Dwight Today Winter 2016 by Dwight School

Winter 2016

DWIGHT TODAY A Magazine for the Global Dwight Community

Volume 11, Number 1

MARTHA HIRSCHMAN HEAD OF LOWER SCHOOL

HOW TO SPARK YOUNG MINDS TODAY

SERGE KOVALESKI

DWIGHT ALUM AND PULITZER PRIZE-WINNING JOURNALIST INSIDE THE

SPARK TANK EAST MEETS WEST

DWIGHT IN SHANGHAI

INNOVATION + GLOBAL VISION DWIGHT’S MAP FOR THE FUTURE

Dwight is dedicated to igniting the spark of genius in every child. Kindling their interests, we develop inquisitive, knowledgeable, self-aware, and ethical citizens who will build a better world.

DWIGHT TODAY

Feature Stories

06 12 22 36 40

East Meets West at Dwight in Shanghai

Head of Lower School Martha Hirschman Embraces Innovation and Gets Students up and out of Their Seats Innovation Domination Spark Tank Fuels Student Innovators and Entrepreneurs

Pulitzer Prize-winning Journalist Serge Kovaleski ’79 Asks the Tough Questions

Helene Schneider ’88 Mayor of Santa Barbara, CA Runs for Congress

Plus Foundation, alumni, and more

Laurie Silbersweig Editorial Director

Emily Chase Design Director

Kerry Tkacik Associate Editor

Louisa Childs Coordinator

CHANCELLOR’S LETTER | DWIGHT TODAY

Dear Dwight Community, What does it take to inspire those who hold the future in their hands? Global vision and innovation. Both are woven into the everyday fabric of Dwight — and both are the keys to our students’ success. Through the International Baccalaureate curriculum, which by its very nature transcends borders; a global network of five IB World Schools, offering never-ending opportunities for cross-campus collaborations; and a family representing over 40 countries, Dwight imbues all endeavors with a global perspective. Innovation is an equal part of Dwight’s DNA. Our founding father, Dr. Julius Sachs, was a pioneer in education when he opened The Sachs Collegiate Institute in 1872, and the graduates who emerged from his school were among the innovators and leaders of their day — financial, retail, and political powerhouses; ground-breaking scientists; and philosophers and publishers who shaped the landscape in the late 19th century. They were educated to help map a world on the cusp of an exciting new era.

Like those in our early days, today’s students also stand at the threshold of a new era; this one marked by rapid technological advances that are transforming the globe at a furious pace. As you will read about in this issue of Dwight Today, we are preparing students to cross that threshold with confidence. Through our creative campus and curricular innovation, together with The Dwight School Foundation’s Spark of Innovation grants program and new Spark Tank incubator designed to nurture entrepreneurs, reformers, and innovators, we are empowering students to follow their passions and educating them to become agents of change. To say that I am excited by the prospects is an understatement; never before in my 50 years at Dwight has the future looked so bright for the next generation of innovative global leaders. I cannot wait to see what their — our — future holds. Fondly, Stephen H. Spahn Chancellor of Dwight School

DWIGHT TODAY | COMMUNITY SPOTLIGHT

FALL’S A BALL AT THE ECD FALL FESTIVAL! Thanks to the Riverside Campus Parents Association for a fabulous event, at which Dwight’s littlest learners played games, made crafts, shopped for books, and had an all-around great day. Student and parent volunteers made the day even more special.

COMMUNITY SPOTLIGHT | DWIGHT TODAY

DWIGHT TODAY | GLOBAL VISION

EAST MEETS WEST AT DWIGHT IN SHANGHAI

Anticipation is building, as ninth graders gear up for their inaugural exchange program with Shanghai Qibao Dwight High School. Awaiting them when they arrive for their ten-day sojourn will be a host of challenging adventures and enriching experiences that they will remember for the rest of their lives. In addition to visits to the region’s great sights such as the Leifeng Pagoda and Lingyin Temple in Hangzhou, Qibao Old Water Town, and the Shanghai Tower, students will attend classes and stay with their peers in dorms on the school’s brand-new campus, which opened last fall, and forge new friendships. As they step off the plane, they will extend Dwight’s tradition of global vision that stretches back almost 45 years — and step into our latest program designed to educate the global leaders of tomorrow. FROM ACROSS THE POND TO ACROSS THE GLOBE Crossing boundaries, cultures, and continents, Dwight was the first independent school to launch an overseas campus. The year was 1972 — long before the word “globalization”

had entered our parlance — and the location was London. Over the last two decades, fifth graders in New York and London have benefitted from this cross-cultural connection through an annual exchange and homestay program. Next came a campus on Vancouver Island, Canada; and then another in Seoul, when the Municipal government selected Dwight from over 120 candidates to create a new school in the burgeoning Digital Media City. The result is Dwight School Seoul, the first IB World School in South Korea authorized to provide the PYP, MYP, and Diploma Program. When the government in Shanghai began opening new doors — and minds — through education reform, Dwight partnered with the leading Shanghai Qibao High School to carve a new trail. In 2014, after a few years of negotiation, the Chinese Ministry of Education approved the first independent Sinoforeign collaborative high school: Shanghai Qibao Dwight High School.

EAST MEETS WEST | DWIGHT TODAY

MAKING HISTORY This partnership introduced more than a new school; it ushered in a new model of education, which integrates the IB international perspective with courses from Chinese compulsory education and provides Chinese students with never-before opportunities. So, too, do Dwight students in New York benefit through additional travel, exchanges, and collaborations in Asia.

DWIGHT AND CHINA

2000

BY THE NUMBERS

YEAR MANDARIN LANGUAGE PROGRAM STARTED AT DWIGHT

When news of the new high school broke, it gained instant and widespread attention for bringing together the best thinking and traditions of the East and West in an unprecedented way, and for allowing Chinese students to choose their own path beyond high school — at home or anywhere in the world. Like their Dwight peers in New York, students enroll in IB classes, and have the opportunity to earn an IB diploma. They also have the option to take Shanghai academic proficiency exams. Reaching another milestone this fall, the high school moved to a permanent, state-of-the-art campus. Vice Principal Brantley Turner, who was a leading Dwight force in bringing the Shanghai partnership to fruition, commented on just how far the school has come: “In just two years, we have grown to include over 300 students, along with an increasing mix of both local and international faculty and staff numbering 64, at the last count. It has been an amazing experience for all involved. In addition, everyone is so excited to be part of the Dwight global community, to share broader perspectives, and to come together to learn. Cross-campus collaborations, both in and out of the classroom, comprise the core of what makes Dwight’s global approach unique. The administration, faculty and students from New York are invested in what we have built in Shanghai, and likewise, our community in Shanghai is focused on taking part in as many Dwight global opportunities as possible.” A WIDE WORLD OF POSSIBILITIES The imperative is clear: In today’s world, graduates must possess global wisdom and be prepared to thrive anywhere in the world. Technology has rapidly broken down all barriers to information-sharing and is continually introducing new modes of inter-connectively. Students are more likely than ever to work internationally after they graduate.

AGE OF DWIGHT’S YOUNGEST CHINESE LEARNER

阿哦俄艾黑凹偶安恩昂冷二一也又言音英五我位

260

1 4 2 3

STUDENTS STUDYING MANDARIN AT DWIGHT

NUMBER OF TONES IN THE MANDARIN ALPHABET

DWIGHT TODAY | GLOBAL VISION

Over six million Americans are working abroad today, and more than half of multinational companies reported that they planned to transfer even more employees abroad in the future. Students are also more likely to set their sights on solving world problems. In a recent survey, 40% of students worldwide said they wanted to have a global impact. At Dwight, students are given a myriad of opportunities to build skills as global citizens both at home in New York and

dents from Shanghai will be boarding a plane to New York to participate in Dwight’s annual global concert.) Students also collaborate on an art exhibit that criss-crosses the globe, and for the first time this spring, they will participate in a global celebration of Earth Day. Individual students may also shape their own programs abroad. Last year, three New Yorkers from the class of 2015 — Helena Bartel, Tessa Paulis, and Colette Vletter — traveled to Shanghai with a

Global vision is a living mission that we embrace every day in every way. —Dianne Drew, Head of School abroad. In addition to grade-level trips to London, Seoul, and Shanghai; students have the opportunity to perform on stage at Carnegie Hall with peers from Dwight’s global campuses. (As we near press time on this issue of Dwight Today, 24 stu-

mentor, Rebecca Singer, EAL Coordinator, to introduce their new Dwight peers to the International Baccalaureate’s CAS (Creativity, Action, and Service) Program. With two of Dwight’s pillars firmly in mind — community and global vision — the trio shared with Middle School students demonstrate their knowledge of Mandarin in Dr. D’Argenio-Cruz’s class.

