Compluvium - Winter 2020

COMPLUVIUM & REPORT OF GIVING WINTER 2020

2019 – 2020 BOARD OF TRUSTEES EXECUTIVE COMMITTEE Mary O’Neill, Chair Joanne Oyer, Vice-Chair Claire Bigley, Clerk Catherine Fazio Ed Lang ‘95 Tonya May, Treasurer Marshall Carter, Head of School ATRIUM BOARD Ionica Brito-Perkins Liz Caffrey Alyse D’Amico, PTA President Anne DiGiovanni Robyn Dollar Angie Gakidis, PTA Vice President Steven Gilman Linda Hoyt Julia Li Sarah Patrick Liz Perekrests Margot Phelps Megan Popp SCHOOL LEADERSHIP Marshall Carter, Head of School Jaleesa Anselm, Diversity Coordinator Francis Cash, Director of Finance & Operations Renée Curtin, Director of Advancement Allie Haley, Director of Communications Kathy Hanson, Assistant Head of School Merry Murray Meade, Senior Teacher Advisor Mason Sand, Director of Enrollment Management

Letter from Marshall Dear Atrium Community, The Atrium community, with imaginative vision and hard work, has surfaced an exciting Strategic Plan over these last many months. With the Board of Trustees’ resounding approval in September, we have launched into a thrilling new stage of our school’s growth and development!

3. Develop leadership through empathy and inclusivity.

Our students can understand multiple perspectives, in both academic and social contexts. Always, they actively cultivate kindness, courage and compassion in themselves and others. Atrium students embrace human differences as a vital source of strength.

As Atrium approaches its 40th anniversary in 2022, through this Strategic Plan we affirm our commitment to our superb teachers and the intricate richness and strength of our curriculum. We deepen our longstanding commitment to the beautiful diversity of our community, and accelerate our work towards justice, equity and inclusion—within Atrium and in the world. To share our excellence, we broaden our outreach and create learning partnerships that contribute to a vital national conversation about education. And to ensure these key goals, we commit resoundingly to Atrium’s financial strength and sustainability. Atrium’s vision for young people must be available and accessible in perpetuity.

4. Commit actively to citizenship, sustainability and impact. Here, young people develop a powerful sense of global responsibility. They learn how to positively contribute to their communities, preparing for robust citizenship within a pluralistic democracy.

Indeed, Atrium School has a vision for young people, a fresh translation of Atrium’s founding purpose.

Simply put, children here flourish. They flourish, ages four to fourteen, as we cultivate and nourish in them four interconnected capacities. These capacities are articulated as the primary goal of the Strategic Plan, the North Star by which we navigate the growth of the school in the years to come. Our students: 1. Have a drive to solve problems and innovate. They develop intellectual curiosity and academic expertise, empowered by playfulness, persistence, adaptability and aesthetic expressiveness. They collaboratively innovate to address increasingly complex problems— in their classrooms and in their world.

2. Are confident in identity and voice. Atrium students continuously discover who they are, and who others are. Children here learn what they are capable of, and they emerge with the confidence and skills to share themselves with the world.

These are powerful commitments. In this COMPLUVIUM, you will see their presence in the life of the school. Each Alumni Spotlight here highlights how Atrium graduates embody the school’s vision in their adult lives. You’ll read about how teachers carefully and purposefully develop each interconnected capacity in children through innovative projects and invigorating classwork.

And you’ll hear teachers, led by the wonderful Connie Henry, discuss the fascinating architecture of their work with children and their own growth as lifelong learners.

The work we do every day with children relies on the philanthropic generosity of Atrium’s donors. Because of the generosity of Atrium’s supporters, we have 69 Grove Street; we have a Middle School; and we have annual resources to ensure that children are wellserved. Thank you for your generosity—past, present and future.

Warmly,

Marshall W. Carter Head of School

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Flourishing as Whole People Through Challenge & Empathy

By Renee Curtin

At Atrium, progressive education is rooted in the shared belief that deep learning happens when students are consistently immersed in engaging subject matter through interdisciplinary work. As educators, we continually design and redesign student experiences in order to deepen and connect learning across subject areas and disciplines. Through active collaboration and innovation, our faculty create learning experiences that spark curiosity, inspire academic excellence, and cultivate empathy. We maintain a thriving learning ecosystem where work and play intersect in powerful ways, and where the pursuit of knowledge occurs in the context of meaningful relationships.

Just how do we create such a productive and engaging learning environment, where each child feels known, seen, and valued? Where they are more willing to take risks? It begins with faculty who continually seek out and cultivate excellent and innovative teaching practices, then skillfully bring them to life throughout our entire school.

Drive to Solve Problems & Innovate Measuring the volume of an L-shaped classroom with a sloping ceiling is no easy task!

Here are just a few of the questions our 5th graders asked when starting this complex math unit: What does it mean to measure the volume of a space?

What does “cubic unit” mean? What does it look like?

What are the different ways to measure volume?

What tools do we use?

How does the slant in the ceiling affect our measurements?

How do we go about measuring these tall ceilings?

This volume unit is kicked off by asking students what they already know about

volume, and building upon what students have learned about area. Students enter 5th grade with an understanding of why the units used to calculate area are deemed “square” units. Cubic units, though, as a measure of 3D space, are a novel concept. Beyond an understanding of volume, students develop the skills to mathematically calculate the volume of various shapes, refine these skills, and know when and how to utilize these skills for real world applications.

Take for example one of their first volume problems. Students learn how to find the volume of rectangular prisms (length x width x height). They are asked to apply this knowledge to packing a shipping truck full of boxes. Given the dimensions of the truck and the varied dimensions of the packages, they set out to solve the problem. Some find the volume of the truck and the boxes and divided these, thinking at first that they were done. But how do the boxes go into the truck? They analyzed how the boxes are oriented and how they will fit into the truck. They give directions to the

When I was at the Atrium School, starting in kindergarten and graduating from 6th grade in 1992, I remember hearing kids in other schools talk about their desks and their homework. I was always really confused by that, as I didn’t have a desk I sat at all day, and my homework didn’t usually feel like the kind of homework my friends described in its rigid, rule-rich tradition.

My 6th grade self was anxious she wouldn’t understand a more traditional school (or the world after it); she didn’t understand that her education had artfully (and sneakily, apparently) prepared her for a future of independent thinking and problem-solving.

fictitious person loading the boxes using spatial mathematical language. This is a great application of what they had previously learned.

