Generated by All in One SEO Pro v5.0.0.1, this is an llms-full.txt file, used by LLMs to index the site. # Cambridge School Where Children Who Learn Differently Thrive® ## Pages ### [Proven, research-based results for dyslexia and learning disabilities](https://www.thecambridgeschool.org/) **Published:** October 29, 2021 **Author:** Cambridge School **Content:** ### Where Children Who Learn Differently Thrive® Does your child struggle to read? Have dyslexia or ADHD? We are here to help. **Cambridge School** is an independent, K-12 day school that specializes in helping students with language-based learning differences. ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/a-1024x683.jpg) **Multisensory Learning** Cambridge teachers understand the value of multisensory instruction. When instruction engages visual, auditory, tactile and kinesthetic senses, the students show improvement in engagement, attention and memory. ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/us-1024x683.jpg) **Evidence-Based Reading Instruction** Struggling readers benefit most from teaching that is diagnostic, explicit, systematic and cumulative in sequence. Cambridge teachers are trained language specialists and deeply understand the principles of Structured Literacy instruction. ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/therapy-1024x683.jpg) **Expertly Trained Faculty** Cambridge’s educational philosophy focuses on consistency of instruction across the school day. With that in mind, teachers across all subject areas are certified or trained in Wilson® instruction. [Learn About Our Admission Process & Schedule a Tour](https://www.thecambridgeschool.org/admission/admission-process/) ## **What is a Learning Difference?** We believe students have learning differences not learning disabilities. Our work supports students with ADHD (executive function challenges), writing challenges (dysgraphia), and math challenges (dyscalculia). [Learn More About Learning Differences](https://www.thecambridgeschool.org/dyslexia-adhd/) ## Our Mission Cambridge School was founded on the belief that every child deserves the opportunity for an excellent education. We are committed to providing that education in a warm, nurturing and individualized learning environment for children who learn differently. Our mission is to prepare each student with the necessary academic, personal and social skills to succeed. ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/09/student-to-facutly-1024x1024.png "student to facutly") ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/12/literacy-instruction--1024x1024.png "literacy instruction") ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/09/college-acceptance--1024x1024.png "college acceptance") [Learn More About Cambridge](https://www.thecambridgeschool.org/about-us/) ## **Information Sessions** **& Tours** Join us for an in-person tour of Cambridge School to see our approach in action. Alternatively, you can sign up for a virtual information session to learn more. If your child has dyslexia, this tour can help you assess fit and support options. The Cambridge School environment is designed to support children who may struggle with ADHD and executive function. We tailor strategies for learning differences to help students succeed academically and socially. Please join us to explore resources, staff expertise, and how individualized plans work. [Register for an Information Session](https://www.thecambridgeschool.org/information-session/) ### Learn How Cambridge Could be the Perfect Fit for Your Child Inquire about Cambridge School, visit our campus, and learn how to apply. [Learn More](https://www.thecambridgeschool.org/admission/admission-process/) “ I truly believe my sons would not be the people they are today without the loving support they receive at Cambridge. “ – JAMES C. Proud Parent [Schedule a Tour](tel:6097309553) [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) --- ### [Information Sessions](https://www.thecambridgeschool.org/6831-2/) **Published:** August 12, 2026 **Author:** Cambridge School **Content:** --- ### [Get to Know Our Team of Administrators, Faculty and Staff](https://www.thecambridgeschool.org/about-us/our-team/) **Published:** October 23, 2015 **Author:** Cambridge School **Excerpt:** Cambridge School has an unrivaled and expertly trained faculty of teachers and therapists. Learn about our dedicated team of administrators, faculty, and staff. **Content:** ## **Our Team** ### **Administration** - Deborah Peters Executive Director & Co-Founder![peters cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/peters-200x300.png "Peters Cambridge School") - Orton-Gillingham trained through the Institute for Multisensory Education (IMSE) University of Michigan-Dearborn – Special Education Department - Lindamood-Bell® trained in LiPS®, Visualizing and Verbalizing® and Seeing Stars® - Trained in Hochman Expository Writing Program - Trained in basic Story Grammar Marker® methodology - Wilson Language trained - Licensed Family Therapist - National Certified Counselor – NCC, LPC - M.A. Counseling Psychology - Meghan Peters Head of School zar![petersmeghan cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2026/06/petersmeghan-200x300.jpg "Petersmeghan Cambridge School") - Orton-Gillingham trained - Lindamood-Bell® trained in Visualizing and Verbalizing® - Trained in Hochman Expository Writing Program - Wilson® Language; Level 1 Certification - Wilson® Dyslexia Practitioner - Trained in Framing Your Thoughts™ Sentence Structure & Applied Writing - CPR and AED Certification - NJ Certification: Elementary Education & Special Education - MA Certification: Special Education (PreK-8) - NC Certification: Exceptional Children: General Curriculum (K-12) - Bachelor of Science from Boston College - Master of Arts in Teaching, Special Education from North Carolina State University - Courtney Peters-Manning, Esq. Director of Finance and General Counsel![peters manning cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/peters-manning-200x300.png "Peters manning Cambridge School") - Deputy Mayor of Hopewell Township - Licensed to practice law in both New Jersey and Massachusetts - Background in litigation, environmental law and consulting, and pro bono immigration cases; practiced at Foley Hoag LLP in Boston - A.B. magna cum laude in psychology from Brown University - J.D. with honors from the University of Chicago Law School - Juli Smith Dean of Academics![smith juli cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/smith-juli-200x300.png "Smith Juli Cambridge School") - Wilson® Dyslexia Practitioner - Wilson Language; Level 1 Certification - Orton-Gillingham; Level 1 certification - Lindamood-Bell® trained in Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® methodology trained - CPR and AED Certification - PA Certification: Early Childhood and Special Education - M.Ed. Special Education - Emily Smith Director of Admission![smithemily cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/06/smithemily-200x300.png "Smithemily Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Wilson® Language; Level 2 Certification - Wilson® Dyslexia Therapist - Orton-Gillingham trained - Lindamood-Bell® trained in Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - NJ Certification: Special Education, Elementary Ed, Early childhood - M.A. in Teaching - Susanne Hodgin Upper School Supervisor / Director of Technology / Language / Math Specialist![hodgin cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/hodgin-200x300.png "Hodgin Cambridge School") - Wilson®Dyslexia Practitioner - Wilson® Language Trained; Level 1 Certification - Orton-Gillingham trained through the Institute for Multisensory Education (IMSE) University of Michigan-Dearborn – Special Education Department - Lindamood-Bell® trained in LiPS®, Visualizing and Verbalizing®, Seeing Stars® and On Cloud Nine® Math - Hochman Expository Writing Program trained - Basic Story Grammar Marker® methodology trained - CPR and AED Certification - B.S. Economics/Psychology - M.Ed. in process - Kirsten Johnson Human Resources Manager![johnson cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/johnson-200x300.png "Johnson Cambridge School") - B.A. Business Administration - Katlin Wheatley Administrative Assistant, Social Media Manager, & Event Planner![wheatley cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/wheatley-200x300.png "Wheatley Cambridge School") - Tim Hill Office Assistant - Sylvie Scheeren Office Assistant![scheeren cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/scheeren-200x300.png "Scheeren Cambridge School") ### **Faculty** - Lauren Andreychik Language / Math Specialist![andreychik cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/andreychik-200x300.png "Andreychik Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Orton-Gillingham trained - Lindamood-Bell® trained in Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - NJ Certification: Elementary Education and Teacher of English - B.S. Elementary Education, B.A. English - Stacy Blakeley Science / Language / Math Specialist![blakeley cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/blakeley-200x300.png "Blakeley Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Orton-Gillingham trained through the Institute for Multisensory Education (IMSE) University of Michigan-Dearborn – Special Education Department - Lindamood-Bell® trained in LiPS® and Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - Making Math Real® courses completed: MMR Overview, 9 Lines Intensive, Time + Money, 4 Operations and 400 Math Facts, Fractions, Decimals and Advanced Place Value - CPR and AED Certification - NJ Certification: Elementary Education and Special Education - M.Ed. Elementary Education - Owen Branford Language/Math Specialist![branford cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/branford-200x300.png "Branford Cambridge School") - Post Graduate Certificate in Education with Qualified Teacher Status - Bachelor of Arts in History from Bangor University - Angela Cheung Science Specialist![cheung cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/cheung-200x300.png "Cheung Cambridge School") - B.A in Natural Science - STEM Certification - Montana Biological Station - Annie Cheung-Livhits Science Specialist![cheung livhits cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/cheung-livhits-200x300.png "Cheung livhits Cambridge School")B.A in Education and Asian Studies - Sarah Garrison Language / Math Specialist![garrison sarah cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/garrison-sarah-200x300.png "Garrison Sarah Cambridge School") - Wilson® Language ; Level 1 certification - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - PA Certification: Early Childhood Education - B.S. in Elementary Education - Sophie Gingerich Language Specialist![gingerich cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/gingerich-200x300.png "Gingerich Cambridge School") - Wilson® trained - Orton-Gillingham Certification; Levels 1-3 - Dyslexia Practitioner 1 Certification; MSLE course accredited through IMSLEC® at Children’s Dyslexia Centers - American Sign Language (ASL) Certificate - B.A. in Speech, Language and Hearing Science - Debra Hager Language Specialist![hager cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/hager-200x300.png "Hager Cambridge School") - Wilson® Language; Level 1 Certification - Orton-Gillingham trained through the Institute for Multisensory Education (IMSE) - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - NJ Certification: Elementary Education and Teacher of Students with Disabilities - Carey Higgins Language / Math Specialist![higgins cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/higgins-200x300.png "Higgins Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Orton-Gillingham trained - Lindamood-Bell® trained in Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - NJ Certification: Elementary Education - NJ Certificate of Eligibility – Teacher of Students with Disabilities - B.A. in Psychology and Elementary Education - Christine Kean Language Specialist / Athletic Director / Phys-Ed and Health![kean cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/kean-200x300.png "Kean Cambridge School") - Wilson® Language; Level 1 Certification - Wilson® Dyslexia Practitioner - Lindamood-Bell® trained in Visualizing and Verbalizing® - Basic Story Grammar Marker® Methodology trained - American College of Sports Medicine-Health and Fitness Instructor Certification - CPR/AED/First Aid & Safety Certification - PA Certification: Special Education - B.S. and Certification in Health and Physical Education - M.A. in Teaching - Mikael Krause Language / Social Studies Specialist![krause cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/krause-200x300.png "Krause Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Orton-Gillingham trained - Lindamood-Bell® trained in Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - PA and NJ Certifications: Special Education, Social Studies, Citizenship - NFHS Certified Soccer Coach - CPR and AED Certification - M. Ed. Secondary Education - Brenda Locher Language Specialist / Upper School Literacy![locher cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/locher-200x300.png "Locher Cambridge School") - Wilson® Language Trained - Orton-Gillingham trained through the Institute for Multisensory Education (IMSE) University of Michigan-Dearborn – Special Education Department - Lindamood-Bell® trained in LiPS®, Visualizing and Verbalizing®, and Seeing Stars® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - NJ Certification: Elementary Education - B.A. in English and Sociology - Melissa Mack Language Specialist / Visual Arts Coordinator![mack cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/mack-200x300.png "Mack Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Orton-Gillingham Trained - Lindamood-Bell® trained in LiPS® and Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - Completed The Power of Art: Teaching students with learning disabilities and ADHD workshop at the Lab School of Washington; International Training Center - CPR and AED Certification - NJ Certification: Art Education, Elementary Education - B.A. Art/Elementary Education - Scott Meiser Language Specialist / Upper School Literacy![meiser cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/meiser-200x300.png "Meiser Cambridge School") - Wilson® trained - Hochman Expository Writing Program - Basic Story Grammar Marker® Methodology - CPR and AED Certification - M.S. in Education - B.A in English - Raymond Nugent Language/ Math Specialist / Music Teacher![nugent cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/nugent-200x300.png "Nugent Cambridge School") - Wilson® Language trained - Member of Westminster Conservatory of Music - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - M.A in Piano Pedagogy and Performance - Brian Quindlen Language / Social Studies Specialist![quindlen cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/quindlen-200x300.png "Quindlen Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Lindamood-Bell® trained in Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - Praxis II Social Studies Recognition of Excellence Award - CPR and AED Certification - NJ Certification: Social Studies - B.A., History/Secondary Education - Rachel Werder Language / Math Specialist![werder cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/werder-200x300.png "Werder Cambridge School") - BA in Elementary Education and Psychology - Wilson® Trained - Certification in Middle School English - M.Ed in Special Education - Orton-Gillingham Classroom Educator (IMSE) - Lindamood-Bell trained in Visualizing & Verbalizing - Mary Wertz Director of Scheduling / Language / Math Specialist![wertz cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/wertz-200x300.png "Wertz Cambridge School") - Wilson®Dyslexia Practitioner - Wilson® Language; Level 1 & 2 Certification - Wilson® Dyslexia Therapist - Orton-Gillingham trained through the Institute for Multisensory Education (IMSE) University of Michigan-Dearborn – Special Education Department - Lindamood-Bell® trained in LiPS®, Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - NJ Certification: Elementary Education - PA Certification in Elementary Education, Reading Specialist, and Special Education - NJ Standard Supervisors Certificate - M.Ed. - Kelly Wisniewski Wilson® Language Specialist![wisniewski cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/wisniewski-200x300.png "Wisniewski Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 & 2 Certification - Orton-Gillingham trained through the Institute for Multisensory Education (IMSE) University of Michigan-Dearborn – Special Education Department - Lindamood-Bell® trained in LiPS®, Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - NJ Certification: Elementary Education - M.S. Elementary Education ### **Therapists** - Erik Franzo Upper School Counselor / College Counselor![franzo cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/franzo-200x300.png "Franzo Cambridge School") - Hochman Expository Writing Program trained - Member of the American School Counselor Association - CPR & AED Certification - M.S in School Counseling - PA Certification: School Counselor - NJ Certification: School Counselor - Kathleen DeNault-Ridge, Dr. OT, OTR/L, SIPT Cert. Occupational Therapist![denault cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/denault-200x300.png "Denault Cambridge School") - Specialist in Sensory Integration and Complementary Approaches: Therapeutic Listening, SAMONAS, Developmental Pilates - SIPT Certification Through Sensory Integration International - Basic Certification in Yoga for The Special Child - NBCOT Certification since 1992 - NJ and PA OT Licensure - B.S. in Occupational Therapy - Post-Professional Clinical Doctorate in Occupational Therapy - Alicia Parson, M.S., CCC- SLP Director of Speech and Occupational Therapy / Social Cognitive Strategist![parson cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/parson-200x300.png "Parson Cambridge School") - PROMPT trained - Lindamood-Bell trained in LiPS and Visualizing Verbalizing - Trained in basic Story Grammar Marker methodology - Extensive experience in the assessment and treatment of pediatric speech and language disorders - Social Skills/Social Communication - Social Cognitive Strategies (incorporates Social Thinking) - DIR Floortime (Developmental, Individual Difference, Relationship Based Treatment) - Relationship Development Intervention (RDI) training and certification - Expert Witness in Special Education Law cases in New Jersey - CPR and AED Certification - M.S. Speech-Language Pathology - NJ State SLP Certification - ASHA awards for Continuing Education - Ann Marie Rackowski, CCC-SLP Speech and Language Pathologist![rackowski cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/rackowski-200x300.png "Rackowski Cambridge School") - Lindamood-Bell® trained in LiPS®, Seeing Stars® and On Cloud Nine®Math - Trained in Hochman Basic Writing Skills Program - Trained in basic Story Grammar Marker® methodology - PROMPT Trained - CPR and AED Certification - M.S. Speech – Language Pathology - NJ & PA state SLP Certification - Juliana Nachtman, M.S., CCC-SLP Speech and Language Pathologist![nachtman cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/nachtman-200x300.png "Nachtman Cambridge School") - CPR and AED Certification - Trained in basic Story Grammar Marker methodology - B.S. in Speech & Language Pathology - M.S. Speech-Language Pathology - NJ & PA State SLP Certification ### **Staff** - Enilda Pena-Gonzalez Custodian![peÑa cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/pena-e1736788588324-231x300.png "PeÑa Cambridge School") - Grelly Pena Custodian![peÑagrelly cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/01/penagrelly-200x300.png "PeÑagrelly Cambridge School") - David Siliezar Custodian![yearbook student photos cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2026/06/yearbook-student-photos--200x300.png "Yearbook Student Photos Cambridge School") Cambridge School is NOT Lindamood-Bell Learning Processes nor is it affiliated with, certified, endorsed, licensed, monitored or sponsored by Lindamood-Bell, Nanci Bell, Phyllis Lindamood or Pat Lindamood. Lindamood-Bell – an international organization creating and implementing unique instructional methods and programs for quality intervention to advance language and literacy skills – in no way endorses or monitors the services provided by Cambridge School. --- ### [Get To Know Our Before and After Care Program](https://www.thecambridgeschool.org/student-life/before-after-care/) **Published:** November 7, 2014 **Author:** Cambridge School **Excerpt:** Cambridge School offers Before and After Care programs to assist families’ schedules and students’ after school interests. **Content:** ### Before & After Care Cambridge School offers before and after school services to assist with families’ schedules and support students’ after-school interests. Our programs provide a warm, safe, and stimulating environment where children have the opportunity to receive help with homework and participate in games and other structured activities. ### Before Care The Before Care program is available when school is in session from 7:30-8:00 am every morning. The program has an open door policy where it is not necessary to make prior arrangements. Before Care is available to Lower, Middle, and Upper School students. ### After Care After Care is available when school is in session from 3:00-5:00 pm on full days and from 12:00-5:00 pm on some half days. Children who are involved in special services, athletics, arts programs, or clubs may attend the After Care program at the conclusion of these activities. The program has an open door policy where it is not necessary to make prior arrangements. After Care is only available to Lower and Middle School students. ### Before & After Care Fees The charge for Before & After Care is $17.00/hour, prorated to the minute based on the time a child is signed in or out. --- ### [CamBRIDGE Program](https://www.thecambridgeschool.org/cambridge-program/) **Published:** July 1, 2026 **Author:** Katlin Wheatly **Excerpt:** Cambridge School students are provided with a full curriculum in addition to their reading, writing and language skills classes. This curriculum includes, mathematics, social studies, science, the arts, physical education, and much more. **Content:** # **The** **CamBRIDGE Program** The jump from high school to college isn’t just a step, it’s a leap. For many students, the challenge isn’t a lack of intelligence; it’s the sudden disappearance of the support structures they’ve relied on for years. The CamBRIDGE Program is a specialized concurrent-enrollment support program. Students attend their college classes while Cambridge provides the scaffolding students are accustomed to and need to succeed in college. # ****Who Is This For?**** The CamBRIDGE Program is designed for: First year, freshmen college students Students with ADHD, dyslexia, or other language-based learning differences who benefit from executive function support Students with school-related anxiety Capable students who need additional support to reach their potential Students who need assistance navigating the complexities of higher education for the first time # **How It Works** We don’t replace the college experience; we fortify it. Students enroll in their chosen local higher education institution and lean on Cambridge for the support they need to succeed. # ****4 Key Components of the Program**** Executive Function Coaching Writing Support Mathematical Confidence College Counseling # ****The Result: A Stronger Foundation**** By the end of the CamBRIDGE Program, students don’t just have college credits, they have gained agency. They transition into their sophomore year with a proven toolkit, and the confidence to navigate the rest of their academic career independently. # ****Cost: $25,000**** # ****Interested in Learning More?**** We’d be happy to discuss whether our program is the right fit for your child. Call us at **(609) 730-9553** or complete the inquiry form below, and a member of our team will be in touch with you soon. [Fill out an Inquiry Form](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) --- ### [Information Sessions](https://www.thecambridgeschool.org/information-session/) **Published:** September 5, 2025 **Author:** Katlin Wheatly **Content:** ## Tours & Information Sessions ### **Join us for an In-Person Tour or Virtual Information Session** Join us for an **[in-person tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/)** of Cambridge School or sign up for a **[virtual information session](https://www.thecambridgeschool.org/workshop-registration-form-may-6532-2-2/)** and learn how the Cambridge School environment can provide for your child who may be struggling with dyslexia, ADHD, executive function and other learning differences. [Register for a Virtual Info Session](https://www.thecambridgeschool.org/workshop-registration-form-may-6532-2-2/) [Schedule an In-Person Tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) **Contact Information:** Emily Smith, Director of Admissions Email: esmith@thecambridgeschool.org Address: 100 Straube Center Blvd Pennington NJ 08534 Phone: 609-730-9553 --- ### [Contact Us to Learn More](https://www.thecambridgeschool.org/about-us/contact-us/) **Published:** November 6, 2014 **Author:** Cambridge School **Excerpt:** Cambridge School specializes in educating students with dyslexia, ADHD, and other language-based learning disabilities. Contact us today to learn more. **Content:** ### Contact Us At Cambridge School, we specialize in educating students with dyslexia, ADHD, and other language-based learning disabilities — which we refer to as learning differences. Our contact information: **Cambridge School 100 Straube Center Blvd. Pennington, NJ 08534** Phone: **(609) 730-9553** Fax: (609) 730-9584 ### Our Campus Our campus is located in Pennington, New Jersey, off of Knowles Street, between the Straube Center building and the U.S. Post Office. If you’re coming from Route 31, you can turn onto West Franklin Avenue or Broemel Place and then onto Knowles Street, which will take you to our dead-end street, Straube Center Blvd. ![Cambridge School's Campus Map](https://www.thecambridgeschool.org/wp-content/uploads/2018/09/cambridge-campus-map-2-1024x593.jpg "Cambridge Campus Map") ### Employment Opportunities Cambridge School has employment opportunities for dynamic and passionate educators and therapists who have experience, or a desire to work with bright children who learn differently. We seek team players who could join and contribute to our highly collaborative environment. At Cambridge School, each teacher is trained as a Language Specialist and is provided with continuing education and certification in research-based programs. Cambridge School faculty members are expert and caring professionals who reap the rewards of making a difference in the lives of children who learn differently and their families. *Cambridge School is an equal opportunity employer. We pledge to provide equal employment opportunities without regard to race, color, creed, national origin, religion, sex, sexual orientation, age, marital status, or disability.* **Please email our Head of School, Meghan Peters (mpeters@thecambridgeschool.org) your resume to find out if we have any openings.** ### Current Openings: **Lower & Middle School Counselor** Cambridge School seeks a compassionate, dynamic Lower and Middle School Counselor, specializing in educating bright students with language-based learning differences. [**Click here**](https://docs.google.com/document/d/1U_0_KRtw7NB-IjEHW_3nVM7mKYk3Mbid-eKVUA3Y6Rw/edit?usp=sharing) for more information. --- ### [Application Process](https://www.thecambridgeschool.org/admission/application-process-tuition/) **Published:** June 26, 2026 **Author:** Katlin Wheatly **Excerpt:** The admission process is designed to determine the applicant’s appropriateness for placement at Cambridge School. **Content:** ## **Application Process** ### **Your child’s future starts here** Our admission process is designed to determine an applicant’s appropriateness for placement at Cambridge. ### **Inquire & Visit** Call our Admission Office at 609-730-9553 or fill out our [inquiry form](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) to hear more about Cambridge School and schedule a time to tour our campus. ### **The Application Process** Once you’ve inquired and visited Cambridge School, we invite you to begin the application process! This includes: **1.** Complete the online [admission application form](//mytads.com/a/cambridgeschool) **2.** Supply supporting documents, including a cognitive battery, any available educational and psychological testing, and school records (e.g. I.E.P.) **3**. Schedule a student visit and screening/placement testing *(Please note: a screening fee applies)* Upon completion of the above, documents and student information are reviewed by the Admission Committee. The Director of Admission then relays admission decisions to families in a timely manner. [Fill Out Inquiry Form](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) “ The teachers are highly educated, thoughtful, and nurturing. They provide rigorous academic challenges, as well as the tools and strategies needed to meet those challenges. I am so pleased. “ – Lower School Parent [Schedule a Tour](tel:6097309553) [Schedule a Tour](https://calendar.google.com/calendar/u/0/appointments/schedules/AcZssZ3S_sKLxIpQpRDiGyEF7C5akf400fOoUiFtRqxo-fdtlzpbGRs8cTCIww4NCr7DdJVvBne6E53e) --- ### [Tuition](https://www.thecambridgeschool.org/admission/tuition/) **Published:** June 26, 2026 **Author:** Katlin Wheatly **Excerpt:** The admission process is designed to determine the applicant’s appropriateness for placement at Cambridge School. **Content:** ## **Tuition** ### **Don’t let cost deter you from applying.**.. ### **Tuition Assistance Opportunities** We provide substantial tuition assistance to most families. Be sure to ask about our financial aid and tuition assistance packages. ### **2026-2027 Tuition: $63,850\*** *\*An additional IEP fee applies for districts requiring IEP meetings.* ### **Early Intervention Scholarship** Research is increasingly clear that early intervention is critical for educating children with learning differences, especially if there is a family history of dyslexia or undiagnosed learning challenges. Many times parents are given a variety of reasons why they should “wait and see” and hope that their child’s academic skills improve with time. To make it possible for children to receive early intensive intervention, we offer scholarships for students in grades K-2. Call us at 609-730-9553 for more information. [Fill Out Inquiry Form](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) “ The teachers are highly educated, thoughtful, and nurturing. They provide rigorous academic challenges, as well as the tools and strategies needed to meet those challenges. I am so pleased. “ – Lower School Parent [Schedule a Tour](tel:6097309553) [Schedule a Tour](https://calendar.google.com/calendar/u/0/appointments/schedules/AcZssZ3S_sKLxIpQpRDiGyEF7C5akf400fOoUiFtRqxo-fdtlzpbGRs8cTCIww4NCr7DdJVvBne6E53e) --- ### [Typical Learning Profiles](https://www.thecambridgeschool.org/admission/typical-learning-profiles/) **Published:** June 26, 2026 **Author:** Katlin Wheatly **Excerpt:** The admission process is designed to determine the applicant’s appropriateness for placement at Cambridge School. **Content:** ## **Learning Profiles** ### **Typical Learning Profile at Each Grade Level** No matter the academic level of your child, we have the resources and tools to help them reach their full potential. Below are typical student learning profiles. ### **Lower School (Grades K-4)** The typical Cambridge Lower School student struggles with the fundamental concepts of reading, writing and/or math. While the nature and degree of the challenges vary from student to student, it can range from poor letter and number recognition and formation, to the inability to decode connected sounds. After initial diagnostic assessment, students are placed in small groups based on specific areas of need, to receive structured literacy and math instruction. ### **Middle School (Grades 5-8)** Each student’s learning profile is increasingly unique at this level. Middle School students who are newly admitted to Cambridge can present with a range of challenges from poor decoding and spelling skills, to higher level language comprehension challenges, weak executive function, math difficulties, and/or insufficient written expression skills. At this level, diagnostic assessment is critical to allow for the differential academic instruction that each student personally needs to succeed. ### **Upper School (Grades 9-12)** As with the Middle School student, the learning profile of the Upper School student varies significantly. Some students enter the Upper School as dysfluent readers while others are challenged by attention, executive function, processing, math, and/or written expression. Each student’s unique learning profile is identified and supported across the school day. For students who are twice exceptional, Cambridge teachers effectively address their learning challenges while also nurturing the areas in which they excel. “ The teachers are highly educated, thoughtful, and nurturing. They provide rigorous academic challenges, as well as the tools and strategies needed to meet those challenges. I am so pleased. “ – Lower School Parent [Schedule a Tour](tel:6097309553) [Schedule a Tour](https://calendar.google.com/calendar/u/0/appointments/schedules/AcZssZ3S_sKLxIpQpRDiGyEF7C5akf400fOoUiFtRqxo-fdtlzpbGRs8cTCIww4NCr7DdJVvBne6E53e) --- ### [Find Out About The Admission Process and Tuition](https://www.thecambridgeschool.org/admission/admission-process/) **Published:** October 3, 2014 **Author:** Susanne Hodgin **Excerpt:** The admission process is designed to determine the applicant’s appropriateness for placement at Cambridge School. **Content:** ## **Admission** ### **Welcome to Cambridge School** Learn how to become a part of our family [![](https://www.thecambridgeschool.org/wp-content/uploads/2024/09/inquire-1024x683.png "inquire")](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) ### **Inquire** Give us a call at **609-730-9553** or fill out our [**Inquiry Form**](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) to learn more about Cambridge School. [![](https://www.thecambridgeschool.org/wp-content/uploads/2024/09/visitvisit-1024x683.png "visitvisit")](https://www.thecambridgeschool.org/information-session/) ### **Visit** [Schedule an in-person tour](https://calendar.google.com/calendar/u/0/appointments/schedules/AcZssZ3S_sKLxIpQpRDiGyEF7C5akf400fOoUiFtRqxo-fdtlzpbGRs8cTCIww4NCr7DdJVvBne6E53e) or join us for a [virtual Information Session](https://www.thecambridgeschool.org/information-session/) to explore our campus and learn more about our programs. [![](https://www.thecambridgeschool.org/wp-content/uploads/2024/09/applyapply-1024x683.png "applyapply")](https://mytads.com/a/cambridgeschool) ### **Apply** After visiting, you can then begin the process of applying to the Cambridge School! ### **Your child’s future starts here** Our admission process is designed to determine an applicant’s appropriateness for placement at Cambridge. ### **Inquire & Visit** Call our Admission Office at 609-730-9553 or fill out our [inquiry form](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) to hear more about Cambridge School and schedule a time to tour our campus. ### **The Application Process** Once you’ve inquired and visited Cambridge School, we invite you to begin the application process! This includes: **1.