EAST MEETS WEST | DWIGHT TODAY

Shanghai students the value and benefits of community service, as seen through their eyes as IB students.

In today’s world, there is no limit to how students and alumni can

Dianne Drew, Head of Dwight School, says, “Global vision is a living mission that we embrace every day in every way. In addition to teaching the IB curriculum, which emphasizes a global mindset, we provide students with experiential learning opportunities that expose them to different cultures through a wide range of cross-campus travel and exchange programs, curricular collaborations, and technologies that connect them with Dwight students across three continents. Our students reap innumerable and invaluable benefits of being part of a dynamic global network.”

problems. A world of possibilities awaits our Dwight students. And

connect, share ideas, and develop innovative solutions to global with a Dwight education, they’re certainly up for the challenge!

7,985 NUMBER OF MILES NINTH GRADERS WILL TRAVEL TO SHANGHAI THIS SPRING

DWIGHT’S VISION IS THAT STUDENTS

WILL LEARN TO THRIVE ANYWHERE IN THE WORLD

GRADE 5: LONDON

Grade 5 students cross the pond for an annual exchange program with peers at Dwight School London. This 20-year tradition allows students to live with host families, attend classes at Dwight School London, and then tour the city of London with their classroom teachers. When students from London travel to New York, families in New York reciprocate and warmly welcome them.

GRADE 7: SEOUL

Students will visit historical and cultural sites, like Gyeongbokgung Palace and Namdaemun Market, and participate in grade 7 classes at Dwight in Seoul. On this eight-day trip, students will explore connections between classroom studies and the real world, and will investigate firsthand how people around the world express themselves in different ways.

GRADE 9: SHANGHAI

Students will have the opportunity to experience boarding life, participate in classes, and visit remarkable cultural sites that will provide insights into China’s illustrious history. Students will develop lifelong friendships with their counterparts in Shanghai and grow in a variety of ways. As this issue goes to print, Dwight’s Upper School will soon be welcoming grade 10 students from Shanghai Qibao Dwight.

Grade 6 students compose their own Latin American rhythms in Mr. Hamiltonâ&#x20AC;&#x2122;s music lab.

DWIGHT TODAY | FACULTY Q&A

HEAD OF LOWER SCHOOL MARTHA HIRSCHMAN EMBRACES INNOVATION AND GETS STUDENTS UP AND OUT OF THEIR SEATS!

A LOVE OF DANCING LED MARTHA HIRSCHMAN INTO THE HALLS OF TEACHING AND ULTIMATELY TO DWIGHT, WHERE SHE HAS BEEN HEAD OF LOWER SCHOOL FOR THE LAST FIVE YEARS. UNDER HER GUIDANCE, STUDENTS AND FACULTY BENEFIT FROM INNOVATIVE PRACTICES AT EVERY TURN. AS ANYONE STROLLING THE HALLWAYS OR VISITING CLASSROOMS IN THIS PART OF CAMPUS KNOWS, THERE IS A PALPABLE BUZZ OF EXCITEMENT IN THE AIR. WE SAT DOWN WITH MS. HIRSCHMAN TO LEARN ABOUT THE EXCITING THINGS HAPPENING IN THE LOWER SCHOOL AND HOW SHE INSPIRES STUDENTS TO SOAR! WHAT MAKES DWIGHT’S LOWER SCHOOL SPECIAL? The faculty and the students — they’re why I get up every day! Dwight has the strongest elementary school faculty group I have ever worked with. Dwight teachers are energized, innovative, and always willing to push themselves to sharpen their own skills, regardless of their level of teaching experience. Our Lower School students are bright, eager to learn, and talented in so many ways. And our faculty members are very able to “lean in” and be risk takers, which is part of the International Baccalaureate Learner

Profile. Students pick up on their energy and enthusiasm, so that our classrooms are exciting places where everybody is learning together. WHAT ARE SOME EXCITING INNOVATIONS IN THE LOWER SCHOOL THIS YEAR? We’re really on fire in the area of technology. This year, every single student has his or her own iPad. These kids are 21st-century learners, and we have to prepare them to be technologically literate. Fifth grade students engage in “genius hour,” a designated time when they are innovating, pursuing sparks of genius, trying new

MARTHA HIRSCHMAN | DWIGHT TODAY

things, failing at things, and trying again. It’s really a time of discovery. The fourth grade curriculum has introduced “tinker time,” a designated time when students have the opportunity to focus on learning through playing, creating, and “tinkering.” First grade students immerse themselves in “imagination investigation” during the last period of each day. This time is dedicated to whatever suits their fancy, in Dwight’s tradition of personalized learning and exploration. At Dwight, we know that the future is going to require students to think in multiple ways and we are committed to preparing them to do so in their early learning years. HOW ARE LOWER SCHOOL STUDENTS AND TEACHERS EMBRACING INNOVATION? They are doing so in several ways — and with great enthusiasm. One of our fifth grade classrooms has changed how their desks are configured based on their study of the brain and a book called Mindset by Carol Dweck. That really kicked off the year for them. We’ve learned that students don’t always learn best in the traditional, frontal teaching mode. Therefore, students created spaces where there are cushions on the floor, rugs, areas where they can stand at a table rather than sit, and little nooks, so that they can leave the desk if they choose and find a space that fits their individual preference. I threw out a challenge for teachers to consider doing something similar and some have reconceived the “teacher desk” by downsizing it, while others have removed their desk altogether. This has given them the freedom to spend less time at a desk and to move through the classroom during the day, rather than relying on using the anchor of the teacher desk. Our students are also very invested in what’s going on in the Lower School and they have a voice. Last year, fifth grade student

WHAT ARE SOME MILESTONES STUDENTS ACHIEVE IN THE LOWER SCHOOL? Typically, in grades one and two, you learn to read; and in grades three, four, and five, you read to learn. So first and second graders are decoding and learning to recognize basic sight words, identifying the main idea, for example; and third, fourth, and fifth graders are reading to gain more mastery of text and to deepen ongoing comprehension skills. This is one example of an academic milestone. We have a strong and robust curriculum in language arts and mathematics. We also have a life skills program, which addresses the heart of who you are as an individual; these are often referred to as character skills. The life skills program was piloted during my first year with Dwight fifth grade students, and it has expanded into an age-appropriate, sequential life skills program designed for grades 2-5. We might discuss anything from what it means to be a friend, how to self-advocate, or how to have a respectful difference of opinion with someone. All discussions are designed to be relevant to where students are in their social and emotional development. We want our students to be citizens of the world. We want them to be smart kids, to discover their sparks of genius, and to celebrate their academic achievements, but we also want them to be kind and caring people. We are creating and reinforcing a culture of respect and kindness. The IB Learner Profile provides ten strong attributes, which help to reinforce these important skills for life. TELL US ABOUT LOWER SCHOOL STUDENTS COLLABORATING ACROSS GRADE LEVELS. Students collaborate across grade levels on several projects within the Lower School. As most of our classrooms are right next to each other, we can facilitate mixed recess, mixed reading groups,

At Dwight, we know that the future is going to require students to think in multiple ways, and we are committed to preparing them to do so in their early learning years.

council representatives advocated for a longer recess period and I said, “Absolutely!” This year, we extended the recess period by five minutes in the schedule. We know that once students have had physical activity they come back to the classroom better able to focus because the whole body, including the brain, has been involved in exercise.

and mixed math groups easily and efficiently. Students can move to different classrooms and connect with older or younger students with the goal of learning together. Additionally, we have a book buddy program, which pairs students of different grade levels once or twice a term to read to each other or to collaborate on a project-based activity.