Next, students are tasked with determining the volume of air, in cubic units, of their classroom. They begin by making the tools they need to measure the room. They form a cubic meter (out of meter sticks and a whole lot of masking tape), a cubic foot (out of rulers and slightly less tape), a cubic inch, and a cubic centimeter.

Dividing into two groups, students in the first group set out to calculate the volume using cubic meters and the second group to find the volume using cubic feet.

Next, they divide the room into rectangular prisms as the room is shaped in an L, with very high ceilings in two sections with a short (1 foot deep by 8 feet high) passageway between them.

Because of this passageway, they realize they need to do the measurements (length, width, and height) of three

After graduating from Atrium, I wanted a taste of a traditional education and chose to attend The Winsor School for grades 7 through 12. I’m extremely grateful for my education from Winsor and its emphasis on writing, but after familiarizing myself with a more traditional educational style, I knew I was more of an Atrium kind of gal. I went on to get a BA from Oberlin College in Mathematics and Psychology and then a Masters in Architecture at the University of Michigan. After earning my M Arch, I followed a desire to work on the scale of installations rather than buildings, initially working at a small start-up museum in New York. This museum was setting out to be the only museum dedicated to mathematics in all North America and their mission was to change the public perception of mathematics. I very happily joined the team, and in 2012, we opened the National Museum of Mathematics, a museum showing the joy of math through interactive exhibits. As I was seeing exhibits come to life, I often thought of playing with Cuisenaire Rods in Marion and Amy’s kindergarten and 1st grade classes at Atrium and how I thought of the numbers as colored rods for years, impacted by the physical representation of each number. I worked on both permanent and travel exhibits at the Museum. Now I work at the American Museum of Natural History (AMNH), where I work in Traveling Exhibition Operations.

A LU M NI SPOT L I GHT

Emily Vanderpol ‘92

"My education from Atrium laid a foundation for the creative problem-solving that I use at my current job every day."

My job at AMNH entails traveling all over the world, leading the venue’s crew in either installing or deinstalling our show. Successfully getting exhibitions ready for public consumption in many different spaces requires a flexibility and agility in problem-solving—it’s the physical exploratory learning of the Cuisenaire Rods but with museum exhibits. My education from Atrium laid a foundation for the creative problem-solving that I use at my current job every day. Further, working with crews in galleries around the world, I often remind myself of the values in every classroom I was in during my seven years at Atrium. Respect yourself, respect others, respect the environment.

My 6th grade self would be relieved and proud.

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A LU M NI SPOT L I GHT

Anna Payne-Tobin ‘98 At Atrium, I remember being challenged and pushed to try new things and tackle problems I wasn't sure I could solve—but always in the kindest, most supportive way possible, with help whenever I needed it. My nervous and shy self often needed a gentle push. My teachers recognized that need, and always provided that push in a way that gave me confidence to move forward under my own power and in my own way. When I was learning division, I was struggling with a difficult word problem. I just couldn't crack it, and ended up frustrated almost to the point of tears. One of my teachers sat with me and encouraged me to keep at it, and eventually I pushed through and figured it out. I'll never forget the feeling in that moment—the discomfort of facing a problem I was sure I couldn't solve, and satisfaction and pride when I realized that it was in fact within my reach. That experience has stuck with me for years, because life is full of problems that at first seem impossible. Confidence to work through the discomfort, and faith in my ability to solve tough problems, are gifts from my Atrium years that I treasure.

After graduating from Atrium in 1998, I attended the Arlington public schools, where in 8th grade I discovered a love for biology and decided I wanted to be a biology professor. In pursuit of that goal, I went on to earn a BA in biology from Vassar College, and then pursued a PhD in cell biology at University of California San Francisco.

For me, working towards a PhD was difficult both academically and emotionally, and I soon realized that research in biology wasn't the right fit for me. At the same time, I was discovering a love for the very high-tech microscopes I used in my research. I decided to leave the faculty track behind and look for a job working with microscopes. This was a tough decision; my graduate program was heavily focused on the faculty track, and breaking the mold required me to face some skepticism from my mentors and peers.

"One of the skills my Atrium education gave me was the ability to rediscover myself as I grew and changed, and to be confident in my choices—even if they were different from the people around me."

I finished my PhD and started a postdoctoral fellowship at the Nikon Imaging Center at Harvard Medical School, where I'm now Associate Director of Imaging Education. The NIC is a core facility that offers microscopes, training, and microscopy education to the Harvard Medical School community. My job involves training, teaching and consulting with hundreds of researchers a year. Each researcher comes from a different background and has a unique set of interests and needs. This variety both makes my job more fun and interesting and poses a challenge: how can I tailor my approach to best fit the needs of the researcher I'm working with right now? To me, this is a very “Atrium-esque." I still find myself inspired by my Atrium teachers who were masters at adapting their teaching to each student's needs.

When I was at Atrium, I thought I'd grow up to be a writer. I ended up in a completely different career, but couldn't be happier with how it's worked out. I often describe myself as lucky to have found a job that's a perfect fit for my personality and interests, but I think it's more than luck. It's the ability to self-reflect and the confidence to change direction, and not give up when things get difficult or frustrating—all of which are skills I started building during my time at Atrium.

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rectangular prisms in order to find the full volume.

As students discover mathematical principles, they record observations, measurements and calculations in their math journals. They also summarize their thinking in class discussions, during group work time, and with individual reflective writing. Impressively the two groups’ measurements for the classroom’s volume were incredibly close: less than 3 cubic meters in difference.

Taking this abstract problem, they can bring this unit of measurement to life.

Because students begin this project by creating a physical representation of a cubic meter and a cubic foot, they are then able to use that physical representation to confirm what they already know from the mathematical formula for volume. What a powerful and lasting way to learn.

Citizenship & Commitment to Sustainability As part of Atrium’s Middle School program, 8th grade students complete a Passion Project. This six-month experience includes many hours of research and service, culminating with a presentation to the community. Students dive deeply into a project of personal interest.

Inspired by the 2018 UN Climate Report, Maya Khalil ’19 and Cecily Curtis ’19 wanted to find a way to raise awareness about environmental issues. Pizza lunch was a big trash generator and although Atrium has long been recycling and composting, they realized that the biggest issue with pizza lunch was the waste created by the boxes, plates, and napkins which could not be composted at Atrium. The two set out to find a composting solution to reduce the waste.