** Complete the online [admission application form](//mytads.com/a/cambridgeschool) **2.** Supply supporting documents, including a cognitive battery, any available educational and psychological testing, and school records (e.g. I.E.P.) **3**. Schedule a student visit and screening/placement testing *(Please note: a screening fee applies)* Upon completion of the above, documents and student information are reviewed by the Admission Committee. The Director of Admission then relays admission decisions to families in a timely manner. ### **Don’t let cost deter you from applying.**.. ### **Tuition Assistance Opportunities** We provide substantial tuition assistance to most families. Be sure to ask about our financial aid and tuition assistance packages. ### **2026-2027 Tuition: $63,850\*** *\*An additional IEP fee applies for districts requiring IEP meetings.* ### **Early Intervention Scholarship** Research is increasingly clear that early intervention is critical for educating children with learning differences, especially if there is a family history of dyslexia or undiagnosed learning challenges. Many times parents are given a variety of reasons why they should “wait and see” and hope that their child’s academic skills improve with time. To make it possible for children to receive early intensive intervention, we offer scholarships for students in grades K-2. Call us at 609-730-9553 for more information. [Fill Out Inquiry Form](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) ### **Typical Learning Profile at Each Grade Level** No matter the academic level of your child, we have the resources and tools to help them reach their full potential. Below are typical student learning profiles. ### **Lower School (Grades K-4)** The typical Cambridge Lower School student struggles with the fundamental concepts of reading, writing and/or math. While the nature and degree of the challenges vary from student to student, it can range from poor letter and number recognition and formation, to the inability to decode connected sounds. After initial diagnostic assessment, students are placed in small groups based on specific areas of need, to receive structured literacy and math instruction. ### **Middle School (Grades 5-8)** Each student’s learning profile is increasingly unique at this level. Middle School students who are newly admitted to Cambridge can present with a range of challenges from poor decoding and spelling skills, to higher level language comprehension challenges, weak executive function, math difficulties, and/or insufficient written expression skills. At this level, diagnostic assessment is critical to allow for the differential academic instruction that each student personally needs to succeed. ### **Upper School (Grades 9-12)** As with the Middle School student, the learning profile of the Upper School student varies significantly. Some students enter the Upper School as dysfluent readers while others are challenged by attention, executive function, processing, math, and/or written expression. Each student’s unique learning profile is identified and supported across the school day. For students who are twice exceptional, Cambridge teachers effectively address their learning challenges while also nurturing the areas in which they excel. “ The teachers are highly educated, thoughtful, and nurturing. They provide rigorous academic challenges, as well as the tools and strategies needed to meet those challenges. I am so pleased. “ – Lower School Parent [Schedule a Tour](tel:6097309553) [Schedule a Tour](https://calendar.google.com/calendar/u/0/appointments/schedules/AcZssZ3S_sKLxIpQpRDiGyEF7C5akf400fOoUiFtRqxo-fdtlzpbGRs8cTCIww4NCr7DdJVvBne6E53e) --- ### [Research Based Curriculum and Programs](https://www.thecambridgeschool.org/academics/language-based-curriculum/) **Published:** November 6, 2014 **Author:** Cambridge School **Excerpt:** Our program utilizes phonics and emphasizes multi-sensory teaching, including visual, auditory, and kinesthetic learning styles. Instruction begins by focusing on the structure of language and gradually moves toward reading. **Content:** ## **Language-Based Curriculum Overview** Our program utilizes phonics-based instruction and emphasizes multi-sensory teaching, including visual, auditory, and kinesthetic learning opportunities. Instruction begins by focusing on the structure of language and gradually moves toward reading. Structured Literacy and language-based curriculum Instruction that is carefully individualized to meet the needs of each child Multisensory teaching techniques that create more concrete and complete learning experiences Classroom instruction supported by 1:1 technology ##### **Language Programs** Enhanced by small classes, our approach allows each student to progress at his or her pace, leading to increased mastery of skills and improved self-esteem. Additionally, all Cambridge School teachers, regardless of their content specialty, are trained in the language programs we use, including, but not limited to: Wilson Reading System® Orton-Gillingham methodology Lindamood-Bell® Learning Processes The Writing Revolution® (Hochman Method**©**) Story Grammar Marker® Our language-based curriculum includes three, 45-minute periods of literacy instruction daily, including language, written expression, and reading. ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/letters--300x200.jpg) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/student-scaled-e1696274922864-300x271.jpg) ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/09/upper-school-300x200.jpg) ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/09/sand-300x200.jpg) ## **Curriculum Overview by Grade Level** ## **Lower School (Grades K-4)** Our Lower School programs are carefully designed to build foundational reading, writing and math skills, while also nurturing each student’s creativity, imagination, and confidence. This critical period of learning lays the groundwork for future cognitive and social development. Customized academic paths support each child’s growth, building upon strengths and addressing areas of challenge. ## **Middle School (Grades 5-8)** Our Middle School programs are carefully designed to further students’ literacy and math abilities while continuing to incorporate academic strengths and personal interests. Middle School students work to develop more abstract, critical thinking skills as well as increased awareness of work production and executive function skills. Social and emotional development at this age is critical and we work to promote self-awareness, positive self-image, respect for differences, and an appreciation of the larger community. ## **Upper School** **(Grades 9-12)** The Cambridge Upper School takes a distinctive and engaging approach to teaching high school level college preparatory coursework. Housed in its own 2-story building on the Cambridge campus, the US provides a rigorous curriculum that helps students develop advanced academic skills and stimulate intellectual curiosity. Cambridge teachers effectively support twice-exceptional students by addressing their learning challenges while also fostering their strengths. To complement their academic coursework, students choose from a variety of electives, including performing and visual arts, athletics, home economics, or technology. **College Placement:** The college placement program is a highlight of our supportive Upper School community. The students’ postsecondary planning is integrated into the curriculum beginning in ninth grade. The classroom pathway goes from Metacognition, to Careers, to Explorations, and culminates with Senior Capstone. The goal of each course is to find what brings each student joy, encourage them to find opportunities to explore that emotion, and to identify pathways to postsecondary success. **The Cambridge Upper School is proud of its 100% college placement.** --- ### [Discover What Our Educational Summer Program Has To Offer](https://www.thecambridgeschool.org/academics/summer-program/) **Published:** November 14, 2014 **Author:** Cambridge School **Excerpt:** Some regression is expected for all children over the summer months, but learning different children are often profoundly affected by the lapse in instruction. Summer programs focusing on remedial, accelerated, or enriched learning have been shown to have a positive effect on the knowledge and skills of students. **Content:** ### **Summer Study at Cambridge** # June 22nd – July 17th, 2026 While some academic regression is expected for all children over the summer months, those with learning differences can be more impacted by the lapse in instruction. Cambridge School’s Summer Program offers a unique opportunity for students who struggle to read or write, have Dyslexia, ADHD, or Executive Function Challenges, to continue receiving academic instruction as well as participate in a variety of fun summer enrichment activities. [Enroll Now!](#summer-enrollement) [![morning program cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/12/morning-program-1024x1024.png "Morning Program Cambridge School")](#Morning-program) [![afternoon program cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/12/afternoon-program-1024x1024.png "Afternoon Program Cambridge School")](#Afternoon-program) [![act course cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2025/12/act-course-1024x1024.png "Act Course Cambridge School")](#ACT-program) ### Morning Academic Enrichment Program The morning program includes a structured blend of Wilson® instruction along with dedicated reading, writing, and math classes. Designed to reinforce essential academic skills, Cambridge School’s Summer Study morning program helps students stay intellectually engaged and confident throughout the break. By offering targeted support and consistent practice, the program effectively reduces the risk of summer slide and prepares students to start the new school year with renewed readiness and momentum. **Grades: 1st – 9th 8:45am – 12:00pm, Monday – Friday Monday, June 22nd – Friday, July 17th (four weeks)** ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/09/summer-session-225x300.jpg) ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/09/summer-session-large-group-225x300.jpg) ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/01/a-300x200.jpg) ### Afternoon Executive Function Clubs The afternoon enrichment programs are thoughtfully designed to complement the structured academics of the morning session. These hands-on clubs give students opportunities to explore personal interests, build confidence, and apply their skills in new and engaging ways. Whether they are discovering the wonders of the great outdoors, experimenting in the kitchen, or participating in other creative and collaborative activities, each offering is crafted to strengthen students’ executive function, problem-solving, and socialization skills. Together, these enrichment experiences foster independence, teamwork, and a sense of accomplishment that extends well beyond the classroom. **1:00pm – 3:00pm, Monday thru Thursday Monday, June 23rd – Thursday, July 16th (four weeks)** ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/09/adventureclub-768x1024.jpg "adventureclub") ### Adventure Club **Grades 1st – 5th 1:00-3:00 pm, Monday – Thursday** This afternoon program keeps students actively engaged in exploring the great outdoors. Students will take day trips and explore local outdoor attractions. The Adventure Club strives to promote teamwork, curiosity, self-confidence and learning through fun and engaging summer activities. ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/09/cooking-club-768x1024.jpg "cooking club") ### Cuisine Club **Grades 5th – 9th 1:00-3:00 pm, Monday – Thursday** Cooking requires the ability to plan, sequence and execute work within a specific time frame; a delicious way to support your child’s developing executive function skills. We are excited to offer this unique approach to improving your child’s executive function skills. ### High School ACT Prep Course Get a jump-start on college readiness with our High School ACT Prep Course! This comprehensive program is designed to familiarize students with the structure, pacing, and expectations of the ACT while strengthening the core academic skills the test demands. Through targeted instruction, practice tests, and personalized feedback, students learn effective test-taking strategies, improve time management, and gain a deeper understanding of essential content areas. By building confidence and refining key skills, the course empowers students to approach the ACT—and the college admissions process—with greater readiness and self-assurance. **Grades: 9th – 12th 8:45am – 12:00pm, Monday – Friday Monday, June 22nd – Friday, July 10th (Three weeks)** ### **Enrollment & Cost** To register for our Summer Study program, please click the link below and read all of the instructions on the registration form. Summer 2026 CostFor 4 weeks:Weekly:Morning Program (1st – 9th)$ 3,340$ 835Afternoon Program (1st – 9th)$ 1,280$ 320Full Day (1st – 9th)$ 4,620$ 1,155For 3 weeks:Weekly:ACT Prep Program (9th – 12th)$ 2,250$ 750 [Register for Summer Study](https://docs.google.com/forms/d/e/1FAIpQLScnp_E-nuY60_xDgRBouDdag-DzUYB0BwLI0B1eyO2-KVZoMA/viewform?usp=publish-editor) --- ### [About Us](https://www.thecambridgeschool.org/about-us/) **Published:** October 7, 2015 **Author:** Cambridge School **Excerpt:** Cambridge School is an extraordinary place where children with dyslexia, ADHD, and other language-based learning disabilities thrive. Our program is built on evidence-based research and a student-centered approach to education that provides an individualized and specialized school experience for each child. **Content:** ## **About Us** ### **Where Children Who Learn Differently Thrive®** For 25 years, Cambridge School has provided students with the highest quality education, catered to each child’s personal strengths and learning styles. In small classroom settings our expertly trained faculty provide a comprehensive, evidence-based curriculum designed to help them overcome their unique challenges while supporting and encouraging the pursuits in which they excel. Our ultimate goal is to offer a robust education that provides an individualized, specialized, yet comprehensive school experience. Cambridge School was founded on the belief that every child deserves the opportunity for an excellent education. We are committed to providing that education in a warm, nurturing and individualized learning environment for children who learn differently. Our mission is to prepare each student with the necessary academic, personal and social skills to succeed. ### **From Then to Now** Cambridge School opened its doors in 2001 to 10 bright and eager students who struggled in a traditional academic setting. The original school was located at 62 South Main Street in Pennington, New Jersey. Due to rapid growth in the first few years, the school moved to its current campus in 2004. On October 15, 2021, the Middle States Association awarded Cambridge School full Accreditation for grades K-12 through January 2029. Today, Cambridge School continues to thrive with approximately 150 students. Cambridge is a school where teaching, learning, and personal relationships are paramount. At Cambridge School, students’ powers of curiosity and imagination are stimulated and their academic, personal, and social needs are supported. Students are given opportunities to investigate their interests, acquire confidence in their abilities, believe in their intrinsic worth, and develop the skills necessary to succeed. Cambridge School is truly a dream come true! ### **Discover More** [![](https://www.thecambridgeschool.org/wp-content/uploads/2024/09/summer-session-768x1024.jpg "summer session")](https://www.thecambridgeschool.org/about-us/accreditation/) [](https://www.thecambridgeschool.org/about-us/accreditation/)### Accreditation READ MORE [![Work at Cambridge School](https://www.thecambridgeschool.org/wp-content/uploads/2023/01/working-at-cambridge-school-scaled-768x1024.jpg "Work at Cambridge School")](https://www.thecambridgeschool.org/about-us/our-team/) [](https://www.thecambridgeschool.org/about-us/our-team/)### Our Team READ MORE [![](https://www.thecambridgeschool.org/wp-content/uploads/2024/02/imghdr-768x1024.jpg "imghdr")](https://www.thecambridgeschool.org/about-us/contact-us/) [](https://www.thecambridgeschool.org/about-us/contact-us/)### Contact Us READ MORE --- ### [Get to Know Our Team of Expertly Trained Faculty](https://www.thecambridgeschool.org/about-us/our-team/faculty/) **Published:** November 8, 2014 **Author:** Cambridge School **Excerpt:** Learn about Cambridge School's teachers, program coordinators, teaching assistants, and adjunct faculty. **Content:** Faculty # Faculty - Lauren Andreychik Language / Math Specialist![andreychik cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/andreychik-240x300.jpg "Andreychik Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Orton-Gillingham trained - Lindamood-Bell® trained in Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - NJ Certification: Elementary Education and Teacher of English - B.S. Elementary Education, B.A. English - Owen Branford Language/Math Specialist![owenbranford cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/08/owenbranford-240x300.jpg "Owenbranford Cambridge School") - Stacy Blakeley Science / Language / Math Specialist![blakeley cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/blakeley--240x300.jpg "Blakeley Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Orton-Gillingham trained through the Institute for Multisensory Education (IMSE) University of Michigan-Dearborn – Special Education Department - Lindamood-Bell® trained in LiPS® and Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - Making Math Real® courses completed: MMR Overview, 9 Lines Intensive, Time + Money, 4 Operations and 400 Math Facts, Fractions, Decimals and Advanced Place Value - CPR and AED Certification - NJ Certification: Elementary Education and Special Education - M.Ed. Elementary Education - Angela Cheung Science Specialist![cheung cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/cheung-240x300.jpg "Cheung Cambridge School") - B.A in Natural Science - STEM Certification - Montana Biological Station - Annie Cheung-Livhits Science Specialist![cheunglivihits cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/cheunglivihits--240x300.jpg "Cheunglivihits Cambridge School")B.A in Education and Asian Studies - Sarah Garrison Language / Math Specialist![garrison cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/garrison-240x300.jpg "Garrison Cambridge School") - Wilson® Language ; Level 1 certification - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - PA Certification: Early Childhood Education - B.S. in Elementary Education - Sophie Gingerich Language Specialist![gingerich cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/05/gingerich-240x300.png "Gingerich Cambridge School") - Wilson® trained - Orton-Gillingham Certification; Levels 1-3 - Dyslexia Practitioner 1 Certification; MSLE course accredited through IMSLEC® at Children’s Dyslexia Centers - American Sign Language (ASL) Certificate - B.A. in Speech, Language and Hearing Science - Debra Hager Language Specialist![hager cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/hager--240x300.jpg "Hager Cambridge School") - Wilson® Language; Level 1 Certification - Orton-Gillingham trained through the Institute for Multisensory Education (IMSE) - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - NJ Certification: Elementary Education and Teacher of Students with Disabilities - Carey Higgins Language / Math Specialist![higgins cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/higgins--240x300.jpg "Higgins Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Orton-Gillingham trained - Lindamood-Bell® trained in Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - NJ Certification: Elementary Education - NJ Certificate of Eligibility – Teacher of Students with Disabilities - B.A. in Psychology and Elementary Education - Christine Kean Language Specialist / Athletic Director / Phys-Ed and Health![kean cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/kean--240x300.jpg "Kean Cambridge School") - Wilson® Language; Level 1 Certification - Wilson® Dyslexia Practitioner - Lindamood-Bell® trained in Visualizing and Verbalizing® - Basic Story Grammar Marker® Methodology trained - American College of Sports Medicine-Health and Fitness Instructor Certification - CPR/AED/First Aid & Safety Certification - PA Certification: Special Education - B.S. and Certification in Health and Physical Education - M.A. in Teaching - Mikael Krause Language / Social Studies Specialist![krause cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/krause-240x300.jpg "Krause Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Orton-Gillingham trained - Lindamood-Bell® trained in Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - PA and NJ Certifications: Special Education, Social Studies, Citizenship - NFHS Certified Soccer Coach - CPR and AED Certification - M. Ed. Secondary Education - Brenda Locher Language Specialist / Upper School Literacy![locher cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/locher--240x300.jpg "Locher Cambridge School") - Wilson® Language Trained - Orton-Gillingham trained through the Institute for Multisensory Education (IMSE) University of Michigan-Dearborn – Special Education Department - Lindamood-Bell® trained in LiPS®, Visualizing and Verbalizing®, and Seeing Stars® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - NJ Certification: Elementary Education - B.A. in English and Sociology - Melissa Mack Language Specialist / Visual Arts Coordinator![mack cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/mack--240x300.jpg "Mack Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Orton-Gillingham Trained - Lindamood-Bell® trained in LiPS® and Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - Completed The Power of Art: Teaching students with learning disabilities and ADHD workshop at the Lab School of Washington; International Training Center - CPR and AED Certification - NJ Certification: Art Education, Elementary Education - B.A. Art/Elementary Education - Caroline Martin Upper School Film / Substitute Teacher![caroline martin film teacher cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/03/caroline-240x300.jpg "Caroline Martin Film Teacher Cambridge School") - Hochman Expository Writing Program - Basic Story Grammar Marker® Methodology - CPR and AED Certification - B.A in Film & Television - Scotty Meiser Language Specialist / Upper School Literacy![meiser cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/meiser--240x300.jpg "Meiser Cambridge School") - Wilson® trained - Hochman Expository Writing Program - Basic Story Grammar Marker® Methodology - CPR and AED Certification - M.S. in Education - B.A in English - Alison Morgan Math Specialist ![hoffman cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/hoffman--240x300.jpg "Hoffman Cambridge School") - Wilson® trained - Wilson® Language; Level 1 Certification – in process - Hochman Expository Writing Program - Basic Story Grammar Marker® Methodology - CPR and AED Certification - B.S in History & Public Policy - Raymond Nugent Language/ Math Specialist / Music Teacher![nugent cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/nugent--240x300.jpg "Nugent Cambridge School") - Wilson® Language trained - Member of Westminster Conservatory of Music - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - M.A in Piano Pedagogy and Performance - Brian Quindlen Language / Social Studies Specialist![brian quindlen language history specialist cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2019/12/brian-quindlen-language-and-history-240x300.jpg "Brian Quindlen Language History Specialist Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Lindamood-Bell® trained in Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - Praxis II Social Studies Recognition of Excellence Award - CPR and AED Certification - NJ Certification: Social Studies - B.A., History/Secondary Education - Emily Smith Language / Math Specialist![emily smith language math specialist cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2019/12/emily-smith-language-and-math-specialist-240x300.jpg "Emily Smith Language Math Specialist Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Wilson® Language; Level 2 Certification - Wilson® Dyslexia Therapist - Orton-Gillingham trained - Lindamood-Bell® trained in Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - NJ Certification: Special Education, Elementary Ed, Early childhood - M.A. in Teaching - Mary Wertz Faculty Supervisor / Language / Math Specialist![mwertz cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/mwertz-240x300.jpg "Mwertz Cambridge School") - Wilson®Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Wilson® Language; Level 2 Certification - Wilson® Dyslexia Therapist - Orton-Gillingham trained through the Institute for Multisensory Education (IMSE) University of Michigan-Dearborn – Special Education Department - Lindamood-Bell® trained in LiPS®, Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - NJ Certification: Elementary Education - PA Certification in Elementary Education, Reading Specialist, and Special Education - NJ Standard Supervisors Certificate - M.Ed. - Kelly Wisniewski Wilson® Language Specialist![cambridge school language specialist kelly wisniewski cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/.jpg-240x300.jpg "Cambridge School Language Specialist Kelly Wisniewski Cambridge School") - Wilson® Dyslexia Practitioner - Wilson® Language; Level 1 Certification - Wilson® Language; Level 2 Certification in process - Orton-Gillingham trained through the Institute for Multisensory Education (IMSE) University of Michigan-Dearborn – Special Education Department - Lindamood-Bell® trained in LiPS®, Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - NJ Certification: Elementary Education - M.S. Elementary Education - Rachel Werder Language / Math Specialist![werder cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/werder--240x300.jpg "Werder Cambridge School") - BA in Elementary Education and Psychology - Wilson® Trained - Certification in Middle School English - M.Ed in Special Education - Orton-Gillingham Classroom Educator (IMSE) - Lindamood-Bell trained in Visualizing & Verbalizing - Chelsey Skidmore Science Specialist![skidmore cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/skidmore-240x300.png "Skidmore Cambridge School") Cambridge School is NOT Lindamood-Bell Learning Processes nor is it affiliated with, certified, endorsed, licensed, monitored or sponsored by Lindamood-Bell, Nanci Bell, Phyllis Lindamood or Pat Lindamood. Lindamood-Bell – an international organization creating and implementing unique instructional methods and programs for quality intervention to advance language and literacy skills – in no way endorses or monitors the services provided by Cambridge School. --- ### [Our Administrative Leaders: Get to Know Them](https://www.thecambridgeschool.org/about-us/our-team/administrative-leaders/) **Published:** November 6, 2014 **Author:** Cambridge School **Excerpt:** Learn about Cambridge School's founders and administrative leadership team. **Content:** Administration # Administration - Deborah C. Peters Executive Director and Co-Founder![dpeters cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/dpeters--240x300.jpg "Dpeters Cambridge School") - Orton-Gillingham trained through the Institute for Multisensory Education (IMSE) University of Michigan-Dearborn – Special Education Department - Lindamood-Bell® trained in LiPS®, Visualizing and Verbalizing® and Seeing Stars® - Trained in Hochman Expository Writing Program - Trained in basic Story Grammar Marker® methodology - Wilson Language trained - Licensed Family Therapist - National Certified Counselor – NCC, LPC - M.A. Counseling Psychology - James Peters Co-Founder and Financial Advisor![jim peters financial advisor and co founder cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2020/05/jim-peters-founder-240x300.jpg "Jim Peters Financial Advisor and Co founder Cambridge School") - Over 30 years of business / finance managerial experience including corporate CEO positions - B.S. Marketing - M.B.A. Finance - Ellen Gonzales, MS CCC-SLP Head of School![ellen gonzales head of school cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2019/12/00000032-240x300.jpg "Ellen Gonzales Head of School Cambridge School") - Wilson® Language trained - Lindamood-Bell® trained in LiPS® - Trained in Hochman Basic Writing Skills Program - PROMPT trained - NJ & PA state SLP Certification - ASHA Awards for Continuing Education - Expert-level Certification in Story Grammar Marker Program - ASHA certified Speech and Language Pathologist - CPR and AED Certification - B.A in Speech and Language - M.A in Speech and Language - Courtney Peters-Manning, Esq. Director of Finance and General Counsel![petersmanning cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/petersmanning-240x300.jpg "Petersmanning Cambridge School") - Deputy Mayor of Hopewell Township - Licensed to practice law in both New Jersey and Massachusetts - Background in litigation, environmental law and consulting, and pro bono immigration cases; practiced at Foley Hoag LLP in Boston - A.B. magna cum laude in psychology from Brown University - J.D. with honors from the University of Chicago Law School - Meghan Peters Assistant Head of School![mpeters cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/mpeters--240x300.jpg "Mpeters Cambridge School") - Orton-Gillingham trained - Lindamood-Bell® trained in Visualizing and Verbalizing® - Trained in Hochman Expository Writing Program - Wilson® Language; Level 1 Certification - Wilson® Dyslexia Practitioner - Trained in Framing Your Thoughts™ Sentence Structure & Applied Writing - CPR and AED Certification - NJ Certification: Elementary Education & Special Education - MA Certification: Special Education (PreK-8) - NC Certification: Exceptional Children: General Curriculum (K-12) - Bachelor of Science from Boston College - Master of Arts in Teaching, Special Education from North Carolina State University - Juli Smith Dean of Upper School / Language / Math Specialist![jsmith cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/jsmith-240x300.jpg "Jsmith Cambridge School") - Wilson® Dyslexia Practitioner - Wilson Language; Level 1 Certification - Orton-Gillingham; Level 1 certification - Lindamood-Bell® trained in Visualizing and Verbalizing® - Hochman Expository Writing Program trained - Basic Story Grammar Marker® methodology trained - CPR and AED Certification - PA Certification: Early Childhood and Special Education - M.Ed. Special Education - Susanne Hodgin Director of Technology / Language / Math Specialist![hodgin cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/hodgin--240x300.jpg "Hodgin Cambridge School") - Wilson®Dyslexia Practitioner - Wilson® Language Trained; Level 1 Certification - Orton-Gillingham trained through the Institute for Multisensory Education (IMSE) University of Michigan-Dearborn – Special Education Department - Lindamood-Bell® trained in LiPS®, Visualizing and Verbalizing®, Seeing Stars® and On Cloud Nine® Math - Hochman Expository Writing Program trained - Basic Story Grammar Marker® methodology trained - CPR and AED Certification - B.S. Economics/Psychology - M.Ed. in process - Sylvie Scheeren Office Assistant![scheeran cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/scheeran-240x300.png "Scheeran Cambridge School") - Miriam Jones Administrative Assistant / Admissions Associate - Kirsten Johnson Payroll and HR Administrator / Technology Specialist![johnson cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/johnson-240x300.jpg "Johnson Cambridge School") - B.A. Business Administration - Katlin Wheatley Social Media Manager, Event Planner, and Administrative Assistant![briggs cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/briggs--240x300.jpg "Briggs Cambridge School") --- ### [Privacy Policy](https://www.thecambridgeschool.org/privacy-policy/) **Published:** November 25, 2025 **Author:** Kelly Watson **Content:** **# PRIVACY POLICY** **Last updated May 20, 2025** This Privacy Notice for The Cambridge School (“**we**,” “**us**,” or “**our**“), describes how and why we might access, collect, store, use, and/or share (“**process**“) your personal information when you use our services (“**Services**“), including when you: - Visit our website at , or any website of ours that links to this Privacy Notice - Engage with us in other related ways, including any sales, marketing, or events **Questions or concerns?