Lamplighter Winter 2018

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THE ALLEN-STEVENSON SCHOOL

Winter 2018

Leadership 2018-2019

THE ALLEN-STEVENSON SCHOOL

Board of Trustees

Mark I. Greene, President Ronald S. Rolfe ’60, President Emeritus Alexander Klabin,Vice President & Treasurer Lisa Pagliaro Selz, Secretary David R. Trower h’95, Headmaster Paquita Y. Davis-Friday Kerianne Flynn Kenneth M. Garschina Stephanie Drescher Gorman Joshua Harris Monica Keany Peter B. Kellner ’84 Rashida La Lande Daniel Lascano Jamie Magid ’91* Greg Mondre Metin Negrin Lara Oboler Scott Parrot Anupama Poole Aima Raza Liz Steinberg* Jay Wilkins Jim Wilson * member ex officio

Trustees Emeriti Marian R. Bicks Jane Phillips Donaldson Richard N. Foster D. Ross Hamilton John J. Hannan Susan B. Hirschhorn Karen T. Hughes E. William Judson Robert J. Katz George A. Kellner Robert Liberman '58 Thomas H. Lister Peter deF. Millard Richard C. Perry '70 Joe L. Roby Andrew P. Steffan Leonard A. Wilf

Alumni Council

Executive Committee James A. Magid '91, President Alfred Burger '87,Vice-President and Alumni Annual Fund Chair Alex Klaris '06,Vice-President Thomas Zipser '99,Vice-President

School Leadership Team

David Trower h’95, Headmaster Lower School Stephen Warner Lower School Head Jennifer Zimmermann Assistant LS Head 1st & 2nd Grades Kristin Filling Parents Association Assistant LS Head, 3rd Grade Lauren Pemberton Liz Steinberg, President Director of After School, Audrey Rasch,Vice President K Specialist Christina de Marvel, Treasurer Middle School María “Mase” Kerdel-DeMarco, Kimberly Kyte Communications Coordinator Middle School Head Amy Peck, Logistics Coordinator Ben Neulander Bethan Willis, Class Representatives Assistant MS Head Coordinator Upper School Steven Cohen Upper School Head JP Jacquet Assistant US Head and Director of Secondary School Counseling

Winnie Barnes Director of Organizational Initiatives Hydee Bressler Director of Finance & Operations Katy Duckworth-Schachter Director of Development Susan Etess Director of Admissions, Enrollment & Financial Aid Anne Meyer Director of Learning Resources Jennifer Vermont-Davis Co-Director of Community Life + Diversity Sarah Woods Director of Communications

lamplighter THE ALLEN-STEVENSON SCHOOL

Winter 2018

Director of Communications Sarah Woods

Headmaster’s Message

Communications Managers Kosoko Jackson Louisa Wells

Welcome New Members of Our Community

Contributing Writers Rich Alifano Stacy Donovan Sarah Kresberg Audrey Rasch Samara Spielberg Liz Storch David Trower h’95 Photographers Austin Baxter ‘19 Kosoko Jackson Al Pereira David Sherman Liz Storch Louisa Wells Sarah Woods Designer Mase Kerdel-DeMarco Cover photos Front cover photo of Spanish Teacher Jesús Parra and Miller Walby ’28 by Louisa Wells Back cover photo of David Kersey

by Austin Baxter ‘19

The Allen-Stevenson School admits students of any race, color, religion, nationality, or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the School. It does not discriminate on the basis of race, color, religion, nationality, ethnic origin, or sexual orientation in the administration of its educational policies, admissions policies, employment policies, financial aid program, or any other programs administered by the School.

Around A-S Volunteers Features:

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Book Talk Becomes More Student-Driven

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Guided Inquiry Used for Gowanus Research Project

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Learning Through Storytelling

Q&A with US History Teacher Kim Sklow Building Bridges in 2020

Expanded Athletic Facilities Open Up New Opportunities for Learning Professional Collaboration Time Set Aside for Teachers

Kellner Great Teacher Award and Faculty and Staff Grants

Did You Know?

News

Closing Exercises

Alumni Spotlight, Young Alumni and News

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Annual Giving Report 2017-18 Corrections We regret the following omissions: Natasha and Richard Stowe, Headmaster’s Circle Benefactor ($5,000 – $9,999) Steven Handwerker ’03, a 10+ consecutive year Annual Fund donor Scott Handwerker ’00, a 10+ consecutive year Annual Fund donor Danielle Axelrod and James Magid ’91, 10+ consecutive year Annual Fund donors The Lamplighter is published biannually by The Allen-Stevenson School and is sent to alumni, parents, and other friends of the School.

Printed on paper containing 20% post-consumer recycled content.

B U I L D I N G B OY S W H O M A K E T H E W O R L D A B E T T E R P L A C E

At Allen-Stevenson we help every boy achieve his best potential within

an inclusive community of joyful learners and their families. We expect him to be active and engaged in his own learning, so that he becomes

intellectually, socially and emotionally strong. We help boys learn that

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they can make a difference, that is, to make the world a better place.

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As teachers and educators, our role is to empower each boy’s natural curiosity to develop his capacities, values and skills, not only to learn about the world around us but also to value the diverse fabric of

humanity. Through a collaborative culture of inquiry, we design learning experiences that challenge boys to take thoughtful risks in pursuing excellence in achieving their best potential.

We educate each boy to acquire cultural competence and global

understanding, to appreciate community and engaged citizenship, and to develop the drive to share responsibility for promoting a sustainable and equitable world.

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H E A D M A S T E R ’ S

M E S S A G E

What you can do, or dream you can do, begin it; Boldness has genius, power and magic in it.

—John Anster’s translation of Faust 1

Most memorable was this remarkable woman’s opening comment. She said, “I am so happy to be speaking in a boys’ school, because I have learned in my life that it is much easier to build a boy than to mend a man.” Right then and there I realized that “building boys” is the fundamental work of Allen-Stevenson. This phrase has many implications, of course, but it certainly includes the responsibility of educating the “whole boy” in as many of his intellectual, artistic, physical, social and emotional facets as possible. How we do so is always something to consider.

In today’s rapidly changing world the privilege of educating is enormously challenging. Like adults, children are now bombarded with a huge range of external stimuli from technology, the media, politics, competition, the economy and so on. My childhood was much simpler, it seemed, with fewer inputs, pressures

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John Anster’s translation of Faust, quoted in Neuroteach: Brain Science and the Future of Education

by Glenn Whitman and Ian Kelleher, p. 197.

and temptations. Today’s environment, by comparison, often seems confusing and chaotic, perhaps especially for boys.

This is a momentous time in Allen-Stevenson’s long history. As a school for boys, we must pay close attention to these challenges and the opportunities they also afford. Over its 136 years since 1883, the School has been “educating boys to become scholars and gentlemen,” and its educational program has evolved considerably. Once focused solely on the classics of Latin and Greek, the School now prizes its “enlightened traditional” approach of academics, athletics and the arts.

Today there is much more emphasis on making sure that teachers themselves are also learners and that students take more responsibility for their own learning. And there are many new curricular initiatives that reflect how “real world” challenges and scenarios should relate to learning for the future. Our approaches to teaching can now benefit from the enormous discoveries that have been made through neuroscience about how human beings learn.

Entitled “Building Boys Who Make the World A Better Place,” and emerging after many discussions with faculty, administrators, parents and trustees, the 20/20 Vision Statement shown on the opposite page has grown out of these opportunities.

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My first Halloween at Allen-Stevenson was in 1990. To prepare the boys, we had invited a speaker from UNICEF to tell us how funds they would collect could make a difference for children around the world. The woman who came to speak was a retired public-school teacher who had taught in Harlem for the greater part of 40 years. A veteran of many school situations, our guest was small in stature, but enormous in the impression she made on the boys and me.

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Faculty discussing the Vision Statement

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In some ways it is still a draft that will be refined through even more faculty curricular deliberations, consultations with parents and external experts, and also strategic planning at the Board of Trustees level. Ultimately, it is intended to be a “north star” to guide how we think about educating boys for the challenges they face as they grow into adulthood.

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As you may know, the School is in the midst of an ambitious, transformative building expansion project, and many of our educational goals will be supported handsomely by our new facilities. So, in several respects, we have already been planning over the last half-decade through our current construction project, which has been driven almost entirely by the needs of our educational program.

Therefore, I want to reiterate our mission-critical, educational goals in undertaking this work. When the entire project is completed, Allen-Stevenson will have a state-of-the-art schoolhouse at one address that will: • Support inquiry, project-based, and interdisciplinary learning programs in the sciences, humanities, and other areas;

• Create high-quality educational facilities (including the visual and performing arts, as well as new science/ engineering labs and a greenhouse) with appropriate opportunities for flexibility, transparency, and collaboration;

• Provide additional space on site for physical education, wellness and athletics;

• Add a new multi-purpose performing arts studio to supplement the Assembly Hall and accommodate classes, rehearsals, and recitals for music, dance, and drama;

• Use the best technology available to enhance teaching, learning, and security; • Renovate and update our dining facilities, including a brand new kitchen to accommodate the needs of the Allen-Stevenson community.

These exciting new facilities will support a robust learning environment for Kindergarten through Ninth Grade at 132 East 78th Street. We aim to finish the entire project by the 20202021 academic year, with major phases coming on line sooner.

By having our facilities at one location, we expect to achieve major savings in the limited time we have available to educate students.

Lower School faculty breaking down the Vision Statement

Our statement also highlights guided inquiry and collaboration as central elements in Allen-Stevenson’s community of teachers and learners. Several feature articles in this Lamplighter show the curricular application of these approaches, as well as their central importance for developing agency. The new Library Tech Commons is being designed around this new approach and will feature movable walls, larger flexible classrooms and smaller spaces for collaborative learning. You will have the opportunity to learn more about this in the Spring 2019 issue of the Lamplighter.

In our opening meetings with faculty and staff at the beginning of the 2018-2019 school year, I read a series of assertions about “kids” from The New York Times to introduce the vision statement. Almost like a freeform poem, that piece is reproduced in a box on the previous page. Each line begins with a statement affirming “the truth” about what “kids” can do, and many of us resonate with these ideas. They speak to another theme that runs through the vision statement: the belief in each boy’s best potential. That may well be the most visionary point of all.

Similarly, the 20/20 Vision Statement looks beyond the School’s confines when it alludes to educating each boy “to acquire cultural competence and global understanding,

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Ferguson, R., Phillips, S., Rowley, J., & Friedlander, J. (2018), “The Influence of Teaching Beyond Standardized Test Scores: Engagement, Mindsets, and Agency.” (https://www.urban.org/sites)

to appreciate community and engaged citizenship, and to develop the drive to share responsibility for promoting a sustainable and equitable world.” And, as counseled in the stories of Spider-Man, “With great power comes great responsibility.”

By cultural competence we mean to expand in our community those behaviors, attitudes and values that enable us all to work effectively across cultures. Such work can take a lifetime, but we know that it is an absolute necessity to be successful today.

No boy should graduate from Allen-Stevenson thinking that everyone is alike. Even better, the need to develop cultural competence creates opportunities to learn about oneself and others in deeper ways. As a start, every member of our professional community has been asked to develop a cultural competency goal this year.

To work with the senior administrative team and the Strategic Planning Committee of the Board of Trustees, a small group of faculty volunteers will help to define how Allen-Stevenson will move forward with the 20/20 Vision. This group of faculty members will help the School to execute the initiatives our new vision articulates and lead the development, communication and implementation of new and already established curricular initiatives.

Thanks to all those who have contributed to this issue of the Lamplighter. As you read the new 20/20 Vision Statement and the articles included here, please feel free to share your thoughts and reactions.

Fortiter et Recte!

David Trower h’95 Headmaster

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Consolidating our program at one address will help to fulfill the new 20/20 Vision Statement, which follows from AllenStevenson’s Mission Statement. The new vision statement accentuates the importance of helping boys develop the capacity to be active and engaged in their learning. Educators often refer to this quality as agency. A recent article by four Harvard researchers2, explained, “Agency is the capacity to take purposeful initiative—the opposite of helplessness. Young people with high levels of agency do not respond passively to their circumstances; they tend to seek meaning and act with purpose to achieve the conditions they desire in their own and others’ lives.”

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In & out of the classroom >

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Matthew Chung ’25 reviewing books

Third Graders Discover Books In a Different Way During the week of October 8, third graders in Katherine Callahan’s class were tasked with finding their new favorite book genre…in a unique way!

Each boy was given the chance to “taste” a number of books by smelling them and feeling them as they sought to find their new favorite book.

They rotated through six different genre stations “reviewing” one book at each.

The entire lesson was conducted with quiet music playing in the background and no talking allowed, promoting a special experience and personal connection with the books.

Students even got to make a ‘reservation’ with their favorite book for borrowing in the future.

LS Librarian Bonnie Tucker observing book “tasting”

“A joyous reader is a dedicated reader,” Third Grade Teacher Katherine Callahan said. “It’s important to capture children’s interests in reading at a young age, and also to let them decide what interests them, not forcing them towards a specific type of book. Reading should be fun, not a chore. This activity promotes both enjoyment and interest.”

Middle and Upper School boys Vivek Laddha ’20, Dylan Collins ’21, Luke Sarsfield ’21, Ishan Goyal ’23, Baylin Goldstein ’21, Basti Williams ’21, Jeremy Negrin ’21, and Alec Jackson ’21 (pictured above) as well as Alex Fratepietro ’21, Brij Kapadia ’21, and Raam Melvani ’20, took time out of their mornings on October 11 to provide support for those in need.

Their Hearts for Hearts sale— where they sold colorful handmade paper hearts and origami swans—was a huge success, raising about $1,300 for Hurricane Florence and Hurricane Michael relief.

All funds will go towards Direct Relief and North Carolina Community Foundation; two organizations focused on helping victims of tragedies recover. These organizations were chosen because they guarantee that 100% of the money they collect will go to helping those in need.

“Raising money for relief is good because not only are you making people happy, but

Selling hearts for a good cause

you’re making a difference and helping those affected by disasters restart their lives,” said seventh grader, Jeremy Negrin.

This was truly a community effort. All Middle School boys helped make the hearts on Founders Day. When the boys were selling hearts outside of school, people from the neighborhood who were just walking by decided to contribute as well. The owners of the flower shop on the corner stopped by to see what was

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Boys Take Initiative in Supporting Those In Need

going on and bought hearts too. Watching the Upper School boys teach a curious Kindergartener how to make a heart was a touching moment as the desire to connect and help others crossed divisions.