DWIGHT TODAY | FACULTY Q&A

We also collaborate with the Upper School students. We recently had a science lab where Lower and Upper School students worked together to dissect a sheep’s brain. Fourth and tenth graders also connected on a history and leadership unit. And the third grade “star party” is held every year, which brings together Upper School faculty members and students to study the solar system. WHY IS IT IMPORTANT FOR STUDENTS IN DIFFERENT GRADES TO WORK TOGETHER? It builds a sense of community, which we promote throughout our student body. When Lower School students move through the halls and recognize older students, they feel a part of something bigger than just the world of their classrooms. It is also wonderful for our older students to see how knowledgeable their younger peers are when they come together in curriculum-based activities.

Fifth graders also watch CNN Student News for kids; and we have a subscription to Time for Kids magazine, which does a beautiful job of breaking down world topics to an appropriate educational level. Here at Dwight, we have so many people from so many different places, and we all learn about and from each other. We are a global school and initiate so many things to build connections to life beyond our four walls. For example, our fourth and fifth graders perform in Dwight’s global concert at Carnegie Hall, where they share the stage with older students from around the world. Being part of a global network of schools enables students to have such meaningful experiences. WHAT IS YOUR PERSONAL SPARK OF GENIUS? My own spark of genius is dance, which led me to education. I grew up dancing, singing, acting, and playing the piano. By the

Having good character skills is almost more important than anything anyone can list on an academic resume. And that’s one of the reasons why I love being a part of Dwight so much because our community puts a premium on educating the whole child.

HOW DOES DWIGHT’S GLOBAL VISION PILLAR COME TO LIFE IN LOWER SCHOOL? First and foremost, we bring it to life through the curriculum of the IB Primary Years Program, which, by nature, provides a global lens through which students in every grade learn about topics with a global perspective. For example, fourth graders recently completed an amazing unit on the religions of the world. They visited synagogues, mosques, churches, and cathedrals, and explored how people identify through religion. Another example is participating in initiatives such as Global Read Aloud, which is designed to forge shared experiences among students. Fourth graders recently read a book called Fish in a Tree in the classroom, and then they made global connections through the Global Read Aloud website by blogging, through Skype, and online conversations using their iPads. So their experience of that book wasn’t in isolation within the classroom, school, city, state, or even the country — it was within the world. Every year, the fifth grade travels as a class to London for a reciprocal exchange program with year 6 students at Dwight School London. This is a longstanding tradition and just one of the ways we encourage students to forge global connections and friendships, expose them to other cultures, and educate them to be global leaders of tomorrow.

Before becoming a teacher, Ms. Hirschman studied dance at NYU’s Tisch School of the Arts.

MARTHA HIRSCHMAN | DWIGHT TODAY

time I was in tenth grade, I knew that I wanted to focus on and major in dance. I earned my bachelor’s in education in dance and English at the University of Michigan, and then a master’s degree in dance at NYU Tisch School of the Arts. My first job was at a boarding school as a full-time dance teacher. Teaching in different schools has provided me with several opportunities to take on additional areas of responsibility and leadership, yet allowed me to continue to teach along the way. DID YOU ALWAYS WANT TO BE AN EDUCATOR? I started teaching dance when I was in eighth grade — in my basement, in Jackson, Michigan. I had a group of neighborhood girls who would come over once a week for a class, and my interest

in teaching basically grew from there. Teaching has always been a passion, I really can’t imagine doing anything else. WHAT IS YOUR EDUCATIONAL PHILOSOPHY? My philosophy is one of “teaching to the head and the heart.” You teach to the head because it’s the brain — the academic engine — but you also have to teach to the heart because that’s where you find the person and his or her character. Having good character skills is almost more important than anything anyone can list on an academic resume. And that’s one of the reasons why I love being a part of Dwight so much because our community puts a premium on educating the whole child. We couldn’t agree more!

OLDER AND YOUNGER STUDENTS LEARNING WITH — AND FROM — EACH OTHER When Lower School students move through the halls and recognize older students, they feel a part of something bigger than just the world of their classrooms. Think of the riches Upper School students can share with younger students. — Martha Hirschman, Head of Lower School

Grades 3 & 11

Work on Body Systems

Grade 3 students visited the biology lab to learn about body systems with juniors. They turned what they learned into games, videos, and books which they then shared with their grade 1 reading buddies.

Senior Tells Story to Grade 2

… in Hebrew

Terry Christgau, Director of Upper School theater, teamed up with senior Eshkar Welsman to give a cross-cultural performance to grade 2. Mr. Christgau told two stories, and Eshkar translated one into Hebrew.

Grades 12 & 5

Dissect and Label Sheep Brains

Seniors invited fifth graders into their biology class to find out how a sheep brain differs from a human brain. They worked together to dissect and label the parts of the brain and talked about lab safety.

Members of the Student Council take a break to enjoy the fall foliage in Central Park.

DWIGHT TODAY | ON CAMPUS

THE SKY’S THE LIMIT | DWIGHT TODAY

DESTINATION SATURN AND MARS

The goal was to provide students with access to the outdoors within the parameters of an urban campus, and to design flexible spaces in which to spark the passions of students interested in the sciences, technology, or the visual and performing arts. - Chancellor Spahn

THE TOP LINE • Expanded campus by nearly 1,500 square feet • Equipped with provisions for solar energy and a platform for an external observatory • Named for two planets, SATURN and MARS • Designed with an open, airy feel by architect and Dwight parent Barbara Marks • SATURN is dedicated to the Class of 2015 in recognition of their Senior Gift

DWIGHT TODAY | ON CAMPUS

A GLIMPSE INSIDE MARS Class: Grade 1 Art | Teacher: Amanda Thompson Unit of Inquiry: Sharing the Planet The Assignment: Create a Structure Using Recycled Materials

Students work in groups to complete different parts of the house. Pulp must be blended and molded into brick shapes; the walls must be constructed; the roof should be painted. Every student has a duty!

Research and set a

1. goal — a playhouse! After learning about artists who transformed recycled materials by using them to create sculptures and objects, and taking a field trip to a reuse center, students decide to build a playhouse.

4. lessons

Learn valuable

Initially, all paper-makers wanted to make “rainbow paper.” But what did they get when they added every color in the rainbow to the blender? Brown pulp. By looking at the color wheel, students learned that they could produce bright turquoise and brilliant raspberry only by limiting the colors in each blender mix.

Divide and

3. conquer

PLANETS IN MOTION | DWIGHT TODAY

Repurpose materials for the

2. walls and roof

Old paper and plastic cups are given new life when students realize they can rip old paper and blend it into pulp to mold into paper bricks. Plastic cups can be repurposed to construct a Spanish-style roof!

Playhouse

6. party!

The studentsâ&#x20AC;&#x2122; assignment complete, itâ&#x20AC;&#x2122;s time to play!

Build the

5. structure Each class addresses a different challenge in building the structure. With their questions answered, and the pieces ready, the students attach the bricks, roof, and carpet to the playhouse structure.