** Reading this Privacy Notice will help you understand your privacy rights and choices. We are responsible for making decisions about how your personal information is processed. If you do not agree with our policies and practices, please do not use our Services. If you still have any questions or concerns, please contact us at cpeters@thecambridgeschool.org. **## SUMMARY OF KEY POINTS** ***This summary provides key points from our Privacy Notice, but you can find out more details about any of these topics by clicking the link following each key point or by using our*** [***table of contents***](#toc) ***below to find the section you are looking for.*** **What personal information do we process?** When you visit, use, or navigate our Services, we may process personal information depending on how you interact with us and the Services, the choices you make, and the products and features you use. Learn more about [personal information you disclose to us](#personalinfo). **Do we process any sensitive personal information?** Some of the information may be considered “special” or “sensitive” in certain jurisdictions, for example your racial or ethnic origins, sexual orientation, and religious beliefs. We may process sensitive personal information when necessary with your consent or as otherwise permitted by applicable law. Learn more about [sensitive information we process](#sensitiveinfo). **Do we collect any information from third parties?** We may collect information from public databases, marketing partners, social media platforms, and other outside sources. Learn more about [information collected from other sources](#othersources). **How do we process your information?** We process your information to provide, improve, and administer our Services, communicate with you, for security and fraud prevention, and to comply with law. We may also process your information for other purposes with your consent. We process your information only when we have a valid legal reason to do so. Learn more about [how we process your information](#infouse). **In what situations and with which parties do we share personal information?** We may share information in specific situations and with specific third parties. Learn more about [when and with whom we share your personal information](#whoshare). **How do we keep your information safe?** We have adequate organizational and technical processes and procedures in place to protect your personal information. However, no electronic transmission over the internet or information storage technology can be guaranteed to be 100% secure, so we cannot promise or guarantee that hackers, cybercriminals, or other unauthorized third parties will not be able to defeat our security and improperly collect, access, steal, or modify your information. Learn more about [how we keep your information safe](#infosafe). **What are your rights?** Depending on where you are located geographically, the applicable privacy law may mean you have certain rights regarding your personal information. Learn more about [your privacy rights](#privacyrights). **How do you exercise your rights?** The easiest way to exercise your rights is by submitting a [data subject access request](https://app.termly.io/notify/d1a49a43-e80b-4128-8fe5-68226e57202a), or by contacting us. We will consider and act upon any request in accordance with applicable data protection laws. Want to learn more about what we do with any information we collect? [Review the Privacy Notice in full](#toc). **## TABLE OF CONTENTS** [1. WHAT INFORMATION DO WE COLLECT?](#infocollect) [2. HOW DO WE PROCESS YOUR INFORMATION?](#infouse) [3. WHEN AND WITH WHOM DO WE SHARE YOUR PERSONAL INFORMATION?](#whoshare) [4. DO WE USE COOKIES AND OTHER TRACKING TECHNOLOGIES?](#cookies) [5. HOW DO WE HANDLE YOUR SOCIAL LOGINS?](#sociallogins) [6. HOW LONG DO WE KEEP YOUR INFORMATION?](#inforetain) [7. HOW DO WE KEEP YOUR INFORMATION SAFE?](#infosafe) [8. DO WE COLLECT INFORMATION FROM MINORS?](#infominors) [9. WHAT ARE YOUR PRIVACY RIGHTS?](#privacyrights) [10. CONTROLS FOR DO-NOT-TRACK FEATURES](#DNT) [11. DO UNITED STATES RESIDENTS HAVE SPECIFIC PRIVACY RIGHTS?](#uslaws) [12. DO WE MAKE UPDATES TO THIS NOTICE?](#policyupdates) [13. HOW CAN YOU CONTACT US ABOUT THIS NOTICE?](#contact) [14. HOW CAN YOU REVIEW, UPDATE, OR DELETE THE DATA WE COLLECT FROM YOU?](#request) **## 1. WHAT INFORMATION DO WE COLLECT?** **### Personal information you disclose to us** ***In Short:*** *We collect personal information that you provide to us.* We collect personal information that you voluntarily provide to us when you register on the Services, express an interest in obtaining information about us or our products and Services, when you participate in activities on the Services, or otherwise when you contact us. **Personal Information Provided by You.** The personal information that we collect depends on the context of your interactions with us and the Services, the choices you make, and the products and features you use. The personal information we collect may include the following: - names - phone numbers - email addresses - contact preferences **Sensitive Information.** When necessary, with your consent or as otherwise permitted by applicable law, we process the following categories of sensitive information: - student data **Social Media Login Data.** We may provide you with the option to register with us using your existing social media account details, like your Facebook, X, or other social media account. If you choose to register in this way, we will collect certain profile information about you from the social media provider, as described in the section called “[HOW DO WE HANDLE YOUR SOCIAL LOGINS?](#sociallogins)“ below. All personal information that you provide to us must be true, complete, and accurate, and you must notify us of any changes to such personal information. **### Information automatically collected** ***In Short:*** *Some information — such as your Internet Protocol (IP) address and/or browser and device characteristics — is collected automatically when you visit our Services.* We automatically collect certain information when you visit, use, or navigate the Services. This information does not reveal your specific identity (like your name or contact information) but may include device and usage information, such as your IP address, browser and device characteristics, operating system, language preferences, referring URLs, device name, country, location, information about how and when you use our Services, and other technical information. This information is primarily needed to maintain the security and operation of our Services, and for our internal analytics and reporting purposes. Like many businesses, we also collect information through cookies and similar technologies. The information we collect includes: - *Log and Usage Data.* Log and usage data is service-related, diagnostic, usage, and performance information our servers automatically collect when you access or use our Services and which we record in log files. Depending on how you interact with us, this log data may include your IP address, device information, browser type, and settings and information about your activity in the Services (such as the date/time stamps associated with your usage, pages and files viewed, searches, and other actions you take such as which features you use), device event information (such as system activity, error reports (sometimes called “crash dumps”), and hardware settings). - *Device Data.* We collect device data such as information about your computer, phone, tablet, or other device you use to access the Services. Depending on the device used, this device data may include information such as your IP address (or proxy server), device and application identification numbers, location, browser type, hardware model, Internet service provider and/or mobile carrier, operating system, and system configuration information. - *Location Data.* We collect location data such as information about your device’s location, which can be either precise or imprecise. How much information we collect depends on the type and settings of the device you use to access the Services. For example, we may use GPS and other technologies to collect geolocation data that tells us your current location (based on your IP address). You can opt out of allowing us to collect this information either by refusing access to the information or by disabling your Location setting on your device. However, if you choose to opt out, you may not be able to use certain aspects of the Services. **### Google API** Our use of information received from Google APIs will adhere to [Google API Services User Data Policy](https://developers.google.com/terms/api-services-user-data-policy), including the [Limited Use requirements](https://developers.google.com/terms/api-services-user-data-policy#limited-use). **### Information collected from other sources** ***In Short:*** *We may collect limited data from public databases, marketing partners, *social media platforms,* and other outside sources.* In order to enhance our ability to provide relevant marketing, offers, and services to you and update our records, we may obtain information about you from other sources, such as public databases, joint marketing partners, affiliate programs, data providers, social media platforms, and from other third parties. This information includes mailing addresses, job titles, email addresses, phone numbers, intent data (or user behavior data), Internet Protocol (IP) addresses, social media profiles, social media URLs, and custom profiles, for purposes of targeted advertising and event promotion. If you interact with us on a social media platform using your social media account (e.g., Facebook or X), we receive personal information about you from such platforms such as your name, email address, and gender. You may have the right to withdraw your consent to processing your personal information. Learn more about [withdrawing your consent](#withdrawconsent). Any personal information that we collect from your social media account depends on your social media account’s privacy settings. Please note that their own use of your information is not governed by this Privacy Notice. **## 2. HOW DO WE PROCESS YOUR INFORMATION?** ***In Short:*** *We process your information to provide, improve, and administer our Services, communicate with you, for security and fraud prevention, and to comply with law. We may also process your information for other purposes with your consent.* **We process your personal information for a variety of reasons, depending on how you interact with our Services, including:** - **To facilitate account creation and authentication and otherwise manage user accounts.** We may process your information so you can create and log in to your account, as well as keep your account in working order. - **To respond to user inquiries/offer support to users.** We may process your information to respond to your inquiries and solve any potential issues you might have with the requested service. - **To send administrative information to you.** We may process your information to send you details about our products and services, changes to our terms and policies, and other similar information. - **To fulfill and manage your orders.** We may process your information to fulfill and manage your orders, payments, returns, and exchanges made through the Services. - **To enable user-to-user communications.** We may process your information if you choose to use any of our offerings that allow for communication with another user. - **To request feedback.** We may process your information when necessary to request feedback and to contact you about your use of our Services. - **To send you marketing and promotional communications.** We may process the personal information you send to us for our marketing purposes, if this is in accordance with your marketing preferences. You can opt out of our marketing emails at any time. For more information, see “[WHAT ARE YOUR PRIVACY RIGHTS?](#privacyrights)“ below. - **To deliver targeted advertising to you.** We may process your information to develop and display personalized content and advertising tailored to your interests, location, and more. - **To post testimonials.** We post testimonials on our Services that may contain personal information. - **To identify usage trends.** We may process information about how you use our Services to better understand how they are being used so we can improve them. - **To determine the effectiveness of our marketing and promotional campaigns.** We may process your information to better understand how to provide marketing and promotional campaigns that are most relevant to you. **## 3. WHEN AND WITH WHOM DO WE SHARE YOUR PERSONAL INFORMATION?** ***In Short:*** *We may share information in specific situations described in this section and/or with the following third parties.* We may need to share your personal information in the following situations: - **Business Transfers.** We may share or transfer your information in connection with, or during negotiations of, any merger, sale of company assets, financing, or acquisition of all or a portion of our business to another company. **## 4. DO WE USE COOKIES AND OTHER TRACKING TECHNOLOGIES?** ***In Short:*** *We may use cookies and other tracking technologies to collect and store your information.* We may use cookies and similar tracking technologies (like web beacons and pixels) to gather information when you interact with our Services. Some online tracking technologies help us maintain the security of our Services and your account, prevent crashes, fix bugs, save your preferences, and assist with basic site functions. We also permit third parties and service providers to use online tracking technologies on our Services for analytics and advertising, including to help manage and display advertisements, to tailor advertisements to your interests, or to send abandoned shopping cart reminders (depending on your communication preferences). The third parties and service providers use their technology to provide advertising about products and services tailored to your interests which may appear either on our Services or on other websites. To the extent these online tracking technologies are deemed to be a “sale”/”sharing” (which includes targeted advertising, as defined under the applicable laws) under applicable US state laws, you can opt out of these online tracking technologies by submitting a request as described below under section “[DO UNITED STATES RESIDENTS HAVE SPECIFIC PRIVACY RIGHTS?](#uslaws)“ Specific information about how we use such technologies and how you can refuse certain cookies is set out in our Cookie Notice.**### Google Analytics** We may share your information with Google Analytics to track and analyze the use of the Services. The Google Analytics Advertising Features that we may use include: Google Analytics Demographics and Interests Reporting, Remarketing with Google Analytics and Google Display Network Impressions Reporting. To opt out of being tracked by Google Analytics across the Services, visit . You can opt out of Google Analytics Advertising Features through [Ads Settings](https://adssettings.google.com/) and Ad Settings for mobile apps. Other opt out means include and . For more information on the privacy practices of Google, please visit the [Google Privacy & Terms page](https://policies.google.com/privacy). **## 5. HOW DO WE HANDLE YOUR SOCIAL LOGINS?** ***In Short:*** *If you choose to register or log in to our Services using a social media account, we may have access to certain information about you.* Our Services offer you the ability to register and log in using your third-party social media account details (like your Facebook or X logins). Where you choose to do this, we will receive certain profile information about you from your social media provider. The profile information we receive may vary depending on the social media provider concerned, but will often include your name, email address, friends list, and profile picture, as well as other information you choose to make public on such a social media platform. We will use the information we receive only for the purposes that are described in this Privacy Notice or that are otherwise made clear to you on the relevant Services. Please note that we do not control, and are not responsible for, other uses of your personal information by your third-party social media provider. We recommend that you review their privacy notice to understand how they collect, use, and share your personal information, and how you can set your privacy preferences on their sites and apps. **## 6. HOW LONG DO WE KEEP YOUR INFORMATION?** ***In Short:*** *We keep your information for as long as necessary to fulfill the purposes outlined in this Privacy Notice unless otherwise required by law.* We will only keep your personal information for as long as it is necessary for the purposes set out in this Privacy Notice, unless a longer retention period is required or permitted by law (such as tax, accounting, or other legal requirements). No purpose in this notice will require us keeping your personal information for longer than the period of time in which users have an account with us. When we have no ongoing legitimate business need to process your personal information, we will either delete or anonymize such information, or, if this is not possible (for example, because your personal information has been stored in backup archives), then we will securely store your personal information and isolate it from any further processing until deletion is possible. **## 7. HOW DO WE KEEP YOUR INFORMATION SAFE?** ***In Short:*** *We aim to protect your personal information through a system of organizational and technical security measures.* We have implemented appropriate and reasonable technical and organizational security measures designed to protect the security of any personal information we process. However, despite our safeguards and efforts to secure your information, no electronic transmission over the Internet or information storage technology can be guaranteed to be 100% secure, so we cannot promise or guarantee that hackers, cybercriminals, or other unauthorized third parties will not be able to defeat our security and improperly collect, access, steal, or modify your information. Although we will do our best to protect your personal information, transmission of personal information to and from our Services is at your own risk. You should only access the Services within a secure environment. **## 8. DO WE COLLECT INFORMATION FROM MINORS?** ***In Short:*** *We do not knowingly collect data from or market to children under 18 years of age.* We do not knowingly collect, solicit data from, or market to children under 18 years of age, nor do we knowingly sell such personal information. By using the Services, you represent that you are at least 18 or that you are the parent or guardian of such a minor and consent to such minor dependent’s use of the Services. If we learn that personal information from users less than 18 years of age has been collected, we will deactivate the account and take reasonable measures to promptly delete such data from our records. If you become aware of any data we may have collected from children under age 18, please contact us at cpeters@thecambridgeschool.org. **## 9. WHAT ARE YOUR PRIVACY RIGHTS?** ***In Short:*** *You may review, change, or terminate your account at any time, depending on your country, province, or state of residence.* **Withdrawing your consent:** If we are relying on your consent to process your personal information, which may be express and/or implied consent depending on the applicable law, you have the right to withdraw your consent at any time. You can withdraw your consent at any time by contacting us by using the contact details provided in the section “[HOW CAN YOU CONTACT US ABOUT THIS NOTICE?](#contact)“ below. However, please note that this will not affect the lawfulness of the processing before its withdrawal nor, when applicable law allows, will it affect the processing of your personal information conducted in reliance on lawful processing grounds other than consent. **Opting out of marketing and promotional communications: You can unsubscribe from our marketing and promotional communications at any time by clicking on the unsubscribe link in the emails that we send, replying “STOP” or “UNSUBSCRIBE” to the SMS messages that we send, or by contacting us using the details provided in the section “[HOW CAN YOU CONTACT US ABOUT THIS NOTICE?](#contact)“ below. You will then be removed from the marketing lists. However, we may still communicate with you — for example, to send you service-related messages that are necessary for the administration and use of your account, to respond to service requests, or for other non-marketing purposes. No mobile information will be shared with third parties or affiliates for marketing or promotional purposes. Information sharing to subcontractors in support services, such as customer service, is permitted. All other use case categories exclude text messaging originator opt-in data and consent; this information will not be shared with third parties. **### Account Information** If you would at any time like to review or change the information in your account or terminate your account, you can: - Contact us using the contact information provided. Upon your request to terminate your account, we will deactivate or delete your account and information from our active databases. However, we may retain some information in our files to prevent fraud, troubleshoot problems, assist with any investigations, enforce our legal terms and/or comply with applicable legal requirements. **Cookies and similar technologies:** Most Web browsers are set to accept cookies by default. If you prefer, you can usually choose to set your browser to remove cookies and to reject cookies. If you choose to remove cookies or reject cookies, this could affect certain features or services of our Services. If you have questions or comments about your privacy rights, you may email us at cpeters@thecambridgeschool.org. **## 10. CONTROLS FOR DO-NOT-TRACK FEATURES** Most web browsers and some mobile operating systems and mobile applications include a Do-Not-Track (“DNT”) feature or setting you can activate to signal your privacy preference not to have data about your online browsing activities monitored and collected. At this stage, no uniform technology standard for recognizing and implementing DNT signals has been finalized. As such, we do not currently respond to DNT browser signals or any other mechanism that automatically communicates your choice not to be tracked online. If a standard for online tracking is adopted that we must follow in the future, we will inform you about that practice in a revised version of this Privacy Notice. California law requires us to let you know how we respond to web browser DNT signals. Because there currently is not an industry or legal standard for recognizing or honoring DNT signals, we do not respond to them at this time. **## 11. DO UNITED STATES RESIDENTS HAVE SPECIFIC PRIVACY RIGHTS?** ***In Short:*** *If you are a resident of New Jersey, you may have the right to request access to and receive details about the personal information we maintain about you and how we have processed it, correct inaccuracies, get a copy of, or delete your personal information. You may also have the right to withdraw your consent to our processing of your personal information. These rights may be limited in some circumstances by applicable law. More information is provided below.***### Categories of Personal Information We Collect** The table below shows the categories of personal information we have collected in the past twelve (12) months. The table includes illustrative examples of each category and does not reflect the personal information we collect from you. For a comprehensive inventory of all personal information we process, please refer to the section “[WHAT INFORMATION DO WE COLLECT?](#infocollect)“ **Category****Examples****Collected**A. Identifiers Contact details, such as real name, alias, postal address, telephone or mobile contact number, unique personal identifier, online identifier, Internet Protocol address, email address, and account name YES B. Protected classification characteristics under state or federal law Gender, age, date of birth, race and ethnicity, national origin, marital status, and other demographic data YES C. Commercial information Transaction information, purchase history, financial details, and payment information YES D. Biometric information Fingerprints and voiceprints NO E. Internet or other similar network activity Browsing history, search history, online behavior, interest data, and interactions with our and other websites, applications, systems, and advertisements YES F. Geolocation data Device location YES G. Audio, electronic, sensory, or similar information Images and audio, video or call recordings created in connection with our business activities NO H. Professional or employment-related information Business contact details in order to provide you our Services at a business level or job title, work history, and professional qualifications if you apply for a job with us NO I. Education Information Student records and directory information YES J. Inferences drawn from collected personal information Inferences drawn from any of the collected personal information listed above to create a profile or summary about, for example, an individual’s preferences and characteristics YES K. Sensitive personal InformationContents of email or text messages and personal data from a known child YES We only collect sensitive personal information, as defined by applicable privacy laws or the purposes allowed by law or with your consent. Sensitive personal information may be used, or disclosed to a service provider or contractor, for additional, specified purposes. You may have the right to limit the use or disclosure of your sensitive personal information. We do not collect or process sensitive personal information for the purpose of inferring characteristics about you. We may also collect other personal information outside of these categories through instances where you interact with us in person, online, or by phone or mail in the context of: - Receiving help through our customer support channels; - Participation in customer surveys or contests; and - Facilitation in the delivery of our Services and to respond to your inquiries. We will use and retain the collected personal information as needed to provide the Services or for: - Category A – As long as the user has an account with us - Category B – As long as the user has an account with us - Category C – As long as the user has an account with us - Category E – As long as the user has an account with us - Category F – As long as the user has an account with us - Category I – As long as the user has an account with us - Category J – As long as the user has an account with us - Category K – As long as the user has an account with us **### Sources of Personal Information** Learn more about the sources of personal information we collect in “[WHAT INFORMATION DO WE COLLECT?](#infocollect)“**### How We Use and Share Personal Information** Learn more about how we use your personal information in the section, “[HOW DO WE PROCESS YOUR INFORMATION?](#infouse)“ **Will your information be shared with anyone else?** We may disclose your personal information with our service providers pursuant to a written contract between us and each service provider. Learn more about how we disclose personal information to in the section, “[WHEN AND WITH WHOM DO WE SHARE YOUR PERSONAL INFORMATION?](#whoshare)“ We may use your personal information for our own business purposes, such as for undertaking internal research for technological development and demonstration. This is not considered to be “selling” of your personal information. We have not disclosed, sold, or shared any personal information to third parties for a business or commercial purpose in the preceding twelve (12) months. We will not sell or share personal information in the future belonging to website visitors, users, and other consumers. **### Your Rights** You have rights under certain US state data protection laws. However, these rights are not absolute, and in certain cases, we may decline your request as permitted by law. These rights include: - **Right to know** whether or not we are processing your personal data - **Right to access** your personal data - **Right to correct** inaccuracies in your personal data - **Right to request** the deletion of your personal data - **Right to obtain a copy** of the personal data you previously shared with us - **Right to non-discrimination** for exercising your rights - **Right to opt out** of the processing of your personal data if it is used for targeted advertising, the sale of personal data, or profiling in furtherance of decisions that produce legal or similarly significant effects (“profiling”) **### How to Exercise Your Rights** To exercise these rights, you can contact us by submitting a [data subject access request](https://app.termly.io/notify/d1a49a43-e80b-4128-8fe5-68226e57202a), by visiting , Cambridge School 100 Straube Center Blvd. Pennington, NJ 08534 Phone: (609) 730-9553, or by referring to the contact details at the bottom of this document. We will honor your opt-out preferences if you enact the [Global Privacy Control](https://globalprivacycontrol.org/) (GPC) opt-out signal on your browser. Under certain US state data protection laws, you can designate an authorized agent to make a request on your behalf. We may deny a request from an authorized agent that does not submit proof that they have been validly authorized to act on your behalf in accordance with applicable laws. **### Request Verification** Upon receiving your request, we will need to verify your identity to determine you are the same person about whom we have the information in our system. We will only use personal information provided in your request to verify your identity or authority to make the request. However, if we cannot verify your identity from the information already maintained by us, we may request that you provide additional information for the purposes of verifying your identity and for security or fraud-prevention purposes. If you submit the request through an authorized agent, we may need to collect additional information to verify your identity before processing your request and the agent will need to provide a written and signed permission from you to submit such request on your behalf.**### Appeals** Under certain US state data protection laws, if we decline to take action regarding your request, you may appeal our decision by emailing us at cpeters@thecambridgeschool.org. We will inform you in writing of any action taken or not taken in response to the appeal, including a written explanation of the reasons for the decisions. If your appeal is denied, you may submit a complaint to your state attorney general. **## 12. DO WE MAKE UPDATES TO THIS NOTICE?** ***In Short:** Yes, we will update this notice as necessary to stay compliant with relevant laws.* We may update this Privacy Notice from time to time. The updated version will be indicated by an updated “Revised” date at the top of this Privacy Notice. If we make material changes to this Privacy Notice, we may notify you either by prominently posting a notice of such changes or by directly sending you a notification. We encourage you to review this Privacy Notice frequently to be informed of how we are protecting your information. **## 13. HOW CAN YOU CONTACT US ABOUT THIS NOTICE?