After research and contacting a few companies they found a company that would compost the waste and presented a proposal to Marshall, Head of School.

“I was very enthusiastic about Maya and Cecily’s proposal,” he said. “The logistical challenges were solvable, and it seemed a fantastic way to make yet another aspect of Atrium’s daily life sustainable.”

The next piece of the project was to bring greater awareness of the benefits and of composting. They created games and lesson plans and visited every class at Atrium to demonstrate on how each person can help to reduce waste and recycle. Cecily noted, “My hope is that faculty, students and parents might try composting at home, or at least understand why reusing is so important.”

This fall the school contracted the company Maya and Cecily recommended.

They were pleased—though not surprised—that their project and proposal

were so well received by the school.

Maya said, “Atrium’s receptiveness to our idea shows that Atrium values student recommendations and considers them seriously. It also shows that Atrium is a school that is continually striving to improve and will prioritize what is important long-term.”

Confidence in Identity & Voice At all grade levels Atrium teachers develop curriculum with intention and purpose to guide our students to discover who they are, who others are, and what they are capable of doing. At Atrium students develop a strong identity.

Just does reading, writing and drawing build identity and confidence in our youngest students?

If you are in PreK with Kristin and Mia as your teachers, the process starts like this: Good Morning Originators, We are going to continue to share our stories, with today’s focus being on families.

1. Over the past few weeks we read books with words and pictures, some with just words and some with just pictures. We realized that stories can be told in many ways: talking, drawing and writing. Today we will read Journey by Adam Becker.

Notice how the illustrator shares so many details through his drawings.

2. Today, you will begin to create a portrait of your family in your Drawing & Writing Journal. Similar to your page about “Me," you will have time with a teacher to talk about the people in your family and details about them.

3. This is the beginning of a yearlong project. There will be time each week to add to your Drawing & Writing Journal, reflect on previously created pages and share with

classmates and family members.

4. As the year progresses your stories will become more complex, with the addition of letters, words, sentences and complexity. This is YOUR journal, a space for you to share your stories in the way you feel comfortable.

Students naturally start with a picture and quickly want to add words to their drawings. This informed yet focused activity helps students develop a deeper appreciation and understanding of who they are as individuals. Each child can share about their lives and what they are “expert at” building confidence in voice.

Over the course of the year they gain an understanding of what it means to be a student, classmate, friend, and a member of the school community. Each child is recognized for their uniqueness and their distinctiveness is explored and celebrated. By the end of the year they have written all about “me." They have learned about hard work and are ready to jump into Kindergarten as confident

writers and individuals.

Leadership through Empathy & Inclusion It is easy to take water for granted, yet it is vital to every living process on earth.

In Atrium’s curriculum, water provides a fascinating, ever present window into earth science. There are numerous interdisciplinary ways Atrium students explore and study water, and the rising challenges to global ecosystems. By design, across the grades Atrium students develop a wellspring of understanding the significance of water.

Explorers and Trailblazers (2nd and 3rd graders) incorporate Jane Goodall’s Roots and Shoots youth activism program with science and social justice.

An appreciation for water yields action as they become justice-minded global citizens. Learning about the effects of pollution and more specifically litter and trash, they discuss the effects of single use plastic, especially on oceans and how it negatively affects wildlife. They

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learn how rivers and oceans can be a main source of transportation for trash, circulating it all over the globe.

Third grade teacher Alyssa’s passion for teaching through service began at a previous school when she ventured to the Dominican Republic with a group of students. She observed these students becoming leaders as they created lessons and taught English to students of all ages. A ​ lyssa is passionate about connecting lessons in the classroom to real-world problems. When students see their learning as meaningful, ​they can carry this way of thinking and learning with them to other subject areas and all aspects of life. Through service learning, children can practice ​becoming a vital part of a community and an empathetic and civically responsible individual.

Starting in the spring of 2018, Atrium began participating in the Charles River Watershed Association spring clean-up.

Students, parents, faculty and alumni families volunteer alongside thousands of others in the area to pick up litter, remove invasive species and assist with park maintenance along the Charles River for an All-Community Day of Service. While always an all school effort, our All-Community Day of Service is now organized by our 3rd grade class.

While developing critical thinking, problem solving and empowering students to act, Atrium continues to nurture the next generation of changemakers and leaders. We invite everyone to join us to participate in this year’s All Community Day of Service. Together we can do our small part to give back to our community while enjoying the beauty and wildlife along the river.

At Atrium I remember a very free-form, collaborative and supportive environment where teachers were friends and friends were teachers.

I remember making messes, learning by doing, experimenting and investigating. My teachers always knew the balance of when to nudge and push me further and when to sit back and let me discover the solution on my own. These were in the very early days of Atrium.

Recently I was reviewing Atrium’s new strategic plan and the four interconnected capacities: o Drive to solve problems and innovate o Confidence in identity and voice o Leadership through empathy and inclusivity o Commitment to citizenship, sustainability, and impact I love these four interconnected capacities and feel they are very on-point for the complex world and times we find ourselves in. What resonates to me is the idea of respect and empathy both for oneself and for others and the world at large.

Especially now as a parent, I recognize how much of who we are is formed in the very early stages of life. I think my early education at Atrium School gave me the confidence to believe I could do anything, even pushing a profession where as a woman, I am an anomaly. I think it also probably gave me the love for the arts and the empathy that drives my choices and my work.

For a time, I was trying to pursue both a film and photography career. I was taking my photo portfolio around trying to get photojournalism work and taking my cinematography reel around and trying to get film work. At some point, I was alerted to the fact that these were two totally different careers and I had a very tough decision to make. I chose film largely because I loved the collaborative nature of the work.

Through film I could tell stories and bring to life timely and important issues in our world. I credit my experience at Atrium for helping me develop the capacity to have confidence in myself and my beliefs. I hope that students and teachers at Atrium continue to be confident, take chances, and advocate for those who need it most.

A LU M NI SPOT L I GHT

Rachel Morrison ‘90

Creating A Joyful Environment Where Every Voice is Valued

How does one design joy in learning? What makes teaching so special at Atrium? This past October a group of teachers sat down with Connie Henry P ‘89, ‘98 and former Atrium faculty member to discuss these topics.

One of the key elements of an Atrium education is establishing a love of learning. Foundations for intellectual curiosity are developed and nurtured in the early childhood years. Our teachers focus activities appropriate for academic and developmental stages that each child moves through, this is how we foster growth and a love of learning.