INNOVATION DOMINATION

Before innovative products and invaluable social services become household names, they are ideas. At Dwight, ideas for innovations abound, and names such as Get-a-Grip, TechBreak, the Live-Timed Closed Captioning System, OurDwight, Maria Guerrero Fashion, and SPARKlers are evolving from creative concepts into tangible realities, thanks to Spark Tank. A THINK TANK FOR INNOVATION Spark Tank is a think tank designed to nurture innovation, entrepreneurship, and leadership in Dwight’s community. Spark Tank is part of the Spark of Innovation Program created by The Dwight School Foundation last spring. At the Foundation’s inaugural event in December, young entrepreneurs presented their ideas for feedback, guidance, and tough questions from a panel of the Foundation’s Spark Tank Committee members — all industry experts and entrepreneurs in the Dwight community. Inspired by the hit television show “Shark Tank,” the setting is designed to simulate a board room or investor presentation. Participants are asked to explain their ideas and answer questions about cost, differentiation, and design. And like other entrepreneurs crafting new products, students will take their creative concepts through different stages of development: idea, planning, production, proof of concept, and finally, launch. The first-round students, ranging from fifth to eleventh graders, presented their projects, which are as unique as they are: a fashion line, a community service initiative, and technology solutions designed to make a difference. Assisting students to develop their ideas in our incubator are Spark Tank mentors Matt Moran, Head of Innovation and Technology; and Bentley Ferraina, Quest Teacher, who inhabit tech and design spaces inside and beyond the classroom.

ABOUT THE INVENTORS

SPARK TANK | DWIGHT TODAY

JAKE BRUNER ’23 SERVICE NAME: SPARKlers

HARRY MOFFETT ’23 SERVICE NAME: SPARKlers

RUBY RIGG-SMITH ’23 SERVICE NAME: SPARKlers

THE DETAILS: A community service group to bring music education to public schools and the joy of music to those who can benefit KYRA SPAHN ’23 SERVICE NAME: SPARKlers

WINNIE TAN ’23 SERVICE NAME: SPARKlers

THE DETAILS: A stylish, customizable pen designed to aid students with dysgraphia

MARIA GUERRERO ’23 PRODUCT NAME: MARIA GUERRERO FASHION

NIKO SANSEVERE ’21 PRODUCT NAME: GET-a-GRIP

THE DETAILS: Her own fashion line for children

DWIGHT TODAY | INNOVATION 2.0

MADA TELES ’19 PRODUCT NAME: TECHBREAK

THE DETAILS: An app to help students become independent of digital devices

CALVIN SOLOMON ‘17 PRODUCT NAME: OURDWIGHT

THE DETAILS: An app to provide students with the latest information and happenings within the Dwight School community

ABOUT THE INVENTORS

MICHELLE RHEE ’19 PRODUCT NAME: TECHBREAK

At Dwight’s end-of-year assembly, students were recognized for their progress at different points in the Spark Tank development cycle. When presenting them with awards, Committee Chair Dave Lindsey (David ’18, Maggie ’19, Jackie Ray ’21) applauded the students for being risk takers by not only pursuing their own ideas, but also for charting a course as Spark Tank pioneers. Congratulating Dwight on its unique program, he told students, “You have a cool school!” PAVING THE WAY AHEAD OF TOP UNIVERSITIES The Spark of Innovation Program was introduced to our community by The Dwight School Foundation through a video at last year’s Spring Benefit. The reaction was overwhelming and immediate, raising $183,000 that evening. Beyond participating in the Foundation’s Spark Tank, students who demonstrate an entrepreneurial spirit with creative projects can apply to the Foundation for monetary grants to help develop, market, and launch them. So, too, may they be matched with industry leaders in our community to mentor them along the way.

After 50 years in education, I remain energized by students’ infinite powers of creativity and unlimited capacities to make a difference. - Chancellor Spahn

In the fall, the Spark of Innovation Program was profiled by The Observer, along with similar incubators at leading institutions of higher education: Columbia, NYU, and CUNY. Dwight was the only pre-Kgrade 12 school included in this impressive roundup and credited with nurturing entrepreneurship at a much younger age. Chancellor Spahn reports, “After 50 years in education, I remain energized by students’ infinite powers of creativity and unlimited capacities to make a difference. I am delighted that they can now take their novel ideas and innovations with real-world applications into the marketplace to construct a brighter future for all. It is never too early to begin this noble enterprise.” THANKS TO OUR COMMUNITY We invite all students to join Spark Tank to develop their entrepreneurial spark of genius. And we extend special thanks to those Dwight parents who generously seeded the Spark of Innovation fund at last year’s Spring Benefit, so that all students can have the opportunity to become successful innovators at an early age. We can’t wait to see what they do next! THE FOUNDATION SPARK TANK COMMITTEE Dave Lindsey, Chair (David ’18, Maggie ’19, Jackie Ray ’21)

Jyotsna Bean ’96 Patricia Abadie Capel (Nicolas ’26, Lucas ’30) Jessica Capiraso (Gwynne ’22, Grace ’25) Paul Dean (Sophia ’19) Daniel Klein (Theo ’15, Mae ’19, Hippolyte ’28) Maarten Maaskant (Junior Nicolle ’19) Drew Pizzo (Isabella ’15, Stefano ’18) Nuno Teles (Mada ’19, Maria ’22)

SPARK TANK | DWIGHT TODAY

ABOUT THE INVENTOR DANIIL ’17 FRANTS’S SPARK OF GENIUS SHINES ON “THE TONIGHT SHOW” Late-night television brought a Dwight student into the national spotlight! Daniil Frants appeared on “The Tonight Show Starring Jimmy Fallon” in a segment called “GE Fallonventions.” In this segment, Mr. Fallon features inspired young inventors who demonstrate their prototypes — all wearing white lab coats! Daniil, who was named one of “10 Under 20 Innovators to Watch” this summer during Consumer Electronics DANIIL FRANTS ’17 PRODUCT NAME: THE LIVE-TIME CLOSED CAPTIONING SYSTEM

THE DETAILS: A head-worn display that translates live speech into readable text for people who are hearing impaired

Week in New York City, demonstrated how his Live-Time Closed Captioning System (LTCCS) works. It is a device designed to help people with hearing impairment “hear” a conversation as it’s happening by turning speech into scrolling text, which the user can see via a tiny screen attached to a pair of glasses. Daniil’s inspiration? Google Glass, which was his signature accessory for a few years. The moment came when his guitar teacher asked Daniil if he could use Google Glass to communicate with his father, who is hearing impaired. After experimenting to determine if Google Glass had closed-captioning capabilities, Daniil realized that it wasn’t going to be an effective, viable option. So he went to work to build it himself using a microcomputer, a voice recognition system and display, a microphone, and a pair of glasses. Daniil has been refining his design with fellow Dwight student Ilan Pesselev ’18, and the LTCCS is garnering a groundswell of additional media attention for its potential to enhance the lives of people living with hearing loss.

DWIGHT TODAY | INNOVATION 2.0

HOW TO SURVIVE

BY MATT MORAN

START WITH AN OPEN MIND

To brainstorm, try to identify problems that you experience in your own life or that you observe happening for others around you. Whether your idea is a better type of water bottle or a community service project, no idea is a bad idea. Your first idea won’t be perfectly formed, but your ideas will keep improving as you develop them further.

BE CLEAR AND CRITICAL ABOUT YOUR GOALS An idea isn’t truly useful unless it solves a real problem that people are actually experiencing. Ask yourself, “What problem am I trying to solve?” and “Who would benefit from this?” As you progress in your project, narrow your focus by setting goals to determine what you are trying to achieve and be mindful of what is a distraction from your main purpose.

STUDY THE COMPETITION Before you can truly innovate, you need to have a really solid understanding of what solutions already exist for the problem you’ve identified. Maybe your innovation will be completely revolutionary, but it could also be a small tweak to an existing solution that will make a big difference.

DON’T BE AFRAID TO SHARE From your friends and family to the Spark Tank judges, everyone wants to see you grow and succeed. Develop a simple pitch explaining what you’re trying to do and how you plan to do it. Test your ideas by telling them to anyone who will listen. Ask for their advice and feedback, and really listen to what they have to say. You never know who may have a great insight or tip for you!

THINK LIKE A PRO Anyone who has ever successfully innovated or been a leader had to start at a point where they did not have enough experience. But don’t use that as an excuse not to try. When facing a tough challenge, imagine what a pro would do and try it for yourself. You may not get the same results as a pro would, but you may push yourself further than you thought you could go. Go for it!