** If you have questions or comments about this notice, you may email us at cpeters@thecambridgeschool.org or contact us by post at: The Cambridge School 100 Straube Center Blvd Pennington, NJ 08534 United States **## 14. HOW CAN YOU REVIEW, UPDATE, OR DELETE THE DATA WE COLLECT FROM YOU?** You have the right to request access to the personal information we collect from you, details about how we have processed it, correct inaccuracies, or delete your personal information. You may also have the right to withdraw your consent to our processing of your personal information. These rights may be limited in some circumstances by applicable law. To request to review, update, or delete your personal information, please fill out and submit a [data subject access request](https://app.termly.io/notify/d1a49a43-e80b-4128-8fe5-68226e57202a). --- ### [Helpful Community Resources For Families of The Cambridge School Community](https://www.thecambridgeschool.org/community/) **Published:** November 9, 2021 **Author:** Cambridge School **Content:** ### **Parent Resources** Below are a variety of helpful parent resources for current families of The Cambridge School community. ### **Before & After Care** Cambridge School offers before and after school services to assist with families’ schedules and support students’ after-school interests. [Learn More About Before & After Care](https://www.thecambridgeschool.org/student-life/before-after-care/) ### **Dress Code** **& Uniforms** Cambridge School students are required to wear school uniform tops Monday through Thursday of each week. Fridays are designated as casual days when students may wear clean, neat, non-uniform clothing of their choice. [Learn More About Our Dress Code](https://www.thecambridgeschool.org/community/parent-resources/dress-code/) ### **Parents’ Association of Cambridge (PAC)** Cambridge School’s volunteer parent organization assist the school by organizing social gatherings, class celebrations, the uniform exchange program, and more. [Learn More About PAC](https://www.thecambridgeschool.org/community/parent-resources/pac/) ### **College Counseling** Discover how college counseling and postsecondary planning are integrated within the Upper School curriculum. [Learn More About College Counseling](https://www.thecambridgeschool.org/college-counseling/) --- ### [Expert Help With College Counseling and Making The Right Choice](https://www.thecambridgeschool.org/college-counseling/) **Published:** September 7, 2022 **Author:** Cambridge School **Content:** ### **College Counseling** College Counseling and Postsecondary Planning are integrated within the Upper School curriculum. The classroom pathway goes from Metacognition (self-awareness), to Careers, to Exporations, and culminates with Senior Capstone. This sequence is aimed at helping students find their passions, strengths and interests. Our goal is to find what brings each student joy, encourage them to find opportunities to explore that emotion, and to identify pathways to postsecondary success. - College Acceptances of Cambridge Graduates - Adelphi University - Albright College - Allegheny College - Beacon College - Bloomsburg University - Bucks County Community College - Cabrini University - Cedarville University - Centenary University - Champlain College - Chestnut Hill University - The College of New Jersey - Curry College - Delaware Valley University - Drew University - Duquesne University - East Stroudsburg University (Florham) - Elmira College - Elon University - Emory and Henry College - The Evergreen State College - Fairleigh Dickinson University (Florham) - Ferris State University - George Mason University - Georgian Court University - High Point University - Hobart William Smith Colleges - Hollins University - Idaho State University - Immaculate University - Ithaca College - Johnson & Wales University (Providence) - Kean University - Keene State College (Honors Program) - King’s College - Kutztown University - Lafayette University - Landmark College - Louisiana State University - Lynn University - Manhattan College - Manhattanville College - Marist College (Learning Support Program) - Marymount Manhattan College - McDaniel University - Mercer County Community College - Mercyhurst University - Merrimack College - Millersville University - Misericordia University - Mitchell College - Moravian College - Monmouth University - Montclair University - Muhlenberg College - New Jersey Institute of Technology - The New School - Niagara University - Oberlin College - Ohio State University - Pace University - Palm Beach Atlantic University - Pennco Technical Institute - Pennsylvania College of Technology - Pittsburg State University - Ramapo College - Raritan Valley Community College - Rensselaer Polytechnic Institute - Rider University - Rochester Institute of Technology - Rollins College - Roger Williams University - Rowan College at Burlington - Rowan University - Rutgers University (New Brunswick) - Sacred Heart University - Saint Joseph’s University - Salisbury University - Seton Hall University – (Honors College) - Sewanee University of the South - Southern Maine Community College - St. Joseph’s College of Maine - St. Mary’s College of Maryland - St. Thomas University - Stockton University - SUNY College of Ag. and Tech. at Cobleskill - SUNY Morrisville - SUNY New Paltz - SUNY Purchase - Syracuse University - Temple University - Thomas Jefferson University - University of Delaware - University of Denver - University of Northwestern Ohio - University of Pittsburgh - Ursinus College - Weber State University - West Chester University of Pennsylvania - Wheaton College - Widener University - York College of Pennsylvania - Colleges with Learning Support Programs Note: Some programs are fee-based programs in addition to tuition [TCNJ – Lions Plus](https://arc.tcnj.edu/2018/03/14/lion-plus-program/) – NJ [Fairleigh Dickinson – Regional Center For Learning Disabilities](https://www.fdu.edu/academics/centers-institutes/rcsld/) – NJ [Marist University – Learning Support Program](https://www.marist.edu/student-life/community/accommodations-accessibility/learning-support) – NY [Lynn University – Institute for Achievement and Learning ](https://www.lynn.edu/campus-directory/departments/institute-for-achievement-learning)– FL [Mitchell College – Thames and Mystic Programs](https://mitchell.edu/mystic/) – CT [Mercyhurst University – Academic Support Program](https://www.mercyhurst.edu/academics/academic-services/academic-support) – PA [Landmark College ](https://www.landmark.edu/)– VT [High Point – OARS](https://www.highpoint.edu/oars/) – NC [Curry College – PAL Program](https://www.curry.edu/academics/program-for-advancement-of-learning) – MA [Wilson College](https://www.wilson.edu/academic-support-center) – PA [Marshall University HELP program – WV](https://www.marshall.edu/help/) [Centenary University – Project ABLE – NJ](https://www.centenaryuniversity.edu/academics/disability-services/project-able-program/) [Adelphi University – Learning Resource Program – NY](https://www.adelphi.edu/learning-resource/) [St. Thomas Aquinas College – Pathways Program – NY](https://stac.edu/academics/pathways/) [Marshall University HELP program – WV](https://www.marshall.edu/help/) [Centenary University – Project ABLE – NJ](https://www.centenaryuniversity.edu/academics/disability-services/project-able-program/) [Adelphi University – Learning Resource Program – NY](https://www.adelphi.edu/learning-resource/) [St. Thomas Aquinas College – Pathways Program – NY](https://stac.edu/academics/pathways/) - Questions to Ask a Learning Specialist on Campus 1. What access would my child have to a Learning Specialist? How often can they meet with you and for how long? 2. How does one create an appointment with a learning specialist? 3. How many Learning Specialists are on staff? 4. How many students are on a learning specialists’ caseload? 5. How often do students typically meet with the staff at the Resource Center? 6. Where is the Resource Center located on campus and what amenities are available in the building? (i.e. quiet study space/lounge) 7. What are the most common accommodations students apply for/receive? (You will likely get a generic response) – follow up with 8. Do you offer the following accommodations? (Extended time on tests/assignments, private testing rooms, note takers, breaks during exams, no scantrons for testing) 9. Is everything available in a digital format? 10. How does the learning resource center help students communicate with Professors in regards to their accommodations? An extensive list of types of accommodations one can ask for in College can be found [here.](https://ods.rutgers.edu/students/common-accommodations) This is NOT a tried and true process, but the conversation you have should feel good, and you should feel supported when you ask these questions. If they feel rushed, overworked, or quick to answer your questions in generic ways, they likely are working in a very fast-paced atmosphere. Which could lead you to believe they have a large caseload and do not have the time/patience required to support your student. - What to do on a College Visit 1. Take a Guided Tour 2. Speak to an admissions counselor 1 on 1 3. Speak to financial aid 4. Visit the resource center/learning center/tutoring center etc… 5. Speak with a Learning Specialist (prearrange) 6. Eat in the dining commons (if they allow you) 7. Talk to a student (prearrange where possible) 8. Go inside a dorm (request if they do not take you on the tour) 9. Talk to a College Professor within a Field of Study you’re interest in (prearrange) 10. Talk to a College Coach (if interested in sport – prearrange) - Naviance Key Tools 1. Self-Discovery – Tools to assess Strengths, interests and postsecondary pathways 2. Resume Builder – A tool to build, export, and print a professional resume 3. Colleges I’m Interested In – Building your student’s list of Colleges 4. SuperMatch College Search – An in-depth tool to search for Colleges based upon your student’s preferred criteria (ex. Travel distance, field of study, size) 5. Planner Tool (SMART Goal-Setting) to help plan for your student’s future! - College Essay Tips and Tools 1. [Common App Essay Prompts](https://www.commonapp.org/blog/2022-2023-common-app-essay-prompts) 2. [Essays that worked](https://apply.jhu.edu/application-process/essays-that-worked/) – from John Hopkins (they post examples of essays of accepted/enrolled students every year) 3. [College Board Essay Writing Tips ](https://drive.google.com/file/d/12cchUYrMQUqRql9HvATkrhGsgm2sUzD6/view?usp=sharing) Students must tell their story! - College admissions counselors have read it all – so make their unique story stand out while showing some form of **Growth, Development, Understanding or Lesson Learned** - Communicate Grit, Work Ethic, Adversity Faced, or Hardship (where possible) - Make sure the essay is reviewed – often – multiple eyes on and multiple drafts are beneficial 4\. [The College Essay Guy](https://podcasts.apple.com/us/podcast/the-college-essay-guy-podcast-a-practical-guide/id1219663574) Practical, up-to-date interviews with experts in college admissions, financial aid, personal statements, test prep and more. Ethan Sawyer (aka College Essay Guy), interviews deans of admission, financial aid experts, and veterans of the admissions field to extract, then distill their advice into practical steps for students and those guiding them through the process. From creating an awesome college list to appealing a financial aid letter, Ethan skips the general advice and gets right to the action items, all in an effort to bring more ease, joy and purpose into the college admissions process. - College Admission Podcasts 1. [The College Metropolis Podcast: College Admissions Talk for High School Students and Parents](https://podcasts.apple.com/us/podcast/the-college-metropolis-podcast-college-admissions/id1527827542): A podcast about college admissions. Created for high school kids in all levels of college preparation and their parents. Produced and hosted by a college professor and a college admissions pro, husband and wife, Anthony and Jankel Cadavid. Each episode dives into the steps of the college admission process, the best colleges and universities in the country, and the most promising careers and professions. 2\. [The College Admissions Process Podcast](https://podcasts.apple.com/us/podcast/the-college-admissions-process-podcast/id1608682810): The College Admissions Process Podcast is designed to introduce you to college admissions representatives, and other professionals in the field of college admissions. Our purpose is to serve you the students and parents, so that you may gain insight straight from the people who ultimately make the decisions. Regardless of whether you will apply to a particular school being highlighted in a given podcast episode, you should listen to all of them, as each guest will give you tremendous insight and advice on every aspect of the college admissions process. - College Admissions Webinars Access to the 2022-2023[ Coffee with the Counselor Presentation Part 1](https://youtu.be/j-P97FMW7do) Access to the 2022-2023 [Coffee with the Counselor Presentation Part 2](https://youtu.be/PCsU92JeHbM) Access the 2021-2022 [Coffee with the Counselor Presentation](https://docs.google.com/presentation/d/1ODPZUyZ58v-DE4jr5W8gomRqp83z3hvb4LVUOk2ox-g/edit?usp=sharing). Access the [College Counselor Admission Updates Presentation](https://docs.google.com/presentation/d/1brnDYYdksSyBbZqNlvAXxu_lIYLwydcfFZ3A9strIvE/edit?usp=sharing), narrated by Erik Franzo. --- ### [Speech and Language Services with Qualified Professional Therapists](https://www.thecambridgeschool.org/special-services/speech-language/) **Published:** November 6, 2014 **Author:** Cambridge School **Excerpt:** The Cambridge School Speech and Language Department is designed to develop an individual treatment program for each student tailored in response to their unique challenges. **Content:** Speech & Language # Speech & Language Cambridge School offers a full range of services to support children who experience speech and language challenges, have social difficulties, or require occupational therapy. Students with language-based learning differences often present with a complex array of symptoms and characteristics. There is a high co-occurrence of learning differences, such as dyslexia, with language impairment, speech sound disorders (Boada et al., 2012)and Developmental Language Disorder (Bishop et al.,2017) While not every student with a learning difference will experience these added speech and language challenges, research indicates that they are common. With that in mind, many Cambridge School students benefit from the additional support that speech and language therapy provides. Speech and Language at Cambridge School The speech and language pathologists at Cambridge School work to develop intensive, individualized treatment programs that are tailored to meet each child’s unique challenges. Our ASHA-certified speech and language pathologists have experience with a range of pediatric speech and language disorders, including: 1. Articulation delays/disorders 1. Childhood apraxia of speech 1. Central auditory processing disorders 1. Cognitive impairments 1. Developmental Language Disorder 1. Executive function challenges 1. Nonverbal learning disorder 1. Reading comprehension challenges 1. Receptive and expressive language delays 1. Social skills/social communication impairments 1. Specific language impairments 1. Stuttering and dysfluency 1. Working memory impairments 1. Written expression difficulties Our speech and language therapy process is built on an ongoing relationship between the therapist, student, parent, and teachers. Our SLPs have a daily presence in the school, which allows for effective collaboration between students, teachers, and administration. The delivery of services is provided in the manner that is most beneficial to each student’s needs, which can range from individual 45-minute therapy sessions, to small group therapy sessions, or “push-in” therapy provided in the classroom. ## Contact Us to Learn More The Cambridge School Speech and Language Department also offers free screenings to families who have concerns that their child is struggling in the areas of speech and/or language development. To schedule a screening [**email Alicia Parson**](mailto:aparson@thecambridgeschool.org), MS, CCC-SLP Director of Speech and Language Pathology. [Schedule a Tour To Learn More](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) ## Speech Pathologists ![](https://www.thecambridgeschool.org/wp-content/uploads/2019/12/alicia-parson-director-special-services.jpg) Alicia Parson Director of Speech, Language & Occupational Therapy ![](https://www.thecambridgeschool.org/wp-content/uploads/2020/01/ann-marie-rackowski-speech-therapist-1-scaled.jpg) Ann Marie Rackowski Speech & Language Pathologist ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/07/.jpg) Kristen Lane Speech & Language Pathologist ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/nachtman-.jpg) Juliana Nachtman Speech & Language Pathologist --- ### [Alumni](https://www.thecambridgeschool.org/inspiring-testimonies-of-former-students/) **Published:** March 26, 2024 **Author:** Katlin Wheatly **Content:** ## **Alumni Testimonials** ### Our Alumni Say it Best… Hear their stories and how Cambridge School has helped them grow and thrive! ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/mackenzie-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/zac-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/ryan-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/alison-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/kate-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/josh-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/hollin-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/mary-barnes-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/brady-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/liam-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/bobby-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/jack-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/athena-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/claire-1024x576.png) --- ### [Parent Testimonies](https://www.thecambridgeschool.org/parent-testimonies/) **Published:** March 26, 2024 **Author:** Katlin Wheatly **Content:** ## **Parent Testimonials** ### Cambridge School improved my son’s areas of need but also bolstered his individual strengths. My child has grown in a way that he never would have at another school due to the excellent individualized and warm environment. The teachers are highly educated, thoughtful, and nurturing. They provide rigorous academic challenges, as well as the tools and strategies needed to meet those challenges. I am so pleased. – Lower School Parent ### Thank you to every Cambridge teacher for teaching my girls to: read, write, comprehend, not be afraid of a math problem, advocate for themselves, be a friend, and be kind. Also, for always being patient and kind to them. Most of all thank you for loving my children like they were your own. There is no other school in the world that would do that. – Middle School Parent ### I vividly remember being reassured when Deb would tell us about Cambridge alum excelling and thriving in high school and beyond. Zac was accepted into Dartmouth College in Hanover, New Hampshire, the smallest in the Ivy League. My many thanks to everyone at the Cambridge School who took my failing, insecure child and helped him flourish. His success is your success. – Graduate Parent ### I wish every school was like Cambridge School. Every child would benefit from its warm and inviting environment. They stress kindness and being respectful to others. They encourage students and I cannot say enough good things about it. The growth in my daughter’s reading and writing is unbelievable. – Middle School Parent ### Our daughter was a vibrant, confident, spirited child until she entered first grade. In her first year of public school, she became quiet, sad, lost her spunk, and hated going to school. This is when she was diagnosed with dyslexia. When we walked through Cambridge’s doors, I completely forgot how far we lived and knew in my heart this is where my daughter belonged. She started in second grade and within just a short week or two we got our girl back! …From the bottom of our hearts we thank you for giving her the confidence and skills she needs to blossom in high school. – Middle School Parent ### We are not accustomed to the incredibly high level of professionalism and compassionate attention that Cambridge provides. For the first time since very early in his school career, our son is actually happy to go to school. He’s confident in his schoolwork and is making obvious progress in all the areas that have challenged him. We are so grateful, you have no idea how you’ve returned to us a sense of hope for his future and created for us a much less stressful present. I only wish we’d known about you sooner. Thanks, from the bottom of our hearts. – Middle School Parent ### Andrew came to Cambridge with bruised confidence and challenges that had not been supported effectively. He leaves Cambridge a confident, independent learner, and a happy young man. The successes that you nurtured will stay with him for a lifetime. – Lower School Parent ### I drove by the old school site the other day and was just flooded with memories of our years as part of the Cambridge family. Cole attended Wake Forest University. He received over a 3.9 GPA and was invited to apply for a merit based academic scholarship granted to high achieving students at Wake. I feel so strongly that Cambridge launched him in his academic life. Not only did you help him to unlock the barriers he had to traditional learning, but you taught him the value of hard work and perseverance. He still has to work “that much harder” than the person next to him, but he feels that there is nothing he cannot accomplish if he sets his mind to it. The foundation for that attitude was set at Cambridge. – Graduate Parent ### The magic taking place within the walls and classrooms of your school is truly amazing. You have discovered the ability to take children who are frustrated with trying to learn and introduce them to new ways of learning. You helped them develop an enthusiasm, passion, and love for learning. Cambridge School has developed our daughter into a confident young scholar who has a passion and love for learning today. – Graduate Parent ### I have been to all of my son’s Cambridge basketball games and am truly amazed by the sportsmanship and care that the students show. In this day and age where kindness and humbleness are rare, it is so nice to know that my child is part of such an amazing community. Cambridge School truly embraces the entire child; academically, socially and spiritually. My son has been so lucky to have such a supportive environment – Middle School Parent ### Last night, my husband and I were driving home from Lincoln Center and our thoughts turned to you and how far Zac has come since he began second grade at the Cambridge School, his confidence shaken, barely able to read at a preschool level. We were attending Zac’s White Coat Ceremony for the Icahn School of Medicine at Mount Sinai. Hard to believe he is now an MD candidate. It seems like yesterday when I had so many restless nights wondering if he would even be able to attend college before we found the Cambridge School. You and your faculty and staff played a big role in allowing him to pursue his dreams of becoming a surgeon, so I needed to share this occasion with you and all of those at Cambridge who touched our lives. – Graduate Parent ### Lilly is on the Dean’s List of the School of Arts and Sciences at Catholic University of America. Her excellence in school could not have been possible without Cambridge School! Thank you all for providing such a strong foundation for her education. – Graduate Parent ### I wish every school was like Cambridge School. Every child would benefit from its warm and inviting environment. They stress kindness and being respectful to others. They encourage students and I cannot say enough good things about it. The growth in my daughter’s reading and writing is unbelievable. – Middle School Parent ### The warm, nurturing and academic environment has transformed our daughter into an avid and successful learner. The school has exceeded our expectations in developing the whole child. – Lower School Parent ### I can’t thank you enough for teaching Jake and helping to shape him into the young man he is today. Someone once said, “everyone is a genius but judge a fish by its ability to climb a tree, and everyone will think they’re stupid.” That statement epitomizes the Cambridge School. So often it’s easy to focus on what our kids can’t do instead of promoting what they can do. All of the Cambridge staff have a gift. They each, in their own way, have a wonderful ability to address a child’s area of need while continuing to cultivate a child’s inner strengths and abilities. – Graduate Parent ### Catherine was greeted with open arms as soon as she entered Cambridge, and it became a comfortable place to be herself. Catherine’s smile soon returned, her confidence and self-esteem were rebuilt as well as her determination, and she began learning in a way she truly understands. We often asked ourselves “what kind of magic are they using at Cambridge School?” We soon realized it wasn’t magic, it was the incredible talent, knowledge, and passion that each of your teachers and staff members possess. They share these qualities with every student and encourage them to reach higher, strive for their personal best and to care about others and the world around you. Today, my husband and I could not be prouder of Catherine. The possibilities for her are endless. – Lower School Parent ### Cambridge School has completely changed the arc of my son’s academic life. We learned of his serious dyslexia in 7th grade. In 1 1/2 school years, he’s not only caught up, he’s beginning to thrive. College is no longer just a possibility, but we have every expectation that he’ll have a strong college experience, with no doors closed on his future. – Middle School Parent ### The Cambridge School has been a godsend for our youngest daughter. We found the school after two terrifying years in public schools. Our daughter is dyslexic and by the third grade, she still wasn’t reading at all. We enrolled her in the Cambridge School and haven’t regretted our decision for one moment. The teachers at Cambridge are amazing and the curriculum is structured to support students with language-based differences. We are in awe of how far she has progressed since the third grade. We cannot recommend Cambridge School highly enough! – Upper School Parent ### Not only does Cambridge School meet our daughters’ needs academically, it provides them with opportunities for social growth through extra curricular activities making it a true school experience. – Middle School Parent --- ### [All Students Deserve The Opportunity Of An Excellent Education](https://www.thecambridgeschool.org/about-us/mission/) **Published:** October 2, 2014 **Author:** Susanne Hodgin **Excerpt:** Cambridge School was founded on the belief that every child deserves the opportunity for an excellent education. We are committed to providing that education for children who learn differently. **Content:** ### **Our Mission** Cambridge School was founded on the belief that every child deserves the opportunity for an excellent education. We are committed to providing that education in a warm, nurturing and individualized learning environment for children who learn differently. Our mission is to prepare each student with the necessary academic, personal and social skills to succeed. ### **Why Choose Cambridge School?** Our teachers are expertly trained language specialists. Our specialty is the treatment of language-based learning differences. We have a 4:1 student to faculty ratio. We are fully accredited by the Middle States Commission on Elementary and Secondary Schools. Speech and language therapy, Social Cognitive Strategies™, and Occupational Therapy are offered onsite. Technology is fully integrated into the academic day. In addition to a rigorous academic program, we have a vibrant community that offers sports, performing and visual art opportunities. Cambridge School could be the perfect fit. Our program is built on evidence-based research and we use a student-centered approach to provide an individualized, specialized, yet comprehensive school experience. ### **A Message From Our Head of School** Dear Friends, On behalf of the Cambridge School faculty and staff, I extend a warm welcome to you as you browse our website. **Cambridge School truly is a school where children who learn differently thrive.** As you virtually tour our classrooms, you will experience brief glimpses of Cambridge’s professional, innovative and nurturing educational environment. The Cambridge language based curriculum is founded on evidence-based research, and emphasizes critical thinking, problem solving, metacognition, and executive function development. Our teachers and therapists are expertly trained language specialists who build nurturing relationships in their work with students. Their innovative use of technology creates immersive learning experiences for students in all grade levels and across all curriculums. We offer a comprehensive educational program that supports the whole child. Though academics are paramount, we also offer a vibrant **arts program**, a well-established **athletic program**, and a variety of **extracurricular personal interest clubs** to round out their school experience. Students diagnosed with language-based learning differences are often misunderstood and therefore underserved in other educational environments. At Cambridge School we understand the nature of their learning profile and develop a rigorous educational program for them that allows them to succeed, both personally and academically. Together our faculty and administration work to build an educational environment that promotes the students creative strengths, fosters out-of-the-box thinking, and encourages resilience and kindness. If you are searching for the door to a brighter future for your student and are intrigued by what you see, I invite you to contact us to schedule a personal visit and tour. It is only then that you will fully experience the richness and depth of the Cambridge School environment. Warmly, **Ellen Gonzales, CCC-SLP *Head of School*** “ Most of all thank you for loving my children like they were your own. There is no other school in the world that would do that. Thank you just doesn’t seem adequate! With love and heartfelt appreciation. “ – Middle School Parent [Schedule a Tour](tel:6097309553) [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry/) --- ### [Explore Student Life and Activities At Cambridge School](https://www.thecambridgeschool.org/student-life/) **Published:** November 7, 2014 **Author:** Cambridge School **Excerpt:** At Cambridge School we believe in providing children with a comprehensive school experience that goes beyond the classroom. We offer a dynamic visual and performing arts program, a well-established competitive sports program, a variety of extracurricular clubs, and more. **Content:** # **Student Life** At Cambridge School we believe in providing children with a comprehensive school experience that goes beyond the classroom. We offer a dynamic visual and performing arts program, a well-established competitive sports program, a variety of extracurricular clubs, and more. ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/10/matilda-300x300.jpg) ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/10/paint-300x200.jpg) ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/10/music-300x200.jpg) ### **Arts** Cambridge School offers a comprehensive arts program that includes performing arts, visual arts, instrumental music, and movement. Our arts program maximizes the creative and empathic qualities of the “right-brain” learners who dominate the classrooms at Cambridge. Our students have minds for designing, inventing, storytelling, and dramatic flair. The program also takes into consideration the latest research on learning through multiple intelligences and brain-based learning. **Performing Arts** (concerts & musicals) **Visual Arts** (Cambridge art show, museum/gallery visits, & stage crew for musicals) **Instrumental Music** (handbell choir & Princeton Symphony Orchestra (PSO) BRAVO program) ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/10/fbccccbcdffafgraphic-300x146.png "fbccccbcdffafgraphic") **[Click here](https://www.artsonia.com/schools/school.asp?id=119084) to view Cambridge School’s Artsonia gallery!** ![](https://www.thecambridgeschool.org/wp-content/uploads/2021/11/Athletics-2-300x300.jpg) ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/10/gym-300x200.jpg) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/01/newtown-friendsjpeg-300x225.jpg) ### **Physical Education & Athletics** At Cambridge School, we believe in providing students with a comprehensive educational experience that goes beyond the classroom. Physical education and athletics allow students to: Build general motor skills and kinesthetic awareness through physical activity Improve executive function skills through processing directions, following instructions, and settings goals Develop character and sportsmanship by practicing respect, responsibility, fairness, and cooperation Our physical education curriculum is designed to use drills and games to develop health and fitness, provide opportunities for self-expression, and teach valuable concepts — such as sportsmanship, self-discipline, and leadership. ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/01/academ-300x225.jpg) ![](https://www.thecambridgeschool.org/wp-content/uploads/2021/12/carousel-4-300x225.jpg) ![Cambridge School Performance of Lion King](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/lion-king-300x200.jpg) ### **Clubs** Cambridge School offers a variety of after school clubs, which are run by our fully trained faculty. These after-school activities provide an opportunity for students to explore their interests, develop talents, build confidence, make friends, and feel empowered. Clubs are offered in the fall, winter, and spring. The availability of clubs varies depending on the interest of students. Examples of clubs that have been held in the past include: Cooking Debate Gymnastics Tennis Yearbook Newspaper Yoga Bowling Fantasy Football Board games Nature Hiking --- ### [Excellent Academics at Cambridge School for Learning Differences](https://www.thecambridgeschool.org/academics/) **Published:** October 23, 2015 **Author:** Cambridge School **Excerpt:** Cambridge School students are provided with a full curriculum in addition to their reading, writing and language skills classes. This curriculum includes, mathematics, social studies, science, the arts, physical education, and much more. **Content:** # **Cambridge Academics** Cambridge students are provided with an academically rigorous curriculum that is tailored to their unique learning profile. The daily academic schedule for students includes 3 periods of ELA (reading, writing, and Wilson®), mathematics, social studies, science, physical education and the arts. Learn more about the academic program below. # **Language-Based Curriculum Overview** Our specialized curriculum for students with learning differences is carefully designed to meet the unique needs of each learner by aligning with the science of reading and best practices in writing instruction. Our reading program focuses on the foundational elements proven to support students with reading challenges, including explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. We use structured, multisensory approaches that engage all learners, ensuring that reading becomes an accessible and empowering skill. In writing, our curriculum emphasizes the writing process, with targeted instruction in spelling, sentence structure, grammar, and organization. By breaking down complex tasks into manageable steps, students build confidence in expressing their thoughts clearly and effectively. Our holistic approach fosters not only literacy development but also the self-esteem and resilience that are essential for lifelong learning and success. [Read More](https://www.thecambridgeschool.org/academics/language-based-curriculum/) # **Summer Program** Some regression is expected for all children over the summer months, but learning different children are often profoundly affected by the lapse in instruction. Summer programs focusing on remedial, accelerated, or enriched learning have been shown to have a positive effect on the knowledge and skills of students. [Read More](https://www.thecambridgeschool.org/academics/summer-program/) --- ### [Get To Know How Dyslexia & ADHD Impact Learning](https://www.thecambridgeschool.org/dyslexia-adhd/) **Published:** November 6, 2014 **Author:** Cambridge School **Excerpt:** Contrary to popular belief, dyslexia is not a vision problem, and dyslexics do not see words backward. **Content:** ### **What is a Learning Difference?** Caused by variations in how the brain processes information, learning differences are challenges that impact students’ ability to read, write, practice math, and focus. Students with language-based learning differences require well-organized, focused and consistent, multisensory phonics instruction. We specialize in helping students who are struggling readers (dyslexia), have ADHD (executive function challenges), writing challenges (dysgraphia) and math challenges (dyscalculia). We believe students have learning differences not learning disabilities. Cambridge School was founded on the belief that every child deserves the opportunity for an excellent education. We are committed to providing that education in a warm, nurturing and individualized learning environment for children who learn differently. Our mission is to prepare each student with the necessary academic, personal and social skills to succeed. ### **How do I know if my child has a learning difference?** Common learning differences include: dyslexia, ADHD, dysgraphia, and dyscalculia. Let’s break down each of these so you can better understand the signs that will help identify if your child has a learning difference. ### **Dyslexia** **/ Struggling Reader** “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.” (International Dyslexia Association) ### Hard to remember **letter names** ### **Visual Letter confusion** p/q or b/d ### **Substituting words** when reading “house” for “home” ### **Struggling to decode** familiar words without a picture ### **Spelling** challenges ### **Avoids reading aloud** While dyslexia is the most common type of reading difference there are also other types of reading challenges that fall under the category of “struggling readers”. They often show these same symptoms. A neuropsychologist, through testing, can formally diagnose a student with dyslexia. ### Is your child struggling with reading? **Don’t Wait.** Precious intervention time can be lost while waiting for a formal diagnosis. Don’t wait, we can help your child now. The best intervention for reading challenges of all types is a structured reading program. At Cambridge we use the Wilson® Reading System, an Orton-Gillingham-based, explicit, phonics program. ### **Dysgraphia** “Dysgraphia is a learning difference that impacts a student’s ability to write.” (Child Mind Institute) This learning difference can present in multiple ways. Some writing challenges you might see: ### **A tight pencil grip** ### **Trouble with letter formation** ### **Difficulty keeping writing between lines** ### **A marked discrepancy between how a student expresses ideas verbally vs. how they express them in writing** ### **Limited written output as a result of challenges planning and organizing writing** ### **Dyscalculia** “A specific learning disability with an impairment in mathematics, which can affect calculations, problem solving, or both”. (ldamerica.org) What you will see if your child has a **math learning difference**: ### Trouble with **number recognition and formation** ### Challenged to recall **math facts** ### Challenged by the **vocabulary** **of math** ### Weak **number sense,** lack of understanding of how numbers relate to each other ### **ADHD** “ADHD is a long-term (chronic) brain condition that causes executive dysfunction which means it disrupts a person’s ability to manage their own emotions, thoughts and actions.” (Clevelandclinic.org) Learning challenges you will see in a student with **ADHD**: ### **Impulse control** challenges, like fidgeting or calling out ### Difficulty with **sustained, goal directed attention** ### Challenges with **executive function** skills, such as time management organization, prioritization and execution ### Discrepancy between student’s high ability and lower than expected performance ### **What should I do if I think my child has a learning difference?** If you think your child may have a learning difference, give us a **call** **(609-730-9553)** or fill out an **[inquiry form](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/)** and we can help you with next steps! [Fill out an Inquiry Form](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) --- ### [Cambridge School Awarded Accreditation For Excellent Programs for Students](https://www.thecambridgeschool.org/about-us/accreditation/) **Published:** February 11, 2016 **Author:** Cambridge School **Excerpt:** Cambridge School is accreditation by the Middle States Association Commission on Elementary Schools and the National Independent Private Schools Association. **Content:** ### Accreditation In 2004, the [**Middle States Association Commission on Elementary Schools**](http://www.msa-cess.org/) granted accreditation to Cambridge School for Kindergarten through 8th grade — welcoming Cambridge as a member of The Middle States Association of Colleges and Schools. Our Certificate affirms that Cambridge School: Provides high-quality educational experiences for students item Meets its responsibilities to the profession of education Complies with standards established by the Commission on Elementary Schools In 2013, a team from the Middle States Association visited and re-accredited Cambridge School through 2021. Additionally, in 2014 and 2015, Cambridge received accreditation from the Middle States Association for additional grade levels, including grades 9 – 12, through 2021. In 2021 the Middle States Association led an extensive re-accreditation of grades K-12 through a remote visit. At its conclusion the MSA Visiting team recommended full Accreditation without stipulations. One noted strength was stated by the MSA Chair, “the faculty not only provides an individualized learning plan for each student who has been diagnosed with a language-based learning difference..but they go above and beyond meeting their student’s needs.” ![](https://www.thecambridgeschool.org/wp-content/uploads/2024/10/msa-logo--300x96.png "msa-logo-") --- ### [Learn More About our Special Services](https://www.thecambridgeschool.org/special-services/) **Published:** October 23, 2015 **Author:** Cambridge School **Excerpt:** Cambridge School offers of a full range of services to support children who experience speech and language challenges, social difficulties, and those who require occupational therapy. **Content:** # **Special Services** ### **Speech & Language Therapy** Cambridge School offers a full range of services to support children who experience speech and language challenges, have social difficulties, or require occupational therapy. ### **Speech** ### **Language** ### **Written Expression** ### **Executive Function** Students with language-based learning differences often present with a complex array of symptoms and characteristics. There is a high co-occurrence of learning differences, such as dyslexia, with language impairment, speech sound disorders and Developmental Language Disorder. While not every student requires services, many students benefit from the additional support that speech and language therapy provides. All therapists are ASHA certified Therapy sessions are integrated into the school day Therapist and teacher collaboration ensures direct application of therapy skills ### **Social Cognitive Strategies™** **(S.C.S.)** Research has identified a 75% co-occurrence of social communication difficulties in children with learning differences. Students with social challenges often lack the ability to think through the multiple perspectives and succeed in daily social situations. For these individuals, “social thinking” must be learned and practiced. Students at Cambridge work on social skill development 1:1 or in small groups with authentic sessions led by ASHA certified speech and language pathologists. ### **The Benefits of S.C.S.™** Research has shown that EQ (Emotional Intelligence) is a better predictor of success than intelligence quotient (IQ) or technical skills (Feist & Barron, 1996). Helps students to use higher-level cognitive strategies to improve their social skills & understand the “why” and “how” that motivates socialization and critical thinking Utilizes evidence-based social instruction for our students, providing increased self awareness & knowledge of social skills Focuses on skill application in social interactions, allowing students to see that they can generalize these skills in any social environment ### **Occupational Therapy** Occupational therapy services are available for students who require this intervention to reach their full potential. Diagnostic and therapy services are offered by our NBCOT-certified and NJ-licensed occupational therapist. These services are integrated into the school day and can address the following challenges: Dysgraphia Dyspraxia Non-verbal learning differences Fine and gross motor challenges Oculomotor, visual perceptual, & visual motor challenges Sensory processing disorder Developmental coordination disorders Executive function and work production challenges --- ### [Find Out About Diversity, Equity and Inclusion at Cambridge School](https://www.thecambridgeschool.org/about-us/diversity-equity-and-inclusion/) **Published:** March 15, 2021 **Author:** Cambridge School **Content:** ### **Diversity, Equity, & Inclusion at Cambridge** At Cambridge School we believe that when people feel respected and included they can be more creative, innovative and successful. While we have more work to do to advance diversity, equity and inclusion, we are committed to further cultivate an environment that allows all to express their authentic selves across all lines of identity and difference. Additionally, we have engaged the services of consultants to assist us should an issue arise. Diversity, equity and inclusion are critical elements in every organization and workplace across the country. We recognize that it is now time to better understand the impact of culture on our employees and how they engage with those they serve. Currently, we are working in every area of our school to ensure justice and equity for all. Our commitment to DEI is in line with our mission that “Every student deserves the opportunity for an excellent education” in a warm nurturing and individualized environment. --- ### [Who We Are](https://www.thecambridgeschool.org/who-we-are/) **Published:** October 1, 2024 **Author:** Katlin Wheatly --- ### [Academic Mission & Philosophy](https://www.thecambridgeschool.org/academics/lower-school-philosophy-and-programs/) **Published:** November 6, 2014 **Author:** Cambridge School **Excerpt:** Our Lower School (grades K-4) curriculum is carefully designed to strengthen the student’s area of weakness in language, as well as to stimulate and encourage their areas of strength. Our approach includes nurturing each student’s creativity, imagination, and social skills while laying a strong language foundation. **Content:** ### **Mission & Educational Philosophy** ### **Our Mission** Cambridge School was founded on the belief that every child deserves the opportunity for an excellent education. We are committed to providing that education in a warm, nurturing and individualized learning environment for children who learn differently. Our mission is to prepare each student with the necessary academic, personal and social skills to succeed. ### **Cambridge Educational Philosophy** We believe that: Every student learns in their own unique way and requires a program tailored to their specific learning differences. Students make meaningful progress when instruction is consistent across subject areas and levels. Students benefit from multi-sensory, explicit, systematic, evidence-based instruction. Teacher training and development is critical to student success; All Cambridge teachers are trained language specialists. ### “Tell me and I will forget, show me and I will remember, involve me and I will understand” --- ### [Early Intervention Has Big Impact On Learning](https://www.thecambridgeschool.org/admission/early-intervention/) **Published:** October 13, 2016 **Author:** Cambridge School **Excerpt:** Since early intervention is critical for educating children with dyslexia, Cambridge School offers Early Intervention Scholarships for students in Kindergarten through Grade 2. **Content:** Early Intervention Scholarship # Early Intervention Scholarship ## **Early Intervention at Cambridge School** Based on the increasingly clear research that early intervention is critical for educating children with dyslexia, Cambridge School offers substantial **Early Intervention Scholarships** for students in Kindergarten through Grade 2. Many times parents are given a variety of reasons why they should “wait and see” and hope that their child’s reading will improve with time. However, research shows that children who struggle with reading and pre-reading skills will not catch up to their peers without intensive intervention, especially if there is a family history of dyslexia or undiagnosed learning challenges. Unfortunately, the most effective window for this early intervention comes well before students in traditional learning environments are identified and diagnosed with dyslexia. For more information read this [**article**](https://ww2.kqed.org/mindshift/2014/06/24/predicting-dyslexia-even-before-children-learn-to-read/) on predicting dyslexia before children learn to read. Cambridge School Early Intervention Scholarships are intended to make it possible for families to give their children research-based, intensive reading intervention by removing financial barriers to early intervention. Please contact our Admission Office for more information. [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) #### **Early Behavioral Predictors of Dyslexia** Recent research in the Science of Reading documents the presence of early behaviors that can predict the presence of dyslexia in children as young as three years old. Some of these indicators are the child’s ability “to recognize rhyming sounds, repeat nonsense words, or identify the sound that a letter makes.” (Sanfilippo et al., 2020). Other key childhood predictors of reading problems include early problems with phonological awareness, short-term memory, rapid naming, expressive vocabulary, pseudoword repetition, and letter naming. (See, e.g. Scarborough, 1998). Puolakanaho et al., 2007, showed that familial risk, letter knowledge, phonological awareness and rapid automatized naming at 3.5 years predicted later diagnosis of developmental dyslexia. Additionally, those children who later developed dyslexia exhibited auditory and speech processing deficits at a very early age. #### **Genetics** Studies of families with dyslexia suggest that dyslexia is strongly heritable, occurring in up to 68% of identical twins and up to 50% of individuals who have a first-degree relative with dyslexia ( Finucci et al., 1984; Volger et al., 1985; Grigorenko, 2008, Gialluisi et al., 2020). #### **Early Versus Late Intervention** A meta-analysis comparing intervention studies offering at least 100 sessions reported larger effect sizes in kindergarten/1st grade than in 2nd and 3rd grades (Wanzek & Vaughn, 2007; Wanzek et al., 2013) When “at risk” beginning readers receive intensive instruction, 56% to 92% of at-risk children across six studies reached the range of average reading ability (Torgesen, 2004). Overall, converging research points to the importance of early and individualized interventions for “at risk” students for improving the effectiveness of remediation (Denton & Vaughn, 2008; Connor et al., 2009; Shaywitz, Morris, & Shaywitz, 2008, Torgesen, et al, 1999; Flynn, Zheng, & Swanson, 2012; Vellutino et al., 1996; Morris, Lovett, Wolf et al., 2012; Morris et al., 1997). *Research provided courtesy of Dr. Nadine Gaab of Boston Children’s Hospital, the Harvard Medical School, and the Harvard Graduate School of Education. For more information visit* [***www.gaablab.com***](http://www.gaablab.com/) --- ### [Approved 2024-2025 School Calendar](https://www.thecambridgeschool.org/approved-2024-2025-school-calendar/) **Published:** April 11, 2024 **Author:** Cambridge School **Content:** Calendar # Lower, Middle and Upper School Calendar [2024-2025 Lower, Middle & Upper School Year-At-A-Glance Calendar](//docs.google.com/document/d/1zqNxCmGCXJkUV0vjmCLxagabbJuXARxk2NXaSZLhAg8/edit) --- ### [Employment Opportunities: Join Our Expertly-Trained Team](https://www.thecambridgeschool.org/about-us/employmentopportunities/) **Published:** November 6, 2014 **Author:** Cambridge School **Excerpt:** Cambridge School welcomes resumes from dynamic and passionate educators and therapists who have experience, or a desire to work with bright children who learn differently. **Content:** Employment Opportunities # Employment Opportunities Cambridge School has employment opportunities for dynamic and passionate educators and therapists who have experience, or a desire to work with bright children who learn differently. We seek team players who could join and contribute to our highly collaborative environment. At Cambridge School, each teacher is trained as a Language Specialist and is provided with continuing education and certification in research-based programs. Cambridge School faculty members are expert and caring professionals who reap the rewards of making a difference in the lives of children who learn differently and their families. ## **Employee Benefits** Cambridge School offers a competitive benefits package and contributes to the cost of benefits for employees and their families, including spouses and dependents. ### **Health and Wellness** - Medical coverage (tiered options) - Dental coverage (tiered options) - Vision coverage - Long-term disability ### **Retirement and Savings** - 401(k) savings plan - Health care flexible spending accounts - Dependent care flexible spending accounts ### **Work and Life** - Employer-paid certifications and training - Generous paid time-off - Life insurance *Cambridge School is an equal opportunity employer. We pledge to provide equal employment opportunities without regard to race, color, creed, national origin, religion, sex, sexual orientation, age, marital status, or disability.* --- ### [Get to Know Our Upper School Philosophy and Programs](https://www.thecambridgeschool.org/academics/upper-school-philosophy-and-programs/) **Published:** November 6, 2014 **Author:** Cambridge School **Excerpt:** Cambridge Upper School (grades 9-12) takes a unique and dynamic approach to teaching the standard high school coursework. With blended courses that combine math, science, and technology or literature, art, and history students gain a deeper understanding of the material, make stronger connections, and enhance academic achievement. **Content:** Philosophy and Programs # Upper School Philosophy and Programs The Upper School is housed in a separate two-story building on the existing campus with updated classrooms, a large common area, science lab, and offices, and it is equipped with state-of-the-art technology. The Upper School expansion is representative of the Cambridge School mission statement and our steadfast determination to continue to serve students with dyslexia, ADD/ADHD, executive function challenges, and other language-based learning differences through high school. Like our Lower and Middle Schools, the Upper School maintains small classroom sizes where teaching, learning, and personal relationships are paramount. The rigorous curriculum is specially designed to help students develop advanced academic skills, build a foundation of knowledge on those skills, and stimulate intellectual curiosity. The Cambridge Upper School takes a unique and dynamic approach to teaching the standard high school coursework. It provides a comprehensive experience that includes instruction in performing and visual arts, athletics, and technology. There is a significant emphasis placed on cross-curricular and experiential learning to help students: - Gain a deeper understanding of the material - Make stronger connections - Enhance academic achievement This approach allows students opportunities to investigate their interests, acquire confidence in their abilities, believe in their own intrinsic worth, and develop the skills necessary to achieve success during the high school years and beyond. [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) Curriculum Highlights 1. Graduates receive a **High School Diploma** after successfully completing the required 120 credits. 1. During **one-on-one Advisory** students meet for check-ins with their advisor for 30 minutes. 1. In yearly **Investigations Course** students learn about metacognition (How does the brain work? How do we learn?), careers, applying to college, and strategies for success beyond high school. 1. Through **Excursion Education** students travel off campus to fully immerse themselves in strategic learning experiences to strengthen their knowledge and understanding of curriculum. 1. Students receive assistance with **ACT** accommodations and testing. 1. PAC (Parents’ Association at Cambridge) provides opportunities for **Social Gatherings**, including *Fun Friday***,** where students get together after school for a fun social activity such as playing laser tag, going to see the latest blockbuster, or hitting the coasters at Six Flags. 1. Physical Education Credit motivates students to initiate and maintain a physically active lifestyle through pursuit of activities of personal interest. Students may elect to participate in school-affiliated sports, physical activities offered outside the school environment (team sports, gym membership, fitness classes, dance, yoga, rock climbing, personal fitness monitored by an electronic fitness tracker, etc.), or any combination thereof. - English/Literature *English | Total Credits Needed for Graduation: 20* **FRESHMEN LITERATURE:** Freshman Literature is cross-curricular in nature, incorporating a variety of works closely related to the students’ history curriculum whenever possible. Students read a span of literature including plays, novels, short-stories, and poetry. The duality of the course allows students to analyze historical events and figures from a variety of viewpoints to gain a deeper understanding of topics. Students strive to comprehend, with scaffolding, literature at an abstract level by exploring nonliteral elements found within text. **SOPHOMORE LITERATURE:** Sophomore Literature includes a variety of literature from short stories, plays, poetry, and novels. Whenever possible, the selections of literature are closely tied to the history curriculum allowing students to make stronger and more meaningful connections between the two disciplines. Students strive to develop critical thinking skills beyond the literal meaning of the text to draw inferences, understand character motivation, recognize symbolism and literary devices, and make connections in order to gain a deeper and richer understanding when reading. **JUNIOR LITERATURE:** Junior Literature allows students to enhance their learning by critically examining works drawn from their history curriculum. When students study the historical content, they truly gain a deeper understanding of literary works. Students study a variety of works including poems, plays, novels, short stories, and first person accounts. In this course, students strive to go beyond basic comprehension of literary works to analyze text through historical and critical lenses. **SENIOR LITERATURE:** Senior Literature invites students to build upon their understanding of important events in history by deeply examining literary works from specific time periods. Students strive to objectively analyze text, taking into consideration the author’s point-of-view. Students dive into a broad spectrum of literature including poems, plays, novels, short stories, and first person accounts. In this course, student work towards independence in their ability to analyze text critically and abstractly. **FRESHMAN COMPOSITION:** Freshman Composition strives to improve students’ communication skills through grammar, writing, and vocabulary development. Instruction is tailored to meet individual student needs. The **Winston Grammar Program** is a systematic and sequential program used to provide direct instruction in grammar. Writing is developed through considerable practice with expository, narrative, informative, research, persuasive, compare and contrast, and literary analysis using the **Hochman Writing Skills** format. Students are encouraged to think beyond the basic concepts of a topic and move toward asking questions, inferring meaning, and developing logical judgments and arguments to support their ideas. **SOPHOMORE COMPOSITION:** Sophomore Composition strives to build upon the skills acquired in Freshman Composition. The focus is on a variety of writing styles, including: informative, explanatory, personal narrative, persuasive, and compare and contrast utilizing the **Hochman Writing Skills** Program. Students are encouraged to carefully examine their ideas and convey them in a concise and sequential manner, while still painting a mental picture for the reader using varied vocabulary, specific details, and appropriate transitions. In addition, a particular emphasis is placed on research writing. Students gather information from print and online sources, including the digital library database; then, they demonstrate a solid understanding of the material through written text with appropriate citations. **JUNIOR COMPOSITION:** Junior Composition focuses on formulating well-developed arguments from various perspectives to support claims in analysis of cross curricular topics and texts. Students take a stance on a topic and establish its significance based on logical and sequential reasoning. Students then strive to establish the relevancy of their position, in light of alternative or opposing claims. Finally, students work to present claims and counterclaims while analyzing the strengths and limitations of each. **SENIOR COMPOSITION:** Senior Composition provides students with an increased opportunity for self-expression through writing. Students focus on developing real and creative narratives. They begin by introducing narrator(s), providing one (or multiple) points of view, establishing setting, and developing a sequential series of events through the use of effective word choice and well-constructed prose. - Math *Math | Total Credits Needed for Graduation: 15* The Cambridge Upper School provides appropriate and challenging math instruction for each student based on their individual need and unique learning profile. All math courses are taught using a mix of direct, explicit instruction and multi-sensory activities to help students develop a deeper understanding of mathematical concepts. Linking mathematical knowledge to life is another focus of each course as students explore the practical application of what they have been taught in the classroom. Course offerings include: - Pre-Algebra Concepts - Algebra Concepts - Pre-Algebra - Algebra I - Algebra II - Geometry Concepts - Geometry - Trigonometry - Pre-Calculus - Calculus - AP Calculus - Applied Math - Introduction to Probability & Statistics - Personal Finance - History *History | Total Credits Needed for Graduation: 15* **WORLD HISTORY:** This course explores major developments in world history by era and thematic content. It includes analysis of the interaction of major world societies and the effects of technology, geography, and demography on human history. With a global focus emphasizing various regions of the world, students examine the social, political, cultural, and intellectual developments of world history. Further attention is designated to learning the elements of digital storytelling as well as translating written work into a visual medium. Students have the opportunity to write and produce either documentary or dramatic interpretations of major world historical events. **UNITED STATES HISTORY I & II:** Equality, rights, liberty, opportunity, and democracy: these were the five core ideals of our founding fathers when they drafted the Declaration of Independence. In this survey course of American history, students analyze how these five, seemingly basic principles, shaped American history from the establishment of the Constitution to the Civil War. During this course, students debate, discuss, and apply literacy skills to research primary and secondary sources, with an emphasis on developing critical thinking skills. Students also apply elements of storytelling to translate historical content into various mediums. The course includes a long-term culminating project, which explores how one of the five principles has shaped a particular event from American history. **HUMAN GEOGRAPHY:** This course explores the systematic study of patterns and processes that have shaped human understanding, use, and alteration of the Earth’s surface. Students learn to employ spatial concepts and landscape analysis to examine human socioeconomic organization and its environmental consequences, including the methods and tools geographers use in their research and applications. This course explores geography from both a thematic and regional approach, using case studies from around the world with an emphasis on understanding the world in which we live today. Historical information serves to enrich analysis of the impacts of phenomena such as globalization, colonialism, and human–environment relationships on places, regions, cultural landscapes, and patterns of interaction. - Science *Science | Total Credits Needed for Graduation: 15* **BIOLOGY:** Biology encompasses the study of living organisms. Students examine the