Designing Joy in Learning Connie: Atrium’s approach to teaching preserves a natural sense of wonder and joy, inspiring each student to take on intellectual and creative challenges.

While joy is a deep emotion, there can also be those moments where you see joy in a child’s reaction. How do you design for joy? Can you give examples that are both long term and short?

Liz P: One of the ways to design for joy is to make sure that kids can connect personally in some way or connect their way of thinking—being able to make a personal connection to what they are studying and learning.

Kathy: I think surprise has to be a part of the recipe. It can be the aha moment for a student or “I see something that I didn’t

our regular reading group routine. It was wonderful; everyone was curious and ready to learn.

Julia: I think that not having traditional grading really helps with this because the reward for learning is joy, not a specific grade.

Laura: I also think there’s something about helping kids access that joy.

Having lessons and activities that are designed to be right at that search point for students but that aren’t impossible.

If you struggle and struggle and never quite understand, you are not going to find that joy. Same if it is too easy.

Knowing your students and teaching to all of them simultaneously in ways that stretch their thinking and spark their curiosity so they achieve those joyful moments and connections, they are then intrinsically motivated to keep reaching and asking questions.

Mia: I think we need to not rush students as well, giving them the space to get to a result on their own. In PreK it is all about exploration. Exposing students to as many tools and ideas, but not pushing them, instead gently guiding as we watch them grow.

know when we started.” Or the surprise of seeing multiple points of view when you thought there was only one way. It can be a surprise of being able to do something that a student never thought they could.

Julie: A great example of surprise was when Liz, wearing an apron and with a clipboard in hand, met our students at the door when they were returning from art. There were candles lit and placemats that said Tasty Book Tasting with a plate and fork and books in the middle of the table. The lights were dimmed and there was soft music playing in the background.

She asked, “Do you have a reservation?”

At this point they weren’t sure what was going on. Finally, someone came up and said, “I do.” “You’re at table five Mr. Jones go right ahead.” This was different from

Julie: It is also about working and learning in a trusting community. It is important to be able to have people connect with each other; whether it is student to student, student to teacher, making the connection is necessary to bring joy to people.

Teaching at Atrium Our faculty are passionate about teaching, and they are experts in their fields and in the ages they teach.

At Atrium, children view teachers as guides who encourage them to work collaboratively, respecting and appreciating their own and each other’s strengths.

Connie: We are all works in progress if we are teachers: reflecting and looking ahead, growing in our practice.

Thinking both broadly and specifically, how do you grow as a teacher and keep that “love of learning” burning inside of you?

Julie: I think one of the special aspects of Atrium is the ability to learn from a co-teacher. As a new teacher I am paired with Liz who is a seasoned teacher and has been at Atrium for about 20 years.

Liz: We learn from each other whether we have been here a for a long time or we just arrived. Having new teachers like Julie come in with new ideas, projects and strategies, helps me grow as a teacher.

Julia: I feel like compared to other places where I have taught, the opportunities for professional growth are encouraged and thoughtfully planned. Kathy is a miracle worker, managing the growth of the entire faculty. When I have an idea to develop, I am connected with a personal resource, another faculty member, or

"We learn from each other whether we have been here a for a long time or we just arrived. Having new teachers like Julie come in with new ideas, projects and strategies, helps me grow as a teacher."

Liz P: I think that one of the most beautiful experiences as a teacher is when students have that “aha” moment.

When something finally clicks and they share that joy with their peers and teachers, and when their peers give them space and respect to have these moments. These moments are joyful as a teacher.

a book that will help me develop that particular skill.

Mia: Often I view my job as a researcher, and this helps me frame my learning. We are constantly making observations and sharing techniques and strategies.

As a PreK teacher I have done professional development in a variety of philosophies; Reggio Emilia, Waldorf, 11

Montessori and others. I bring pieces of each of what is best for my class that year back to the classroom. Being supported in developing my skills is what I love about teaching here.

The community of teachers we have here is diverse, collaborative and AMAZING! I respect all the teachers in this building and learn from each of them every day.

Julia: We've heard so many references to a variety of books each of us is reading, podcasts, guest speakers and classes. We draw on these to design the rich curriculum that enhances each child’s experience. These resources and relationships are what makes teaching at Atrium dynamic.

Laura: Teachers continue to learn, think and grow at Atrium—it is a natural occurrence. How does this culture at a teacher level happen and how do we preserve it going forward? Individual thought is respected, encouraged or supported throughout the school. Just as we hope and expect our graduating students to find their own identity and voice. There is something about this culture that helps teachers find their own voice in a similar way.

Future edition of COMPLUVIUM will include further conversations with faculty.

About Our Conversation Participants Connie Henry—Former Atrium School Assistant Head of School and Boston Public School Math Program Director Connie taught and, in her words, “learned at Atrium” for 24.5 years, followed by twelve years in the mathematics department in Boston.

Her years at Atrium were formative.

“Atrium taught me about learning—how children learn and how we learn as adults. It taught me how to collaborate,

collaborate, collaborate.” Recently retiring from Boston Public Schools, Connie is now a consultant with MathTalk, a community-based venture, and plans to spend more time with her family, including her three grandchildren, and painting.

Mia Bullock—PreK Teacher Mia is excited to start her fourth year teaching PreK at Atrium School. Her teaching passions include building strong relationships with students and encouraging learning through play in the early years. A hope she has for her students is that they love school and feel safe to explore all their wonderings.

Outside of school, Mia loves cooking, jigsaw puzzles and being outside.

Kathy Hanson—Assistant Head of School After 20 years as a teacher and another 13 years as a school leader, Kathy became Assistant Head of School at Atrium. Here, she has continued to collaboratively shape faculty learning, student support, and educational program. When not at school, Kathy enjoys reading at home and weekend getaways. She is learning to raise orchids and may be seen taking walks at public gardens and listening to audiobooks while driving here and there.

Laura Page—Middle School Science Teacher Laura is a lifelong student of the natural world, who find fulfilment in sharing that joy with others. Laura has taught middle school for 12 years and joined Atrium 6 years ago as part of the team that expanded the Middle School program, where she is thrilled to develop rigorous science curriculum rooted in sustainability. When she is not teaching, Laura can be found paddling in a kayak, watching trees from her hammock, or taking walks with her niece and nephew.