We Believe in Summer! Tons of Fun for Campers of Every Age

Ages 1-3: Small Wonder Summer Program, June 20-July 28 Art, music, gym activities, story time, and so much more! Contact: Jean Strait, Small Wonder Program Administrator jstrait@dwight.edu

Ages 3-5: Riverside Summer Camp, June 20-July 28 Hands-on, creative, and action-packed activities — both indoors and outdoors! Contact: Sarah Levkoff, Program Coordinator slevkoff@dwight.edu

Ages 4-12: Dwight Summer Camp, June 20-August 26 Mix and match weeks — and make summer your own:

• Discovery Camp: Rise, Shine, and Explore! • Sports Camp: Tennis, Fencing, Soccer, and More! • Adventure Camp: Fly, Soar, and Jump in! • Spark Specialty Camps: Hip Hop Dance and Musical Theater by DramaZone, Adventures in Minecraft, Coding, Stop Motion Animation, Camp H2O

Contact: Chiarna Morton, Camp Director director@dwightsummercamp.org or visit www.dwightsummercamp.org

DWIGHT TODAY | FOUNDATION

THE DWIGHT SCHOOL FOUNDATION WELCOMED FOUR NEW TRUSTEES

DANIEL KLEIN (THEO ’15, MAE ’19, HIPPOLYTE ’28) Daniel Klein is the Chief Executive Officer for BNP Paribas Investment Partners (BNPP IP) North American operations and for FFTW, a subsidiary of BNP Paribas Investment Partners. He is responsible for the leadership and development of BNPP IP’s business in North America and FFTW’s business globally. Mr. Klein serves on the Foundation Board’s Spark Tank Committee.

DAVE LINDSEY (DAVID ’18, MAGGIE ’19, JACKIE RAY ’21) Dave Lindsey is the founder of DEFENDERS, now the largest ADT residential security and home automation dealer in the United States. An active missionary, Mr. Lindsey also founded Super Service Challenge, a nationwide movement transforming business through service; and trueU, a partnership of businesses that believe there can be a greater purpose beyond just profits and paychecks in the workplace. Mr. Lindsey serves as Chair of the Foundation Board’s Spark Tank Committee. KIM SAPERSTEIN ’92 (AARON ’17, BENNO ’19, LEXI COLODNE ’21) Kim Saperstein is a 1992 graduate of Dwight School, and a 1996 graduate of the University of Pennsylvania. She works in finance and also is involved in various charitable causes, including The Children’s Tumor Foundation, The Parkside School, and NYU Hassenfeld. Ms. Saperstein is on the React to Film Board and previously served on the Board of The Birch Wathen Lenox School. Ms. Saperstein serves on the Foundation Board’s Development Committee. JULIE STRATOPOULOS (AVA ’25, KIRA ’27) Julie Stratopoulos is highly involved in the Dwight community, having retired from a 13-year career in finance at J.P. Morgan in New York in 2007. While at J.P. Morgan, Ms. Stratopoulos covered hedge funds and other large institutional investors as a salesperson for interest rate derivative products. In 2004, she was granted the “Rising Star of the Year Award” by the Women’s Bond Club. Ms. Stratopoulos serves as Chair of the Foundation Board’s Financial Aid Committee and also serves on the Development Committee.

TRUSTEES | DWIGHT TODAY

* May 2015 Board Meeting and Volunteer Appreciation Cocktail Party

The new trustees have joined fellow trustees Susan Kessler, Chair; Libby Callaway, Paula Oppenheim Cope ’71, Gary Fuhrman ’79, Michael Kalnick, Drew Pizzo, Ravi Singh, Shiv Vasisht ’95, Peter Timmins ’90 (ex-officio), and Sandrine Droumenq (ex-officio). The Foundation is a separate 501(c)(3) not-for-profit organization, which provides financial aid and innovation grants to Dwight students, and professional development grants to Dwight faculty. The Board of Trustees oversees The Foundation and is responsible for the growth, success and fulfillment of The Foundation’s mission to provide resources for the above-mentioned purposes to positively impact Dwight students and faculty.

DWIGHT TODAY | FOUNDATION

PROFESSIONAL DEVELOPMENT | DWIGHT TODAY

THANK YOU FOR YOUR SUPPORT!

IGNITING THE SPARK OF GENIUS IN OUR FACULTY THROUGH PROFESSIONAL DEVELOPMENT GRANTS

92 curriculum innovation (7)

grants already awarded

graduate studies (10)

conferences and workshops (44)

ib training (27)

STEAM and other (4)

Thanks to the generosity of donors like you, The Dwight School Foundation has already awarded 92 professional development grants to Dwight faculty members in this fiscal year. These grants have allowed faculty to deepen their knowledge and explore a wide range of topics helpful to them in the classroom, from teaching mathematics with technology, and neuroscience and student engagement, to enhanced personalized learning.

DWIGHT TODAY | COMMUNITY

SPIRIT DAY | DWIGHT TODAY

FUN FESTIVITIES FOR ALL AT SPIRIT DAY!

Families, faculty, and staff had a blast participating in this annual tradition at the Dwight School Athletic Center. Many thanks to the Dwight Parents Association for such a great event!

DWIGHT TODAY | BEYOND THE CLASSROOM

DWIGHT STUDENTS SHOWCASE INNOVATIONS AT MAKER FAIRE 2015 The creativity, resourcefulness, and imaginations of Dwight students abound. These are impossible to harness, let alone to lasso in one place! Yet some of that ingenuity was on display at the sixth annual Maker Faire at the New York Hall of Science — the largest gathering of the Maker community — participants of the Maker movement, on the East Coast.

innovations from across the spectrum of STEM (science, technology, engineering, math) as well as arts, performances, and crafts at the Maker Faire. Student projects included laser-cut, laser-engraved, 3D-modeled, and 3D-printed products, ranging from toys, games, and household and personal care items … to jewelry boxes, iPhone cases, and more.

WHAT IS THE MAKER MOVEMENT? Adweek magazine described it best as: “The umbrella term for independent inventors, designers and tinkerers ... A convergence of computer hackers and traditional artisans, the niche is established enough to have its own magazine, Make, as well as hands-on Maker Faires that are catnip for DIYers who used to toil in solitude. Makers tap into an American admiration for self-reliance and combine that with open-source learning, contemporary design and powerful personal technology like 3-D printers.”

NURTURING DESIGN AND INNOVATION Matt Moran, Director of Technology and Innovation, and Steve Farnsworth, MYP Technology Teacher and DP Design Technology Teacher, coordinated Dwight’s presence at Maker Faire. Mr. Farnsworth — an experienced educational Maker — believes that the emphasis that Dwight and the IB place on design, technology, and innovation separates our school from others. He shared this perspective with Trimble, owner of 3D modeling software called SketchUp, which tapped him for an on-site interview to share his insights about the Maker movement and education.

DWIGHT SPARKS ON DISPLAY For the second year in a row, Dwight students and teachers joined fellow Makers who showcased their experimentation and

“The IB design cycle informs Dwight’s Maker projects by providing students with

more purpose and authenticity in their innovations,” explains Mr. Farnsworth. “It helps them to focus on such essentials as the user group, research, prototyping, 3D modeling, evaluation, and marketing ... What is particularly powerful about Dwight is how much we stress that students design to solve global problems.” The IB curriculum plays a critical role in this emphasis. Mr. Farnsworth explains, “Our international outlook develops students who innovate for different cultures and people seeking to solve all kinds of global issues, from sustainability to poverty and climate change. The same is true of our graduates who innovate around the world.” For Mr. Farnsworth, “The Maker movement is not just a trend, but a powerful STEM educational approach that empowers students to change the world in a direct and immediate way and to see themselves as agents of change.” It sounds like the Maker movement and Dwight have a great deal in common!