processes of life across a broad spectrum, from the biochemical inner workings of the cell to the interactions within ecosystems. Understanding biology helps students to make sense of a diverse, complex, yet interconnected world and to better understand the relevance of biology to their lives. Throughout the year this course provides an opportunity for students to develop scientific process skills and laboratory techniques, as well as to apply critical thinking and reasoning skills. Students address real world problems through active inquiry that is based in content knowledge and concepts including: cell biology, genetics, evolution, ecology, and biodiversity. Through the use of current events, readings, discussions, multimedia, assignments, investigations, and other interactive experiences, students have multiple opportunities to develop their scientific literacy and to work collaboratively with their peers. Students learn to use evidence-based reasoning and to apply tools and resources to strengthen their organizational, technological, reading, writing, and math skills. **FORENSIC SCIENCE:** The Forensic Science course is created around the basis that learning is most meaningful when students are able to interrelate subject areas and to make connections to their lives. This class blends different areas of science and incorporates the core subject areas, such as math and writing. Students are asked to read, research, hypothesize, compute, and use deductive reasoning to approach various cases from and techniques used in forensic science. This class draws from events that are occurring in students’ communities, their nation, and across the world. Students integrate technology as they work to analyze evidence to connect the victim, suspect, and crime scene. Students work to improve their deductive reasoning and critical thinking, important skills for lifelong learning. In order to meet the needs and interests of students, this course maintains flexibility in its coverage of various topics. **ENVIRONMENTAL SCIENCE:** Environmental Science seeks to provide students with the opportunity to develop the scientific concepts and processes necessary to understand the relationships found within nature. Students also enhance their ability to identify natural and man-made environmental problems, to analyze the associated risks, and to develop potential solutions. Current events are utilized to support the concepts discussed and provide the backdrop for students to investigate and develop strategies to address both local and global environmental concerns. Laboratory and field studies are an essential component of this course. **EARTH AND PHYSICAL SCIENCE:** In this course, students learn to evaluate geological, meteorological, ocean, and climate processes using a rigorous, inquiry-based approach. Utilizing laboratory tools and resources to collect data, students draw conclusions. Another continual focus of the course is the importance of physical science in everyday life, and students explore Earth’s conceptual spheres and how they are related. Students work to strengthen their ability to evaluate real-world events and experiences and examine they relate to basic earth science principles. **PHYSICS:** In this course based on conceptual physics, students explore the everyday world and the interactions within it, with a focus on concepts before computation. Students investigate the foundational concepts that govern our world, and then apply mathematical models and relationships to support these concepts. This course is designed for those students who have not yet begun study of, nor completed, a math class equivalent to Pre-Calculus, but this course implements concepts covered in Algebra. Students participate in a variety of demonstrations, laboratory activities, and hands-on projects as well as test, quizzes, and homework assignments. Conducting laboratory experiments is an essential component of this course, as it provides a foundation for real world exploration, practical application of math, communication about the precision and accuracy of their premises, and development of critical thinking skills. This course covers topics in mechanics, properties of matter, temperature and heat, sound and light, electricity and magnetism, and atomic and nuclear physics. Students also have the opportunity to delve into contemporary areas of interest in response to the application of physics in our quickly changing, technologically reliant society. **ANATOMY & PHYSIOLOGY:** The anatomy course describes the human body from the microscopic to macroscopic levels, moving from cells to systems. The most important aspects of the organ systems are covered first, along with the pathophysiology (disease and disorder state) of each system. Clinical aspects of each system are also covered, such as why some skin sites are good for injection, why fungus grows well in certain body areas, and how cholesterol impacts arteries. The body is viewed as a dynamic and continually evolving organism, changing throughout the life cycle from infancy to adulthood. A major focus is placed on applying learned knowledge towards personal and societal health and well-being. - World Languages *World Languages | Total Credits Needed for Graduation: 5 (unless waived)* **AMERICAN SIGN LANGUAGE I AND II** These courses serve as an introduction to American Sign Language, as well as the deaf culture and history. Students explore the structure and intricacies of ASL through multi-sensory lessons that engage students and open them up to a new world of culture and communication. - 21st Century Skills, Careers & Career-Technical Education *21st Century Skills, Careers & Career-Technical Education| Total Credits Needed for Graduation: 5* **Freshman Year – Metacognition:** Freshman receive explicit instruction in metacognitive strategies used in the learning process. These strategies are then integrated across the curriculum to improve each student’s effective and creative problem-solving skills as it pertains to the process of learning. As part of this process, each student has one-on-one advising time during a separate period to address individual needs. In addition to tenets from the Habits of Mind curriculum, the mindset work of Carol Dweck at Stanford University is incorporated into this class. Her growth mindset concept is a belief that the ability to learn is not a fixed element, but rather one that can change and grow with effort and persistence. Further, when students are educated in how the brain works in response to difficult situations, they are more likely to persevere and succeed. **Sophomore Year – Careers:** Building on the understanding of “self” that is fostered in the freshman meta-cognition course, sophomore students start to investigate possible career choices. This course provides students with relevant hands-on experiences to help them explore their interests in an effort to assist them with matching their strengths and passions with future educational and career goals. Guest speakers, along with research and hands-on projects, help students to match their interests with possible future careers. In addition, students may participate in an intern experience at one or more field locations. **Junior Year – Explorations:** As juniors, students learn about the post-secondary options that best match their career goals. Students explore various options, including but not limited to, college. Computer software is also utilized to help guide students towards the best post-secondary option that meets their individual needs. While students explore higher education, they consider entrance requirements and gain an understanding of the admission process. Students learn how to research schools and how to get additional information once they have identified well-matched institutions. This includes off site visits to local institutions with tours so students can become familiar with the process of asking questions and seeking out information. In addition, students explore the ACT test, including test taking strategies and accommodations. A key component of the college search includes matching students’ career goals and learning needs with an appropriate pool of post secondary placements. **Senior Year – Capstone:** As seniors, the year is devoted to planning, organizing, and executing the post-secondary application process. Students solidify their choices and create a timeline to meet various deadlines, participate in mock interviews, and write essays. In the second half of the year, they explore life after high school and their chosen new communities. Students also investigate the skills needed to live independently away from home. In addition, they complete a capstone project on their chosen placement that examines the campus, learning supports, academic resources, and even where to get a good slice of local pizza. The students present their capstone projects to the Upper School community and parents. - Electives ### **Electives at the Cambridge Upper School are constantly evolving to reflect student interests.** Below is a list of some of the electives that have been offered. - **Drama – Theater Arts Production** - **Design for Stage** - **Individual Instrumental Instruction** - **Fine Arts** - **Art History** - **Photography** - **Graphic Design** - **Public Speaking in the Context of the Law** - **Culinary Basics** - **Introduction to Robotics** - **Engineering & Design I & II** - **Creative Writing** - **Public Speaking & Debate** - **World War II: Origins, Nature & Impact** - **Introduction to Psychology** --- ### [Students Participate In Community Service Opportunities](https://www.thecambridgeschool.org/student-life/community-service/) **Published:** November 7, 2014 **Author:** Cambridge School **Excerpt:** Cambridge School is always looking for ways to get involved and give back to the community. **Content:** Community Service # Community Service At Cambridge School, we view community service as an important part of our educational philosophy. Through community service, we hope to foster civic-minded citizens with a commitment to helping others, both inside and outside of school. Our goal is to build character, shaping individuals who have: - Concern for the common good of society - A sense of connection to the “greater community” - Respect for the values and opinions of others [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) Cambridge School is always looking for ways to get involved and give back to the community. We provide our students with a variety of opportunities to experience the rewards of contributing to the community through service projects throughout the year. Below is a list of organizations Cambridge School has done service through: - [American Heart Association “Hoops for Heart”](https://www2.heart.org/site/SPageServer?pagename=ahc_resources_search) - [Community Recycling](http://www.communityrecycling.biz/) - [Farmers Against Hunger](http://www.njagsociety.org/farmers-against-hunger.html) - [HomeFront](http://www.homefrontnj.org/) - [Mercer Street Friends Food Bank](http://mercerstreetfriends.org/food-bank/) - [Philabundance](https://www.philabundance.org/) - [Salvation Army Angel Tag Program](http://www.salvationarmyusa.org/usn/) - [Stony Brook-Millstone Watershed](http://thewatershed.org/) - [Trenton Soup Kitchen](http://www.trentonsoupkitchen.org/) - [Ronald McDonald House](https://www.rmhc.org/) - [Give Kids the World](https://www.gktw.org/) --- ### [Get To Know Our Physical Education and Athletics Program](https://www.thecambridgeschool.org/student-life/athletics/) **Published:** November 7, 2014 **Author:** Cambridge School **Excerpt:** Cambridge School's sports program is offered throughout the school year, and includes basketball, soccer, and more. **Content:** Physical Education & Athletics # Physical Education & Athletics At Cambridge School, we believe in providing students with a comprehensive educational experience that goes beyond the classroom. Physical education and athletics allow students to: - **Build general motor skills and kinesthetic awareness** through physical activity - **Improve executive function skills** through processing directions, following instructions, and settings goals - **Develop character and sportsmanship** by practicing respect, responsibility, fairness, and cooperation Our Physical Education and Athletics program emphasizes self-improvement and the ability to think through and understand skills and strategies. Information regarding available activities can be found below. [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) - Physical and Health Education Our physical education curriculum is designed to use drills and games to develop health and fitness, provide opportunities for self-expression, and teach valuable concepts — such as sportsmanship, self-discipline, and leadership. Physical education activities are presented in a sequential manner, with each learned skill acting as a foundation for more advanced activities. As students progress through the curriculum, new activities offer additional opportunities to improve hand/eye and perceptual/motor coordination. Physical education activities include cooperative games, softball, badminton, tennis, lacrosse, basketball, football, soccer, volleyball, baseball, and hockey. In the winter all students have health classes integrated into their physical education program. Health classes are designed to address health issues related to the students’ social environment equipping them with skills necessary to make appropriate choices. - Movement-based learning Movement-based learning is designed to support a child as they discover reading, handwriting, spelling, or math. These natural movements enhance learning by addressing the sensory elements involved in the integration of new ideas. These gross motor movements facilitate the flow of information in the brain, restoring students’ innate ability to learn and function at top efficiency. Specific exercises can address: - Posture control - Crossing the midline - Finger strength and dexterity - Visual skills - Spatial orientation - Eye-hand coordination - Motivation - Focus - Working memory - After-School Athletics A variety of after-school sports are offered at Cambridge School throughout the school year, including:\* - Basketball - Cross country - Golf - Lacrosse - Soccer - Tennis - Volleyball *\*Note, seasonal availability is subject to student interest.* Regular practices are an essential component of each program, including warm-up activities, skill-building, sport-specific drills, and games. **Pre-Participation Physical Exam** – Students in Middle School II and higher who plan to participate in a sport during the school year must receive a physical exam and complete the required health form each year. The form can be found on the [Parent Forms Page.](https://www.thecambridgeschool.org/community/parent-resources/parent-forms/) It should be filled out by a parent or guardian and taken to a physician to review and sign as required by the *Scholastic Student-Athlete Safety Act*. If the form is completed more than 90 days before the first day of practice, a Health History Update Questionnaire needs to be submitted. --- ### [Students Unlock Confidence With Performing and Visual Arts](https://www.thecambridgeschool.org/student-life/arts/) **Published:** November 6, 2014 **Author:** Cambridge School **Excerpt:** Cambridge School offers a range of arts programs including performing arts, instrumental music, dance, and visual arts. **Content:** Arts # Arts Cambridge School offers a comprehensive arts program that includes performing arts, visual arts, instrumental music, and movement. Our arts program maximizes the creative and empathic qualities of the “right-brain” learners who dominate the classrooms at Cambridge. Our students have minds for designing, inventing, storytelling, and dramatic flair. The program also takes into consideration the latest research on learning through multiple intelligences and brain-based learning. Information regarding the activities and programs we use can be found below. [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) - Performing Arts ### **Winter and Spring Concerts (School-Wide)** All students participate in two concerts each year. For the Winter Concert, all classes sing a song and/or play pieces on the handbells or the recorder. The Spring Concert coincides with the End-of-Year Ceremonies and Graduation. Students sing songs together and the Middle School IV graduates sing a graduation song. ### **The Musical (School-Wide)** The school musical incorporates all aspects of the arts including music, drama, visual arts, and movement. Each year, Cambridge School selects and produces a spring musical that is performed by students on an authentic stage complete with state of the art technology. In addition to the pure enjoyment of being a part of a stage production, children benefit from the experience of working cooperatively with their peers and building self-esteem as they gain theatrical skills and musical aptitude. Whether on stage or behind the scenes, every student plays a role in delivering a first-rate performance. The result of performing in front of family and friends provides the students a sense of accomplishment, both as individuals and as members of a larger group. - Instrumental Music ### **Handbell Choir** The handbell choir program is used at Cambridge because handbells involve a highly organized and complex system of counting and reading, where each student is responsible for one or two notes in an entire piece. Students must count the entire piece, and listen to the piece as a whole, to know exactly when they need to play their individual bell or bells. Teamwork is at the core of the class. Every person has to know the parts of everyone else for the score to work. The class includes score analysis, repertoire, and performance. ### **Private Lessons (Available School-Wide)** Individual instrumental lessons are offered and occur during one lunch period each week for 30 minutes (Students have 15 minutes to allow them time to eat). The following lessons are currently being offered: - Piano - Guitar - Voice Research continues to support the cognitive benefits of studying an instrument. To learn more, [**watch this TedEd video**](https://www.youtube.com/watch?v=R0JKCYZ8hng). - Visual Arts ### **Fine Arts (School-Wide)** The Fine Arts program at Cambridge School stimulates creative thinking and encourages students to feel comfortable using art as an effective and meaningful form of communication. Students with different learning styles often display a strong aptitude for the visual arts. Our program works to help students: - Develop confidence in their creative expression by building skills in a variety of media - Work with tools appropriate to their abilities and skill level in order to develop manipulative skills needed for artistic expression - Understand basic design elements, including lines, shapes, colors, textures, space, and light - Explore more advanced design principles, including pattern, rhythm, balance, contrast, emphasis, and unity Our Fine Arts program also allows students to create bridges between art and the world around them through a theme-based integrated curriculum. For example, students design and create set backdrops and stage props that are used in their all-school musical production. Projects are designed to offer enough structure for students to feel creatively safe as well as the freedom for them to make their own discoveries. Students build a connection to the art community through museum/gallery visits, field trips, and visiting artists. ### **Princeton Symphony Orchestra (PSO) BRAVO (Middle School)** Each year two Cambridge School students are selected to participate in [**Listen Up!**](http://princetonsymphony.org/education/listen-up/), one of the [**PSO BRAVO!**](http://princetonsymphony.org/education/psobravo/) education programs, through which the Princeton Symphony Orchestra invites middle school students to listen to live classical music and respond artistically and in words. As part of the program, students attend a pre-concert talk with the composer. They then get to work illustrating their interpretation of the piece through visual media such as painting, drawing, or collage. The resulting exhibition is held at the Arts Council of Princeton and then at Richardson Auditorium during a subsequent PSO concert. ### **Visual Arts Show (School-Wide)** In May, student artwork is exhibited at the annual Visual Art Show. The show presents student artwork created during fine arts, graphic design, and architecture classes. Through direct instruction, hands-on learning, and natural talent, students create intricate pieces that are proudly displayed around the school. Student artwork has also been exhibited at the Straube Center Art Gallery, The Arts Council of Princeton, and a local art studio. ### **Stage Crew (School-Wide)** Students can join Stage Crew as an extracurricular activity. Stage Crew members are responsible for the design and construction of the props and sets needed for the School Musical. Crew members in Middle School have the opportunity to work backstage on the night of the performance moving sets and props. --- ### [Successful Placement for Transitioning Services](https://www.thecambridgeschool.org/admission/placement/) **Published:** November 6, 2014 **Author:** Cambridge School **Excerpt:** After Cambridge School, students attend a number of different schools. While some return to the public school within their communities, a majority transition to independent day or boarding school programs. **Content:** Placement # Placement At Cambridge School, our goal is to prepare each student with the necessary academic, personal, and social skills to succeed. While Cambridge offers a comprehensive school experience for students from Kindergarten through grade 12, some students transition to traditional learning environments once they have gained the necessary skills to be successful, independent learners. Students who remain with Cambridge through their upper school years spend significant time before receiving their high school diploma continuing to internalize learning tools and strategies and exploring options for post-secondary education. Below is a sampling of colleges and universities that Cambridge students have been accepted to or attended. [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) - Universities and Colleges - [American University](http://www.american.edu/) - [Brown University](https://www.brown.edu/) - [Champlain College](http://www.champlain.edu/) - [Clark University](http://www.clarku.edu/) - [College of New Jersey](http://tcnj.pages.tcnj.edu/) - [Dickinson College](http://www.dickinson.edu/) - [Drew University](http://www.drew.edu/1/) - [Elon University](http://www.elon.edu/home/) - [Emerson College](http://www.emerson.edu/) - [Evergreen State College](https://www.evergreen.edu/) - [Fordham University](https://www.fordham.edu/) - [Goucher College](http://www.goucher.edu/) - [Hobart and William Smith Colleges](https://www.hws.edu/) - [Hofstra University](http://www.hofstra.edu/home/index.html) - [Johnson and Wales University](https://www1.jwu.edu/) - [Lafayette College](https://www.lafayette.edu/) - [Lake Forest College](https://www.lakeforest.edu/) - [Landmark College](https://www.landmark.edu/) - [Lynn University](https://www.lynn.edu/) - [Manhattanville College](https://www.mville.edu/) - [McDaniel College](http://www.mcdaniel.edu/) - [Muhlenberg College](http://www.muhlenberg.edu/) - [Old Dominion University](https://www.odu.edu/) - [Rensselaer Polytechnic Institute](https://www.rpi.edu/) - [Rosemont College](http://www.rosemont.edu/) - [Rowan University](http://www.rowan.edu/home/) - [Rutgers University](http://www.rutgers.edu/) - [Savannah College of Art and Design](https://www.scad.edu/) - [Saint Joseph’s University](https://www.sju.edu/) - [Saint Michael’s College](https://www.smcvt.edu/) - [Stevenson University](http://www.stevenson.edu/) - [Strathmore University](https://strathmore.edu/) - [The New School](https://www.newschool.edu/) - [University of Chicago](http://www.uchicago.edu/) - [University of Denver](http://www.du.edu/) - [University of Hartford](http://www.hartford.edu/) - [University of Montana](https://www.umt.edu/) - [University of Rochester](https://www.rochester.edu/) - [University of Scranton](http://www.scranton.edu/) - [Wake Forest University](http://www.wfu.edu/) - [Washington College](https://www.washcoll.edu/) --- ### [Occupational Therapy Can Make A Difference](https://www.thecambridgeschool.org/special-services/occupational-therapy/) **Published:** November 6, 2014 **Author:** Cambridge School **Excerpt:** The Occupational Therapy Department at Cambridge School is able to provide a full range of occupational therapy, diagnostic and intervention services. **Content:** Occupational Therapy # Occupational Therapy Language-based learning differences often have associated or co-occurring conditions that further impact the learning process (Deponio, 2004, Boada et al.,2012), with a number of studies showing significant co-occurrences with dyslexia: - Statistics range that from 35%-50% of students with ADHD also have dyslexia (Germano et. al., 2010, Handler et al., 2011) - Over 50% of those with dyslexia have a developmental coordination disorder (Kaplan et al., 1998) - 50% of those with dyslexia display bilateral integration challenges (Wolff et al., 1990) - Over 20% of those with learning differences have sensory processing difficulties (Green et al., 2003) [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) ## Occupational Therapy at Cambridge School The Occupational Therapy Department at Cambridge School is available for students who require occupational therapy interventions to reach their full potential. Diagnostic and intervention services range from specific skill sets to the broader patterns of occupational performance. Under the direction of Dr. Kathleen DeNault-Ridge, an NBCOT-certified and NJ-licensed occupational therapist, Cambridge offers intervention for students with the following challenges: - Dysgraphia - Dyspraxia - Non-verbal learning differences - Fine and gross motor challenges - Oculomotor, visual perceptual, and visual motor challenges - Sensory processing disorder (modulation, discrimination, and motor skills) - Developmental coordination disorders - Executive function and daily living skill difficulties - Work production challenges We are committed to designing intervention programs that address the unique needs of students — developing practical, adaptable, and sustainable strategies that serve to reduce barriers to learning and promote independent participation in learning. Treatment methods and protocols include: - Play-based sensory integration therapy - Kawar vestibular-auditory-ocular protocol (astronaut training) - Core Concepts for Action program - Size Matters handwriting program - Yoga for the Special Child - Developmental Pilates - Therapeutic listening - Alert Program for Self-Regulation - MORE Curriculum Our occupational therapy services model includes individual intervention for 45-minute sessions, classroom observations (with “push-in” as needed), and on-going teacher consultations. Our onsite facility provides a play-oriented setting for treatment that is furnished with a broad array of equipment, which has been purposefully designed to address the unique occupational behavior needs of each student — regardless of their age or ability level. ## Contact Us To Learn More For more information about the Occupational Therapy Department, please email **[Kathleen DeNault-Ridge.](mailto:kdenault@thecambridgeschool.org)** ## Occupational Therapists ### Kathleen DeNault-Ridge, Dr. OT, OTR/L, SIPT Cert. ![kathleen denault ridge occupational therapist cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2019/12/kathleen-denault-ridge-occupational-therapist-240x300.jpg "Kathleen Denault ridge Occupational Therapist Cambridge School") - Specialist in Sensory Integration and Complementary Approaches: Therapeutic Listening, SAMONAS, Developmental Pilates - SIPT Certification Through Sensory Integration International - Basic Certification in Yoga for The Special Child - NBCOT Certification since 1992 - NJ and PA OT Licensure - B.S. in Occupational Therapy - Post-Professional Clinical Doctorate in Occupational Therapy --- ### [Social Cognitive Strategies™](https://www.thecambridgeschool.org/special-services/social-cognitive-strategies/) **Published:** November 6, 2014 **Author:** Cambridge School **Excerpt:** Students with social difficulties often lack this innate ability to think through and succeed in everyday social situations. For them, social thinking must be learned and practiced. **Content:** Social Cognitive Strategies # Social Cognitive Strategies For most of us, interacting with others seems to come naturally. However, students with social challenges often lack the ability to think through and succeed in daily social situations. For these individuals, “social thinking” must be learned and practiced. Research has identified a 75% co-occurrence of social communication difficulties in children with learning differences (Forness and Kavale, 1996, American Speech-Language-Hearing Association, 2016). [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) Social Cognitive Strategies™ at Cambridge School Because Cambridge School is a school for children with language-based learning differences, we believe that a strong social skills curriculum is critical. While there is no one-size-fits-all method of teaching social skills, evidence shows that a toolbox of approaches can be effective (Baker, 2010), with 12 widely-accepted approaches in the field today. The Social Cognitive Strategies™ program… 1. **Is designed to be individually tailored** to the needs of each student, incorporating the best treatment methodologies 1. **Utilizes evidence-based social instruction** for our students, providing significant improvements in both self-esteem and knowledge of social skills 1. **Calls on students to use higher-level cognitive strategies** in order to improve their social skills — understand the “why” and “how” that motivates socialization 1. **Targets “generalization” as the highest goal** of the therapy. By offering students this service in a school setting, skills can quickly be applied to daily life, allowing students to see that they can utilize the skills they learn in any environment The program brings together students of similar ages and abilities for weekly sessions to work on: - Non-verbal communication - Initiating conversations and small-talk - Problem-solving and negotiating - How their behavior impacts others - Emotional regulation and self-control - Group dynamics and how to “fit in” - Understanding abstract language - Thinking flexibly - Perspective taking - Understanding hidden social rules - Executive function skills implicit in socialization Groups of three to six students meet for 45 minutes, once a week, under the direction of Alicia Parson, M.S., CCC-SLP, a speech and language pathologist who has extensive training in social skills programs. ## Contact us to Learn More For more information on Social Cognitive Strategies™, please [**email Alicia Parson**.](mailto:aparson@thecambridgeschool.org) [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry/) --- ### [Expert Help For Students With Executive Function Challenges](https://www.thecambridgeschool.org/special-services/executive-function/) **Published:** February 1, 2018 **Author:** Cambridge School **Excerpt:** The Cambridge School understands the significance of Executive Function and how crucial these skills are to your student’s success both in school and in life. **Content:** Executive Function # Executive Function Does your student consistently struggle to complete, or find, his school assignments? Does he/she express good understanding of the material but just can’t get started or see a project through to completion? [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) ## These characteristics are typical of executive dysfunction. In her book, Smart But Scattered, Dr. Peg Dawson defined Executive Functions as: “brain based skills that are required for an individual to execute or perform tasks.” These skills are “not to be confused with intelligence…….but rather an ability to organize output; deciding what to do when and controlling behavior to do it.” Executive function helps us to regulate our behavior, make good choices, change tactics when a plan isn’t working, and manage our emotions and behaviors to reach our goals. In 2012, Dr. Russell Barkley, a well-respected executive function expert, said that students with executive function challenges need to “repeatedly practice self-monitoring, self-stopping, seeing the future, saying the future, feeling the future, and playing with the future to effectively plan and go toward the future.” The Cambridge School understands the significance of Executive Function and how crucial these skills are to your student’s success both in school and in life. The realization of the pervasive and strong impact of Executive Function on students’ future development as independent adults is critical to a successful educational program. At Cambridge School, throughout the academic year and our summer program, we strive to provide our students with these critical skills. Some examples of the types of practical skills targeted here at Cambridge include: 1. Introducing and practicing