The fundraiser was the brainchild of our Upper School boys, supported by Assistant Middle School Head Ben Neulander and Middle School Head Kimberly Kyte.

We’re so proud of the initiative they showed in helping others.

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In & out of the classroom >

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Anis Ghanem explaining film creation

Film Directors in the Making

Students in the 7th and 8th grade Film and Media class began discussing the concepts and structure for their short films during the week of October 8. The class, taught by Julia Kunin, Head of the Art Department, and Anis Ghanem, Administration Assistant & Receptionist, gave the boys the opportunity to make a statement through the creation of a film based upon a social justice issue.

In previous weeks, the boys watched and analyzed film clips and participated in exercises to learn new camera techniques. Anis Ghanem, who has studied film, taught the first part of the class, explaining the components of a film’s story: the rising action, the resolution, the inciting incident, etc.

Afterward, the boys broke into groups to brainstorm about topics of social justice that resonated with them.

Topic discussions ranged from homophobia to sexism, bullying, hacking, gun violence, and video games.

In a few weeks, the students will venture out to make their films. The course combines

research, creative thinking, teamwork, technical skills, and problem-solving. At the end of the semester, the boys will present their short films!

“Not only does this elective help stimulate creativity, but it also helps our boys hone their collaboration skills, a crucial part of functioning in our society,” Ms. Kunin said.

Raam Melvani ’20 mapping out a film scene

Kindergartners at their first Founders Day

Happy Birthday Allen-Stevenson!

On October 5, the School celebrated Allen-Stevenson’s 136th birthday—how the time flies!

We celebrated Founders Day at All Souls Church on 80th Street and Lexington, and kicked off our day with Headmaster David Trower giving a powerful opening speech about the School, our boys, and the community.

“School is about the community of people. Look around and get a sense of who is here with you,” Headmaster Trower said while surveying the school population with pride. “I think we all know how proud we are of you boys and the kind of gentlemen you will become.”

Following Headmaster Trower, we were then honored to host Tristan Howard ’96 as our guest speaker. During his speech, he imparted some great wisdom on our boys.

Tristan Howard concluded by telling our boys, “Find your lessons, cherish these days, your classroom, your teachers, and each other.”

“Always remember to have fun,” Tristan told our boys, “but learn how to laugh at yourself, and laugh with others, not at others.”

He also told our boys that communications skills and friendships are some of the most important things to nurture. “Take advantage of your time here and find your passions. Time keeps ticking, but the relationships you build at Allen-Stevenson last forever.”

Students then separated into groups where two different grades paired off to work on fun activities, ranging from making birthday cards for the School to an Allen-Stevenson fact-finding scavenger hunt.

They signed birthday cards for alumni, drew and charted their favorite place in the School and so much more.

By pairing an older class with a younger one, students got to interact with fellow schoolmates they usually wouldn’t socialize with, and the younger students got to see the type of boys they will become as they continue to grow at Allen-Stevenson.

Second and seventh graders paired up to make birthday cards

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Founders Day >

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Founders Day >

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Alex Irausquin-Petit ’21 and Oliver Aina-Wilson ’26

Tristan Howard ’96

Tristan is a native New Yorker, who went to Allen-Stevenson for all nine years (there was no Kindergarten when he started), and is the only A-S alumni to have had the privilege of playing the Pirate King twice! After attending The Dalton School to finish high school, he went to Skidmore College in Saratoga Springs, where he majored in Theater. After graduating, he returned to the city where he was an actor and comedian until 2008, when he joined the brand experience agency, Jack Morton Worldwide. For the last 10 years,Tristan has travelled the world creating experiences that help brands connect to the people who matter most to them. He currently focuses on onboarding all freelance and full-time staff, and talent recruitment for the New York and Princeton offices, as well as running the agency intern program.

Tristan Howard ’96

S P E E C H B Y T R I S TA N H O W A R D ’ 9 6

Hello everyone! From the kindergarteners to the 9th graders, parents, staff, administration and faculty - good morning to you all! Look, I'm going to just come out and say it right at the top—I love this school. I've been very fortunate to attend a number of great schools, but Allen-Stevenson takes the cake.

I should point out, I’m donning my original Alumnae Award medal which I received upon graduating. I cannot express how much of a thrill it is to speak to you all today. It is truly an honor and I’m excited to share with you some stories and lessons I’ve learned through my experiences at A-S.

I grew up at Allen-Stevenson, and while much of the physical structure has and continues to change, the heart and soul of what makes this school feel like a second home, remains the same; a testament to just how incredible this institution is. It’s a place where I can stand here and say, 'man, I had some incredible teachers growing up. Teachers who shaped me into the person I am today' and then look out 30+ years later and still see so many of them staring back at me. Teachers who today I consider just as good friends as any of my classmates.

So, shout-outs to Mr. Trower, Mr. Kersey, Mr. Cohen, Mrs. Demko, Mr. Warner, Mrs. Kyte, and Mr. Schrade, among many, many others. Behold Students! And look amazed at the ageless wonders that all taught me too! Simply incredible, and kudos to you all. I should also give a shout out—though she’s not here today —to the recently retired Ms. Matthew and her delicious Muenster bagels, which were a staple in this A-S Unicorn’s diet.

Before I dish out the real gems of knowledge for you students today, I’d be remiss in not mentioning a few quick tales from my time here, especially as it relates to those teachers. For starters, I was very involved with theater during my A-S career, and one of my fondest memories is about my first onstage bit (!) with much thanks to Mrs. Demko.

As Pirate King in Pirates of Penzance, I held out a note for an incredibly long time and shared a moment with the audience looking at a fake watch on my wrist, impressed with my own stamina, before diving into the rest of my song. It was my first foray into breaking the fourth wall, and it got some good laughs, including my first from Mrs. McCauley, whose laugh was—and remains—contagious to this day. The cue for Mrs. Demko to start the music again was to whip my foil to the ground, and when I did, I accidentally managed to thwap the trumpet player in the orchestra right in the head. Whoops!

Once while rehearsing for the Shakespeare play Measure for Measure, Mr. Kersey held my feet in place to restrain me from wandering around on stage as I delivered my lines—a horrible

Stephen Krawec designing cards with second graders

And for as many of the funny times, A-S teachers also played a role in some of the most difficult times in my life. After the loss of my father in 6th grade, both Mr. Cohen and Mr. Warner later served as a stand-in dad at the annual Father-Son dinners —touching acts of kindness I’ll never forget.

Okay, so while the teachers and adults may enjoy my nostalgic, funny, and touching memories, you students need something else! You need some uplifting words of wisdom! I think I'll just share a few key lessons I learned over the years here in the hopes that it sparks something in you, as you continue growing and start making your own personal discoveries.

Harrison Trivelas ’27

Lesson 1: Have fun! Ok, this one seems obvious - but it should be. I think it's very easy to forget this one, especially the older you get. You may from time to time feel the pressures of school work, constantly striving to get good grades, or to just be a good student. Well, we should always take the work seriously... but never ourselves!

Something very consistent during my entire time at A-S was that—be it class, sports or theater —there was always an underlying sense of 'this is fun'.

If you ask any of my teachers, I'm sure they'd tell you I was always the joker. It took time for me to find the right balance between clowning around, and letting others focus on class.

Ultimately, I found that balance, but I also learned how to laugh at myself, and with others, and most importantly, not to laugh at others. So as an addendum to Lesson 1; Have fun—and not at the expense of others. I am lucky most of my classmates felt the same.

True story: From 4th Grade until about 8th Grade, I could never tie my own tie. In fact, I only wore clip-ons! This could have made me a target for jokes or razzing, but instead my classmates made me a champion and I earned the endearing moniker 'Captain Clip-On', which I wore like a badge of honor.

Lesson 2: Here's an actual class lesson I learned at A-S. “Ecce!

In pictura est puella, nomine Cornelia. Cornelia est puella Romana quae in Italia habitat.” I won't recite the rest of the first chapter of our Latin textbook—Ecce Romani—nor tell you about the numerous chapters to follow that always started with ‘the cart was still stuck in the ditch’. But I will tell you that Mr. Cohen's Latin class lit a fire in me that fueled my love for language. And language has been my ticket around the world. Through my job now, I’ve travelled from Paris to Johannesburg, Egypt to Brazil. Learning how to communicate with others is so important, and language is the key to unlocking many of those conversations.

So Lesson 2 is to be curious, my friends! Learn new languages, find out about different cultures and the histories of this world. Discover how are things made, and where they come from. Take advantage of your time here to find and kindle your own passions. Use your teachers, classes and studies as opportunities to ask questions, and find answers—and don't stop. Ever. Stay curious for the rest of your lives, and you'll never be bored, and you'll constantly be bettering yourselves.

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habit I had developed, which he thankfully corrected. You should all be grateful, otherwise I’d be doing most of my speech like this today [walks all over the stage]. Perhaps I should call today’s speech ‘Bottom’s speech’ because it hath no bottom. That’s a Midsummer Night’s Dream joke—ask Mr. Kersey about it.

Lesson 3: Nurture your networks. This is something I tell my summer interns who are looking for jobs, but it applies to all of you too, though in a different way. What I mean by this is invest in and be mindful of the friendships you’re developing right now. They could be start of something wonderful! Thirty one years ago in 1987, as young boys, Owen Strock and I would sing in Mrs. Schrade’s music class about being [sung] ‘a real cowboy and a desperado’. In 1996, our A-S ‘senior’ year, we did a science project together about the half-lives of M&Ms for Dr. Mary Terry and the Science Fair (which netted us 3rd place, FYI). Well, flash forward to five years ago, where I was the best man at Owen’s wedding, and then to one year ago this Sunday, where he was the best man at mine. Time keeps on ticking, but the relationships you make today can last forever. That goes not just for your classmates, but your teachers too.

Lesson 4: Listen to your parents.

Lesson 5: Always leave the seat down. Ok! Enough lessons for today! I could go on and on and on with lessons until I turn blue (and gold) in the face. The ultimate lesson here is: find your own lessons. Cherish these days, these classes, these teachers and each other. I hail thee, Allen-Stevenson students!

Go forward, strongly and rightly. Fortiter et Recte! You will not find a better school than Allen-Stevenson to do so. Thank you!

Headmaster David Trower, Tristan Howard ’96 and David Kersey

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Welcome WELCOME NEW SIBLINGS & LEGACIES

Alex ’26 and Noah ’28 Finkel

Julian ’28 and Gabriel ’26 Fodor

Alec ’28 and Nicholas ’23 Fong

Joseph ’24 and Jonathan ’28 Kim

William ’28 and Maxwell ’26 Lopez

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Jack ’25 and Colton ’28 Deblinger

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Owen ’25 and Benjamin ’28 Millie

Leo ’26 and Brody ’28 Morgan

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Jack ’20 and Liam ’28 McGovern

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Jake ’28 and Luke ’26 Orski

Jacob ’28 and Jaiden ’25 Silverman

Aiden ’26 and Myles ’28 Weitzman

Jeremy ’86 and Spencer ’28 Beard

Phillip ’84 and Phoenix Utsch ’28

Welcome (cont.)

WELCOME NEW TRUSTEES Scott Parrot P’24, ’26

Scott Parrot is currently a Director at Barclays in Institutional Convertible Sales, where he has worked since 2008. Prior to Barclays, Scott was at Lehman Brothers where he began his career 22 years ago. Scott met his wife, Jamie, while at Lehman Brothers and she later joined Richard Perry ’70 and Paul Leff P’11, ’13 at Perry Capital in a senior marketing and IR role.

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Scott earned a BA from Harvard University in 1996 and is an alumnus of Belmont Hill School in Belmont, MA. He is co-chair of the Allen-Stevenson Annual Fund and an active volunteer, solicitor and advisor to the Development Office.

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Scott and Jamie have two boys at Allen-Stevenson, Tyler (4th Grade) and Trevor (2nd Grade). They spend their free time at their home in Sag Harbor, NY, where Scott enjoys cooking meals in a large green egg and wobbling on a paddleboard.

Scott and Jamie also contribute their volunteer time and effort to such organizations as iMentor, Memorial Sloan Kettering, Chick Mission, and the Hamptons Paddle for Pink for Breast Cancer Research.

Aima Raza P’24

Aima Raza is the Founder and President of The Peace Project, a not-for-profit human rights education organization. The mission of The Peace Project is to create safe, peaceful and tolerant communities in the world by increasing respect and mutual understanding amongst individuals from different faith ethnic and cultural traditions. They conduct in-school workshops, and provide curriculum and program design and teacher training.

Aima grew up in Pakistan, and graduated from Fordham Law School in 2003. She holds a M.S. in Global Affairs from NYU and has traveled extensively for work both within the U.S. and abroad. Aima has several years of management consultancy experience working in the financial services industry in NYC.

Aima and her husband, Agha Khan, have twin boys, Rafa (4th Grade) and Mikhail, who is a student at The Gateway School. Agha is a senior principal at Stone Point Capital, and leads their global investments in real estate finance and asset management. They spend their free time at their home in Southampton, NY, and Aima sits on the board of The Children’s Museum of the East End. Aima served as a trustee of the West Side Montessori School, New York from 2013-2015. Aima is currently an Annual Fund Captain at A-S.

Post Graduate Certificate of Education, Institute of Education, University College London B.A. DeMontfort University, Leicester, UK

Ms. Griffiths comes to us from Ethical Culture Fieldston School and previously was teaching on the other side of the Atlantic at The Strand on the Green Junior School in London. There she designed and implemented British National Curriculum in the following subjects: French, Music, Art and Technology.

Ms. Griffiths also has had experience teaching Math, Language Arts and Social Studies and has collaborated with learning specialists to deliver differentiated literacy and math programs for students with a variety of learning needs. As a young girl growing up in the London suburb of Chiswick, Ms. Griffiths taught horseback riding to children with special needs who were less physically able. As she herself says, her love of teaching and working with all kinds of children started back in the stable in Chiswick.

Maurice Hicks, Jr. Fifth Grade Homeroom Teacher M. S. in Childhood Education, Grades 1-6, Hunter College School of Education B. A. of Business Administration in Finance, Iona College

Mr. Hicks comes to us most recently from the Trinity School in New York where he has been an Associate Teacher in both Kindergarten and Grade 2. He attributes his love of teaching young children to his own upbringing in an extremely strong family with three great grandparents who are still living and his Jesuit education from elementary school onwards. One of his great grandfathers recently gave his great grandson all his cameras, which has allowed Mr. Hicks to pursue his passion for photography in a very special way. Mr. Hicks is also an avid painter and reader. He admits to reading four books at a time, and his latest interest outside of teaching, reading and the arts, is rock climbing.