MAKER FAIRE 2015 | DWIGHT TODAY

a) zaria howell ’18 balloon-propelled car b) callum gordon ’18 balloon-propelled car c) alexander mckillop’18 balloon-propelled car d) daniel elahi ’18 balloon-propelled car e) matthew donnelly ’18 balloon-propelled car f) lotte paulis ’17 iPhone cases shown two ways g) scott moon ’17 speaker for smartphones h) stefano pizzo ’18 balloon-propelled car i) melanie sirota ’17 beehive candlestick holder

DWIGHT TODAY | ALUMNI PROFILE

PULITZER PRIZE-WINNING JOURNALIST SERGE KOVALESKI ’79 ASKS THE TOUGH QUESTIONS WE DELIGHTED IN TURNING THE TABLES ON INVESTIGATIVE REPORTER SERGE KOVALESKI TO LEARN ABOUT HIS DAYS AT DWIGHT AND FORAY INTO JOURNALISM. It appears that Dwight Chancellor Stephen Spahn, with his inimitable gift for seeing a student’s spark of genius — sometimes before it is revealed — foresaw that Serge had what it takes to succeed as a newsman. “I remember vividly talking with the Chancellor when I was a student. He really saw in me creativity — not as an artist, per se — rather in letters or journalism,” recalls Serge, whose bylines have graced the front pages of The Daily News, The Washington Post, and The New York Times. TAPPING INTO TALENTS EARLY ON Born in Cape Town, South Africa, Serge spent his early childhood in Sydney, Australia, before his family relocated to New York. They settled on the Upper East Side and Serge attended PS 6 prior to coming to Dwight in seventh grade. The time was the early 1970s and “the vibe of the school was very appealing,” he says. “Not to mention Dwight was coed, unlike the all-boys school we considered!” “When I came to Dwight for my entrance exam, I distinctly remember meeting Chancellor Spahn. He made an impression and continued to play a role in my development throughout my years there. He tapped into things about me and my talents early on,”

Serge recalls, harkening back to his younger self, who had a passion for music and visions of a recording contract in his future. At Dwight, Serge and Peter Allegretti ’79 formed their own band called Triage, played gigs, and cut demo songs. Peter was the guitarist and Serge wore several hats as bass player, lead singer, and composer of the band’s original music. As an aside, wearing hats (literally) is a long-standing Serge signature. A peek at his yearbook page reveals him sporting a fedora; in his Times bio, Serge dons a more modern topper; and his Twitter pic boasts a Yankees baseball hat.

When not playing music, Serge was playing soccer. “I was co-captain of the JV and Varsity soccer teams during some exciting championship matches. After cheering us on, the Chancellor drilled into me his belief that I was as a natural leader. That’s how he saw me, which meant a great deal,” Serge shares. “I have many happy memories of my time at Dwight with friends and classmates. We were a tight bunch and those were some of the best days of my life.” After graduating, Serge attended William and Mary, where he majored in philosophy, and followed up with studies in French

SERGE KOVALESKI | DWIGHT TODAY

philosophy at the Sorbonne. Being in Paris opened the door for plenty of travel and Serge found himself in Eastern Bloc countries a few years before the Berlin Wall came down. “What was happening was so extraordinary. I was struck by the historic events and wanted to convey the news, which launched me into journalism,” he explains. Yet crafting college papers about existentialism didn’t translate into a job as a columnist. Thanks to a family friend, Serge found a position at The Miami News, where he joined the ranks of administrative assistants who

much from them. My last story was a look inside City Hall under Mayor Dinkins, which came right before the famous Daily News strike in 1990. I wasn’t going to cross the picket line and post-strike, everything changed at the paper, so I moved on.” Phil Dixon, one of the great newspapermen of the day, hired Serge at The Washington Post. After writing about local stories inside the Beltway, Serge covered national stories such as the Oklahoma City bombing and the rise of right-wing militia. He went on to become a foreign correspondent in Latin

heels of this big story was another, featuring New York State Governor Eliot Spitzer and prostitution in the headlines. The scandal led to Spitzer’s resignation and Serge brought home a 2009 Pulitzer for Breaking News Reporting. He had “the first and only real in-depth interview with ‘Ashley,’ one of the prostitutes — not about lurid details, but about how her life intersected with Spitzer’s, changing the course of history for the state and country.” With many hours and hard-hitting stories logged from the Metro Desk, Serge trans-

The Chancellor drilled into me his belief that I was a natural leader. That’s how he saw me, which meant a great deal.

aspired to be reporters. While attending to their work, they would listen to the police scanner to see who had an ear for stories. “After six months, if you could prove that you could write stories, you made it. And I did, which meant that I didn’t have to start my career in a miniscule market,” he reports. “It was in the heyday of the ‘Miami Vice’ era, which was a time of anarchy. Miami was an amazing place to cut my teeth,” Serge recalls. But after a year and a half on the City and Business Desks, he wanted to head home, so he sent his clips to Steve Yahn, an editor at The Daily News who had a reputation for eyeballing young talent. With a classic movie turn of phrase, Yahn told Serge, “You remind me of the page-one fire I had at your age.” HIS BIG BREAK After beginning as a freelancer, Serge quickly joined the staff when Mr. Yahn chose to overlook lack of experience in favor of talent. “This was my big break,” says Serge, who describes working alongside Jimmy Breslin and others with big personalities and big cigars straight out of central casting. “I learned so

America for four years, two of which were spent living amid great instability in El Salvador. “Living there, plus working in another language, will make you ten times the reporter you were before,” claims Serge, who returned to the newsroom as an investigative reporter on the Metro Desk upon completion of his foreign tour. It would take another accomplished newsman to bring Serge back to New York: Joe Sexton, Metro Editor at The New York Times, who Serge describes as a “soul brother with a real investigative mindset.” The year was 2006, and Serge shares, “There was no better journalism than at the Times and no better place to be than the city that you love, so I came home.” The exciting, sometimes gritty, world of investigative reporting often takes journalists deep into stories for extended periods of time. For over a year, Serge dove into an investigation about Brooke Astor’s son, Anthony Marshall, who swindled millions from his mother, and Serge is proud that his reporting contributed to Marshall’s conviction and imprisonment. Following on the

ferred to the National Desk, where he covered major stories such as the Boston Marathon bombing; legalization of marijuana in some states; and the theater shooting in Aurora, CO. Most recently, he joined the Times’ Culture Desk, adding Culture & Arts Correspondent to his distinguished credentials — but still wearing the hat of investigative reporter to acclaim: Serge won the paper’s 2015 third quarter Publisher’s Award for journalistic excellence. He led a team recognized “for their groundbreaking coverage that changed the conversation about perhaps the most significant publishing event in years — the sudden appearance of a second novel by Harper Lee.” While Serge reports on the wide world of the arts, it isn’t lost on us that his move to the Culture Desk enables him to cover his first love — music — and that Serge has come full circle from his days at Dwight jamming with Triage.

DWIGHT TODAY | FOUNDATION EVENT

REUNION DAY 2015 BROUGHT OLD FRIENDS TOGETHER

Thanks to everyone who came to The Dwight School Foundationâ&#x20AC;&#x2122;s Alumni Reunion Day and cocktail party. With over 110 alums gathered on campus to reminisce, laugh, and toast to old times, we had a blast! With great food and even better company, Reunion Day has never been better!