the concept of feeling the passage of time 1. Providing concrete strategies for time planning and management 1. Practicing and applying specific organization strategies for backpacks, lockers, and study areas 1. Improving situational awareness and self-regulation skills through the practice of “reading the room” 1. Improving the ability to plan and execute a multi-step task through to completion Below please find a series of short videos featuring Peg Dawson and our team of specialists discussing high interest questions regarding Executive Function. Long-Term Assignments ![Play](//www.thecambridgeschool.org/wp-content/uploads/2021/11/students-struggling-with-long-term-assignments-video.jpg)![Play](data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHZpZXdCb3g9IjAgMCA0OCA0OCI+CiAgICA8Y2lyY2xlIGN4PSIyNCIgY3k9IjI0IiByPSIyNCIgZmlsbD0iIzAwMCIgb3BhY2l0eT0iLjYiLz4KICAgIDxwYXRoIGZpbGw9IiNGRkYiCiAgICAgICAgICBkPSJNMTkuOCAzMmMtLjEyNCAwLS4yNDctLjAyOC0uMzYtLjA4LS4yNjQtLjExNi0uNDM2LS4zNzUtLjQ0LS42NjRWMTYuNzQ0Yy4wMDUtLjI5LjE3Ni0uNTUuNDQtLjY2Ni4yNzMtLjEyNi41OTItLjEuODQuMDdsMTAuNCA3LjI1N2MuMi4xMzIuMzIuMzU1LjMyLjU5NXMtLjEyLjQ2My0uMzIuNTk1bC0xMC40IDcuMjU2Yy0uMTQuMS0uMzEuMTUtLjQ4LjE1eiIvPgo8L3N2Zz4=) Heading layer Homework Procrastination ![Play](//www.thecambridgeschool.org/wp-content/uploads/2021/11/homework-procrastination-video.jpg)![Play](data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHZpZXdCb3g9IjAgMCA0OCA0OCI+CiAgICA8Y2lyY2xlIGN4PSIyNCIgY3k9IjI0IiByPSIyNCIgZmlsbD0iIzAwMCIgb3BhY2l0eT0iLjYiLz4KICAgIDxwYXRoIGZpbGw9IiNGRkYiCiAgICAgICAgICBkPSJNMTkuOCAzMmMtLjEyNCAwLS4yNDctLjAyOC0uMzYtLjA4LS4yNjQtLjExNi0uNDM2LS4zNzUtLjQ0LS42NjRWMTYuNzQ0Yy4wMDUtLjI5LjE3Ni0uNTUuNDQtLjY2Ni4yNzMtLjEyNi41OTItLjEuODQuMDdsMTAuNCA3LjI1N2MuMi4xMzIuMzIuMzU1LjMyLjU5NXMtLjEyLjQ2My0uMzIuNTk1bC0xMC40IDcuMjU2Yy0uMTQuMS0uMzEuMTUtLjQ4LjE1eiIvPgo8L3N2Zz4=) Test-Taking Anxiety ![Play](//www.thecambridgeschool.org/wp-content/uploads/2021/11/overcoming-test-taking-anxiety-video.jpg)![Play](data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHZpZXdCb3g9IjAgMCA0OCA0OCI+CiAgICA8Y2lyY2xlIGN4PSIyNCIgY3k9IjI0IiByPSIyNCIgZmlsbD0iIzAwMCIgb3BhY2l0eT0iLjYiLz4KICAgIDxwYXRoIGZpbGw9IiNGRkYiCiAgICAgICAgICBkPSJNMTkuOCAzMmMtLjEyNCAwLS4yNDctLjAyOC0uMzYtLjA4LS4yNjQtLjExNi0uNDM2LS4zNzUtLjQ0LS42NjRWMTYuNzQ0Yy4wMDUtLjI5LjE3Ni0uNTUuNDQtLjY2Ni4yNzMtLjEyNi41OTItLjEuODQuMDdsMTAuNCA3LjI1N2MuMi4xMzIuMzIuMzU1LjMyLjU5NXMtLjEyLjQ2My0uMzIuNTk1bC0xMC40IDcuMjU2Yy0uMTQuMS0uMzEuMTUtLjQ4LjE1eiIvPgo8L3N2Zz4=) Children Who Fall Apart As Soon As They Get Home ![Play](//www.thecambridgeschool.org/wp-content/uploads/2021/11/falling-apart-at-home-video.jpg)![Play](data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHZpZXdCb3g9IjAgMCA0OCA0OCI+CiAgICA8Y2lyY2xlIGN4PSIyNCIgY3k9IjI0IiByPSIyNCIgZmlsbD0iIzAwMCIgb3BhY2l0eT0iLjYiLz4KICAgIDxwYXRoIGZpbGw9IiNGRkYiCiAgICAgICAgICBkPSJNMTkuOCAzMmMtLjEyNCAwLS4yNDctLjAyOC0uMzYtLjA4LS4yNjQtLjExNi0uNDM2LS4zNzUtLjQ0LS42NjRWMTYuNzQ0Yy4wMDUtLjI5LjE3Ni0uNTUuNDQtLjY2Ni4yNzMtLjEyNi41OTItLjEuODQuMDdsMTAuNCA3LjI1N2MuMi4xMzIuMzIuMzU1LjMyLjU5NXMtLjEyLjQ2My0uMzIuNTk1bC0xMC40IDcuMjU2Yy0uMTQuMS0uMzEuMTUtLjQ4LjE1eiIvPgo8L3N2Zz4=) When Children Have More Than One Executive Function Challenge ![Play](//www.thecambridgeschool.org/wp-content/uploads/2021/11/Peg_6.jpg)![Play](data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHZpZXdCb3g9IjAgMCA0OCA0OCI+CiAgICA8Y2lyY2xlIGN4PSIyNCIgY3k9IjI0IiByPSIyNCIgZmlsbD0iIzAwMCIgb3BhY2l0eT0iLjYiLz4KICAgIDxwYXRoIGZpbGw9IiNGRkYiCiAgICAgICAgICBkPSJNMTkuOCAzMmMtLjEyNCAwLS4yNDctLjAyOC0uMzYtLjA4LS4yNjQtLjExNi0uNDM2LS4zNzUtLjQ0LS42NjRWMTYuNzQ0Yy4wMDUtLjI5LjE3Ni0uNTUuNDQtLjY2Ni4yNzMtLjEyNi41OTItLjEuODQuMDdsMTAuNCA3LjI1N2MuMi4xMzIuMzIuMzU1LjMyLjU5NXMtLjEyLjQ2My0uMzIuNTk1bC0xMC40IDcuMjU2Yy0uMTQuMS0uMzEuMTUtLjQ4LjE1eiIvPgo8L3N2Zz4=) Working Memory Deficits ![Play](//www.thecambridgeschool.org/wp-content/uploads/2021/11/students-with-working-memory-deficits-video.jpg)![Play](data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHZpZXdCb3g9IjAgMCA0OCA0OCI+CiAgICA8Y2lyY2xlIGN4PSIyNCIgY3k9IjI0IiByPSIyNCIgZmlsbD0iIzAwMCIgb3BhY2l0eT0iLjYiLz4KICAgIDxwYXRoIGZpbGw9IiNGRkYiCiAgICAgICAgICBkPSJNMTkuOCAzMmMtLjEyNCAwLS4yNDctLjAyOC0uMzYtLjA4LS4yNjQtLjExNi0uNDM2LS4zNzUtLjQ0LS42NjRWMTYuNzQ0Yy4wMDUtLjI5LjE3Ni0uNTUuNDQtLjY2Ni4yNzMtLjEyNi41OTItLjEuODQuMDdsMTAuNCA3LjI1N2MuMi4xMzIuMzIuMzU1LjMyLjU5NXMtLjEyLjQ2My0uMzIuNTk1bC0xMC40IDcuMjU2Yy0uMTQuMS0uMzEuMTUtLjQ4LjE1eiIvPgo8L3N2Zz4=) The Struggle Of Getting Ready In The Morning ![Play](//www.thecambridgeschool.org/wp-content/uploads/2021/11/struggling-with-getting-ready-for-school.jpg)![Play](data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHZpZXdCb3g9IjAgMCA0OCA0OCI+CiAgICA8Y2lyY2xlIGN4PSIyNCIgY3k9IjI0IiByPSIyNCIgZmlsbD0iIzAwMCIgb3BhY2l0eT0iLjYiLz4KICAgIDxwYXRoIGZpbGw9IiNGRkYiCiAgICAgICAgICBkPSJNMTkuOCAzMmMtLjEyNCAwLS4yNDctLjAyOC0uMzYtLjA4LS4yNjQtLjExNi0uNDM2LS4zNzUtLjQ0LS42NjRWMTYuNzQ0Yy4wMDUtLjI5LjE3Ni0uNTUuNDQtLjY2Ni4yNzMtLjEyNi41OTItLjEuODQuMDdsMTAuNCA3LjI1N2MuMi4xMzIuMzIuMzU1LjMyLjU5NXMtLjEyLjQ2My0uMzIuNTk1bC0xMC40IDcuMjU2Yy0uMTQuMS0uMzEuMTUtLjQ4LjE1eiIvPgo8L3N2Zz4=) ![previous arrow](data:image/svg+xml;base64,PHN2ZyB3aWR0aD0iMzIiIGhlaWdodD0iMzIiIHZpZXdCb3g9IjAgMCAzMiAzMiIgeG1sbnM9Imh0dHA6Ly93d3cudzMub3JnLzIwMDAvc3ZnIj4KICAgIDxwYXRoIGQ9Ik0xMS40MzMgMTUuOTkyTDIyLjY5IDUuNzEyYy4zOTMtLjM5LjM5My0xLjAzIDAtMS40Mi0uMzkzLS4zOS0xLjAzLS4zOS0xLjQyMyAwbC0xMS45OCAxMC45NGMtLjIxLjIxLS4zLjQ5LS4yODUuNzYtLjAxNS4yOC4wNzUuNTYuMjg0Ljc3bDExLjk4IDEwLjk0Yy4zOTMuMzkgMS4wMy4zOSAxLjQyNCAwIC4zOTMtLjQuMzkzLTEuMDMgMC0xLjQybC0xMS4yNTctMTAuMjkiCiAgICAgICAgICBmaWxsPSIjZmZmZmZmIiBvcGFjaXR5PSIwLjgiIGZpbGwtcnVsZT0iZXZlbm9kZCIvPgo8L3N2Zz4=) ![next arrow](data:image/svg+xml;base64,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) ![Long-Term Assignments](https://www.thecambridgeschool.org/wp-content/uploads/slider/cache/aae5e0c49cd76a581f52751a10b8fa18/students-struggling-with-long-term-assignments-video.jpg)Long-Term Assignments ![Homework Procrastination](https://www.thecambridgeschool.org/wp-content/uploads/slider/cache/98682b4cf615b594945cc8ff115a5549/homework-procrastination-video.jpg)Homework Procrastination ![Test-Taking Anxiety](https://www.thecambridgeschool.org/wp-content/uploads/slider/cache/c11c6b222fa0a501ce0a67aea2c1efd8/overcoming-test-taking-anxiety-video.jpg)Test-Taking Anxiety ![Children Who Fall Apart As Soon As They Get Home](https://www.thecambridgeschool.org/wp-content/uploads/slider/cache/b472417e6c453886e5f6f0b6d84d5010/falling-apart-at-home-video.jpg)Children Who Fall Apart As Soon As They Get Home ![When Children Have More Than One Executive Function Challenge](https://www.thecambridgeschool.org/wp-content/uploads/slider/cache/b697d01ab19370cf375d69e680e87d3f/Peg_6.jpg)When Children Have More Than One Executive Function Challenge ![Working Memory Deficits](https://www.thecambridgeschool.org/wp-content/uploads/slider/cache/f0ee0a2e82f2197bc13117e2483a03ff/students-with-working-memory-deficits-video.jpg)Working Memory Deficits ![The Struggle Of Getting Ready In The Morning](https://www.thecambridgeschool.org/wp-content/uploads/slider/cache/20eedc4d0af8407a1cf7f7d8052848cd/struggling-with-getting-ready-for-school.jpg)The Struggle Of Getting Ready In The Morning ![previous arrow](data:image/svg+xml;base64,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) ![next arrow](data:image/svg+xml;base64,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) “ I truly believe my sons would not be the people they are today without the loving support they receive at Cambridge. “ – James C Proud Parent [Schedule a Tour](tel:6097309553) [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry/) --- ### [Assistive Technology in the Classroom](https://www.thecambridgeschool.org/academics/technology/) **Published:** March 23, 2015 **Author:** Cambridge School **Excerpt:** Cambridge School takes pride in its ongoing commitment to providing students with the technological tools to help them thrive in a world of continual change. **Content:** Technology # Technology in the Classroom Cambridge School takes pride in its ongoing commitment to providing students with the technological tools to help them thrive in a world of continual change. [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) ### **Technology that Supports Learning** Cambridge School strives to provide assistive technology for students to facilitate the learning process. We are careful to implement technology that has been proven to assist students, especially those with [**language-based learning differences**](https://www.thecambridgeschool.org/academics/language-based-curriculum/). It is our goal to support student learning by creating interactive, constructive, and purposeful lessons. These lessons are broadened by the use of assistive technology when appropriate. Technology does not take the place of multi-sensory learning but serves as another modality to aid in student understanding. ### **How Cambridge Uses Technology** In the Lower and Middle Schools, students primarily use Chromebooks due to their ease of use, their quick start-up time, the availability of powerful Chrome extensions, and the fact that all student work is saved in the cloud — eliminating the need to remember where documents are saved. In the Upper School, we employ a Bring Your Own Device program which allows students to choose a device that best fits their learning needs and technology preferences. Also, SMART Boards™ have been a mainstay in every academic classroom since 2004. ### **Google Workspace Education** At Cambridge, [**Google Workspace for Education**](https://www.google.com/edu/) is used to support student learning. The implementation of Google Workspace for Education represents a major step towards developing 21st-century skills. These tools support higher levels of collaboration, a skill that is increasingly needed in today’s connected world. Google Workspace for Education also gives students anytime, anywhere access to their work so students can easily access their files from home. Collaboration is an integral component as well, allowing students to work together and get real-time feedback from their teachers. With these tools, instruction can be personalized to help students gain information and technology literacy. --- ### [Direct Instruction in Study, Organization and Communication Skills](https://www.thecambridgeschool.org/academics/study-organization-and-communication-skills/) **Published:** February 11, 2016 **Author:** Cambridge School **Excerpt:** The Study, Organization, and Communication Skills program provides students with strategies that address executive function weaknesses. **Content:** Empower # Empowering Executive Function It is difficult to read current research on language-based learning differences without hearing frequent mention of “executive function.” This term refers to the brain’s ability to coordinate and access all functions in goal-directed behavior. [Dr. Thomas Brown](http://www.drthomasebrown.com/), a leading expert on ADHD, likens the brain “to a symphony with executive function as its conductor” (Brown, 2007). Executive function difficulties often manifest as difficulty starting and finishing work, controlling emotions, memorizing facts, and planning for long-term assignments. ([CHADD Attention Magazine](http://www.chadd.org/), 2002). ## Addressing Executive Function Weaknesses at Cambridge School Because executive function difficulties often coincide with learning differences, Cambridge School introduced E.M.P.O.W.E.R. — a once-weekly class for students in Lower School I – Middle School II. The goal of E.M.P.O.W.E.R. is to provide students with strategies that address executive function weaknesses that impact studying, organization, and communication. [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) - Study and Organization The ultimate goal of the study and organizational portion of E.M.P.O.W.E.R. is to foster independence and success in life through the practice of effective organizational routines and study habits, including: - Building an awareness of one’s individual learning style - Creating an organizational system for school and home - Establishing a time management routine - Identifying and practicing effective study habits and note-taking The Shelton System for Study and Organization Skills provides a framework for this portion of the class. - Communication The practice of effective pragmatic language skills, communication, and social problem solving is another component of E.M.P.O.W.E.R. Research indicates that 75% of children with learning differences present with social communication difficulties (Forness and Kavale 1996). With this in mind, Cambridge uses the Choices Curriculum to teach social skills and concepts through direct, multi-sensory instruction, and focuses on: - Verbal and non-verbal communication strategies - Effective decision-making - Determining the cause-effect relationship of successful social problem-solving - Growth Mindset In E.M.P.O.W.E.R. class, students learn to develop a Growth Mindset approach to learning by incorporating explicit practice in The Habits of Mind. Initially developed by Stanford University’s Carol Dweck, Growth Mindset is based on the changing concept of intelligence as a dynamic quality that can be developed through hard work and persistence. This research-based approach is designed to promote a metacognitive approach to learning that: - Develops critical thinking - Causes students to question and edit their thinking - Encourages greater flexibility in thinking - Considers alternative perspectives - Results in more effective problem-solving - Mindfulness E.M.P.O.W.E.R. also addresses social-emotional learning through the use of [**The MindUp® curriculum**](https://mindup.org/), which incorporates mindfulness training as part of instruction. This evidence-based and comprehensive curriculum fosters: - Social-emotional awareness - Mindful attention - Awareness about the brain and how it functions The practice of mindfulness is utilized within the school day. --- ### [Proven Middle School Philosophy and Programs](https://www.thecambridgeschool.org/academics/middle-school-philosophy-and-programs/) **Published:** November 6, 2014 **Author:** Cambridge School **Excerpt:** We understand that the middle school years (grades 5-8) are a critical period in a student’s academic, social and intellectual development. We have carefully designed our curriculum to focus not only on the student’s area of need in language remediation, but also on his or her academic strengths and interests. **Content:** Philosophy and Programs # Middle School Philosophy and Programs At Cambridge School, we understand that the middle school years are a critical period in a student’s intellectual and social development. Our Middle School philosophy and programs is carefully designed to not only focus on language remediation, but also on academic strengths and interests. During their middle school years, students are encouraged to progress toward more abstract, critical thinking and problem solving. In tandem with this goal, we focus on the work production skills needed for higher levels of academia including the executive skills required to accomplish daily tasks and long term projects. Through the middle school years we promote self-awareness, positive self-image, respect for differences, and an appreciation of the larger community. While Cambridge School has multi-age classrooms, we follow the core curriculum found in traditional middle schools — with topics ranging from math and science to physical education and the arts. Information regarding the programs and approaches we use can be found below. [Schedule a Tour](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) - Mathematics The Middle School Math program provides students with a broad, concept-driven curriculum that attempts to give students the mathematical knowledge and tools necessary for daily life and future education. Students develop their ability to solve problems, reason logically and communicate in the language of mathematics. Included in the curriculum are topics in computation, number theory, estimation, measurement, geometry, graphing and the fundamental concepts of algebra. Since calculators expand the student’s capability of computing, focus on concept development and the problem solving process is steadily maintained. The TINS method continues to be utilized to effectively sequence and solve word problems. - **Dimensions Math® from Singapore Math** is a highly effective, multi-sensory, structured approach to teaching mathematics. This method focuses on concept mastery through the intentional sequencing of skills and a concrete, pictorial, abstract approach that introduces concepts in a tangible way and becomes progressively more abstract. Students’ metacognition skills are strengthened as they are taught to “think about their thinking,” and their communication skills grow as they learn how to effectively share this thinking. Students use prior knowledge to anchor new learning and to make connections between various mathematical concepts. Dimensions Math® teaches techniques and skills to develop students’ number sense, mental math abilities, and flexibility in thinking about numbers. Problem solving is also highly emphasized, and students learn how to transform word problems into visual representations in order to successfully solve them. The ultimate goal is to help students become successful, confident, resourceful mathematical thinkers. - **Making Math Real**™ is a multi-sensory, hands-on and structured program designed for students of all learning styles. The approach integrates key cognitive developments necessary to success in math. Essential brain tools for math, such as symbol imaging, detail analysis and sequential processing, are developed through fun and engaging lessons that guide students from kindergarten through algebra. - **TINS (Thought, Information, Number sentence, Solution) Method** was designed to help students break down word problems and solve them with accuracy. Students are taught to identify keywords and nonessential words, visualize the problem and understand the “language of math” so they are able to choose the appropriate operations when solving a problem. - Social Studies In the Middle School history and social studies curriculum, students expand their knowledge of geography, history, economics, civics, world cultures, and current events. Comprehension skills including note-taking and outlining are taught. Hands-on projects and simulations allow students to “experience” history in the classroom. In addition, each student in the Middle School receives Time for Kids, and class time is devoted to current events on a regular basis. - Science Middle School students continue to engage in multi-sensory activities to extend their knowledge in the life, physical, and earth sciences as well as to develop skills in the use of laboratory equipment. Students participate in experiential learning by completing several lab experiments, including dissection activities, to facilitate discovery-based learning. Students also use their surroundings as an outdoor classroom and utilize many local resources, such as the Watershed Outdoor Center, Trenton State Museum and Planetarium, and the Clean Ocean Action Summit for the study of many life science and environmental concepts. Computer applications integrated into the science curriculum include research on the internet, web-quests, and demonstrations on the SMART Board™. - Greek and Latin Word Roots Middle School students learn Greek and Latin word roots to help them increase vocabulary and reading comprehension. Each week, students are presented with strategic vocabulary instruction through Greek and Latin word parts from the book series, Vocabulary from Classical Roots. Students are empowered with a useful, transferable technique for making sense of unfamiliar vocabulary across content areas and on standardized tests. Exercises have students think about word relationships, determine correct usage of words in context, complete analogies, and use words in writing and discussion. The teacher provides the student with many multi-sensory activities that include the Greek and Latin word roots learned, so that these word parts become internalized. - Performing Arts Music is an essential component of every child’s education and all Cambridge School students participate in musical learning through the Fine Arts Program. Cambridge School’s music program is performance based. The program is directly linked to school celebrations through vocal and instrumental music as well as drama. A winter concert, an annual all-school musical and an end of year performance are just a few of the ways we share our students’ musical accomplishments. Songs are oriented toward the seasons, holidays, and school projects. It is our goal to develop students’ musical skills including vocal production, rhythm, pitch, dynamics, tempo, note reading, and harmony through the medium of rehearsal. Many different musical styles, genres, and cultures are represented in teacher led listening activities. The music program is integrated with classroom curriculum. Opportunities to enhance team work, cooperation, community, and self-esteem are provided through these large-group collaborations where students practice the art of working together to achieve a common musical goal. Drama has many beneficial applications in the classroom. Research shows that drama increases creativity, originality, sensitivity, fluency, flexibility, emotional stability, cooperation, and examination of moral attitudes, while developing communication skills and an appreciation of literature. Drama accommodates students with different learning styles by providing visual, auditory, and kinesthetic methods of teaching critical thinking skills and engaging in aesthetic experiences with literature. In addition, research on drama in the classroom has found it to improve reading comprehension, persuasive writing skills, self-esteem, and positive attitudes towards others. Drama also provides a platform for safe expression and the utilization of the imagination. - Art The goal of the art program at Cambridge School is to stimulate creative thinking and to encourage students to feel comfortable using art as an effective and meaningful form of communication. Students with different learning styles often display a strong aptitude for the visual arts. Therefore, we strive to challenge students through creative problem solving and experimentation with art, and to inspire them with a lifelong curiosity and urge to create. Students develop confidence in their creative expression by building skills in a variety of media. The students work with tools appropriate to their abilities and skill level in order to develop manipulative skills needed to satisfy individual artistic expression. Elements of design are introduced: line, shape, color, texture, space, and light, as well as the principles of design: pattern, rhythm, balance, contrast, emphasis, and unity. The students create bridges between art and the world around them through a theme-based integrated curriculum. For example, students design and create set backdrops and stage props that are used in their all-school musical production. Often projects connect art concepts to language, math, and social studies. Projects are designed to offer structure for students to feel creatively safe yet provide enough freedom for self discovery. The students expand their horizons and are visually inspired by experiencing a variety of artwork from contemporary and past cultures. Also, students create a connection with the art community through museum/gallery visits, field trips, visiting artists, and the annual Student Art Show. - Digital Discoveries This leveled course provides direct instruction in both computer skills and the underlying science that drives technology. Students build their digital literacy as they engage in dynamic experiences that develop their knowledge of the workings of technology, while acquiring critical 21st century skills—including collaboration, creativity, critical thinking, and problem solving. Components of the series include: computer coding, digital design, concepts of architecture and engineering, app development, and graphic design. - Physical Education The Middle School Physical Education Curriculum capitalizes on the skill development taught in Lower School. As students grow steadily, their muscular coordination increases. The qualities of accuracy and speed in object manipulation are emphasized. The students are exposed to team, group, and sports-related activities where they can be competitive, active, and inquisitive. They practice valuable concepts and skills such as sportsmanship, positive social interactions, peer acceptance, self-discipline, independence, and leadership. In addition, students participate in an annual fundraiser called Hoops for Heart, which ties into our community service program. During the fitness component, the students are evaluated and tested to measure their fitness level and skills compared to other students their age. In the winter semester all students have health classes integrated into their physical education program. Health classes are designed to address health issues related to students’ social environments, equipping them with skills necessary to make appropriate choices. - Instrumental Music – Recorder Instrumental Music introduces students to the two main elements of music: rhythm and pitch through instruction in the recorder. Instruction is provided by our Instrumental Music Instructor, Mr. Ray Nugent. Mr. Nugent is a member of the Westminster Conservatory of Music and has a Masters of the Art in Piano Pedagogy and Performance. Proper finger position, embouchure (position of the instrument relative to the mouth), and blowing techniques are demonstrated and reinforced through direct instruction, modeling, and practice. Students are taught notation and different note values using Orff and Kodaly methodologies. A variety of exercises, echoing, reading, and improvising are used to reinforce concepts. Students perform twice annually at the Holiday Concert and End of Year Ceremonies. - Handbell Choir – Middle School I & II Students in Middle School I & II participate in a weekly, 45 minute, handbell choir directed by Mr. Ray Nugent. Handbells involve a highly organized and complex system of counting and reading where each individual student is responsible for one or two notes within a whole piece. Students must count the entire piece and listen to the piece as a whole in order to know exactly when they need to play their individual bell or bells. Teamwork is at the core of the class. Every person has to know the parts of everyone else in order for the score to work. It is very exciting when individual elements unite to form a melodic and harmonic composition. The class includes score analysis, (reading the music and talking about it), repertoire, and performance. --- ### [Learn the Rich History of Cambridge School](https://www.thecambridgeschool.org/about-us/history/) **Published:** November 9, 2021 **Author:** Cambridge School **Content:** History # Our History In 2001, Deb and Jim Peters founded Cambridge School based on their belief that every child deserves the opportunity for an excellent education. They wanted to provide that education for bright students who learn differently. The Peters envisioned a school for children with language-based learning differences, such as dyslexia, dysgraphia, ADHD, auditory processing disorder, and executive function difficulties, among others. The school would be: - Built on evidence-based research - Focused on early intervention starting in Kindergarten - Fully accredited for parental quality assurance [Fill Out Our Inquiry Form to Learn More](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) Cambridge School opened its doors in 2001 to 10 bright and eager students who struggled in a traditional academic setting. The original school was located at 62 South Main Street in Pennington, New Jersey. Due to rapid growth in the first few years, the school moved to its current campus in 2004. On October 15, 2021, the Middle States Association awarded Cambridge School full [Accreditation](https://www.thecambridgeschool.org/about-us/accreditation/) for grades K-12 through January 2029. Our Certificate affirms that Cambridge School: - Provides high-quality educational experiences for students - Meets its responsibilities to the profession of education - Complies with standards established by the Commission on Elementary Schools Today, Cambridge School continues to thrive with approximately 150 students. Cambridge is a school where teaching, learning, and personal relationships are paramount. At Cambridge School, students’ powers of curiosity and imagination are stimulated and their academic, personal, and social needs are supported. Students are given opportunities to investigate their interests, acquire confidence in their abilities, believe in their intrinsic worth, and develop the skills necessary to succeed. Cambridge School is truly a dream come true! If you’re interested in learning more about Cambridge School, a unique school for children who learn differently, please contact us to schedule a personal visit and tour. --- ### [Learning Fiercely - A Blog About Our Amazing Community](https://www.thecambridgeschool.org/learning-fiercely/) **Published:** February 13, 2023 **Author:** Cambridge School **Content:** LEARNING FIERCELY # Cambridge Head of School Blog [Schedule a Tour to Learn More](https://www.thecambridgeschool.org/admission-inquiry-2024-2025/) #### “**Commemorating our Co-Founder, Jim Peters**“ ##### By Ellen Gonzales Cambridge School is proud to announce the Jim Peters Memorial Scholarship for the 2024-2025 school year. Though it has been one year since Jim’s passing, the vibrancy of his memory endures in our school community. This scholarship is offered in honor of Jim’s life and legacy. Jim and Deb Peters founded Cambridge School in 2001 and worked side by side for 24 years making their dream a reality. Thousands of students have benefited from a Cambridge education and nothing made the Peters family happier than watching them succeed. Countless former students returned to Pennington last year to pay their respects at Jim’s funeral. They came to offer comfort to Deb by telling her the difference Jim made in their lives; his kindness made a lasting impact that changed their lives forever. If you were fortunate to get to know him, you witnessed that warmth, sincerity and kindness too. This $50,000 scholarship will allow a deserving new student to attend Cambridge. It is awarded in the same spirit of generous kindness that Jim lived his life. (Eligible candidates must be a first time applicant entering grades 6th through 10th. Deadline to apply is May 31, 2024.) Successful applicants will show extraordinary kindness, empathy, and a commitment to treat others as they would like to be treated, traits that are embodied in the Cambridge School Bill of Rights and Responsibilities, as well as demonstrated financial need. Never underestimate the lasting impact of an act of kindness; Jim taught us all that. ![jim peters memorial scholarship cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/02/jim-peters-memorial-scholarship-819x1024.png "Jim peters memorial scholarship Cambridge School") ## Previous Posts - Art Integration by Ellen GonzalesThe culture at Cambridge School is vibrant and multi-faceted. It is what sets us apart as a school. In our blog, Learning Fiercely, we have chosen to shine the spotlight on one facet of our school culture to appreciate how it contributes to the whole. In this, our first blog entry, we are focusing on the [Cambridge Art program](https://www.thecambridgeschool.org/student-life/arts/). Art is a critical element of every school program, but at Cambridge it is a vital part of a high quality multisensory education. Melissa Mack, Cambridge’s Art Coordinator, recognizes, and nurtures the budding talent of every student artist. When a student, especially one who learns differently, realizes a newly discovered talent, it strengthens their confidence and awakens in them a whole new outlet of creative expression. Even beyond that, Melissa is passionate about bringing the experience of art into every class, no matter the subject. When art is integrated into the curriculum and taken beyond the confines of the art room it makes academic concepts come alive. For students who learn best by doing, art is the ultimate multisensory learning tool. Melissa takes inspiration from Sally Smith at the Lab School in Washington DC. In her book [*The Power of the Arts* ](https://www.amazon.com/Power-Arts-Creative-Strategies-Exceptional/dp/1557664846)Sally writes: *“The arts need to be looked upon as organizers of expression… as exhibitions and performances that can and often do host academic achievement.”