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New Faculty

Jenny Griffiths First Grade Teacher

“If I could have one job for a day, it would be a pastry chef.”

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“I want to instill in our boys a love for books and reading this year.”—Jenny Griffiths

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“If I could have one job for a day, I would be a professional dancer for a day. I am captivated by the flow and pacing of productions, while admiring the strength and focus of the dancers.”

“I want to teach my students that when we handle our business by doing our part and putting the needs of the person next to us in the forefront, we will truly succeed as a unit.”—Maurice Hicks, Jr.

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Sophy Joseph Lower School Homeroom Teacher and Consultant for Special Projects in Professional Development and Parent Education

New Faculty

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(Cont.)

Welcome (cont.)

M. S. in Education and Leadership for Educational Change M. S. in Literacy,Teachers College, Columbia University B. A. in Childhood Education, Hunter College of the City University of New York

“I just finished reading All The Light We Cannot See. I’ve been approached by a number of New Yorkers who have actually stopped me on the street and suggested that I read The Nightingale next!”

“I think it surprise people to learn that a few months ago I had to perform a Bollywood group dance in front of an audience. It was a nervewracking and humbling experience!”—Sophy Joseph

Ms. Joseph joins us from Manhattan New School where she has worked since 2009.

She is a literacy specialist who has been trained in The Teacher’s College Reading and Writing Project, Balanced Literacy, Words their Way, Fountas and Pinnell, TERC Investigations Curriculum, Everyday Mathematics, ECLAS, Rigby and others. Ms. Joseph also has expertise in designing Family workshops, the goal of which was to develop curriculum to support families in educational, social and emotional growth. When outside the classroom, Ms. Joseph can be frequently found spinning, or at a museum.

Erica Marcus Third Grade Teacher

M.S. in Education, Early Childhood and Childhood General Education, Bank Street College of Education M.A. in Museum Professions, Seton Hall University B.A. in Classical Humanities, University of Wisconsin

Ms. Marcus is a native New Yorker who attended Friends Seminary as a young student.

Before becoming a teacher, Ms. Marcus spent several years in the museum world working at The Museum of Jewish Heritage-A Living Memorial to the Holocaust.

Ms. Marcus then returned to school for a second master’s degree, this time in education; she is passionate about learning and has become a dedicated teacher of young children most recently at The Dalton School. When Ms. Marcus is not teaching, she can be found running through the parks of New York and the surrounding boroughs or doing crossword puzzles.

”

“One thing people don’t know about me is that I am freakishly competitive about Bocce.”

“I want to teach our boys to have a growth mindset, to be risk takers, and empower students to take ownership of their own learning.” —Erica Marcus

Athletics Associate

Clarissa Crowley

Second Grade Teacher

Ms. Yigzaw began her professional life after school in Washington, DC working in Public Relations. She worked for The US Department of Agriculture holding three roles: Public Relations Specialist, Assistant Trade Director, and Chief of Staff.

After six years in our Capital, Ms.Yigzaw made a conscious decision to live in New York.

Since returning, Ms.Yigzaw has been volunteering regularly through the application DEED with several causes, including reading with children, tutoring and playing with children who have incarcerated family members, and Oliver Scholars. The latter has led her to teaching at Allen-Stevenson.

Sarah Kresberg

Director of Library Tech Commons

Violetta Nicholas

Human Resources Manager

Liz Roberts

Associate Director of Development and Alumni Relations

Louisa Wells

Communications Manager

Sarah Woods

Director of Communications

”

Ms. Meltzer grew up on the Upper West Side of New York with her family. Her love of children and interest in teaching started with tutoring an eight-year old boy at the Gateway Hebrew School. Every Sunday she looked forward to being with this child who had disabilities and finding ways for him to overcome his challenges both learning and otherwise. Outside of teaching Ms. Meltzer’s passions include hiking, skiing and cooking.

B. A. in Communications and Sociology, Rutgers University

Brian Alifano

“A book that’s currently on my nightstand is A Time to Kill by John Grisham.”

“This year I want to teach my students that everybody learns in different ways and at different paces. It is okay to have different needs than the person next to you and it is important to advocate for what you need in order to do your best learning.” —Isabel Meltzer

“People would be surprised to know that my first name is actually “Workabeba.” It means “golden flower” in Amharic, the national language of Ethiopia.

“Abby” was given to me as a house nickname at a very young age.”

“I want to impress upon our boys a sense of community within the classroom and the importance of taking care of one another, promoting their capabilities in feeling sympathy and, as they develop cognitively, empathy.”—Abby Yigzaw

Winter 2018

B.A. in Inclusive Elementary and Special Education, Syracuse University

Abby Yigzaw Kindergarten Associate Teacher (Long Term Substitute)

New Positions

Isabel Meltzer Middle School Learning Resource Specialist

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Welcome (cont.)

New Staff

Michael Garey Technical Support Specialist

A.S. in Social Sciences, Northern Virginia Community College

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Mr. Garey grew up in Buffalo, New York and cultivated an interest in technology from a very early age. He has recently relocated from Atlanta to New York and is enjoying exploring Manhattan.

His passions outside of teaching and helping others with the world of computers are watching movies, listening to podcasts and reading.

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“The book I’m currently reading is Homage to Catalonia.”

“I have a love of technology.

While at Allen-Stevenson, I hope to help staff, faculty, and students grow with it and impart some of my love for tech onto them.”—Michael Garey

Kosoko Jackson Communications Manager

Jennifer Ziplow Special Events & Alumni Relations Associate

Mr. Jackson started his career in Washington, DC, in digital media at Rock the Vote, an organization that focuses on voter rights and education and then moved on to Alliance to Save Energy, a group that creates digital media for profit and nonprofit organizations. In February 2018 Mr. Jackson moved to Brooklyn, NY and started working for the Center for Popular Democracy. His professional path and personal interests show a deep commitment to the causes of education, youth empowerment, and social justice. Mr. Jackson currently serves on the Board of ACES, a nonprofit organization focused on girls’ rights internationally. He is also an author of books for young people, his debut, A Place for Wolves, is coming out in 2019.

Ms. Ziplow grew up on Long Island and spent her formative educational years at Friends Academy in Locust Valley, New York. She began her career in media relations and event marketing in New York City, working most recently as an Account Supervisor at Colangelo & Partners Public Relations. She looks forward to returning to a school environment and sharing her passion for independent education. Her interests include reading mysteries, gastronomy, spending time with family and friends, and exploring NYC.

B.A. in Public Health & Communications (New Media), Southern New Hampshire University

B.A.in Sociology and Anthropology, with a minor in Educational Studies, Colgate University

“I’m currently reading A Spark of Light by Jodi Picoult. I've been a huge fan of her books since I was a teen and can't wait to dive into this one.”

”

“I think people would be surprised to know I have a young adult book, my debut, coming out April 2019, called, A Place for Wolves.”

“I hope to teach our boys how to be more independent and collaborative in their work.”—Kosoko Jackson

“ While at Allen-Stevenson, I hope to help the faculty, staff, and students build lasting relationships with one another and the School that will last for years to come.”—Jennifer Ziplow

B E T T Y E LY, S U B S T I T U T E T E A C H E R

By Kosoko Jackson, Communications Manager

Betty Ely has been a teacher for almost thirty years, teaching at many independent schools across the New York area. She has been at Allen-Stevenson for four years, and is currently teaching one of our Kindergarten classrooms. Her thirty years of teaching, she says, have been some of her happiest times.

“I love being with kids,” she says. “I enjoy shaping minds, and preparing them for the world as best I can. I think it’s my calling.”

That’s one of the reasons Betty loves Allen-Stevenson and has been part of our family for so long. Though she’s only been a teacher at the School for four years, her son, Teddy, was a student here, in the Class of 1995. She believes Allen-Stevenson made him who he is today.

And that’s a core part of Betty’s thinking. She believes in the Reggio-Emilia Philosophy, a self-directed learning based on the interests and energies of the student. It’s the style she’s used for teaching in all of her classrooms. She sees herself as a facilitator and motivator of learning. “And I strongly believe Allen-Stevenson personifies that philosophy. That's why I love teaching here and being here.”

Betty intends to stay at Allen-Stevenson for many more years, and we know the community is grateful to have her. Betty’s infectious smile, personality, and passion for teaching can be seen in every student who comes in contact with her.

We’re lucky to have her as part of our A-S family!

JOSE VELEZ, SECURITY

By Kosoko Jackson, Communications Manager Jose Velez is part of the security team at Allen-Stevenson and helps keep our boys, faculty, and staff safe. He’s been working here for over two years and loves every second of it.

“What I love most about Allen-Stevenson is how happy everyone is,” he says. “I’ve worked other places, as a security guard, where the people aren’t happy. They don’t talk to you.

Allen-Stevenson is like a big family.”

Jose also loves how being a guard helps him feel part of the community. He feels closest to the boys when he’s helping them.

As a father himself, he considers protecting students and keeping our school safe, an honor as much as a job.

Most importantly, we love Jose here too. Jose is a critical part of the Allen-Stevenson family. Not only does he make us feel safe, but he’s also one of the first faces our staff and students see in the morning, and he sets a positive, energetic and happy tone— an essential thing for our boys to see. We don’t know what we’d do without Jose.

Which is why it’s even better that when asked if he intends to stay he enthusiastically said “yes.”

“I’d also love to get more involved with the School in other ways,” he added.

Thanks, Jose, for all you do!

Winter 2018

“Allen-Stevenson is amazing at shaping boys into men,” she says. “My son is a great man, and though his greatness comes from within, Allen-Stevenson helped teach him that there are many ways to be a man. He is secure, independent, and happy because of Allen-Stevenson.”

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Volunteers

W E A LT H O F O P P O RT U N I T I E S TO L E A R N A L O N G S I D E OT H E R PA R E N T S

Allen-Stevenson encourages not only the boys and teachers to be lifelong learners, but also seeks to provide many opportunities for parents to continue learning as well.

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Whether attending a Tech Tuesday workshop about the economics behind eyeball-seeking apps or participating in a parent led Book Club discussion about social imbalances, parents are provided countless opportunities to share interests, learn new topics and broaden their cultural competencies.

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Parents also learn through strong volunteerism. Parent involvement at Allen-Stevenson is exceptional which is testimony to the (intimate) holistic community experience families enjoy. Parent volunteers are invited to share in the A-S service-learning curriculum by modeling behavior conducive to empathy and thoughtful citizenship. Moreover, parent volunteers learn through their child’s lens by attending father coordinated trips to Westpoint, volunteering on the art committee to create imaginative galleries around the School and by volunteering to host a foreign country at the School’s International Festival, which provides a rich education of our world’s diverse cultures for all.

Board of Trustees President, Mark Greene, said it best at our Parents Association Back to School Breakfast, “...these are the best years to get involved in your child’s experience at school...your boys want you around and the school provides a wealth of opportunities to do so.”

Volunteering at the Rise Against Hunger Event

PA Executive Board: Amy Peck, Mase Kerdel-DeMarco, Bethan Willis, Liz Steinberg, Christina deMarval, and Audrey Rasch

A N I N T E RV I E W W I T H T R U S T E E M E T I N N E G R I N A B O U T VO L U N T E E R I N G W I T H T H E B U I L D I N G P RO J E C T The School was looking for someone from the Board to get involved with the Building Project. A friend asked me knowing I’m active in real estate and development and that I had a child in the Lower School at the time. Not only did I want to help out a friend, but I also wanted to do what others have done to help prepare the School for the next 20 years.

When I first visited the School, I was quite impressed with the facility. Others made sacrifices at some point in time and my family and I were the lucky recipients of the generosity of time and money of previous families and Boards of Trustees who have been through construction periods.

I also feel like I’m making a difference…making something better. I’ve always been moved by the story of Allen-Stevenson that the Headmaster, David Trower, tells…how Mr. Allen and Mr. Stevenson started this school with three students and here we are this year with 418 boys. Our generation of Trustees has been given the School in trust to make it better for the next generation. This is especially true for us as a non-profit. We are not shareholders. We are simply safeguarding the School for a period of time.

You work in the real estate business. What are the skills you feel you bring to this project?

I’ve been in real estate for 25+ years. I work both on the finance and operations side, meeting with contractors and financial institutions. I was finishing work on a building at the same time this project was really getting underway. The friend who asked me to join the Building Project team was aware that I was familiar with the current market as well as being a user of multiple trades in the private world. This last fact was critical because it is hard for not-for-profit organizations to have leverage since they only come to the market once in about 20 years. Contractors usually want to work with those organizations that are going to give them repeat business. Also, because the real estate market is really busy at the moment we are competing for contractors and laborers. It’s a catch twenty-two because if the market is busy it means it is equally a good time to raise money for a project such as this.

What in particular about this project appeals to you?

In real estate terms, we are creating additional space on top of and adjacent to existing space. This space is adaptable, so while it will be used for STEAM and Athletics and the Performing Arts in the near term, it can always be used for

Trustee Metin Negrin P’21, ’23, ’25

something else in the future. As education evolves, so can our space. While the programming and design were well under way when I came on board, I especially liked knowing that at least 50 meetings took place between the architects and designers and faculty and staff to truly define the School’s programming needs for the future. This two-year process really was a collaborative effort.

What would you tell someone about the benefits of volunteering at the School?

There are many ways to get involved at Allen-Stevenson. I think it is hugely rewarding to assist in our school, where our kids will likely spend more time than in any other educational institution. Working for the School is a feel-good part of my day. I’ve learned new skills along the way, but the biggest reward is zero obvious reward. There’s purity in that.

Winter 2018

Can you describe how and why you became involved in the Building Project?

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Features

innovation

Allen-Stevenson has always been an environment of

creativity

and

in our dedication to provide the very best in boys’ education.

embracing the challenge

As our facilities are being expanded and renovated to meet the needs of our 20/20 Vision, our faculty and staff are

with great

exciting learning

enthusiasm and aplomb. Although 2020 is still firmly in the future, the 20/20 Vision is already

opportunities

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taking shape, and the School is brimming with

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and so much more.

B O O K TA L K B E C O M E S M O R E S T U D E N T- D R I V E N

By Sarah Kresberg, Library Tech Commons Director Fifth grade boys participate in a Fifth Grade Book Talk course in the library each year. This past January to May was a little different. Sarah Kresberg, Director of Library Tech Commons, decided that it would be good to change up Book Talk in order to give the boys agency.

This new approach to Book Talk is called Find and Share.