REUNION 2015 | DWIGHT TODAY

DWIGHT TODAY | ALUMNI PROFILE

HELENE SCHNEIDER ’88 MAYOR OF SANTA BARBARA, CA RUNS FOR CONGRESS

THE VALUE OF AN IB EDUCATION LASTS A LIFETIME The 1988 senior girl named most likely to succeed has certainly lived up to her classmates’ expectations. Currently in her second term as Mayor of Santa Barbara, Helene Schneider is setting her sights on a seat in Congress with one goal in mind: “to get things done in Washington.” Helene has been “getting things done” since her high school days at Anglo-American, where she served on the Student Council and was named Head Girl, the senior girl class leader. It’s not hard to see why Helene was voted to represent her class because she was also the girl named most sociable, athletic, and with the best personality. “Being Head Girl was a big deal at the time,” Helene recalls. “And it seems that was my first election! Also that year, I had my first lobbying experience when Principal Irene McCreery enlisted the Head Boy and Head Girl in a serious clean-up effort of our senior lounge,” Helene says. “It was quite messy and we had to encourage our classmates to ‘toe the line’ to keep it neat, so that we could

keep it open.” This was apparently a sizable undertaking and lampooned in the 1988 yearbook with a student-drawn cartoon. Helene’s days at Anglo were chock-full of activities beyond Student Council, including theater and sports - and memorable experiences that she carries with her to this day. “I still remember my drama teacher Peter Carvell - and quote to others what he said about public speaking: ‘If you’re up on stage and can’t remember your line, remember that the audience doesn’t have the screenplay in their hands. It’s up to you to figure out how to move forward with confidence. What you say next will be seen as part of the play!’ This advice has helped me tremendously over the years when participating on panels and in forums … in all manner of public speaking.” Helene cites the influence of another Anglo teacher, English Department Head James McHugh. “He was an amazing teacher! Whenever we studied Shakespeare, he played a record of the play as we were reading, so that we could listen to the tone and better understand the context. I continued to do the same in college with audiotapes.”

After delivering the Valedictory speech at Anglo’s commencement, Helene headed to college to major in English literature and minor in Women’s Studies. On campus, she began advocating for women’s rights and interned at Planned Parenthood, but credits the initial blossoming of her interest to an experience she had during her IB English oral exam. “My examiner was from England and she posed a question that stumped me: ‘What do you think about the fact that in the last two years of high school, the only female author you read was Emily Dickinson?’ Well that certainly opened my eyes!” PUBLIC SERVICE CALLS During her senior year in college, a more formal Planned Parenthood internship shaped up and Helene served as President of Network, the student-led women’s rights club, organizing 125 students to attend a march and rally in Washington, DC. After graduation, she moved cross-country to Santa Barbara where she volunteered for the local Planned Parenthood affiliate and later became the Personnel and Volunteer Coordinator. As the organization grew, Helene

HELENE SCHNEIDER | DWIGHT TODAY

moved into Human Resources and earned a professional certificate in HR Management before becoming director of the department

The IB curriculum enables you to make connections across disciplines that you would normally think of as distinct. Today, what motivates me the most as Mayor is connecting those dots ... and I can trace this back to my IB education. for the Santa Barbara, Ventura, and San Luis Obispo Counties affiliate. “This was the perfect blending of my career with my passion for the cause,” she says. It didn’t take long for Helene to enter the broader Santa Barbara arena of politics, volunteering on the board and later serving as President of a local volunteer advocacy organization — the Santa Barbara Women’s Political Committee — advocating for a wider range of women’s issues, all while keeping her post at Planned Parenthood. In 2001, Helene’s career in public service was cemented with her appointment as Commissioner with the Housing Authority of the City of Santa Barbara. She tackled local-area affordable housing issues, which she explains too often fall under the radar: “People think of Santa Barbara as a wealthy community and tourist destination. The reality is that we have many residents here earning low wages and issues of poverty and housing to address.” And so she did address them and advocated for the passing of a large living wage ordinance.

come to love. After serving on the Council for six years, she was elected to take the Council mantle as Mayor in 2009 - and again in 2013 for a second term. Following the recession, Helene, like all others in her position throughout the U.S., had to grapple with a budget that was only so big. “As Mayor, I had to decide how much to allocate and how best to work as an employer of city employees to address the budget gap while ensuring the provision of essential services to residents. It was a challenge,” she recalls. “My focus was to work with politically diverse Councilmembers to get things done rather than focus on areas of disagreement. I had to set the tone and find common ground - to connect the dots the way the IB does - so that we could move forward. My philosophy is very much grounded in this IB way of thinking.” Helene continues, “Looking back, the IB prepared me for success in a number of ways. The Theory of Knowledge class helped me a great deal to become a critical thinker. The IB curriculum enables you to make connections across disciplines that you would normally think of as distinct. Today, what motivates me the most as Mayor is connecting those dots in a positive way that others don’t see, and I can trace this back to my IB education.”

CAPITOL HILL IN HER SIGHTS With term limits comes the near-end of Helene’s service as Mayor and the beginning of another - potentially bigger - chapter in her public service career. Helene is running for Congress, appropriately for a seat that has been held for some time by another woman, Lois Capps, who has shared Helene’s tireless commitment to championing issues to improve the lives of those living in California’s 24th Congressional district. “It’s the most important place for me to be next,” Helene asserts. “After serving as Mayor, I see how Federal policy and funding can impact local cities. And as a member of the U.S. Conference of Mayors, I have worked in a non-partisan capacity on local and national issues with my counterparts from every corner of the country. As more mayors become involved in Federal policy and elected to Congress, we can hopefully get beyond Washington gridlock together.” As Helene looks ahead to the 2016 election, we asked for her final thoughts during our look back at her alma mater. She says with pride, “Anglo has had such a lasting impact on me in so many ways.” It’s been 28 years and Helene hopes to come back and see how the school has changed and grown. When she does come to New York next, Helene plans to stay with Justine Angelis ’87 because old friends are the best of friends.

Two years later, when a City Council seat opened up, Helene decided to throw her hat in the ring. She kept her eye on pushing for the ordinance adoption, which eventually transpired to benefit the community in which Helene had planted solid roots and

Lower school students cast their ballots for Student Council representatives. Thanks to grade 4 students for leading the charge in a smooth election process.

DWIGHT TODAY | ATHLETICS

TOP ROW: GIRLS VARSITY SOCCER MIDDLE ROW, LEFT TO RIGHT: SOCCER 7/8, BOYS JV SOCCER BOTTOM ROW: BOYS VARSITY SOCCER

FALL ROUNDUP | DWIGHT TODAY

TOP ROW, LEFT TO RIGHT: VOLLEYBALL 7/8, GIRLS JV VOLLEYBALL MIDDLE ROW: GIRLS VARSITY VOLLEYBALL BOTTOM ROW: BOYS AND GIRLS VARSITY CROSS COUNTRY

DWIGHT TODAY | VISUAL AND PERFORMING ARTS

SYMPHONY SPACE, FALL ART EXHIBIT, SCENE NIGHT, AND SCENES FROM THE MAINSTAGE PERFORMANCE OF ALMOST, MAINE

FALL | DWIGHT TODAY

DWIGHT TODAY | PERSONALIZED LEARNING

Theater students pursue their spark of genius in SATURN.

ADVANCED MASTER THEATER PROGRAM PUTS PERSONALIZED LEARNING ON CENTER STAGE “Walking the boards,” as it is known in the theater world — or appearing on stage — is a dream for young thespians. At Dwight, we’re helping to make that dream a reality through our new Advanced Master Theater Program for a corps of high school students dedicated to investing extra time and work needed to hone their craft. “I designed this after-school program to help students who have shown drive and a desire to pursue the theater — those who want to commit at a more serious level — to benefit from intensive instruction and connections with the New York professional theater community,” explains Terry Christgau, who directs the program and Upper School theater productions. In keeping with Dwight’s commitment to igniting the spark of genius in every child, this program is personalized for every student. Mr. Christgau mentors each one — one-on-one — and is helping students develop the skills needed to pursue a path in theater beyond Dwight. LEARNING FROM THE PROS One unique and exciting feature of this program is the exposure students have to experts. New York City is perhaps second only to London as the world’s leading theater community and Mr. Christgau tapped into this rich resource. He forged collaborations with the Manhattan Theater Club (MTC) and Atlantic Theater to provide Dwight students with real-world theater experience and direct contact with artists working on Broadway and Off-Broadway stages. Last fall, students participated in a “Fool for Love” workshop in which a teaching artist and actors appearing in the MTC production visited Dwight to lead a series of acting exercises. One required that students write scenes to elicit particular emotions in their own

authentic voices. They were excited to see how far they could stretch themselves — and they impressed MTC professionals, who adjusted their training to a level designed for more experienced conservatory students. Bravo! “Being part of this program is an incredible experience,” shares Sofia Reidbord ’16, whose spark of genius is acting. We have seen Sofia shine in many Dwight theater and musical theater productions. Armed with the additional experience she is gaining this year, she plans to continue acting in college and perhaps as a career. Sofia reports, “Not only has this program given me so many tools I need to be successful as an actress, but also it has expanded my network within the business. I worked with such incredible actors who have enhanced my understanding of performing and look forward to the next workshop!” CURTAIN CALLS Indeed, more workshops are in store — and for qualified students — hands-on internships, perhaps as a casting or production assistant, to gain behind-the-scenes experience throughout the rehearsal process, from day one to opening night. Students will devote the time needed without falling behind academically by taking online classes through Dwight’s Open World School, joining other talented actors, dancers, and athletes who are pursuing their sparks of genius while obtaining a world-class education. In addition to providing year-round mentorships, Mr. Christgau hopes to extend the theater program over the summer. Participants may find themselves in the costume department of a Broadway production or working with a casting director. Who knows? They may also find themselves walking the boards in their professional debut!