* In just the first part of this year, Melissa has integrated art at every grade level. When middle school science students studied Newton’s laws of motion, she designed a pendulum painting project that demonstrated the laws of motion. When the freshman literature students began reading *Speak,* Melissa designed a linoleum carving project that helped them to demonstrate their understanding of a character. In the MS I study of geography, the students made colorful topographic maps out of salt dough to gain a three dimensional understanding of landforms. Melissa made the idea of metamorphosis come alive to the elementary students as they designed butterfly and caterpillar costumes for a story reenactment. Multisensory teaching experiences such as these, capture the excitement and joy of learning. As Melissa shares her own love of art, she has also inspired Cambridge students and teachers to gain a new appreciation for the far reaching power of art. ![art integration at cambridge school cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/02/art-integration-300x232.jpg "Art Integration at Cambridge School Cambridge School")![the importance of art at cambridge school cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/02/importance-of-art-300x225.jpg "the Importance of Art at Cambridge School Cambridge School") - PE Integration by Ellen GonzalesOur Mission at Cambridge School is to prepare every student with the necessary academic, personal and social skills to succeed in life. For students with dyslexia our teachers, who are trained language experts, provide strong research-based literacy instruction. This instruction can be life-changing for students, but it is equally important to leverage the unique strengths of a dyslexic mind to further their life success. The many attributes of the dyslexic mind have come to the forefront over the past several years. In March of 2022, Dyslexic Thinking was listed as a vital job skill by LinkedIn. Further, Dictionary.com added the following definition: *“Dyslexic thinking: an approach to problem solving, assessing information, and learning, often used by people with dyslexia that involves pattern recognition, spatial reasoning, lateral thinking, and interpersonal communication.”* These dyslexic qualities lend themselves particularly well to success in sports and fitness. Those with dyslexia often experience a history of lagging behind their peers in the typical classroom, but sports participation presents an opportunity for them to truly level the playing field. Christine Kean, PE Instructor and Athletic Director, routinely witnesses this dynamic. An 18-year veteran of Cambridge, Christine described our students “unique problem solving ability. Their world view is so different because of their dyslexic thinking that they offer unique solutions, often ones she had never considered.” Christine’s teaching philosophy integrates the PE environment to support fitness but also to build important academic and life skills. In her opinion, “PE skills directly transfer to success in the classroom and in the real world.” While working on their fitness, students are encouraged to set personal goals, to advocate, problem solve, resolve conflicts and manage stress. Once they see the benefit of these skills in their fitness, they feel empowered in the classroom as well, and begin to believe in their personal ability. All students benefit from this skill integration process but especially students who are challenged by learning differences. When a student connects with a supportive teacher who is also a strong mentor, they begin to understand the value of perseverance in the classroom. Though Christine’s classroom is on the field or in the gym, she masterfully leverages the students love of sports to support their academic, personal and social development. ![Ms. Kean and students](https://www.thecambridgeschool.org/wp-content/uploads/2023/04/ra--1024x894.jpg)![Ms. Kean with basketball team](https://www.thecambridgeschool.org/wp-content/uploads/2023/04/img.jpg) - Music & Theater Integration by Meghan PetersAt Cambridge School, thoughtful integration of the arts is essential to our whole-child approach to education. Our previous post highlighted our strong visual arts program, and this entry will spotlight our robust music and theater offerings. Our Music Coordinator, Ray Nugent, is an accomplished handbell ringer and talented piano player who uses his passion and expertise to make music and theater accessible to our students at every level. The Cambridge chime and bell choirs are a unique aspect of our music program in which each student really shines. Ray directs lower school students on the chimes, and middle school groups graduate to the bells as their skills develop. Our winter and spring concerts come to life as our chime and bell choirs are complemented by student vocalists and class harmonies. Ray’s patience and wonderful sense of humor (he is often seen sporting colorful socks and snazzy blazers) keeps our students engaged and helps them adopt a growth mindset as their confidence grows. While his classes are fun, they also challenge our students’ brains in different ways than the traditional classroom. University of Southern California researchers who [study the effects of music training on children’s brains](https://medicalxpress.com/news/2017-11-music-children-brains-decision-making-network.html) note: “If the brain is a muscle, then **learning to play an instrument and read music is the ultimate exercise**… Music training accelerates maturity in areas of the brain that are responsible for **sound processing**, **language development**, **speech perception** and **reading skills**… Music instruction also boosts engagement of brain networks that are responsible for **decision making** and the **ability to focus attention and inhibit impulses.**” Thus, our music program is an important tool we use to address our students’ challenges, while also celebrating their strengths. When Ray is not busy with bell ringing and singing instruction, he is directing our school musicals. As a director, Ray is skilled at recognizing each student’s potential and matching them with roles that enable them to excel on stage. This year our Upper School will perform “Zombie Prom” and our Lower and Middle Schools will present “The Lion King.” We look forward to starting our ticket sales soon! Ray also helps our students showcase their exceptional abilities through our Annual Talent Show. The numerous students willing to perform original acts in front of the entire Cambridge Community is yet another testament to the confidence building work Ray does through our music and theater program. ![piano cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/03/piano-300x200.jpg "Piano Cambridge School") --- ### [Get To Know Our Team of Qualified Therapists](https://www.thecambridgeschool.org/about-us/our-team/therapists/) **Published:** November 8, 2014 **Author:** Cambridge School **Excerpt:** Learn about Cambridge School's speech-language pathologists, occupational therapist, and social-cognitive strategies specialist. **Content:** Therapists # Therapists Learn about Cambridge School’s speech-language pathologists, occupational therapists, and social-cognitive strategies specialists. - Kayla Greene Lower & Middle School Counselor![greene cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/greene--240x300.jpg "Greene Cambridge School") - Hochman Expository Writing Program trained - B.S in Psychology - M.S in School Counseling - NJ Certification: School Counselor - First Aid & CPR Trained - Erik Franzo College Counselor![franzo cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2024/04/franzo--240x300.jpg "Franzo Cambridge School") - Hochman Expository Writing Program trained - Member of the American School Counselor Association - CPR & AED Certification - M.S in School Counseling - PA Certification: School Counselor - NJ Certification: School Counselor - Kathleen DeNault-Ridge, Dr. OT, OTR/L, SIPT Cert. Occupational Therapist![kathleen denault ridge occupational therapist cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2019/12/kathleen-denault-ridge-occupational-therapist-240x300.jpg "Kathleen Denault ridge Occupational Therapist Cambridge School") - Specialist in Sensory Integration and Complementary Approaches: Therapeutic Listening, SAMONAS, Developmental Pilates - SIPT Certification Through Sensory Integration International - Basic Certification in Yoga for The Special Child - NBCOT Certification since 1992 - NJ and PA OT Licensure - B.S. in Occupational Therapy - Post-Professional Clinical Doctorate in Occupational Therapy - Kristen Lane, M.A., CCC-SLP Speech & Language Pathologist![cambridge school speech therapist kristen lane cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/07/.jpg-240x300.jpg "Cambridge School Speech Therapist Kristen Lane Cambridge School") - Hochman Expository Writing Program trained - Basic Story Grammar Marker® Methodology trained - CPR and AED Certification - B.A in Speech & Language Pathology - M.A in Speech & Language Pathology - NJ State SLP Certification - Alicia Parson, M.S., CCC- SLP Director of Speech and Occupational Therapy / Social Cognitive Strategist![alicia parson director of speech and occupational therapy cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2019/12/alicia-parson-director-special-services-240x300.jpg "Alicia Parson Director of Speech and Occupational Therapy Cambridge School") - PROMPT trained - Lindamood-Bell trained in LiPS and Visualizing Verbalizing - Trained in basic Story Grammar Marker methodology - Extensive experience in the assessment and treatment of pediatric speech and language disorders - Social Skills/Social Communication - Social Cognitive Strategies (incorporates Social Thinking) - DIR Floortime (Developmental, Individual Difference, Relationship Based Treatment) - Relationship Development Intervention (RDI) training and certification - Expert Witness in Special Education Law cases in New Jersey - CPR and AED Certification - M.S. Speech-Language Pathology - NJ State SLP Certification - ASHA awards for Continuing Education - Ann Marie Rackowski, CCC-SLP Speech and Language Pathologist![ann marie rackowski speech and language pathologist cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2020/01/ann-marie-rackowski-speech-therapist-1-scaled-225x300.jpg "Ann Marie Rackowski Speech and Language Pathologist Cambridge School") - Lindamood-Bell® trained in LiPS®, Seeing Stars® and On Cloud Nine®Math - Trained in Hochman Basic Writing Skills Program - Trained in basic Story Grammar Marker® methodology - PROMPT Trained - CPR and AED Certification - M.S. Speech – Language Pathology - NJ & PA state SLP Certification - Juliana Nachtman, M.S., CCC-SLP Speech and Language Pathologist - CPR and AED Certification - Trained in basic Story Grammar Marker methodology - B.S. in Speech & Language Pathology - M.S. Speech-Language Pathology - NJ & PA State SLP Certification --- ### [Grateful Testimonials of Former Parents and Students](https://www.thecambridgeschool.org/admission/testimonials/) **Published:** July 29, 2015 **Author:** Cambridge School **Excerpt:** Read a sample of testimonials from recent Cambridge School students and parents. **Content:** Testimonials # Testimonials #### **Below is a sampling of alumni and parent testimonials.** ![mackenzie cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/mackenzie-1024x576.png "Mackenzie Cambridge School")![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/zac-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/hollin-1024x576.png) ![alison cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/alison-1024x576.png "Alison Cambridge School")![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/ryan-1024x576.png) ![josh cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/josh-1024x576.png "Josh Cambridge School")![athena cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/athena-1024x576.png "Athena Cambridge School")![claire cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/claire-1024x576.png "Claire Cambridge School")![kate cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/kate-1024x576.png "Kate Cambridge School")![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/mary-barnes-1024x576.png) ![brady cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/brady-1024x576.png "Brady Cambridge School")![](https://www.thecambridgeschool.org/wp-content/uploads/2024/01/alumni-liam-1024x576.png) ![bobby cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/bobby-1024x576.png "Bobby Cambridge School")![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/jack-1024x576.png) ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-yellow-1024x107.png) ### **Middle School Parent, 2020** “As 8th grade is wrapping up for our daughter, I wanted to share with you our experience at the Cambridge School. Our daughter was a vibrant, confident, spirited child until she entered first grade. We lost her in her first year of public school. She became quiet, sad, lost her spunk, and mostly hated to go to school. This is when she was diagnosed with dyslexia. As I searched on the internet for a new school for my daughter, I came across the Cambridge School and made that first call. Melody answered the phone and was so warm and passionate. I could feel her love through the phone. As my husband and I took that long first ride to visit Cambridge, I had made it up in my mind that there was no way I would let my little girl go to a school so far. That quickly changed when we walked through Cambridge’s doors. I completely forgot how far we lived and knew in my heart this is where my daughter belonged. She started in second grade and the teacher and other students in the class quickly became a family. Within just a short week or two we saw a positive change – we got our girl back! Every teacher at Cambridge has been a positive influence for Sophia . As you know the play has been such an important part of Sophia’s life, and we couldn’t have hand picked a better director than Cari. Her kindness, patiences and talent are above and beyond! Her experiences with Cari have driven her to pursue her love for acting in high school. You have Cambridge down to a science that no other school can compare to. The tools you have given to our daughter to help her manage her dyslexia are top notch. You have given her the confidence and education she needs to soar. We will never be able to thank you enough for ALL that you have done for our family! From the bottom of our hearts we thank you for not only getting our girl back but for giving her the confidence and skills she needs to blossom in high school.” ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-purple-1024x107.png) ### **Middle School Parent, 2020** “Thank you for: teaching them to read, teaching them to write, teaching them to comprehend, teaching them not to be afraid of a math problem, teaching them to “think” and solve problems on their own, teaching them to advocate for themselves, teaching them how to be a friend, teaching them how to be kind, telling me to “let them go” and let them figure it out, for alway being patient and kind to them, But most of all thank you for loving my children like they were your own. There is no other school in the world that would do that. Thank you just doesn’t seem adequate! With love and heartfelt appreciation.” ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-yellow-1024x107.png) ### **Lower School Parent, 2019** “Cambridge School not only focuses on improving my son’s areas of need but also really puts a huge emphasis on bolstering his individual strengths. My child has grown in a way that he never would have at another school due to this excellent individualized and warm environment. The teachers are highly educated, thoughtful, and nurturing. They provide rigorous academic challenges, as well as the tools and strategies needed to meet those challenges. I am so pleased. ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-purple-1024x107.png) ### **Lower School Parent, 2017** “I vividly remember being reassured when Deb would tell us about Cambridge alum excelling and thriving in high school and beyond. Zac has just started his sophomore year at Dartmouth College in Hanover, New Hampshire, the smallest in the Ivy League. He was accepted with the regular decision pool which had an acceptance rate of just 8% of the applicants, with 95% of his classmates graduating high school in the top 10% of their class. Before he left we had concerns on how he would cope with his dyslexia and perform with so many high achieving students. First, digressing for a moment, for any parents wondering how he handled the LD on his application, his main Common App essay and Dartmouth Supplemental essay had nothing to do with his LD. He did succinctly disclose it in about 2-3 sentences on the Common App in a section where you can give additional info. Also, his guidance counselor, with our permission, wrote extensively on Zac’s LD and achievements. When Zac arrived at Dartmouth, he went to the Student Accessibility Services Office with his very recent psych ed evaluation. Zac’s need for accommodations were for extended time and materials to be available in audio format (didn’t use audio though). The process was amazingly simple and the advisor was very enthusiastic and even told Zac about the history of 504 plans. While Zac didn’t use any of the tutoring or support services, he was provided with a list of services he could have utilized if he needed extra support. Zac was and is responsible for telling each of his professors about the accommodation and providing them with his letter from the SAS office. He never had any difficulty with any professor on providing the accommodations. Honestly, the process was less painful than high school! I am happy to tell you that Zac really rose to the occasion and is thriving at Dartmouth. For his freshman year, he was designated a Rufus Choate Scholar, awarded to those in the top 5% of the class. His overall GPA was a 4.0 and he even set the curve on his midterm for over 90 students in the two sections of his chemistry class. He has not yet declared a major but is leaning towards mathematics (no surprise!) or chemistry and is most likely pre-med. This past winter he shadowed for two weeks in urology and pathology and this summer he did an intensive clinical internship at the Robert Wood Johnson Medical Hospital in trauma. While Zac is not the most likely to be chosen for a game of Bananagrams thanks to his less than stellar spelling issues, he is thoroughly enjoying his social life at Dartmouth. He still skates regularly and has joined a fraternity founded in 1884. He is an active member of the Dartmouth Outdoor Club, the oldest in the country, and, like most in Dartmouth’s vast community, bleeds green. In fact, Zac was included in a photo from Homecoming in CBS News list of Best Colleges by State. My many thanks to everyone at the Cambridge School who took my failing, insecure child and helped him flourish. His success is your success.” ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-yellow-1024x107.png) ### **Graduate Parent, 2017** “I drove by the old school site the other day and was just flooded with memories of our years as part of the Cambridge family. I wanted to give you an update on Cole. He is now a sophomore at Wake Forest University. His twin sister, Julia, is there as well. He was admitted early decision after a very successful career at Princeton High School. Can you believe he earned a “5” on both AP English exams. He is in the process of taking all of the prerequisites for admission to the undergraduate business school where he plans to major in Finance. He has over a 3.9 GPA (he received an A- in a health class), and based on his freshman GPA, he was invited to apply for a merit based academic scholarship granted to high achieving students at Wake. He is involved in Greek life and is the philanthropy chair of his fraternity. I hope that report did not seem too boastful. I really just wanted you to know how well he is doing, as I feel so strongly that Cambridge really launched him in his academic life. Not only did you help him to unlock the barriers he had to traditional learning, but you taught him the value of hard work and perseverance. He still has to work “that much harder” than the person next to him, but he feels that there is nothing he cannot accomplish if he sets his mind to it. The foundation for that attitude was set at Cambridge, and Mike and I are forever grateful to you and Jim and the incredible teachers that he had in those early years.” ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-purple-1024x107.png) ### **Middle School Parent, 2017** “Cambridge School fosters amazing kindness in it’s students. I have been to all of my sons basketball games and I am truly amazed by the sportsmanship and care that the students show when another team’s players gets hurt. In this day and age where kindness and humbleness seems to not exist, it is so nice to know that my child is part of such an amazing community. Cambridge School’s staff and teachers should feel so proud. The school truly embraces the entire child; academically, socially and spiritually. My son has been so lucky to have such a supportive environment. ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-yellow-1024x107.png) ### **Graduate, 2017** “This is a school that specializes in learning differences. They are experts at teaching kids, like me, with dyslexia and other diagnoses. Being at this school was a turning point in my education and was the reason for a huge boost in my self-confidence. I realized that there are other people like me. I wasn’t afraid to read in class, to participate, or to make mistakes because everyone was like me. Here, I learned to believe in myself and that even though I am dyslexic, that doesn’t define me. I then learned that I was as capable of learning the skills I would need to be successful in life as any other student. Another thing that changed in my life at Cambridge came with my discovery of theatre, specifically acting. I remember wanting to try out for the musical, but I was unsure of being able to do it. The performing arts teacher encouraged me to audition and I found something I love to this day. It felt that when I acted, I forgot all about the things I perceived as my shortcomings. I could become a different person. It was my get-away! To this day, theatre continues to change my life and how I see what I am capable of doing. My self-confidence today is stronger because of the role theatre plays in my life. It shows me that I can do things out of my comfort zone on stage and that allows me to know that I can do things, despite my learning differences, on and off stage, in the real world. I wouldn’t be at The Pennington School without The Cambridge School. It saved my life. I now see a future with college and a career that I didn’t see for myself before Cambridge. I plan on pursuing a career in fashion. I’ve always loved fashion, but was afraid that I couldn’t compete. In 7th grade, I attended Fashion Classes of New Jersey. I was nervous and thought my learning difference would hold me back, but I discovered that in that setting I excelled and I felt like a normal learner. Now, I attend pre-college classes at the Fashion Institute of Technology in New York City, and when I go into those classes, I never think of my dyslexia. Now I know that I can achieve my dream of being successful in the world of fashion design and marketing.” ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-purple-1024x107.png) ### **Lower School Parent, 2016** “The warm, nurturing and academic environment has transformed our daughter into an avid and successful learner. The school has exceeded our expectations in developing the whole child.” ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-yellow-1024x107.png) ### **Upper School Parent, 2016** “The Cambridge School has been a godsend for our youngest daughter. We found the school after two terrifying years in public schools. Our daughter is dyslexic and by the third grade, she still wasn’t reading at all. We enrolled her in the Cambridge School upon a recommendation from a summer school teacher. We haven’t regretted our decision for one moment. The teachers at Cambridge are amazing and the curriculum is structured to support students with language-based differences. Our daughter is currently a sophomore at the Cambridge High School. Her freshman year was our best year yet. The high school curriculum is both innovative and supportive, and the faculty is passionate, experienced, and caring. The small class sizes really allow the teachers to focus on each student’s strengths and challenges. Our daughter is currently working at grade-level in math. Her vocabulary and reading comprehension are on par with the eleventh grade, and she is a strong, skilled and independent writer. We are in awe at how far she has progressed since the third grade. We cannot recommend the Cambridge School highly enough! ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-purple-1024x107.png) ### **Middle School Parent, 2016** “The Cambridge School has completely changed the arc of my son’s academic life. Having just learned of his serious dyslexia in 7th grade (thanks public school!), we were hopeful that he’d join Cambridge and begin catching up. In 1 1/2 school years, he’s not only caught up, he’s beginning to thrive. College is no longer just a possibility, but we have every expectation that he’ll have a strong college experience, with no doors closed on his future. We can’t thank Cambridge enough. The faculty are very highly trained in the most effective methods for teaching students with language based learning differences. But beyond that, all the faculty, staff, and administration are deeply caring and compassionate individuals committed to supporting each student as an individual. It’s hard to overstate how lucky we feel to have found Cambridge.” ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-yellow-1024x107.png) ### **Middle School Parent, 2016** “Not only does Cambridge School meet our daughters’ needs academically, it provides them with opportunities for social growth through extra curricular activities making it a true school experience. They have made wonderful friends as they continue to build their self-esteem, artistic talents, and athletic abilities.” ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-purple-1024x107.png) ### **Middle School Parent, 2015** “I wish every school were like Cambridge School. Every child would benefit from its warm and inviting environment. They stress kindness and being respectful to others. They encourage students like no other school. I cannot say enough good things about it. The increases in her reading and writing are unbelievable. ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-yellow-1024x107.png) ### **Graduate Parent, 2015** “From the moment Catherine walked through those front doors she was greeted with open arms, acceptance, patience and a comfortable place to be herself. My husband and I breathed a sigh of relief and quietly watched as Catherine’s smile returned, her confidence and self-esteem were rebuilt, her determination and perseverance once again shined through, and she began learning in a way she truly understands. In the beginning, we would ask ourselves “what kind of magic are they using at Cambridge School?” We soon realized it wasn’t magic at all. It was the incredible talent, knowledge, and passion that each of your teachers and staff members possess. Their willingness to share those qualities with every student and to encourage them to reach higher, strive for your personal best and care about others and the world around you. Today, my husband and I could not be prouder of Catherine, who she has become as a person, a student, a friend. The possibilities for her are endless. Thank you for believing in her, giving her the gift of an incredible education and for always putting your students first.” ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-purple-1024x107.png) ### **Lower School Parent, 2015** “There are no words to thank you for all that you have done for Andrew. He came to Cambridge with bruised confidence and challenges that had not been supported in an effective way. He leaves you (after only two years) a confident, independent learner, and a happy young man. The successes that you nurtured in your special way will stay with him for a lifetime. Thank you also for the most touching and personal graduation ceremony that I have ever attended. We got a window into just how you make such amazing progress with your students. In every student speech we could hear how appreciative the students are for their time at Cambridge, how much they grew in every way, how many great relationships they formed. Through the teacher’s speeches to their students, we could see the caring, positive, challenging, patient and fun way that you all guided our children all along. You should all be so proud of the work that you do every day at Cambridge; it is truly a unique and special school and the students who get to attend are very lucky.” ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-yellow-1024x107.png) ### **Middle School Parent, 2015** “We are not accustomed to the incredibly high level of professionalism and compassionate attention that Cambridge provides. For the first time since very early in his school career, he is actually happy to go to school. He’s becoming confident in his schoolwork and is making obvious progress in all the areas that have challenged him so fully these last several years. We are all so grateful for what you are accomplishing with him. You have no idea how you’ve returned to us a sense of hope for his future and created for us a much less stressful present. I only wish we’d known about you sooner. Thanks, from the bottom of our hearts.” ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-purple-1024x107.png) ### **Graduate Parent, 2015** I don’t know how you and the teachers do it, but the magic taking place within the walls and classrooms of your school is truly amazing. You have developed and perhaps even discovered the ability to take children who are frustrated with trying to learn, and introduced them to new ways of learning that includes helping them develop an enthusiasm, passion, and love for learning. What you have achieved is truly magical. I know it is mainly due to what our daughter experienced during her time at Cambridge School that she has developed into a confident young scholar who has a passion and love for learning today. I also contribute her exposure to your way of learning, as the reason she is soaring and having the successes she is experiencing today at Pennington School. ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-yellow-1024x107.png) ### **Graduate Parent, 2015** Lilly is on the Dean’s List of the School of Arts and Sciences at Catholic University of America, Lilly’s excellence in school could not have been possible without Cambridge School! Thank you all for providing such a strong foundation for her education. ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-purple-1024x107.png) ### **Graduate, 2015** It amazes me that because of you (Cambridge School), I can sit and read 40+ pages a night; I can understand broader concepts and have deep conversation about it in class or with my friends, that I can write a 15-page paper, etc. I am currently taking an AP US History and American Literature Course, and I can not only handle the work, but I enjoy it too. So, thank you for everything you’ve done for me during those seven years. It means so much to me, being able to have the opportunity to learn how to read and write with a learning difference. You’ve prepared me for high school, and I’m so grateful. ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-yellow-1024x107.png) ### **Graduate, 2014** “To be quite honest, if it were not for you and Mr. Peters, I would probably not be at a college prep school like Pennington, and I know I would not be able to be going to such a strong college like Lafayette. Cambridge is what made me the young man I am today and for that, I thank you. No words can describe or express my gratitude for my ability to attend Cambridge and for you to believe in me. You and Mr. Peters not only gave me a dynamic education, you also gave me a future! ![](https://www.thecambridgeschool.org/wp-content/uploads/2023/10/quote-line-purple-1024x107.png) ### **Graduate Parents, 2014** “I can’t thank you and the staff enough for teaching Jake and helping to shape him into the young man he is today. I know it hasn’t always been easy, and I am sure there were times when your staff wanted to just throw in the towel, but the dedication of your teachers and the administration is reflected in everything they do. Someone once said, “everyone is a genius but judge a fish by its ability to climb a tree, and everyone will think they’re stupid.” That statement epitomizes the Cambridge School. So often it’s easy to focus in on what our kids can’t do instead of promoting what they can do. All of the Cambridge staff have a gift. They each, in their own way have a wonderful ability to address a child’s area of need while continuing to cultivate a child’s inner strengths and abilities.” --- ### [Get to Know the Staff at Cambridge School](https://www.thecambridgeschool.org/about-us/our-team/staff/) **Published:** November 8, 2014 **Author:** Cambridge School **Excerpt:** Learn about Cambridge School's placement counselor, administrative support team, and facilities staff. **Content:** Staff # Staff Learn about Cambridge School’s facilities staff. - Enilda Pena-Gonzalez Custodian![enilda pena gonzalez custodian cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2022/01/enilda-pena-gonzalez-custodian-1-240x300.jpg "Enilda Pena gonzalez Custodian Cambridge School") - Grelly Pena Custodian![cambridge school grelly pena custodian cambridge school](https://www.thecambridgeschool.org/wp-content/uploads/2023/09/gp-240x300.jpg "Cambridge School Grelly Pena Custodian Cambridge School") ---