Ms. Kresberg challenged the boys to devise a way to find great books to read, either for themselves or for others, and to share the results with the world. Using inquiry-based learning, Ms. Kresberg gave the boys ideas to get them thinking and allowed them to choose whether to work alone or to partner with others. Some boys stayed with the same partners throughout, while others tried different collaborative relationships, learning more about their own collaborative strengths and weaknesses along the way. The only requirements, in addition to fulfilling the challenge, were to complete an entry and exit ticket for each class to document their progress and to upload finished projects to a digital bulletin board. The boys were allowed to use any technology they wanted or they could avoid technology altogether.

In about ten working hours, the boys managed to complete a wide range of projects such as curating a display case about poetry using visual word clouds, a bulletin board on the fifth floor about books that develop empathy, and selecting and processing books to enhance our collection. Two rival book blogs sprang up, each with a large stable of writers, and a number of boys condensed the plots of their favorite books into 90-second videos. There were also quizzes, book finding services, hand-drawn posters‌the list goes on!

While Ms. Kresberg acted as the coach, the boys sometimes got specialized help from Circulation Manager Kate Reid and Digital Media Specialist Chris Caccamise. The boys were given the run of the whole library, which very much facilitated their work. In future, the Learning Lab and the Maker Shed will really lend themselves to this kind of learning. At the end of the course there was a live showcase, at which the boys shared their successes as well as items they had uploaded to the 'column of fail'. They also designed and completed an evaluation of the course. Feedback was overwhelmingly positive, with the vast majority of boys feeling accomplished and reporting that they enjoyed Book Talk a lot more. Many boys realized that they had acquired new skills and had grown socially or emotionally.

Did you enjoy Book Talk more as a result of Find and Share?

Find and Share was more fun because we could choose the projects that we wanted to do, and didn’t feel limited to what we could do.

What else did you learn during Find and Share?

I learned that I could do anything that I really worked hard for. I actually didn’t think we were going to finish this project on time, BUT WE DID!

Did the project lead you to read different kinds of books from those you read previously?

Since our topic was poetry I read so many poetry books, I uncovered a real liking for poetry books.

Did you learn any new skills during this course?

I learned how to use Canva. I learned how to fully operate on Google sites.

What advice would you give to next year’s Fifth Grade?

Enjoy the project and don’t try and finish too quickly. If you’re not having fun you’re not doing the right project.

Winter 2018

When asked about this project the boys had this to say:

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Features (cont.)

L E A R N I N G T H R O U G H S T O RY T E L L I N G

By Kosoko Jackson, Communications Manager At Allen-Stevenson, continuing to learn and trying out new ideas is core to our mission. And this year our Spanish Department is embracing that concept by incorporating a new teaching method.

Did you know that the average Spanish program tries to teach students over 2000 words? Did you also know to be fluent in a language most students only need to learn about 400 HFW (high-frequency words)? About 95% percent of foreign language students will ‘fail’ foreign language, using the traditional textbook model of teaching. When we focus only on the high-frequency words, we not only can take the actual time to learn the language but also teach students in a way that motivates them to want to learn and to be lifelong learners. Not simply memorizing information for a test.

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Which is why we’re honored to implement TPRS at Allen-Stevenson.

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Teaching Proficiency Through Reading and Storytelling focuses on teaching students those high-frequency words by creating engaging, fun, physically active stories, into which the students can insert themselves. Students decide the focus of the story and make it their own, which creates a sense of ownership and buy-in by the students. Students don’t even realize they are using principles of repetition and problem solving to memorize words, but instead, see it as building a collaborative story with their classmates and teacher. To measure success, TPRS aims to have boys speak confidently, accurately and with no hesitation, and as much as possible in class. The unique teaching style also caters towards all types of learners—so no one feels left out.

“To learn a language, you don’t need to know every word,” says Blaine Ray, founder of TPRS. TPRS can be used at any level, and at Allen-Stevenson, we’ve used it with our third graders, our fifth graders, eighth graders, and even our staff. Students are asked simple questions that can be answered with simple sentences. The questions may change, and the subject of the answer may change, but the principle doesn’t, even as the story continues.

And that’s what we did. Blaine Ray taught about twelve of our faculty members German using TPRS and by the end of the 50 minutes they were speaking complex sentences in German and telling stories. He also taught a third and eighth grade Spanish class.

“TPRS is a great way for even reluctant learners to find their passion for languages again,” Samara Spielberg, Spanish Department Chair says. “It is also a great way for teachers to see what it’s like to be a learner again. If you have a chance to take a TPRS training session, I highly suggest you do.”

Blaine Ray, founder of TPRS

G U I D E D I N Q U I RY U S E D F O R G O WA N U S CANAL RESEARCH P RO J E C T

By Kosoko Jackson, Communications Manager

Science Teacher John Zufall posing a question to the boys

Students visited the Gowanus Canal, where half of the boys conducted hands-on science testing, while the other half walked along the pier, allowing them to see the canal and to talk about the implications pollution poses. Before the visit, boys spent several classes learning about the history of the area and how the canal became polluted, giving them a basis for their inquiry.

By traveling to the Gowanus Canal, students were given the opportunity to see, first hand, what pollution was doing to the canal, rather than merely observing photographs in books. This sparked their curiosity and increased their desire to make meaningful proposals to help improve conditions in the area.

Using guided inquiry—meaning a framing question—proposed by Mr. Zufall and Ms. Storch, the boys developed their own questions based on their particular interests. The project was designed to allow the students to focus on scientific principles and employ an investigative approach. Here the framing question was – What do you want this neighborhood to look like in six years when you will be graduating from high school? Students then developed their own questions based on their interests and first-hand investigations and immersed themselves in the project by learning everything they could about the Gowanus Canal. They explored what tools the community was using to combat pollution: bioswales, blue houses, rainwater capture systems, etc., and as part of their research focus some of them considered whether they might find ways to improve on those methods.

Rather than allow the students to ask simpler questions such as, “How are we going to clean the water?” Mr. Zufall and Ms. Storch “guided” the students by asking them to go one step further to problem solve by researching the community’s views on the Gowanus Canal, by reading up on community meeting reports, to see what the residents of the area wanted to change. They also worked on their research skills by gathering historical information from the Gowanus Canal Conservancy as well as online newspaper and articles and videos about the area. In a prime example of how Allen-Stevenson blends disciplines to create a holistic educational experience, these efforts were led by Liz Storch who was on hand in the classroom throughout most phases of the project.

After all the research was complete, to further develop skills they will need in the future, students presented their 2024 Plan for what they want a city to look like in six years, how they would get there and what they can do to help combat pollution to a panel of teachers and administrators as well as a marine biologist.

Winter 2018

At Allen-Stevenson, getting our boys to think for themselves by asking meaningful questions and learning how to problem solve is a key part of our vision as educators. And through a guided inquiry sixth grade science project, spearheaded by John Zufall, Science Teacher and Eighth Grade Advisor, and Liz Storch, Librarian for Grades 6-9 and Seventh Grade Advisor, our boys did just that last spring.

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Features (cont.)

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Students observing the Gowanus Canal

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Reflecting on this project, John Zufall made an important observation about the benefits of using guided inquiry in teaching, saying, “Because our boys were focused on what they saw as important, rather than what I stated was significant, this project kept their interest far longer than others. They were solving the problems they saw, not simply doing an assignment for me.

Finishing one question spurred another, and they happily investigated them on their own.”

When asked if he thought the project was a success, and if he’d do it again, Mr. Zufall answered both questions without hesitation, “absolutely.”

Q & A W I T H H I S T O RY T E A C H E R K I M S K L O W A B O U T A M O R E I N Q U I RY B A S E D H I S T O RY C U R R I C U L U M F O R G R A D E S 4 TO 9

Q: Can you explain the thinking and planning that went into the creation of the new history curriculum?

The history team has been meeting for a few years now to discuss the scope and sequence of their curriculum 4-9th. During that time, it became apparent that there were some topics, the Civil War for example, that were not being taught thoroughly. Together, we looked at everything we were teaching and realized that we needed to make some changes to the curriculum. As a result, we have expanded our study of American history to include all of the Americas and to go further in our exploration of our own history. In addition, we created some overarching questions that we have begun to use in our studies. Such as, whose voice can we hear? Or, whose voice is being left out? After looking at the broader world and colonization, the study turns to the formation of our nation and eventually, the role we play in the world.

Q: Why is this change in approach important for the boys?

The Fourth Grade’s annual Egypt exhibit was on display on Friday, May 18. This year’s exhibit was dedicated to the late Dr. Mary Terry. Dr. Terry played an instrumental part in helping the fourth grade boys and teachers think about how to incorporate the elements of STEAM into our history curriculum.

For this project, boys were asked to think critically about social classes specifically in Ancient Egypt under the reign of Hatshepsut, a pharaoh known for being a peaceful, but powerful female leader.

”

We wanted the boys to understand that history has multiple perspectives and that a story can be told differently, but that usually one story becomes the more prominent. This approach will give the boys a new lens by which to see history and helps them to understand why different people have different views and from where these views originated. We encourage the boys to evaluate information that is presented and learn that everything has a bias.

Fourth Graders’ Egypt Museum Designed to Recreate Hatshepsut's Legacy

Every boy was assigned a role.

The roles were as follows (listed from “lowest” to “highest” social status): farmer, artisan, merchant, soldier, scribe, noble/priest and pharaoh (Hatshepsut).

Fourth Grade Teacher Sarah Luposello explained, “All the while we challenged the boys to think about which group is the most important. We came to realize that while social hierarchy exists, the wellbeing and growth of an entire civilization is dependent upon everyone doing their “job”—no one is more or less important.”

She went on to add, "Hatshepsut was specifically studied because she accomplished many crucial things (expanding trade and economy with dangerous expeditions to the land of Punt, and bringing peace to a turbulent time in history) yet nearly all of her artifacts in her tomb were systematically defaced and destroyed. No one knows exactly why, but experts suspect her successor (her stepson) did not want the world to know of a female’s triumphs and success. And so we also dedicated this museum and its contents to her in an attempt to recreate the legacy she deserves."

Fourth Grade Egypt Museum Q: How will you encourage the boys to see history differently?

We will be using four Guiding Questions throughout each unit.

1.

2.

3.

4.

Whose voices are we hearing and not hearing?

Who decides whose voices we hear?

What does it mean to be a citizen?

Was there another way to deal with whatever it was?

We get the boys to explain where they got the information they were seeking. It expands their scope of inquiry.

We are also committed to doing one simulation in each grade. We’ve already introduced a Constitutional Convention in the Sixth Grade and incorporated several simulations into the Fourth Grade, including a study of Native Americans and a new approach to their Egypt unit.

[See the story to the left.]

Q: How are you rolling out the new curriculum?

We’ve begun with the Fourth and Fifth Grade, creating a much broader view of the world. Sixth Grade will talk about the formation of a country and the problems and positives that come from that. In Seventh Grade the boys will study their place in the world. In eighth grade history, we already talk about slavery from the African perspective, discussing economics versus morality.

When we study China in Eighth Grade, we talk about filial piety, getting the boys to understand that there is no right answer, but that it affects decision-making.

Winter 2018

From there, boys did extensive research on their designated social class. They examined everything from daily life, to contributions to society.

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Features (cont.)

A performance of Iolanthe

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BUILDING BRIDGES IN 2020

By Stacy A. Donovan, Theatre Director

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There is no such thing as a blank page. The theatre is not a blank page; not even our lives are blank pages. The theatre has decades of stories upon which we build theatrical art, and we have generations of stories upon which we base our journeys and develop our lives, our world view, our unique story. Stories create memory and identity, and the act of the telling our stories creates an empathetic bridge between human beings. As we move toward the symbolic 2020, it seems that an empathetic bridge may be the most important infrastructure that we could build.

Telling stories in the theatre can mean that we tell the stories of others through the playwright’s vision or we tell our own unique stories through devised theatre that young students build with the help of the theatre director. Whether we are focused on original storytelling or telling the stories of others, it is the process that becomes paramount. We create the world we want to live in in the rehearsal space and through the process. It is in the rehearsal room where questions are asked, and methods are tried. It is in the rehearsal room where creative risks are taken in the name of telling a story. Through the rehearsal process, young people learn to express their ideas in a room where others might disagree and to negotiate that moment of disagreement. In a singular collaborative effort to tell stories in creative ways, and with the deadline of opening night, the process is heightened, and passions are fired in young budding artists. This is when I am reminded that it is innovation in small rooms that make bigger rooms possible.

Why is it important that young people experience the theatre as an audience member? During any theatre performance, there are a several things going on. First, there is the play and the story it tells. There is also the story of the actors in performance. How are the actors getting along in performance? Further, how is the audience doing? And finally, how are the actors and the audience doing as they experience the theatrical moment together? The point of theatre is not just what happens on the stage, but the energy that is created in that moment between the actors and the audience, between the story the play tells and the audience’s reaction to it. That energy, that immediacy, is what we lose when we are not part of a live audience viewing a live art form. The theatre is about community systems, meaning, how are we getting along? No other artform uses that as its essential material.

Since this is an essay about storytelling, it seems I should close with one of my own, my favorite, and it is at the heart of what makes theatre, theatre. I happened to be fortunate enough to be in the 1968 national tour of The King & I with Yul Brenner. He told a story, many times, about singing “A Puzzlement” each night. He said that when he got to the end just before the final word “puzzlement,” he would pause, look at the audience and silently wonder how long they would let him wait before he said the word. He holds, audience waits, he finishes the phrase and audience responds. That moment, to me, is the heartbeat of the theatre, the moment that only live theatre can give a live audience, and the moment that will build the empathetic bridges we so desperately need.

E X P A N D E D AT H L E T I C F A C I L I T I E S O P E N U P N E W O P P O RT U N I T I E S F O R L E A R N I N G

By Rich Alifano, Director of Athletics I have been the Director of Athletics at this amazing school for the better part of three decades.

My early years were spent teaching in the original 25’ x 45’ gym, currently our Dining Room.

Recess time was spent on the roof, when the weather was nice (you remember those canceled roof periods) there were some great games of football, dodgeball, and kickball. Our afterschool team practices and games were on Randall’s Island. I remember sweeping the fields for rocks, holes, and other sorted debris. Fortunately, Randall’s Island, thanks in large part to the independent schools, is currently a first-class facility. The downside to a first-class facility is that usage has more than quadrupled, resulting in limited field availability for all schools.

Here’s the GREAT NEWS! We have embarked on a facility expansion project that will significantly improve teaching and learning. As you know, Allen-Stevenson considers physical education and athletics to be an important and integral part of the education program. We believe these programs develop skills, self-esteem, self-confidence, sportsmanship, an appreciation for being physically active, and so many other qualities that a happy healthy boy needs. Furthermore, our new facility will provide a diversified learning experience, scheduling flexibility, reduction in off-site facility usage, and a roof that is available on inclement weather days.