STUDENT WORKS | DWIGHT TODAY

Selected programs highlighting student artwork for various Dwight Performing Arts productions

A page from our literary magazine, Scintilla

Christmas by Maggie O’Hare ’18 smooth leather seats bare legs bent like broken wires beneath me bass blaring into my ears world after world streams by in a nauseating blur hot breath clinging to cold glass anticipation twitching at my fingertips crisp air dread sitting like a ball in my stomach in the moment of hesitation where I twirl in the driveway inevitably lifting boxed hope over the wet asphalt moon melting across the endless sky my shoes click and slide as I approach the light streaming from a distant doorway stuffy heat wool on wool and skin on skin greetings exchanged like printed words, uniform, the same hello how are you good good thanks so much for coming lovely to see you perfume and sweat smiles stretched so tight I worry they’ll burst the escape cold asphalt on bare feet squeals in the empty night toes on soft carpet the rock of the swing in the buttery lamplight plastic strewn about the floor in a game long years behind us lasting for a minute at most before the actors lose their scripts or throw them away

focus’ shift to remembering a fried egg lays on the carpet, plastic, forgotten lines of white plates candles and table cloths stolen bites and impatient comments a mumbled grace the scream of metal on plastic and passive aggressive comments drifting up towards the ceiling fan, drawing lazy circles above our heads looks shared across the table snickering into dirty napkins furry bandits weaving between cities of ankles phones lighting faces lost in their own darkness pictures taken to remember the moments we spent taking pictures sugar and goodbyes form on lips a hurried story is read me, cringing at the parts where the reader forgets how to read and who he is memories lost to the years of living quick hugs soft flannel and dog prints meeting wool coats and dress shoes cold air blowing through the doorway darkness muffled goodbyes yelled from a distant light doors slamming stuffy silence bass screaming into my ears

DWIGHT TODAY | COMMUNITY

DWIGHT RULES SOCIAL MEDIA LIKE, FOLLOW, SHARE!

Dwight School Athletic Center

Dwight welcomed online student and 2015 @ywIn1 honoree @yara.shahidi1 to our campus. Congrats on your successes!

Happy Halloween from Dwightâ&#x20AC;&#x2122;s Middle School students! #DwightSchoolCommunity

Dwight Preschool & Kindergarten Virtual Tour

#DWIGHTSCHOOL | DWIGHT TODAY NEW YORK

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Dwight School @dwightschool Congratulations to Dwightâ&#x20AC;&#x2122;s 7/8 Girls Volleyball Team for their victories this week! #GoLions!

Dwight School @dwightschool IB Film teacher Nicholas Lindner challenges students to study film through a global lens http://bit.ly/LindnerFacultyProfile

Home of the State champion Dwight Lions

#DwightSchoolClassroom

Are you brave enough to hold a boa constrictor? Sixth, eighth, and tenth graders are! My Reptile Guys came to visit to teach them about snakes, turtles, tortoises, lizards, alligators ... oh, my! Talk about bringing biology to life!

#DwightSchoolCommunity #SchoolPictures Explore what makes us soar!

Dwight students came dressed in their very best for Photo Day. Check out these moments from the photo shoot with Stomping Ground Photo of students in grades 3 and 11.

DWIGHT TODAY | ALUMNI

CLASS NOTES

Class of ’92

film for ABC/Disney on a behind-the-scenes look at President Obama’s historic “A More Perfect Union” speech delivered during the 2008 Presidential race. Eric is also working on another “30 for 30” for ESPN, which focuses on college football and sexual violence, which is slated to premiere in the fall of 2016. Eric reports that his daughter Haley, ’23, is following in his footsteps and “recording almost every second of her life on Paula Oppenheim Cope ’71 Paula joined the her new iPhone!” faculty of the Grossman School of Business at the University of Vermont, her alma mater. Todd Feltman, PhD ’91 “I’m an assistant Paula teaches organizational behavior and principal at a public elementary school in human resources, and continues to consult the South Bronx. My book, The Elementary as the owner of Cope & Associates, Inc. She and Middle School Student-Friendly Handbook reports that the Class of 1971 has continued to Navigating Success was recently published. It is geared for students in grades four to to meet at least once a year since their 35th reeight, parents, and teachers and contains union! Contact Paula for more information 110 strategies to help students take charge of at pcope@consultcope.com. their education from the moment they wake Bruce Blau, Keith Mascheroni, and Nina up in the morning until they go to sleep at Cantor Spiegelman ’76 are planning their night. My book is available on Amazon.com 40 th class Reunion for October 15, 2016. or from me at toddteaching@aol.com.” Save the date! Kirk Spahn ’95 Kirk became engaged to Eric Drath ’88 (Anglo) A two-time Emmy Jenny Alden in the fall, and they are planaward-winning producer, writer, and direc- ning their wedding. Kirk and Jenny met at tor, Eric is currently working on a new short Dartmouth College and were reacquainted Djelloul Marbrook ’51 Djelloul’s fourth book of poems, Shadow of the Heron, was recently published by Coda Crab Press. He is also the author of five books of fiction, and two more are forthcoming later in 2016 from Leaky Boot Press (UK). He lives in the mid-Hudson Valley and maintains an active presence on Twitter and Facebook (www.facebook.com/djelloul.marbrook.5).

in Los Angeles, where Kirk has founded the ICL Academy for Film and Performing Arts. The ICL Academy is a highly selective and accelerated program for students passionate about a career in the entertainment industry. Amy Tsoutsouras ’05 Amy became engaged to Eric Hahn in the spring and they are planning their wedding for May 2017. Benjamin Lavin ’10 is a Peace Corps volunteer and writes of a project in need of support in Benin: “There is no governmental waste management system and families are forced to dispose of their waste using methods that create severe environmental and health hazards. I work in collaboration with an organization called ONG Mojec that runs a for-profit trash collection service using a motorized tricycle that removes many of the long-term environmental health hazards. OBG Mojec wants to purchase another tricycle but lacks the resources needed. The projected increase in profits from a second tricycle would create a savings fund to finance a replacement in the future to ensure that the service is self-sustainable.” Please contact Benjamin to find out more or to support his project at benjaminlavin17@gmail.com.

Share your latest news with your classmates for the next issue of Dwight Today. Send news and a photo to Amy Tsoutsouras ’05, Director of Annual Giving and Alumni Affairs, and Benefit Coordinator, 291 Central Park West, New York, NY, 10024; or via email to atsoutsouras@dwight.edu.

Celebrate with Us on April 15, 2016 It’s no wonder The Dwight School Foundation chose the theme of “Passport to Innovation” for this year’s Spring Benefit! Our community is aglow with ideas, inventions, and innovations and we invite you to join us in celebrating this exciting time in our school’s history at a cool new venue aptly named espace. Proceeds for the evening will benefit innovation grants, financial aid, and faculty professional development. All are welcome! Tickets are available at dwight.edu/passporttoinnovation.

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