, and painting. A living laboratory, children are growing, experimenting, observing, measuring, comparing, and learning to care for something that is important to the Nantucket Lighthouse School community and to sustainability efforts around the world. A garden is as much a story about the people who create it as it is about the garden itself. Nantucket Lighthouse School's Educational Garden is a story of tenacity, perseverance and a young school's dedication to sustainability, the natural world and multi-modal, hands-on learning.
Different classes are designated parts of the garden to coincide with class studies.
• Small School - Early vegetable crops
• Kinderclass - Wampanoag, The Three Sisters Garden
• Primary Class - Early Settler’s Kitchen Garden
• Middle and Upper Primary Classes – Vegetables
• The 5/6th Grades - Flowers as part of Earth/Botany studies
• The 7/8th Grades - Medicinal Herbs as part of Alchemy studies and early Chemistry
Seasonal changes and the study of the natural world are evident throughout our classrooms and curricula. As such, the seasons influence our choices in physical education.
During the fall, students and teachers venture out on the school bus once a week to visit and learn about Nantucket’s beautiful landscapes and natural resources. They explore, gather, observe, play and collaborate with our island ‘experts.’
In the winter, students attend classes with Lisa Wisentaner at Nantucket Cycling and Fitness Studio. Depending on the age of the students, they can be found building their speed and agility while working their way through an obstacle course, or they may be building endurance in the spinning studio. Lisa’s former career as an elementary teacher makes her a perfect addition to the Lighthouse teaching faculty. When they’re not in the Studio, Lighthouse students can be found sharpening their skating skills at Nantucket Ice.
The spring is filled with a variety of outdoor adventures around the island, as well as daily recesses in the school yard or at the Pony Field and Dead Horse Valley. Students play organized games such as soccer, disc golf, kickball, capture the flag, dodge ball (with a host of rules, of course), but equally important are the creative, imaginative games they invent with their friends. Active, outdoor play is balance with more focused coordination games in the classroom.
Developing a joy and understanding for music is an important part of our curriculum. From playing instruments and singing songs with Lizza Obremski in the early years, to learning how to read music and tackle songs with Andy Bullington as they grow older, music is approached in a meaningful way. When students enter Upper Primary they learn proper fingerings and rhythms, playing chords and melody together on the ukulele, as well as playing civil rights era music as part of their integrated curriculum. In Middle School, students learn to sing and play instruments while also working on more complex pieces with a variety of moving parts. They are learning how to play handbells under the leadership of Nigel Goss and perform for family and friends at their winter concert each year.
When starting Spanish classes, we begin with very basic vocabulary including colors, numbers, and simple greetings. Lessons involve a lot of songs and movement and exposure to how the language sounds. Listening to Spanish during read-alouds and practicing simple songs gives students a sense of how it differs from English.
As students get older, we begin to work on more complex vocabulary such as days of the week, family members, and parts of the body. Ernesto, the Spanish speaking puppet, often makes appearances in class. Students help Ernesto with learning English (he only speaks and understands Spanish) as much as he helps them with their Spanish. You would be amazed how much more fun counting in Spanish is when there is a puppet biting your hand to represent each number!
All classes have been working on the alphabet in Spanish - a hard concept to grasp since it is quite different from the English alphabet! A clear understanding of how Spanish letters differ from English letters helps build a foundation for a learning the more complex concepts introduced in middle school. Vocabulary building and acquiring an appreciation for new language is a large part of Spanish class in the early years and can help inspire children’s interest in foreign languages as they grow.
Older students have been working on learning vocabulary including animals, clothing, and food. As students move up through the grades, we begin incorporating more writing and what we learn about the language becomes more complex: masculine vs feminine, common verbs, and simple questions.
Older students make their own books that are later read to the younger students. Sharing what they create, students are motivated to do their best work.
Since its successful launch in Spring 2015, our Little Lighthouse program has welcomed dozens of parents and caregivers with children 1.5 - 4 years of age to enjoy a free, weekly playgroup at our Rugged Road Campus.
Little Lighthouse teacher, Alana Cullen, has created an environment that enriches the senses and honors the developing child through songs, stories, crafts, play and community.
Each session features:
· A warm, home-like environment
· An experienced educator who embraces the magic
and wonder of early childhood
· Developmentally appropriate natural materials, toys
· Handwork projects for adults and children
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"My three year old loves Little Lighthouse and it is the highlight of her week! Little Lighthouse provides a valuable outlet for her to play with her peers and forge social bonds. She makes that day count and she will often mention the names of teachers and peers that she is excited to learn and play with! Little Lighthouse is a perfect fit for our child as she prepares to be counted as a willing and enthusiastic Lighthouse School enrollee and as the future of Nantucket's community. The activities they do, the morning poem, and the books read aloud are always so magical! In a word her experience at Little Lighthouse is SUPPORTIVE with positive influences."
– Mae Louise & Tsela, Little Lighthouse Mother & Daughter
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parent, faculty, staff and Trustee Annual Fund participation
Look what we accomplished together!