Our new facility will include; the North Gym: a regulation size basketball court with bleachers, the South Gym: a smaller gym with a rock-climbing wall, batting cages, and basketball backboards, wrestling room, covered roof with a turf surface, fitness room, cardio-room, athletic offices, and ample storage.

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Renderings of the new Athletic facilities

From a curricular standpoint our facility enhancement project will allow all of our boys to spend less time on buses, learn in small groups, increase their time being active, and increase their skills training.

Programmatically we will be adding four exciting components: Rise and Shine, Rock Climbing Club, Obstacle Course Racing, and Individualized Conditioning Class.

The Rise and Shine program will open the athletic facility doors prior to the academic day. Boys will have full access to the athletics facility under the supervision of our amazing athletics staff. Research shows that exercise in the morning improves both your physical and mental energy.

Rock Climbing is a unique way to challenge yourself, overcome obstacles, set and achieve goals, and master new skills. Our club participants will challenge themselves not only on our wall, but, on other indoor and outdoor climbing structures around the New York.

Obstacle Course Racing (OCR) is an exciting way for our boys to learn how to overcome physical and mental obstacles. The boys will train in our strength room, cardio room, wrestling room, and on our rock wall.

The boys will participate in a culminating event: the Spartan Race.

Individualized Conditioning Class (ICC) is a personal fitness assessment program that focuses on personal and sport specific goals.

I hope that you will be able to find the time to visit and witness first-hand the amazing facility that we are building for our boys.

We anticipate completion of the project by September 2020!

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Features (cont.)

P R O F E S S I O N A L C O L L A B O R AT I O N T I M E S E T A S I D E FOR TEACHERS By a collaborative group of writers Allen-Stevenson believes that professional development, and the growth of our teachers and staff, is just as important as the growth of our boys. So, specific Professional Collaboration Time (PCT) has been set-aside on seven Wednesday late afternoons throughout the school year for faculty and staff to meet in groups to plan with or learn from each other. Scheduling during the day can make it challenging for some groups to find time to collaborate and equally for others to share knowledge about new teaching tools or methods, all of which expand our teachers’ toolkits.

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On October 17, the first of such PCT afternoons took place. Various groups of teachers gathered to share time brainstorming, whether it was to create a unit incorporating both art and music, to plan new ideas for the Middle School history curriculum or to flesh out STEAM projects in different grades.

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Andy Zevon, Director of Technology, and Marissa Zelmanowicz, Technical Support Specialist & Help Desk Manager, taught interested teachers about the Legamaster board and the Tango Teach software—technology tools that teachers are using in multiple ways in their classrooms. They demonstrated how to use the board and the software and how it promotes collaboration amongst the boys. Teachers were able to ask how they could use the Legamaster in their specific classes and get unfettered access to our Technology team. A few teachers began the lesson with basic knowledge of the Legamaster, but by the end were excitedly discussing new and ingenious ways they could use it and Tango Teach to promote active learning.

Discussing books that help lead Social Emotional Learning

David Kersey and Ben Neulander discussing history lessons

“Be the Change! Taking Empathy from a Soft Skill to a CORE skill!” was a workshop offered by Spanish Teachers Samara Spielberg and Camilla Iturralde. Teachers were taken through the four-step process of creating top-down mini-units that scaffold skills while engaging with relevant content. To begin, they explained that animated films and children’s books are used to analyze human behavior. In the second phase, pop music and skits are used to develop the ability to view the world through different perspectives. The introspective third phase takes these newly developed skills on perspective and asks students to internalize them by getting more personal, utilizing role-playing and personal story writing. The final phase allows students to practice the skills of empathy by reaching back outward to the greater school community.

The afternoon of PCT was a great success, and with six more sessions this school year there will be plenty of learning opportunities ahead, such as a movement- based restorative class, a Development workshop, a discussion around gender inclusivity and using Newsela as a teaching tool to name just a few.

Marissa Zelmanowicz demonstrating the Legamaster

Michelle Demko, Barbara Shindler and Peter Fletcher collaborating on a new project

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Jenn Zimmermann, Assistant Head for Curriculum and Teaching Grades 1 and 2, led a discussion about selecting books to lead Social Emotional Learning by increasing diversity in classroom collections. Teachers took turns sharing different books that included a more diverse group of characters. The group talked about the value of storytelling; the different ways stories can speak to boys, and how to get boys interested in reading. For younger boys, using animals is a good way to introduce new, or possibly reluctant readers, into the world of books. Congruent to Allen-Stevenson’s holistic method, shared how colors and illustrations were used to tell a story and help students relate to a story’s premise. This session was filled with laughter, joy, and lots of team building.

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Features (cont.)

F A C U L T Y G R A N T S & S TA F F A W A R D

The Kellner Great Teacher Award was initiated

by a gift from George and Bicky Kellner, parents of Peter ’84. It recognizes outstanding achievement by an Allen-Stevenson

teacher. The 2018 recipient of the award was Kim Sklow, Upper School History Teacher and 8th Grade Advisor.

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“Having my peers and administrators recognize me with the Kellner Great Teacher Award is truly humbling. It is an honor for me to work with such a wonderful group of people who challenge me to be my best each and every day.”

—Kim Sklow

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The first Riklis

Grant

was established in 1999 by Marcia

Riklis a former trustee and mother of David Hirschfeld ’99, to provide one teacher an opportunity for professional and/or

personal renewal. The original award was established through the Betty and Pinhas Riklis Faculty Fund.

In addition, over the last 18 years, members and former

members of the Board of Trustees have contributed towards

more Riklis-Inspired Grants. Teachers can apply for projects, trips, or other experiences that they believe will provide such special opportunities. The May 2018 recipients were Chris Caccamise, Mike DeGennaro, Aidan Fennelly, Will Goss, Camilla Iturralde, Stephen Krawec, Sarah Luposello, Cate Campo and Annette Perez. Following are reflections about transformative and meaningful experiences by some of these teachers.

Chris Caccamise, Digital Media Specialist

I used the grant to help fund a month long stay in Italy with my family. While in Italy we lived primarily in Rome because my wife received an award from the American Academy in Rome, which afforded her a residency at the Academy and incredible food for the duration of her stay.

Time in Rome allowed us to explore the city without having to rush from place to place in order to see everything. We

had the chance to really learn the city, especially the neighborhoods of Trastevere and Monteverde where our apartment was located, while still managing to see all of the tourist destinations from the Parthenon to the Circus Maximus.

In addition to Rome, we also traveled to Tuscany where we spent a week in the countryside with old friends. We explored cities of Pistoia, Lucca and Cantegrillo while there and stayed in the middle of an olive grove in a house built in the 14th century.

Following our time in Tuscany we drove a rented Renault Megane (the largest car that we could rent) across Italy to Rimini, a beach resort town on the Adriatic coast. Rimini is a beautiful ancient town rich with Roman Ruins including the Ponte de Tiberio a bridge completed in the year 20 A.D. under the reign of Tiberius. We also swam in the ocean and enjoyed Aperitivo on the Adriatic along with thousands of Russian tourists.

Our trip was truly a once-in-a-lifetime experience which enriched my life immeasurably and receiving the Riklis Grant helped to make this happen.

Cate Campo, Third Grade Teacher Thanks to the Riklis Grant, my husband and I were able to augment our 3-week honeymoon trip to South Africa. This grant came at a perfect time because it was financial relief after covering the cost of our wedding. I was born in South Africa and have travelled back a dozen times, but this was my husband’s first time.

He was in awe at the beautiful landscape, oceans, and wild animals. It was so wonderful to experience it through his eyes.

We hiked Table Mountain and Lion’s Head. We visited the tip of the Cape. We spent time with my aunts in wine country, had a few fun-filled days watching the World Cup from a beach town called Hermanus, and ended the trip with a luxurious safari in Kruger Park. We spent four days tracking wild animals and following their narratives with our very knowledgeable guides. We saw elephants, lions, leopards, giraffes, hyenas, and my favorite, the elusive wild dog with its pups. Most significantly, my husband got to meet my grandmother, who’s health had been failing, before she passed away just a few days later. Thank you to AllenStevenson and the Riklis Grant for affording us this once in a lifetime opportunity to show my husband my birth country and reconnect with it myself. I look forward to sharing some of our stories, insights, and pictures with the boys this year. Too, I am starting this year not only refreshed, but also centered and inspired by our trip. Thank you!

One of the most rewarding parts of the trip was hiking up to the Refugio José Rivas, a rest house for hikers that sits at 15,953 feet above sea level, just below the summit of the Cotopaxi volcano. The climb draws travelers and hikers from all over the globe; they even have a passport stamp to commemorate the climb. Cotopaxi is still active, and is one of the world’s tallest volcanoes.

After Egypt I made my way to Beirut, a city that felt more like a conglomeration of New York and Miami than anything born from the Orient of the western imagination. Mosques and churches stood beside avant-garde art exhibits and Chanel boutiques; many of the buildings were scarred with bullet marks from the civil war, but life pressed on with a cosmopolitan (and mostly secular) indifference; the night life and food were spectacular.

In addition to the steep climb, I journeyed to the Mitad del Mundo (Spanish for “Middle of the World”). At this historic site, I learned about a variety of ancient and modern indigenous Ecuadorian tribes, including the Otavalans, Caranqui, Pichincha, Tungurahua, Saraguro, Awa, Chachi, and Tsáchila, just to name a few of the betterknown cultures. It was a treat to se the ways in which they adapted to the vast ecological resources in Central Ecuador to suit their needs and create rich, diverse systems of governance and agriculture. At the Mitad del Mundo, I witnessed firsthand the power of being on the Equator. Clearly demarcated by a solid red line, our tour group saw how a difference of 2-3 feet above or below the Equator can change the direction that water flows (clockwise and counterclockwise, respectively). The force of gravity is so intense at the equatorial line that it’s actually quite difficult to walk in a straight line, a task rendered much easier virtually anywhere else on the globe.

throughout the Middle East and Greece. I began in Cairo, where I saw the pyramids, toured the city’s mosques, and ate way too much falafel! Then I travelled south to Luxor, a city on the Nile where some of Egypt’s queens and pharaohs built their temples and tombs.

After Beirut I headed to Turkey, where I visited Istanbul and Cappadocia, a region in the country’s center. Istanbul feels like what it is…a capital of two empires that straddles two continents and two cultures.

Cappadocia, on the other hand is a remote, dry area whose landscape was shaped by glaciers. Skinny pillars of rock jut out of the ground like teeth, and ancient people carved homes and churches into them. That said, the highlight here was a hot air balloon ride that surveyed the landscape at dawn.

I finished in Greece—first Athens and then Idra, a small island an hour ferry ride to the south. I loved the tenor of Athens, it felt like I imagine the Lower East Side did in the 80s (minus the drugs): gritty, artsy, bursting with energy. And covered in graffiti. Idra was a great place to end the trip: the island doesn’t allow cars and is known for its art galleries, which were spectacular.

The trip is something I daydream about often and suspect that I will for a long time. I first saw the pyramids as a kid reading Eye Witness books, but to see them in person was breathtaking.

Ditto with the Parthenon and all things in Istanbul.

Most importantly, though the trip dispelled a lot of American myth making about the Middle East. It’s a place, like all places, where people live their lives in simple routines and are mostly genuinely kind and friendly, and like the rest of us, pursue little respites of happiness and do their best to avoid the suffering that recent history has brought to the place where they happened to be born.

I can’t do enough to express my gratitude for having been awarded this grant. Thank you!

Stephen Krawec, Spanish Teacher This summer, I headed to the middle of the world—literally. With my Riklis Grant, I was able to travel to Quito, Ecuador where I spent two weeks hiking up volcanoes, studying the history and traditions of ancient and modern indigenous tribes, and learning how to ride a particularly rowdy horse named Carbón (meaning “charcoal” in Spanish, from his dark color).

I was equally thankful to catch up with an old friend of mine from my college days, herself a native of Quito. I always relish the opportunities to visit friends from different parts of the world. Sure, social media has made it easy to keep track of our loved ones, but I don’t think there will ever be a substitute for in-person, real-life connections.

Thank you again for the wonderful opportunity. I will cherish it for many years to come.

Annette Perez, Middle School Math Teacher

Receiving this grant meant a lot to me, as well as my daughter. This was our first summer off together and the grant enabled us to visit Hershey Park and stay at the Hershey Lodge. We stayed a week and had an awesome time. My daughter had been looking forward to this trip for a very long time. I am so grateful that the Riklis Grant provided us with this opportunity. It was a great segue into our summer break. As you can imagine, the smile and laughter on my daughter’s face made this a very memorable opportunity.

The second part of the plan involves visiting our family in Puerto Rico. We set aside some of the funds and have created a plan to save additional money so that we can take my parents…my mom turns 80 next year, so that will make the trip even more special. Thank you so very much.

Winter 2018

Aidan Fennelly, Upper School English Teacher and 7th Grade Advisor This past summer I used my Riklis Grant to travel

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Features (cont.)

P A S P E C I A L S TA F F G R A N T

The Parents Association initiated this grant for rest, renewal and professional development for staff in the following departments: admissions, business, communications, food services,

maintenance, nurse, security and technology. Here are a few shared moments from the 2018 recipients:

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Joann Corsillo—Controller

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Nothing is more fun than spending some quality time with those you love! So after a summer of preparing for the annual Allen-Stevenson audit, that’s exactly what I did with my Parent Association staff grant. I was able to take a much-needed break and go to the Jersey Shore with my family and enjoy some time on the beach and the boardwalk. Here are the two youngest members of my family…the only ones who didn’t mind being seen in a bathing suit! Thank you so much to the Parent Association for ending my summer with a bang!

Devin LaSane—Admissions Associate & Co-Director of Community Life + Diversity

My husband and I are looking forward to using the staff grant to offset the costs for our long-awaited honeymoon! Although we were married two years ago, we have yet to enjoy a trip away to celebrate that special occasion. Since, we both enjoy travelling immensely, we would like to travel to a part of the world that neither of us have experienced, so that we can experience all it has to offer, together. We know how much this grant will help us get to our “dream locale” and can’t thank the Parent’s Association enough, for helping to make our travels a reality. We can’t wait to make wonderful memories and share photos and stories upon our return!

Louisa Wells—Communications Manager

It was an honor to be a recipient of one of this year’s Parents Association Staff Grants. Outside of my work at Allen-Stevenson, I frequently take on photography clients looking for help with their website, editorial, and social media content. With the money from the grant, I look forward to being able to put the money towards planning shoots where I can be truly creative and collaborate with others in the fashion industry. I rent studio space from month to month and to be able to have a little extra money for that expense has enabled me to think outside the box in terms of what I can create with my photography.