Liz Perekrests—Grade 4 Teacher Liz joined Atrium School when her

youngest child Lea entered 3rd grade, 22 years ago. Liz taught 1st grade for many years, and then two years ago, decided to merge her love of science and history with teaching upper elementary students. She currently teaches 4th grade and is serving a three year term on the board of trustees at Atrium. When not at school, Liz can be found in New Hampshire in a small shack in the woods, or traveling to Latvia or Belgium to visit family.

Julie Perry—Grade 4 Teacher Julie was thrilled to be hired here last year as a 4th grade teacher. When switching from business to teaching, her number one priority was to find a school whose values on diversity and inclusion aligned with her own, and where she had the opportunity to create innovative and fun curriculum. Prior to her teaching career Julie spent over 30 years working with youth, including founding and directing several small businesses related to youth and the outdoors. When not connecting with kids in the classroom you can find her curled up with a 4th grade novel, weeding her vegetable garden, or enjoying the great outdoors running, kayaking, hiking or skiing.

Julia Schroeder—Middle School English & Language Arts Teacher This year begins Julia's ninth year as a teacher and third year at Atrium; having now taught students in every grade from 6–12, she confidently states that middle school is the most magical! As she has shared with students, Julia has had a book in her hands from a very early age.

Her passion is helping students find just the right books to better understand themselves and others, so she especially values diverse voices in young adult literature.

"By knowing your students and teaching to all of them simultaneously in ways that stretch their thinking and spark their curiosity, they can achieve those joyful moments and connections."

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Our Newest Alumni THE CLASS OF 2019

Atrium graduation celebrations are a beautiful reflection on the time students have spent at the school. It is a time to celebrate bonds students have formed with their teachers and with each other while looking ahead to life’s next adventure.

Tuesday, June 11th was a beautiful day for the graduation ceremony which was held in the Atrium Space. Remarks from Head of School Marshall Carter, graduation speaker Celia Reddick ’96, and graduates’ reflections of gratitude, reinforced the strong sense of community that surrounded the class of 2019.

From everyone at Atrium School, we wish the Class of 2019 the best of luck as they continue to develop as young adults who will make a positive impact in the communities where they study, live, and work in the years to come.

Our students move on too many high schools, both independent and public, well-prepared for the challenge ahead. Since adding grades 7 and 8, Atrium graduates have been accepted at these schools.

Beaver Country Day School, Boston Latin School, Boston University Academy, Brimmer and May School, Buckingham Brown & Nichols School, Cambridge School of Weston, Chapel Hill-Chauncy Hall, Commonwealth School, Concord Academy, Dana Hall School, Gann Academy, Governors Academy, Groton School, Holderness School, International School of Boston, Meridian Academy, Noble and Greenough School, St Sebastian's School, The Newman School, Newton Country Day School, The Putney School, Waldorf High School, Walnut Hill School, and Waynflete School

Tell us what you think. Your voice matters, and your input will assist us in developing programming and enhancing support for alumni and alumni families.

As a community, Atrium School faculty and students have always been committed to continuous improvement.

Our Advancement Office is guided by that same growth mindset. Please complete the brief online survey so we can expand our alumni and alumni family program.

Act now. We want to hear from you. We will report back to you this summer with the results of the survey.

The link to the survey can be found at https://atrium.org/alumnisurvey

CALLING ALL AUTHORS Several of our alumni and their parents have put their Atrium education and other life experiences to work as authors. If you are an author, we invite you to share your work at the upcoming Seeing the Impact—Celebration of Service on May 7, 2020.

CALL FOR S UB MI SSI ONS

ATRIUM ASSOCIATION SURVEY

We would like to highlight you and your work. Please contact Renée, Director of Advancement, at rcurtin@atrium.org if you would like to participate.

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Alumni On Campus Zoe Norcross ‘02 returned to campus to share stories and insights from her time as a Peace Corps volunteer in Ghana. While teaching in Ghana, Zoe’s students were pen pals with last year’s 8th grade class. The exchange of letters gave Atrium students and the students in Ghana the opportunity to contextualize and see what life is like from each other’s experiences.

An enthusiastic and supportive group of recent alumni cheered on the cast of Seussical on December 7, 2018. We were thrilled to welcome Victor Barrozo ’17, Becca Bogstad ’18, Sol GutierrezLara ’17, Brennan Hickey ’18, Elias Shirley ’18, Ethan Hewlett ’18, Caroline Gulley ’17, Anna Bogstad ’18 and Avery Mangum ‘18 back to campus.

Alumni returning to campus is always a highlight, on April 26, 2019, we welcomed alumni from the Class of 1989, Atrium’s first graduating class, along

with alumni and alumni parents across the years. For some, this was the first time they visited the “new” campus, many remarked, “This isn’t the building where I attended school, but it still feels the same as the Atrium I went too."

Guests visited the library, searching for their birthday books and spent time in classrooms, some pulling up small chairs to sit and play Mancala. Everyone later gathered in the Atrium Space for dinner and the singing of Circle Game and River, led by Shoshana Friedman ’95 and Marshall. It was nice to welcome Emma Drummond Becker ’89, Sarah Lang ’89, Megan Lynes ’89, Ruth Henry ‘89, Amanda Conley ’92, Shoshanna Friedman ’95, Sagel Friendsmith ’99, Alya Garry ’97, Ed Lang ’95, and Louisa Rigali ’01 to the “new building” Roma Bartel ‘13 created posters for each class celebrating a five year reunion.

For the past few years, Patrick Rettig ‘90 consulted with Grade 7 students on

their Crossroads projects. He shared a bit about his career and the materials he works with before meeting with each group to help them workshop their initial designs. During this month-long interdisciplinary project, students build model community spaces to scale. Each community center must be culturally appropriate, environmentally sustainable and serve an underlying need within the community. Patrick returns to see the finished projects and is always impressed with the depth of learning and understanding for how their designs can solve a community’s problem and the skilled craftsmanship of each building.

Last spring, Victoria Awkward ‘08 performed a dance at an assembly.

Victoria returns to Atrium this current year, as an Artist in Residence. She will teach students in grades 2–5 a dance that will be performed at the Freedom and Justice Assembly on February 14th.