Your support of Nantucket Lighthouse School...
www.nantucketgardenfestival.org Follow Us:
Happy, Thoughtful Kids Grown HerE
participate in professional development last year including national conferences, school visits, curriculum development and workshops on relevant educational topics
that welcomed visiting artists, authors,
speakers and musicians
allowing Lighthouse students to explore their island home
Nantucket Garden Festival
July 18 - 20, 2017
A collaboration of gardeners, educators, designers and business leaders, the Nantucket Garden Festival highlights the unique and beautiful garden ecosystems on Nantucket and focuses on the importance of sustainability, conservation and gardening ethics for the long-term health of the island.
The Festival raises operating and scholarship funds for Nantucket Lighthouse School, and supports its horticulture curriculum.
Purchase new A/V equipment and a digital microscope for the downtown campus thanks to
Our Lighthouse community gather for
In addition to our Annual Fund, this year we asked friends and families to support
three important campaigns – the Head, Heart and Hand Scholarship Fund,
the Russell Morash Chair of Childhood Horticulture and the Mimi Beman Book Fund.
Thank you to the following donors for their generosity:
Douglas and Nancy Abbey, Jake and Alisa Allegrini, Anonymous, D. Anne and John Atherton, Carol Bellmaine, Charity Benz, Coleman and Susan Burke, Amanda Cross, Carol March Emerson Cross, Penelope Dey,
Tharon and Lee Dunn, Dorothy and Timothy Fallon, Andrew James Louis Frisbie, David and Peggy Galka, Logan and Tiago Gomes, Richard and Suzy Grote, J. Joseph Hale, Jr. and Linda D. Hale,
Beverly Hall and David Billings, Cary Hazlegrove and Andy Bullington, Cassandra Henderson, Virginia Kinney, Jack and Denise Korngold, Stephen and Julia Maury, Mark Lucas and Sarah Holton-Roth,
William and Mary Jane MacLean, Robert and Mary McCann, Emily Miller and Schuyler Kuhl,
Jane and John Miller, Kate Miller, Robert and Carol Miller, Carter and Sandy Mitchell,
Timothy and Joan Moran, Lindsay Mohr, Russell and Marian Morash, Conny Mundy,
Nantucket Golf Club Foundation, Susan and Stephen O'Brien, Pamela Perun, Nathaniel and Melissa Philbrick, Deborah Pilla and David Volpi, Kitty and Tom Pochman, Todd and Lowisa Rainwater, Bee and Lowell Shay, Samuel Slosek and Rachael Freeman-Slosek, Georgia Ann Snell, Linda and Craig Spery, Eric Verney,
The William Froehlich Foundation, Molly Walsh, Joan and Jacques Zimicki and Kyle and Barbara Zachary.
December 8 - 9, 2017
Nantucket Lighthouse School's Yuletide Fair has been ushering in the holiday season for seventeen years. Featuring unique handcrafted holiday items and heirloom quality gifts, warm and tasty seasonal fare, a holiday bake shop, works of art by local Nantucket artisans, delightful musical entertainment, holiday craft activities for children and much more, the Yuletide Fair is a cherished community event.
Educational Speaker Series
Nantucket Lighthouse School's annual Educational Speaker Series brings prominent educators and industry leaders to our community, providing parents with informative workshops on timely topics and offering Nantucket educators on-island professional development opportunities.
2016-2017 Educational Speakers
Nantucket License Plate
The Nantucket License Plate is a MASSDOT sanctioned Specialty License Plate available for Massachusetts registered motor vehicles…with the exception of commercial vehicles. Revenue from Nantucket License Plate sales goes directly to support Island non-profits for their programs that benefit children. Local Nantucket artist David Lazarus designed the island and whale logo and Creative Pilot based in Boston produced the graphics.
“Thank you for setting up the talk with Cindy Horgan. It was a pleasure to hear her share her passion, knowledge, and experience with raising healthy boys. Great job on bringing this to our community - it was very beneficial!”
– Kevin Korn, Nantucket Lighthouse School Parent
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Learn more about our Educational Speaker Series: www.nantucketlighthouseschool.org
Dr. Catherine Steiner/Adair
Learn more about the Nantucket License Plate initiative: www.nantucketlicenseplate.org
Our Educational Speaker Series is
generously funded by:
Community Foundation for Nantucket's ReMain Nantucket Fund
Community Foundation for Nantucket's Nantucket Fund™
Cape Air/Nantucket Airlines
Nantucket Community School
Nantucket Dreamland Theater
White Elephant Village
Small Friends on Nantucket
Nantucket Culinary Center
Ross W. Greene Ph. D.
2,100 Nantucket License Plates on the road
Over $512,000 raised for Nantucket children
18 Non-Profit Partners
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Take a Look!
Available for children
1:00 PM - 2:30 PM
2:30 PM - 5:10 PM
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Cary Hazlegrove Photography
Nantucket Lighthouse School Faculty & Staff
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To learn more about Nantucket Lighthouse School, please contact us at 508.228.0427 or visit our website at www.nantucketlighthouseschool.org.
1 Rugged Road Nantucket, MA 02554
Ross W. Greene, Ph. D.
May 18, 2017
8TH GRADE GRADUATION
June 12, 2017
June 20, 2017
July 18-20, 2017