Vickram Persaud—Maintenance Team Member

I’m so thankful for the Parents Association Staff Grant, and to be one of four recipients last year. With the grant, I was able to take my family to Lake George, in New York, for a much needed vacation. My kids loved spending their time in nature, exploring, and my wife and I loved relaxing with the family, stress free. I wouldn’t have been able to provide this for my family as easily without the PA Staff Grant.

This column features a faculty member who shares insight into an interest of theirs, whether it is music, books, plays, art and more, that might inspire you too.

When I drive to Ohio, my playlist is varied, depending on my mood.

Michelle Demko, Head of the Music Department

I grew up hearing music all the time in my house. My mother sang to and with me, and my father taught himself to play the piano. He also played all kinds of music that we listened to, but especially opera, which he grew up with in Italy. I played through and sang songs in the Reader’s Digest Book “Treasury of Best Loved Songs”, a compilation of lyrics, music, and chord accompaniment for familiar spirituals, gospel tunes, hymns, folk songs, and inspirational songs from Broadway, country, and contemporary music. Many of these songs are still a part of my life, whether I am singing while cooking or singing with others, such as at The Fountains at Millbrook, a retirement community. I also sing with the Threshold Choir, “Singing gently at the thresholds of life in over 200 communities around the world.” https://thresholdchoir.org I sing, play and listen to different types of music at different times for different reasons.

Here is some of that music:

“How Can I Keep From Singing?” When I heard about the 9/11 disaster, I found a private space and sang this beautiful song, whose lyrics echoed my feelings: My life flows on in endless song; Above earth's lamentation, I hear the sweet, tho' far-off hymn That hails a new creation; Thro' all the tumult and the strife I hear the music ringing; It finds an echo in my soul— How can I keep from singing?

At Easter time I like to listen to two very different works. While

cooking on Good Friday I listen to Jesus Christ Superstar, by Andrew Lloyd Weber, and on Holy Saturday I like to listen to the St. John Passion by Johann Sebastien Bach

God Bless the Child, performed by Billie Holiday, What a Diff'rence a Day Made, performed by Dinah Washington, Fever, performed by Peggy Lee, Son of a Preacher Man, performed by Dusty Springfield, Respect, performed by Aretha Franklin, Downtown, performed by Petula Clark, Walkin' After Midnight, performed by Patsy Cline, Ode to Billie Joe, performed by Bobbie Gentry, Put a Little Love in Your Heart, performed by Jackie DeShannon, Midnight Train to Georgia, performed by Gladys Knight & The Pips, Let's Call the Whole Thing Off, performed by Ella Fitzgerald, My Guy, performed by Mary Wells, You're So Vain, performed by Carly Simon, The Rose, performed by Bette Midler, Me and Bobby McGee, performed by Janis Joplin, I Feel the Earth Move, performed by Carole King, Lotta Love, performed by Nicolette Larson, At Last, performed by Etta James, Chuck E's in Love, performed by Rickie Lee Jones, Just One Look, performed by Doris Troy, So Long, performed by Ruth Brown, Baby I'm Yours, performed by Barbara Lewis, I'll Never Fall in Love Again, performed by Dionne Warwick, Midnight at the Oasis, performed by Maria Muldaur, Reflections, performed by The Supremes, Misty, performed by Sarah Vaughan, Midnight Blue, performed by Melissa Manchester, Blue Bayou, performed by Linda Ronstadt, Both Sides Now, performed by Judy Collins, I Will Always Love You, performed by Dolly Parton, Over the Rainbow, performed by Judy Garland.

When I am cooking a pot of sauce, I love, love, love, to listen to

Frank Sinatra. I’ve found a radio station that plays all Sinatra, all the time and another that plays Sinatra style music. “I’ve Got You Under My Skin” and “You Make Me Feel So Young” from Songs for Swingin’Lovers with the Nelson Riddle Orchestra are two favorites, but “In the Wee Small Hours” from the album of the same name is just amazing.

You can hear the pain in Frank’s voice bemoaning the loss of the love of his life (Ava Gardner). Also, when I am cooking I like to listen to the Met opera broadcasts. Some favorites? Puccini’s Boheme & Tosca and Mozart Don Giovanni.

Finally, the 2nd movement from Beethoven’s 7th Symphony is for me

one of the most moving pieces of the orchestral canon. It begins with a repeated rhythmic figure, or ground bass that a melody is played above, which is then joined by a second melody. It builds to a beautiful climax. Stunning.

Winter 2018

A favorite CD is Women & Songs—check it out:

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News

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F A C U L T Y A N D S TA F F

Peter Fletcher, Lower School Academic Technology Integrator, and partner Jon Maier attended Hetrick-Martin Institute’s (HMI) 20th anniversary ‘School’s Out” fundraiser this past summer, with co-host Martha Stewart.

HMI is currently the largest LGBTQ youth service organization.

Fourth Grade Teacher Sarah Luposello bought a fish, a beta, named Rhonda!

also works by Bach and Handel, along with some rarely heard Baroque composers, and performers included a virtuoso recorder player and a countertenor. Aleeza led the group from the harpsichord.

There are three more opportunities to hear Baroquelyn during this school year: November 18, February 3, and May 5. More information and tickets can be found on the group's website: www.baroquelyn.com

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Kindergarten Teachers Margaret Garfinkel and Ashley Train took Teacher’s Treasures Raffle winner, Beckett Hutfiltz ’27 and two friends (Will Mondre ’27 and Austin Westreich ‘27) to Cool Mess to make ice cream and memories!

Boys made chocolate and vanilla ice cream and mixed in toppings such as marshmallows, mini M&Ms, cookie dough, chocolate chips, and gummy bears! Boys got to visit the sweet shop and to take home personalized candy bags.

Such a fun day!

Aleeza Meir, School Pianist, has formed a new Baroque chamber orchestra called Baroquelyn.

In a relatively short time, this series has established itself as a major attraction in the Park Slope area, flourishing in a musical community that has grown around Old First Reformed Church where Aleeza is music director. After two well-attended concerts last year, a successful Kickstarter campaign helped fund a full season of four concerts this year. The first concert, on September 23, featured Thomas Verchot, Trumpet Instructor, who soloed in Vivaldi's concerto for two trumpets. There were

Kindergarten Teacher Jennifer Phillips and her husband Mark Phillips welcomed their son, Seth Christopher Phillips, on June 28, 2018 at 7:01AM. He weighed in at 9 pounds 1 ounce.

Ashley Train and her husband Spencer Spielberg welcomed their daughter Ruby Skye Spielberg on September 11, 2018 weighing in at 5 pounds 11 ounces. The whole family is happy, healthy and loving their little girl!

Closing Exercises Upper School Closing Exercises took place on May 31, at the Eighth Church of Christ Scientist, a location that holds special meaning for the School as it previously served as the site for Closing Exercises a number of years ago.

President of the Board of Trustees Mark Greene welcomed everyone and said, “Great schools like Allen-Stevenson start with great teachers and we have the greatest teachers.”

He closed by explaining to the boys that, “You’ve had amazing teachers and coaches. You are leaving here with full toolboxes, and the skills to gobble up additional skills…NO LESS than half of my classmates from Allen-Stevenson are still in my circle of friends and colleagues. There are resources all around you, as long as you are willing to see them and to ask for them.

Harness your fortiter et recte and you will do fine.” Full speech to follow shortly.

Zale Peart ’18 gave the Class of 2018 Farewell Speech in which he spoke to the returning ninth graders, saying, “You have a lot to look forward to and remember that you have each other because in the coming months you will develop bonds that make you feel as if you are all brothers.” For all the graduating eighth graders, he said, “As alumni of The Allen-Stevenson School remember that you still represent the Blue and Gold wherever you go.”

James Wlodarczak ‘19 Upper School Head Steven Cohen thanked his fellow colleagues, in particular, Assistant Head of the Upper School JP Jacquet and Director of Communications, Casper Caldarola, who left before the start of the 2018-19 school year, for all that they have done to support him. He told the boys, “We work with you and a projection of you. We care as much about the man you will be as the man you are.”

Winter 2018

The featured speaker for the morning was alumnus Brian Halweil ’90, a sustainable food writer and activist. Mr. Halweil thanked the School for the chance to walk down memory lane. He told some witty stories about moments as a student at Allen-Stevenson and explained how he became interested in food after he heard the ecologist Paul Ehrlich say that farming was the single biggest way that humans affected the planet. He described how, “Since then, my goal has been to use food to inspire people to think about their health, their community, their local economy, their landscape and the world around them…and I have tried to harness over and over all that I learned at Allen-Stevenson, particularly my fortiter et recte.

Headmaster David Trower announced the recipients for the Riklis Grants and this year’s Kellner Great Teacher Awardee Upper School History Teacher Kim Sklow. For the Blessing, he quoted a Quaker friend of his, Douglas Steere, who stressed the importance of “Being fully present where you are.” Mr. Trower closed by reading a poem by William Stafford, “You Reading This, Be Ready.”

The music featured throughout the ceremony was truly impressive. The chorus sang some of their favorite songs from the year. Instrumental soloists included Alex Wilf ’19, who played “Yesterday,” by John Lennon and Paul McCartney, on the French horn, James Wlodarczak ’19, who played “Sonata from Trio, OP. 38, No. 1,” by Bernhard Romberg, on the cello, and Zale Peart who performed “It Don’t Mean a Thing (If it Ain’t got that Swing),” by Duke Ellington, on the French Horn and with singing, which brought the house down!

Awards were presented to the following boys during the Closing Exercises:

Desmond Cole Fortiter et Recte Award—Holden Lipton ’19 Charles E. Horman Award—Zale Peart ’18 Athletic Award—William Schlesinger ’18 The Robby Zuckert Honor—Luke Jovanovic ’19 Alumni Medal—Zachary Rahaman ’18

Certificates were given to all of the boys who were graduating.

Congratulations!

Alex Wilf ‘19

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Closing Exercises (cont.)

B R I A N H A LW E I L ’ 9 0 S P E E C H M AY 3 1 , 2 0 1 8

Thank you Mr. Cohen for the kind introduction, and to Mr. Trower and Kersey and Ms. Koss for honoring me with the invitation.

Thank you really to everyone for the chance to walk down memory lane.

Because I have sat in the seats you are in now. I have written my fair share of lines, sweated and hollered more than once on the way to a Buckley baseball or football or basketball game, practiced my trumpet scales until my lips ached, trudged to Central Park and Randall’s Island excited to play and back sweaty and exhausted, and came in on weekends to sing Gilbert and Sullivan with all my heart.

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There are some memories that aren’t really appropriate to mention here. But they are happy memories nonetheless.

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I won’t mention the time when my friend David Smith was playing a video game before school at the diner that used to be where the Starbucks is now. And we were all watching him, crowded around him, and one of the six legged denizens of Manhattan about this big fell off the ceiling onto his tie.

Or the time when the School was undergoing an earlier construction project and our headmaster Desmond Cole was meeting downstairs. My friend Kenny Lafreniere threw a paper airplane through the window and watched it sail all the way down to the construction site, hitting the hard hat wearing foreman in the side of the head. He and Mr. Cole looked up and saw an entire classroom of boys staring down at them with wide eyes. Needless to say when Mr. Cole came back up he wasn’t in the sort of jolly mood that would move him to stand on his head.

I won’t tell you about the time I seriously flubbed a solo during the winter concert. I was the lead trumpet and a decent one, and I’d hit the solo, which was at the start of the song, a hundred times before. But I did not know I’d be performing with the entire Brearley girls’ school chorus singing alongside me. My nerves kicked in, and my mouth dried out. And everyone knows you can’t play a horn very well with dry lips.

It didn’t go well. The solo almost didn’t come out. My buddy Mark O’Carroll said, “It’s ok. Don’t sweat it. There were only about 400 parents who saw you do it. And about 30 Brearley girls.”

The last time I spoke in front of a room at Allen-Stevenson like this was during the public speaking contest. It was the 1980s and I was speaking about the hole in the ozone layer. Who has heard of the ozone layer? Ok. Not bad. As Mr. Kersey is fond of reminding me, it was the first time anyone had uttered the word chlorofluorocarbons in Allen-Stevenson’s halls, much less urged the audience to drive less, avoid spray bottles, and only buy refrigerators that were free of chlorofluorocarbons.

Today the challenges are more varied and we know more about them. Ocean acidification, climate change, and every other depressing global ecological trend that you probably know better than I. But I’ve been in this line of work--of chronicling global challenges--long enough to realize that you have to be an optimist. Otherwise you’ll never last. And I realized that while there are more challenges than ever before, we are more capable of reversing them than ever.

The earth is a living and breathing thing. It can recover, as long as we stop abusing it and help it along.

The victory of banning chlorofluorocarbons, and the healing of the ozone hole, in the early 1990s, is a perfect example. We won’t mention the fact that climate change is now eroding our protective ozone layer again.

Today the challenges are more varied and we know more about them. Ocean acidification. Climate change. And every other depressing global ecological trend.

In fact, I have learned in my career as a writer, often about depressing topics, that it’s important to focus on what you can improve and all that we can do.

I’ve made my living by being a writer—paid as much as $5 per word—and then forming my own media businesses. Some of the best advice I ever received was from Sam Sifton, the food editor of The New York Times, when I first started writing for him. I had turned in a story a bit late. He said that in order to make it as a writer, you need to be good, fast or nice. A small number of rare writers are all three. Some writers are none; these are the ones who don’t last. But as long as you are two of these three—good and fast, but a jerk; fast and nice, but not very talented; good and nice, but horrible at deadlines—you would have a job.

Good, fast and nice. I think those traits would be admired in most fields of work—whether you are a product designer or real estate developer or litigator.

I got interested in food after I heard the ecologist Paul Ehrlich say that farming was the single biggest way that humans affected the planet. Since then, my goal has been to use food to inspire people to think about their health, their community, their local economy, their landscape and the world around them.

And to use compelling storytelling to break down complicated topics with world-changing implications--from robots on farms to AI that builds recipes to sensors that combat climate change--for any reader.

I got to stop out of school. Which basically means transfer to another school.

I transferred to UC Davis. I threw myself into the farm community. You see you can always find a community for exactly your interest. I went to lectures on farming, I checked out agricultural history books and soil science manuals, I

looking at the technology moving into our food chain. That means robots on farms; smart kitchens that tell you when your mac and cheese is done or when you need to buy more kale; vertical farms inside buildings like Aerofarms in Newark, which is actually the largest indoor farm in the world. In Newark, I’ve been able to morph into tech.