"I challenge you to listen deeply in your next steps, to yourself and others, and to seek out a sense of shared humanity. I wish that your days be filled with passion and, most importantly, that you feel yourselves woven into communities that challenge you, that are made up of individuals different from you, Evelyn Ortiz returned to Atrium, sharing her gentle and warm spirit, while making seed pots with students, parents, alumni and alumni parents. Pictured here: Merry Murray Meade, Connie Henry P’89,’98, Evelyn, Laura Paul P’07,’09, and Etta ’06.

and that offer a sense of learning, love, and humanity that is larger than yourselves."

Celia Reddick '96 | 2019 Graduation Speaker

Celia Reddick ’96 returned to campus as the 2019 Graduation Speaker. Celia shared her thoughts on the importance of community and the central role that a sense of shared humanity can play in a meaningful and impactful life.

17

INCOME

EXPENSES

Tuition & Fees

Instructional Program

Atrium Fund

Benefits/Fees

Restricted Support

Non-Operating

Capital Gifts

Financial Aid

Other Programs

General Operations

PTA Contribution

Administration Professional Development

Report of Giving 2018–2019

On behalf of Atrium School, I am pleased to share with you Atrium’s 2018–2019 Report of Giving. The spirit of generosity was on full display throughout the year fueling our mission and enhancing the education of our students in so many ways.

Thank you.

Last year, in addition to the Atrium Fund, we received gifts in excess of $100,000 in memory of our founder Ginny Kahn. These gifts will help to bolster future projects and help in building an endowment for the school. We are grateful to the many individuals who honored Ginny and her legacy.

Every year our entire community comes together to support the Atrium Fund, making an impact in the life of each student and faculty member. Gifts at all levels go directly to programs, curriculum, teacher salaries and professional development, the purchase of classroom materials and supplies, financial aid and so much more.

Beyond the very important philanthropic dollars Atrium School raises each year, each donor’s participation reflects the strength of our community and a shared commitment to our students. We are grateful for our 2018–2019 Atrium Fund donors who contributed $187,265 to the school last year. We also thank our Atrium Fund Chairs, Tonya May and Kathleen Schmatz, and the many dedicated volunteers for your leadership, enthusiasm, and commitment to Atrium.

As we begin to lay the groundwork for support of the new strategic plan, we are motivated in our work by your philanthropy. Thank you to our wonderful community— our generous donors, dedicated faculty, remarkable Board of Trustees, hardworking volunteers, and our extraordinary students who continue to amaze us with their kindness, excitement to learn, warmth, and humor.

With sincere gratitude,

Renee Curtin Director of Advancement

Community Volunteers Every year, parent volunteers donate hundreds of hours of their time for the benefit of our students and teachers. Parent partners support many areas of the school sharing their talent and time and enhancing our shared experiences and building community.

The impact of our parent volunteers is immeasurable and greatly appreciated.

2018-2019 PTA OFFICERS Robyn Dollar, President Alyse D’Amico, Vice President Laura Weinstein, Clerk Seth Mangum, Treasurer COMMITTEES Auction: Alyse D’Amico and Claire Bigley, Adam Bass, Anna Churchill, Brian Curtis, Angie Gakidis, Mason Ham, Evan Horowitz, Nora Iluri, Neal Klinman, Tonya May, Lisa Poma, Megan Popp, Lisa Poma, Margot Phelps, Grace Teixeira ‘11 Book Fair Committee: Jamie Siglar, Carrie Finnison, Brenda Walkey, Anne DiGiovanni Fall Festival: Alyse D’Amico and Robyn Dollar Ice Cream Social: Claire Bigley, Angie Gakidis, Tonya May, Laura Weinstein Pizza Lunch: Nance Aronoff CLASS PARENTS Pre-K: Edson Elie K: Margot Phelps Grade 1: Rebecka Evans Grade 2: Nicole Hilgraf, Tania Bogue, Amanda Yip Grade 3: Deb Mitchell and Ben Auspitz Grade 4: Anna Kontos Grade 5: Angie Gakidis Grade 6: Evan Horowitz Grade 7: Anna Kontos Grade 8: Liz van Cleef

TH AN K YOU · TH AN K YOU · TH A NK YOU

PARENTS' ASSOCIATION

Multi-Year Giving For nearly forty years, Atrium School has been dedicated to joyful teaching and learning through a challenging, vivid and capacity-building curriculum, achieving consistent excellence in child-centered progressive education. Thanks to the confidence and commitment of our community, we have been able to meet challenges, exceed goals, and set the pace for excellence with joy.

The generous contributions made by parents, alumni, alumni parents, grandparents, faculty and staff and friends guarantee a future for our school; builds support and helps sustain a culture of philanthropy.

Thank you for your long-standing support of Atrium.

20+ YEARS Anonymous Judith L. Berman Catherine & Paul Buttenwieser Richard Coursen Lisa Dames & Barry Wilensky Jill Lazarus Eurich & Donald Eurich Judith Hall & Frederick Gordon Virginia L. Kahn* Judith Katz & Dean Solomon Ilene Lang Rebecca & Richard Lubens Diana MacPhail Roxanne & Donald Mayer Nancy Clark McGrath & John McGrath Merry Murray Meade Barbara Payne & Roger Tobin Nancy Reed & Sharon Rich Sandra Resnick & John Field Brett Robbins Diana Stewart 15+ YEARS Anonymous (2) Beth Barth Nina Barwell & Kent Werth Emma Drummond Becker ‘89 Susan Diller Marianne & Jose Estrela Jill Ferraresso & Linda Echt Carolyn Fine & Jeremiah Friedman Carol & Harold Forbes Richard & Priscilla Hunt Susan Jacoby & Ilene Cohen Annalee Johnson Susan Johnson Susan Keane & John Adams Sumana & Gopinath Mallya

Talin Megherian & Todd Bartel Anne Nash Ashley & Said Nazemi Trisha O'Connell & John Damroth Laura Paul & Paul Messier Liz & Andrew Perekrests Ulrike & Peter Rettig Jessie & Eric Von Hippel Jennifer White G. Elizabeth Wylde & Lance Drane 10+ YEARS Beatrice Affron & Larry Scripp Peter Agoos & Diane Fiedler Anonymous (6) Marilyn Arnold & Michael Sussman Stephanie Avelino & Paulo Avelino Alves Emily Barclay & John Hawes Nada Barry Barbara Bauman & Roland Barth The Berlin/Liebman Family Theresa & Robert Bradford Steven Broadstone Jananne Cannon Jean Carney Janet Collett Marianne & E. Michael Collins Irene & Meyer Diller Margery Dimond Beverly Edgehill & Robert Awkward Carlyn and Soren Ekstrom Brenda and Monroe Engel Genevieve Fisher & Vincent Stanton Shoshana Friedman ‘95 Patricia Geller Sandra Glucksmann & Charles Haverty Devorah Goldstein & Will Durfee Wendy & Edward Gulley