Where I’m able to steer decisions related to food, and continue to have an impact on my community, on the planet, through how we farm and how we eat.

I ultimately gave up my dream to be a farmer. I still hope to be a full time farmer one day.

memorized the names of plant diseases and how you could prevent them, and this was only in six months.

I can’t really explain it, but I wanted to plant seeds, prune fruit trees, cut cauliflower, dig potatoes and get dirt under my nails.

And when I held up a pickaxe to break up some crusty soil, I felt like Thor Ragnorok battling the hulk and staring down the Devil’s... Well, you get my point.

And then all for a boy, me, who had grown up not far from here, never lived in a home with a garden, let alone worked on a farm.

But I was hooked. And I had stumbled upon that elusive, wonderful treasure that brings a smile to your face and feeds your soul—a passion, a pursuit, a career.

I went back to Stanford and approached the university president, and head of groundskeeping, about establishing a student run farm on campus. I managed the farm during my senior year and even taught a class to about 40 students in small scale home gardening. I’m glad to report that the farm, while it’s been moved more than once for golf courses and graduate housing, is now endowed on six acres and offers no less than four classes in food and farming.

I surrounded myself with food.

For me food was everything. At least it was the entry point to everything. How we eat and how we grow food can improve our health, green our communities and even lock up greenhouse gasses in the soil.

Since graduating from college, I have worked with an environmental think tank, and been a freelance food writer and a speaker on food trends for agribusiness companies. I've launched my own network of local food and drink magazines.

I've raised heritage ducks called Khaki Campbells and Golden Cascades and Blue Cayugas--for the eggs and for the meat, but mostly for the eggs--and I have tried to harness over and over all that I learned at Allen-Stevenson. Particularly my fortiter et recte.

I’m still in the media business and we’ve managed to make the leap from print to digital . But my world has expanded. I’ve found work as an advisor to tech companies and investors

Think of all that you will do.

I think of what my graduating class did and is doing.

Matt Black was long time head of sponsorship for Nascar, Auto Racing.

Pang Lee is a mergers and acquisition law expert in Shanghai.

Mark O’Carroll is a long time head at Applied Materials in San Jose and is married to Google’s chief counsel. This is the Mark who told me he’d never leave New York who is now happy as a clam in Silicon Valley.

Colin McCabe, who has a son in school now, 2nd Grade. Colin is founder of the wildly successful quick serve salad chain, Chop’t.

Winter 2018

Brian Halweil ‘90

But the point is I was you. Excited and anxious, elated and nostalgic all at the same time.

These are all A-S boys. All A-S grads.

I’m envious of you.

You've had amazing teachers and coaches. You are leaving here with full tool boxes, and the skills to gobble up additional skills, whether it's learning a coding language or writing a strong resume or organizing a community garden in your neighborhood. Teachers who have been doing it for so long that I had them when I was your age. Think of the experience.

All the lines they had to assign, all the pushups you had to do when you were lollygagging. And they are part of your superpower crew as long as you stay in touch.

NO LESS than half of my classmates from Allen-Stevenson, about 8 guys out of a class of 13, are still in my circle of friends and colleagues.

There are resources all around you. As long as you are willing to see them and to ask for them. With all the same skills you have learned at Allen-Stevenson. Shake hands firmly, look other people in the eye and be friendly. People like people who are friendly. Embodied in the Allen-Stevenson code, and the School song. Fortiter et recte.

Harness your fortiter et recte. And you will do fine.

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Closing Exercises (cont.)

Z A L E P E A RT ’ 1 8 S P E E C H

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Good morning ladies and gentlemen, parents, teachers and classmates my name is Zale Peart, and I am a ninth grader.

Today is a special day for most of us. It’s a day where we finally get to say goodbye to all of those people who have turned us into the young men that most of our parents are proud to look at. But in all seriousness, today we set sail for new shores. Today is when all of our hard work and dedication pays off. But before we forget about school and start our fantastic summer I would just like to say a few words about Allen-Stevenson.

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I was fortunate enough to start attending Allen-Stevenson in Kindergarten. In my neighborhood, this was unusual as most of the children would go to their zoned public school but my mom, an immigrant from Trinidad and Tobago, had bigger aspirations for me. Ever since she was young, she would see examples of private schools in American TV shows in Trinidad and she always wanted to send her siblings, and later her child, to a private school. Being a little kindergartener, I never really saw the difference between a private and public school kid until 1st grade, when my mom started telling me about how I would need to ace my spelling tests so I could get into college.

From a young age, my mom has always explained the importance of an education and of working to my maximum abilities.

I will always remember the mornings, rain, snow, or sun, where my mom and I would walk to the train station at 6:45 in the morning telling each other about our plans for the day or my mom telling me about how she used to pick mangoes on the way to school in Trinidad. After dropping me off at school, no matter what age I was, I always shook an adult’s hand and ran upstairs eager to see my classmates and learn new things.

One of the things I value most at Allen-Stevenson is never feeling different from my classmates because I was black or on

Zale Peart ’18

financial aid. I always felt included and even wanted here. I always felt as if there was no difference between me and the boy sitting across from me. I was never seen as the black kid in class, I was always Zale. Now as I look back I see how big of an impact that had on me socially and academically. You see, when you feel like you are equal to everybody, you feel like you can do anything just like anybody. Without being reminded of negative stereotypes and feeling less than anybody I was able to excel and progress academically and socially as an AllenStevenson boy. Along with this I always felt encouraged to pursue things that I would have never tried or experienced in my neighborhood public schools, such as taking up the French horn in the third grade, playing lacrosse, or being part of the chorus and the orchestra. Allen-Stevenson allowed me to branch out and find what I truly wanted to pursue.

I will always remember the parties in Señorita Spielberg’s advisory group or the “I know you think your specials” from Mr. Zufall’s class or the “I will hurt yous” from Mr. Harris’s class. As I look around I see how some of you know exactly what I mean and probably have your own stories about A-S. This brings me to another important point that as well as preparing us for our ongoing schools academically AllenStevenson has also given us memories we will never forget.

Things like breakfast in Ms. Sklow’s room in the morning, our bus rides to Randall’s and trips to places like Dead Horse Bay.

To all returning 9th graders I want you to remember all of the memories that you have made at Allen-Stevenson and use them as a reminder that more will come. As a 9th grader, I was in your shoes last year. You have a lot to look forward to and remember that you have each other because in the coming months you will develop bonds that make you feel as if you are all brothers. You will look out for each other and will help each other achieve success just like my fellow 9th Grade brothers did for me. I know you will be great leaders. Knock it out of the park next year. If my grade did it I have full faith that you can do the same for yourselves.

For all graduating 8th graders, today is most likely a day of relief or pride. With that being said, as alumni of The AllenStevenson School remember that you still represent the Blue and Gold wherever you go. I also want to personally congratulate all of you on your hard work and perseverance in order to achieve this success. I know that while most of you are happy with your next school I encourage you to be excited about the opportunities you will have next year. To you, I want to say that if you work hard at any school anywhere success is possible. To all graduating students, I want to say that while our graduation is something that we should mark as a victory we still have a long road ahead of us and a lot more challenges in our way. As someone who will have to go through the same challenges, I can say wholeheartedly that if we work to the best of our abilities and use what we have learned at AllenStevenson some of those challenges will be a bit more easy to handle. Thank you.

ONGOING SCHOOLS Allen-Stevenson students are always well served in the secondary school application process. The goal of the process is to find the

right “match” for every boy. Each boy should be looking for the school that would best serve his needs as he moves onto high school, inspiring him to grow and develop into the best possible student and person. For some boys that is a boarding school, for others a

day school with a campus, and for others a more urban setting. Some of the factors that boys consider when looking at schools are

size, location, academic program, extracurricular offerings, and approach to teaching. Our boys are known for their range of interests and their willingness to contribute to a wide variety of school activities. As such they are highly sought after by ongoing schools.

Below is a list of schools that last year’s graduates are attending.

We extend our heartfelt congratulations to the students who graduated this spring as they take this next step in their academic careers. They were accepted to the following schools: Day Archbishop Stepinac High School Avenues: The World School The Birch Wathen Lenox School Brooklyn Friends School Brooklyn Technical High School The Browning School Columbia Grammar & Preparatory School The Dalton School Dwight School Dwight-Englewood School Eximius College Preparatory Academy Ethical Culture Fieldston School Fordham Preparatory School Friends Seminary Grace Church School Hackley School Horace Mann School The Kew-Forest School Léman Manhattan Preparatory School Loyola School The Packer Collegiate Institute Poly Prep Country Day School

Regis High School Riverdale Country School Trevor Day School Trinity School Xavier School

Boarding Asheville School Berkshire School Choate Rosemary Hall Church Farms School Deerfield Academy The Gunnery: Mr. Gunn's School The Hotchkiss School The Hun School Kent School The Lawrenceville School The Loomis Chaffee School Millbrook School Milton School Phillips Academy Andover Phillips Exeter Academy Salisbury School St. Paul's School Suffield Academy The Taft School Westminster School Wyoming Seminary

College

Members of the Class of 2014 and 2015 are attending the following colleges, among others.

Babson College Barry University Bentley University Brown University Claremont McKenna Colgate University Dartmouth College Duke University Emory University Georgetown University Harvard University Michigan State University Middlebury College

New York University Northwestern University Parsons School of Design Princeton University SUNY Albany Tufts University University of Chicago University of Michigan University of Southern California (USC) University of Wisconsin Villanova University Wake Forest University

If you are a member of these classes and have not updated the Alumni Office about where you are attending high school or college, please send us an email at alumni@allen-stevenson.org.

Winter 2018

High School

41

Closing Exercises (cont.)

UPPER SCHOOL HONORS 2017-2018 Daughters of the American Revolution Medal Braden Queen ’20

Society of Colonial Wars Award Lawson Wright ’20

Mayflower Compact Award Raam Melvani ’20

History Award Jordan Wasserberger ’19, Beckett McKee ’19, Rob McCallum and Ethan Wasserberger ’19

Luke Jovanovic ’19

Computer Art Award

Beckett McKee ’19 Ethan Wasserberger ’19 Jordan Wasserberger ’19

Bradford A. Warner Shop Award Valen McCallum ’18

Francis Keally Art Award

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Julian Corcoran ’19

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Photography Award Austin Baxter ’19, Noah Katz ’19 and Louisa Wells

Austin Baxter ’19 Noah Katz ’19

Francis Keally Musical Theater Award

Tunney Creative Writing Award Ethan Wasserberger ’19

Mary B. Helm Award

Spanish: George Lucas ’18 Zachary Rahaman’18 Sebastien Chessé ’19 Charlie Susser ’19

Mathematics Prize

Jonathan Moya ’18 Gregory Stone ’19

Science Award

George Lucas ’18 Zachary Rahaman ’18

Upper School Head’s Award 7th Grade: Kota Demay

8th Grade: Henry Adkins, Austin Greene, Noah Katz 9th Grade: William Schlesinger

Ford Holmén ’19 Gregory Stone ’19

Nicholas Meister Armington Theater Prize Dare Rolfe ’18

Chorus Prize

Gregory Stone ’19 Luke Jovanovic ’19

William L. Landis Drama Prize Benjamin Nayman ’19

Gregory Stone ’19, Michelle Demko and Ford Holmén ’19

Stanley D. Gauger Music Prize James Wlodarczak ’19 Zale Peart ’18

The Athletic Award

Ethan Wasserberger ’19 and Susan Lukas

William Schlesinger ’18

Coaches’ Award

Holden Lipton ’19

Rookie Award

Nolan Dando-Haenisch ’20

Public Speaking Prize

Benjamin Forman ’19

Maya Jourieh and Holden Lipton ’19

William A. Hanway Memorial Prize Henry Scarborough ’19

Jonathan Moya ’18 and Mary Leonard

Class of ’18:

George Keith Lucas, Valen Daejin McCallum, Jonathan Dereck Moya, Zachary Naseem Rahaman, Dare Alexander Rolfe, William Harrison Schlesinger

Class of ’19: George Lucas ’19, Jeffrey Herschenhous, and Zachary Rahaman ’18

William Schlesinger ’18 and Rich Alifano

Luke Jovanovic ’19 and David Trower

Marc Christian Boorady, Sebastien Lee Chessé, Benjamin Theodore Forman, Duke Story Garschina, Ford Hastings Holmen, Henry Carl Jaffe, Luke Edward Jovanovic, Noah Paul Katz, Ty August Katz, Christopher Amir Khazaneh, Holden Wyatt Lipton, Beckett Finley McKee, Kiran Shome Mediratta, Benjamin Aaron Nayman, Omotola Adam Olorode, H. Sebastien Ross, Harrison Stephen Schneider, Nelson Alexander Spiegel, Gregory Randall Stone, Charles Greene Susser, Ethan James Wasserberger, Jordan Aaron Wasserberger, James Spencer Wlodarczak, Jaden Cole Yablon

Class of ’20:

Diego Herbert Allen, Jack Ambrose Dashiell Bolster, Bryan Joseph Carey, Colin Henry Lamont Clark, Jackson Durward Collins, Alexander Robert Crystal, Nolan Peter Dando-Haenisch, Kota Julian Demay, Justin Scott Durso, Nathaniel Altman Fahrie Edelson, John Roger Fallon III, Andrew Brian Greff, Richard Solomon Heller, Jay Roebling Henry, John Campbell Henry, Jack David Hurewitz, Robert King, Vivek Laddha, Adam Mark Lipman, Harry James Mackay, Henry Jackson McGovern, Raam Arun Melvani, Leo Michiri Nir, Kai Jun Otani-Hudes, Stephen Robert Peck, Braden Gibson Queen, George Frederick Ross, Oliver Matthew Schneider, Lincoln Cohen Williams, Lawson Andrew Wright, Omega Berhanu Zerfu

Honor Student

Zachary Rahaman ’18

Desmond Cole Fortiter et Recte Award Holden Lipton ’19

Charles E. Horman Award Zale Peart ’18

Robby Zuckert Honor

Luke Jovanovic ’19

The Alumni Medal

Zachary Rahaman ’18

Riklis & Faculty Development Grant Recipients

Chris Caccamise, Mike DeGennaro, Aidan Fennelly, Will Goss, Camilla Iturralde, Stephen Krawec, Sarah Luposello, Cate Martin, and Annette Perez

Kellner Great Teacher Award Kim Sklow

Student Council President Valen McCallum ’18

Alumni Secretary Class of ’19:

Luke Jovanovic and Sebastien Chessé

Class of ’18:

Addeson Lehv and Zale Peart

MIDDLE SCHOOL PRIZES–2017-2018 Bradford A. Warner Award Paul Boorady ’22

Anthony G. Couloucoundis II Memorial Award Luke Sarsfield ’21

Adam and Elan Benjamin Memorial Award Charles Getman ’22

Zachary Rahaman ’18 and Brian Halweil ’90

Winter 2018

Honor Roll:

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alumni NEWS

Alumni Spotlight L A R RY G R E E R ’ 8 1

From a chat with Kosoko Jackson, Communications Manager Describe your job with the Timberwolves—what do you do?