Connie & Dewitt Henry Robert & Carla Horwitz Debby Hunter Mills & Graeme Mills Jane & Randall Imai Tara & Peter Keppler Roberta Lamb Sonia Landes & David Landes Carol Lazarus Kelley & Orlando Leyba James Manges Barbara Marriott & James Van Donsel Betsey Martinez & Deborah Wollheim Yefkin Megherian Deborah & Tim Moore Betty Morningstar & Jeanette Kruger Andrew Morrison Silvia & Shawn Nerssessian Jacqueline & Michael O'Brien Barbara O'Neil Mark Ostow Lia & William Poorvu Margaret Powell & Peter Thorlichen Deepak & Samvedam Randles Nixie Raymond & James Terry Joyce Rosen-Friedman & Lev Friedman Jeanne Segal & Richard Williams Carol Seitchik & Alan Feldman Olga Smulders-Meyer & Marc Meyer Doreen & Albert Stevens Consuelo Tagiuri Diana Tatz & Steve Spodaryk Ann & Michael Taylor Susan Wadsworth Laura Wainwright & Whit Griswold Bonnie Waltch & Paul Rocklin Pam & Allen Weiss Tracy Winn & Joseph Rigali Barbara Wolf & Robert Kegan *deceased

Atrium Fund 2019 The Atrium Fund, our annual giving program, directly impacts our greatest assets, our teachers and students. Far reaching and essential, the Atrium Fund directly affects everything we do to prepare our students for the future, such as interdisciplinary learning experiences that spark curiosity, encourage rigorous discussion and reflection, inspire academic excellence, and build empathy.

The Atrium Fund helps make our program of active learning possible. Donors to the fund include parents, faculty and staff, alumni and alumni parents, grandparents, friends of the school, and corporations. It is truly a community wide effort!

A heartfelt thank you to our entire community for your ongoing support as we continue to work together to carry out our mission. *indicates 5 or more years of giving

Lori & Ronald Adjami* Beatrice Affron & Larry Scripp* Peter Agoos & Diane Fiedler* Geeta & Kamesh R. Aiyer* Layali & Fahad Alhajri Anonymous (13) Jaleesa Anselm* Thomas & Monique Appleton Nance Aronoff* Judith Austen & Toby Huff* Stephanie Avelino & Paulo Alves* BAF Photography Nina Barwell & Kent Werth* Adam Bass* Ray & Vivian Bass Ingrid Bassett & Robert Morris* Claire & Morgan Bigley* David Bigley & Alix P. White Michal Ben-Josef & Ron Hirsch* Oliver Bogue ‘25 Tania & David Bogue Barbara Bolstorff & George Ratkevich* Kristin Botnen Emelia Brinkley '18 Max Brinkley '13 William & Taiyo Brinkley, Jr.* Ionica Brito-Perkins Seth Bruder & Tatiana Sandino Lara Buchanan Mia Bullock Melissa Burns & Steve Nadis* Katie & Paul Buttenweiser* Liz Caffrey & Derek Faulkner*

Jan Cannon* Paul Capobianco & Karen Lindsay* Marshall W. Carter Missy & Marsh Carter Philomena Cassidy* Rose Catino Anna Churchill & Brian Curtis Jane & John Coan* Maura & Dennis Colling* Mariah ('00) & James Collins Marianne & Michael Collins * Tessa Collins '09 Laurel Conley '95 Maura Conron & Ted Shields* Richard Coursen* Carl R. & Janet Croce Renée & Bill Curtin* Margo Custer & Joel Neiditz* Katie Dadagian Lisa Dames & Barry Wilensky* Alyse d'Amico & Chris Goff* Liz & Mike Daniels* Mary Lou & Daniel R. Denison* The Dien Yaillen Family Anne & John DiGiovanni Benjamin & Robyn Dollar Bob Dowling* Andrew Drane '91 Linda Echt & Jill & Noah Ferraresso* Beverly Edgehill & Robert Awkward* Elocine & Edson Elie Can Erbil & Susannah Madan-Erbil* Marianne & José Estrela*

Jill Lazarus Eurich & Donald Eurich* Catherine Fazio & Scott Stern* Igor, Bella & Nathaniel Feldman '24 Tamara & Gregory Feldman Carrie Finison & Jay Negro Celeste Finison Carolyn & Jerry Friedman* Shoshana Friedman '95* Susan & Alan Fuirst The Gakidis Family Katherine Gamble & Frank Shirley Nancy & Jerry Gans Rachel Gans & Peter Boriskin Patricia A. Geller, Ed. D.* Dorothy & Steve Gilman* Sandra Glucksmann & Charles Haverty* Devorah Goldstein & Will Durfee* Nate Guevin Fam. Gutierrez-Lara* Allie Haley & Tim Hill Judith Hall & Frederick Gordon* Kathleen Hanson Seth Hardy & Jenny Sorblom Mike & Rina Harrison Reem Hawary & Talal Alotaibi John Hewlett* Monique & Michael Hickey* Robert & Nicole Hilgraf* Ann-Ellen Hornidge & Ned Murphy* Robert & Carla Horwitz* Linda & David Hoyt Lucy Huber ‘00 Max Huber ‘98

Nina Huber* Sarah & Nathan Hugenberger Richard & Priscilla Hunt* Susan Jacoby & Ilene Cohen* Rosanna Jimenez & Sadry Tavana Susan Johnson* Deborah & Maria Jonas-Walsh Warren Kalkhof Tamsin Kaplan* The Katz/Solomon Family* Rachel & Michael Kesselman* Amy & David Kline Jim Koch Diana Korzenik Regina Koziyevskaya & Kenneth Kraft* Edmund Lang '95* Ilene H. Lang* Penelope Lang '92 Sarah Lang '89 Carol Lazarus* The Levitt Family Tracy Li & Michael Zhao The Litman Roskelley Family James & Beth Macdonald* Audrey Markowitz & Isaac Rabinovitz Sydney Mason-Barrett Tonya & Robert May* Roxanne & Donald Mayer* Nancy Clark McGrath & John McGrath* Merry Murray Meade* Talin Megherian & Todd Bartel* Yefkin Megherian* Scott Metcalfe & Emily Walhout Deborah Mitchell & Benjamin Auspitz Madeline Moran Nicole & Sean Moran* Anne F. Morris* Anne Morriss* Anne S. Nash* Ashley & Said Nazemi* David Nazemi '11* Katherine Nazemi '07* Silvia & Shawn Nerssessian* Rick Norcross Trisha O'Connell & John Damroth* Mary O'Neill & Angela Lehman* Joanne and Timothy Oyer* Sarah Patrick