Lamplighter

I’m the Assistant Basketball Coach for the Minnesota Timberwolves. I help prepare for practice by assisting in deciding what drills and lessons we’ll do. I also coach players on the floor, instructing them, critiquing them, and helping them prepare for games, game prep—watching films of our opponents, reading providing detailed scouting reports, analyzing plays, etc.—anything that’ll help give our team insight into how to beat our opponents.

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What is a typical day like for you?

On a typical day, I get to work at 6:15 AM. I spend a few hours working before the players get there, which is between 9:30 AM and 10 AM. We do pre-practice—1 on 1 work for about a half hour—then practice goes for about two hours from about 11 AM till 1 PM, followed by two and a half hours of postpractice shooting. I have two more hours of general work, like I do in the morning, and I get home around 5:30 PM. It’s a long day, but I’m lucky to work with people who give their all and want the best for the team—and that’s what we give.

What do you love most about your job?

Many people think the games are what I love the most. But for me, that’s the dessert. I love two things more. For one, I love working with my brother. He’s the top assistant coach for the Timberwolves. As such, I get to work with him every day. Few adults get to spend a lot of quality time with their siblings and this job allows me to do that. Secondly, I love to practice.

I also love watching videos of plays, crafting strategy, and helping the players get better.

Minnesota Timberwolves Assistant Basketball Coach Larry Greer ’81

How did your time at A-S influence you the most? How did it prepare you for life ahead?

Allen-Stevenson taught me how to be a man. I was told that when we enter a room we’re ‘gentlemen first.’ That’s stuck with me. Allen-Stevenson knows how to make well-rounded boys. You can be anything you want to be at A-S and in the world. And you have so many opportunities while at AllenStevenson to decide who you are: in athletics, academics, or the arts. I love that about Allen-Stevenson.

Winter 2018 45

Minnesota Timberwolves Basketball Coaches Who were some of the most influential teachers in your life at A-S?

Mr. Kersey taught me in school, and also coached me on the field. I played baseball and was able to play on the varsity team as a 5th grader. I remember going to Randall’s Island with Mr. Kersey and being at practice with him. I remember the Saturday Morning Club—where boys would come on Saturday and play sports. It’s hard to imagine someone who went through A-S not being affected positively by Mr. Kersey. Mr. Pariseau, my history teacher, also instilled in me a love for history. His 9th-grade history class was one of my favorites. And finally, Mr. Daily was a competitive, fair, and fun coach. He taught me how to be competitive, and how to compete, but respectfully.

What was your fondest A-S memory?

So many! I loved Field Day…being able to play with my friends.

The Academic Bowl is a great and fond memory of mine. And of course, beating Buckley at sports. But overall, I loved all of my Allen-Stevenson experience. I also fondly remember a chef, Mrs. Krasa, who explained how she escaped from the Nazis by skiing down a mountain. That’s something that’s stuck with me for years!

What advice would you give an Allen-Stevenson boy today?

You can never read enough. I wish I read more when I was younger. You can turn off the Yankees game, and pick up a book. Trust me.

Do you have any tips for the Allen-Stevenson athlete?

You don’t have to be the best athlete on the court. No matter what, just keep pushing. Never give up. No matter your goal, the most important thing is to be a good teammate, and a good person. That’s what people will remember.

If you could describe Allen-Stevenson in one sentence, what would it be?

Allen-Stevenson is a great place for a young boy to learn the tools they need to become a great man.

OUT AND ABOUT

Summer Social New York City, July 17, 2018

Craig Boyce ’78, Roger Raines ’80, Caleb Smilgin ’78, Eric Rothstein ’81

Roy Lehman P’28, Leena Utsch P’28, Philip Utsch ’84, P’28

John Rose ’90, David Kersey, Louis Rose ’86

Catherine Flickinger P’03, ’04, Karin Dando-Haenisch P’17, ’20, Barrie Ringelheim P’20, Karen Lucas P’18, Lisa Ragusa P’17

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75th Birthday Celebration for David Kersey h’98 New York City, May 8, 2018

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Summer Social Millbrook, NY, June 23, 2018

Cannon Hersey ’92, Christian Lange ’10, Katy Duckworth-Schachter, Director of Development, Bonnie Uger P’27, Grant Uger ’27, Tom Uger P’27, Teddy Uger, Maxwell Butenksy ’26, Diana PetroffButensky P’26, Idan Sims P’00, Alexandra Lange P’10

Jamie Joseph P’28, Alison Horowitz P’26 , Headmaster David Trower, Heather Campbell P’28, Stuart Daroca P’28, Sonny Puryear P’28

Headmaster’s Circle Reception New York City, October 9, 2018

Mara Landis P’13, ’14, ’17, Pamela Esterson P’15, ’18, ’22, Dean Landis ’78, P’13, ’14, ’17

Jamie Magid ’91, P’27, Andrew Arias ’92, Tom Zipser ’99

Winter 2018

Summer Social Water Mill, NY, July 22, 2018

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Joe Greff P’18, ’20, Simon Smith P’18, ’20, Alexandra Bogen Prosser P’28, Scott Prosser P’28, Franklin Harris P’20, ’21

Mark Wasserberger ’82, P’19, Addeson Lehv ’18

Marie Espinal P’28, Erika Greff P’18, ’20, Catherine Smith P’18, ’20, Kelly Harris P’20, ’21, Michele Gradin P’20, ’22

Reed Katz ’03, Caroline Round

Thank you to our event hosts: Bonnie and Tom Uger P’27, Kerianne and James Flynn P’24, Pamela and Robin Esterson P’15, ’18, ’22, Hannah Swett and Mark Brookes P’25

alumni NEWS

48

Back to 78th Street: Reception for the Class of 2015 May 29, 2018

”

Alumni embarking on college this fall gathered with their families in the Library to reconnect with faculty and celebrate of their time at Allen-Stevenson.

Young Alumni Breakfast and Pinning Ceremony May 31, 2018

Recent grads spent the day with Upper School boys discussing their high school experiences.

Special thanks to Sebastien Chesse ’19, Jaden Yablon ’19, Nelson Spiegel ’19, Jackson Sohn ’18, Ben Forman ’19, Jacob Greene ’17, Matteo Ragusa ’17, Lucas Simon ’19, Alex Smith ’18 (pictured below) and Aidan Gellert ’19 and Jonah Nir ’18 for volunteering their time.

Come back soon!

Members of the Class of 2019 gathered for breakfast before Closing Exercises and received Allen-Stevenson tie pins from alumni. Thanks to Ron Rolfe ’60, Marcel Deans ’91, Jamie Magid ’91, Jaison Spain ’97, William Buehler ’14, Mark Wasserberger ’82, and Simon Wasserberger ’85 for their participation in this important event.

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Young Alumni Mentoring Day October 9, 2018

”

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YO U N G A L U M N I

A M I L E S TO N E C E L E B R AT I O N

save-the-date

on the occasion of Mr. David Kersey’s historic 50 years at The Allen-Stevenson School as a faculty member since 1969 and in recognition of 25 years of service by Chris Brozyna, Susan Etess, Peter Haarmann and Tom Sullivan.

Friday, May 31 6:00 – 9:00 PM 583 Park Avenue New York City Hosted by the members of the Allen-Stevenson Alumni Council with special thanks to Louis Rose ’86 and the reunion classes of 1939, 1944, 1949, 1954, 1959, 1964, 1969, 1974, 1979, 1984, 1989, 1994, 1999, 2004, 2009, 2014

For more information, please contact

alumni@allen-stevenson.org or (646) 698-8238

Winter 2018

alumni reunion

ALUMNI REUNION 2019

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alumni NEWS

Jack Salomon ’62

Patrick Horan ’85

Austin Green ’96

C L A S S N OT E S

Call for class reps! Are you interested in becoming a representative for your class. If so, we’d love to hear from you!

Please reach out to alumni@allen-stevenson.org.

1962

Jack Salomon ’62 visited Allen-Stevenson on October 23 and

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shared poetry with our Sixth Grade boys.

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1981

Larry Greer ’81 reports that he has been promoted to an

assistant basketball coach with the Minnesota Timberwolves.

Read an interview with Larry on pg. 44.

1984

Congratulations to Meredith and Peter Kellner ’84 on the birth of their daughter, Morgan, on August 5.

1985

On October 18, Patrick Horan ’85 welcomed our fifth graders to Waldingfield Farm in Connecticut to teach them about biology, earth science, chemistry and even economics.

1996

Austin Green '96 reports that he married Greisy Canizalez

Gonzalez on May 26. He also switched his career from finance and is now teaching middle school math in the South Bronx.

Allen-Stevenson welcomed Tristan Howard ’96 back as our

Founder’s Day speaker on October 5. Read the full story and his remarks on pg. 10.

1997

Congratulations to Fred Isquith ’97 on the April birth of his son, Nolan.

1998

Patrick Flynn ’98 writes that he was married last November at the Flagler Museum in Palm Beach, Florida, is living in Garden

City, Long Island and has been at Morgan Stanley for 11 years.

1999

Congratulations to Tom Zipser ’99 on the birth of his daughter, Zara Ward Weiler Zipser on May 29!

Zara, daughter of Tom Zipser ’99

Patrick Flynn ’98

2000

Kerim Eken ’00 stopped by to visit Sixth Grade students on

October 16 and explained how to participate in our A-Z files, a literary and creative publication founded in memory of his classmate, Zach Levy ’00.

Alex Rosario ’00 reports that he recently graduated from

college with a bachelor’s degree in computer science. He’d also like to note that he would not have gone down this path if it weren’t for the useful computer-related books and internetcapable iMacs in the A-S library, even back in 1997!

2003

Steven Handwerker ’03, married Audrey Stanley at the Yale Club in NYC on March 3rd. Scott Handwerker ’00, Steven's

older brother, served as the best man. Alex Ingram and Reed Katz, both Class of 2003, served as groomsmen. Steven and

Audrey were delighted to celebrate with a strong showing of Steven's classmates and friends since Kindergarten.

Scott Handwerker '00, Harrison Jaffee '03, Steven Handwerker '03, Alex Ingram '03, Haley Parkes '03, Reed Katz '03, Sean Flatow '03

Kerim Eken ’00

Gabriel Perez ’14

2005

Adam Donaldson ’05 reports that he is now working at The

University of Notre Dame in their Media Athletics Department.

2014

Gabriel Perez ’14 (Stage Name: Gabo Augustine) stars

alongside Julianne Moore and Ken Watanabe in the newly released movie, Bel Canto, directed by Paul Weitz ’80.

Congrats, Gabo!

Winter 2018

Nolan, son of Fred Isquith ’97

51

alumni NEWS

IN MEMORIAM

Clayton Jacob Westermann '46 died on August 22, 2018 in Huntington, New York. He was born on October 4th, 1931 in New York City. He leaves his wife of 62 years, Barbara Flynn Westermann, his son Peter C. Westermann and daughters Ellen B. Westermann and Loel H.Westermann as well as grandchildren Lauren W.Urbont, Taylor L. Westermann, David A. Urbont and Clayton J.Westermann III.

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He attended The Allen-Stevenson School and The Hotchkiss School. He received Bachelor’s and Master’s degrees from Yale University. He sang in the Whiffenpoofs and founded The Yale Symphony in 1951.

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Mr. Westermann was a professor of music at Hunter College as well as the conductor of The Hunter Symphony. Other conducting engagements included The Robert Shaw Chorale, New York Sinfonia, Suffolk Symphony as well as The Spoleto Festival, Houston Symphony and Beethoven Society. He is also well know for completing Beethoven’s unfinished work Vestas Feuer. His book, My Turn, was published by Yale Press.

Anyone blessed by his presence knows the depth of this loss.

With love, kindness and spirit, he fully enjoyed everyone in his life. He had a great passion for music and community.

Woody Price '50 of Dennis, Massachusetts, passed away after a short illness in July.

Woodruff Murray Price was born on August 6, 1935 in New York City, the second child of Allen Murray Price and Harriette Woodruff Price. His older sister, Cynthia, died in 1968.

He attended The Allen-Stevenson School in New York, then graduated from the Hotchkiss School in 1953 and Harvard University 1956. He was a lieutenant JG in the Navy and served aboard the USS Bristol DD - 857.

Woody pursued a long career in politics in Washington, DC, where he served on the staff of senators and congressmen. In 1974, he joined the staff of Rep Brock Adams (D-WA), where he was closely involved in the drafting and passage of legislation to substantially deregulate the nation’s freight railroads and to create Conrail.

Later, in the continued consolidation of railroads, Woody became Vice PresidentFederal Affairs at CSX, the company formed in a merger of Seabord Coast Line and the B&O/C&O railroads. Woody retired from CSX in 1996.

Woody was a voracious reader, and a lover of literature, languages, and history. In his retirement he taught himself Italian and continued his study of French. He was also an admirer of all things botanical. In Washington, DC, he served on the board of the U.S. National Arboretum; and on Cape Cod, he was a great supporter of the Dennis Conservation Trust.

He could often be found birdwatching; or at Corporation Beach, bantering with his late friend Arnold Bossi.

Woody was predeceased by his wife Ann Glaze Price in 2008.

He is survived by their children, Alexandra Price and Matthew Price, his wife Lexy Bloom, and granddaughter Clio; his first wife Gioia Cardelli, their son Ian Price, his wife Tana Quintana-Price, and granddaughter Olivia.

ALUMNI REUNION

Friday, May 31, 2019 583 Park Avenue New York City

A milestone celebration on the occasion of Mr. David Kersey’s historic 50 years at The Allen-Stevenson School as a faculty member since 1969.

Special thanks to Louis Rose ’86 and the reunion classes of 1939, 1944, 1949, 1954, 1959, 1964, 1969, 1974, 1979, 1984, 1989, 1994, 1999, 2004, 2009 and 2014.

For more information, please contact alumni@allen-stevenson.org or (646) 698-8238.

Non-Profit Organization U.S.Postage Paid New York, NY Permit No. 757

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THE ALLEN-STEVENSON SCHOOL 132 East 78th Street, New York, NY 10075-0381