Atrium Fund 2019 CONTINUED

Laura Paul & Paul Messier* Peter & Elaine Pelletier Liz & Andrew Perekrests* Joan H. Perera Edith Perkins* Wilder Perkins '16* Will & Sarah Perkins* Julie Perry Margot & Chris Phelps* Allen & Lisa Poma Ben & Megan Popp* Renae Rae Nancy Reed & Sharon Rich* Sandra Resnick & John Field* Patrick Rettig '90 Louisa Rigali '01 Brett Robbins & Renata Ferrari* Anne & Dennis Rogers Rebecca Rogers & Marc Tanner* Kathleen Schmatz Julia Schroeder The Seegers Kontos Family* Elizabeth Seitz & Jorge Abellas-Martin* Pat Shelton & Joseph Galloway Jamie Siglar & John O'Neil* Kristin Skelton Irene Small Jodi & Travis Small Jennie Staples & Laurie Crane* Lesley Strang & Alicia Horwitz* Cynthia Strauss, Harry & Edward Sherr '17* Joel & Laurie Tepper* Megan Thomas Maryann Thompson Achitects* Diane C. Tiernan Sarah Tom & Bruce Bishop* Monica Tovar & Jack McDonnell* Liz Van Cleef & Peter Quinn Laura Wainwright & Whit Griswold* Mary Walsh & Andres Alvarado* Edie & Jerry Weinstein Laura Weinstein & Keren Goldenberg Pam & Allen Weiss* Constance V. R. White Jennifer White* Carol Wilson*

Andrew Wray '93 G. Elizabeth Wylde & Lance Drane* Nicholas, Amanda & Simon Yan MATCHING GIFT COMPANIES The Baupost Group Columbia Threadneedle Investments Harmonix Music Systems MFS Investment Management Tufts Health Plan The Vertex Foundation Wells Fargo Foundation–Educational Matching Gifts Program FOUNDATIONS The Joan H. Perera Charitable Lead Annuity Trust The Nancy and Maurice Lazarus Fund* Wells Fargo Community Support Campaign* GIFTS IN HONOR OF Annalee Johnson Bader Alotaibi '27 Sammy '22 & Jonah '24 Bass Mira Isabel Boriskin '21 Liz Caffrey (2) Eva Ferraresso '25 Jill Ferraresso Jacob Gordon '92 Sarah Gordon '01 Gordon Hall '95 Talia '21 & Torin '24 Levitt Merry Murray Meade Talin Megherian Nicholas Packard '98 Sam Packard '02 Joe Rigali & Tracy Winn P'01 Nate Walkey '23 Noa Weinstein '26 GIFTS IN MEMORY OF Geoffrey Geller Judy Higbea Ginny Kahn (7)

Unrestricted gifts to Atrium ensure funding of strategic priorities such as broadening our reach to more children and families, leveraging partnerships with like-minded institutions to deepen authentic learning, and long-range sustainability through endowment. We are grateful for these generous gifts that allow us to build on our already strong program.

GIFTS IN MEMORY OF VIRGINIA L. KAHN Lorrie Anderson & Conant Brewer* Anonymous (2) Architects 2 Lee & Kate Auspitz* Debbie Barr & Elliott Thompson Nada Barry* Emma Drummond Becker ‘89* Paul Capobianco & Karen Lindsay* Mary Chatfield Donna Cohen, Brain Hamilton, Elliott Hamilton & Rachel Hamilton Janet Collett* Margaret & John DeLacy Susan Diller* Mimi & Tucker Drummond Carlyn & Soren Ekstrom Josh Elbaum Jane Feigenson Carol & Harold Forbes* Lisa Freeman Jane & Stephen Hardy Richard & Priscilla Hunt* Nate Imai ‘99 Annalee Johnson* Susan Johnson* Jane Johnston The Kahn Family The Katz/Solomon Family* Constance Keys Sarah Lang ‘89 Kelley & Orlando Leyba* Mark Lipof Valerie Lynn Diana MacPhail* Mary McGrath Louise McIlhenny Susan & Stephen Middlebrook

Betty Morningstar & Jeanette Kruger* Rachel Morrison ‘90* Barbara O'Neil* Barbara Payne & Roger Tobin* John Petrowsky The Pittsburgh Foundation Lia & William Poorvu* Kathleen Ricci Joyce Rosen-Friedman & Lev Friedman* Jeremy Russo Mark Simon & Penelope Bellamy Lily Tabbal Amy Tananbaum Ruth Villalovos* Christiana Von Hippel ‘03 Eric Von Hippel ‘07 Jessie & Eric Von Hippel* Andrew Wallerstein & Mary Sloane Susan Wexler Charles M. Wyzanski Nilgun Gokgur ENDOWMENT Kathleen Schmatz

TH AN K YOU · TH AN K YOU · TH A NK YOU

Unrestricted Giving

Restricted Giving Your gifts to specific school initiatives and projects help to elevate our program at many levels. Restricted gifts deliver above and beyond enrichment to the Atrium experience. Thank you to the donors who generously supported the school through the 8th grade class gift, Fund-a-Need, library, and our Summer Math Institute.

2019 CLASS GIFT Anna Churchill & Brian Curtis Can Erbil & Susannah Madan Erbil Carrie Finison & Jay Negro Seth Hardy & Jenny Sorblom Rosanna Jimenez & Sadry Tavana Alexis & Najib Khalil Tracy Li & Michael Zhao Elizabeth Van Cleef & Peter Quinn Pam & Allen Weiss Carol Ann Wilson Betsey & Deborah Wollheim-Martinez SUMMER MATH INSTITUTE Anonymous (2) FUND A NEED—A-SPACE AUDIO/ VISUAL IMPROVEMENTS Anonymous (2) Thomas & Monique Appleton Belinda Augustin Adam Bass Ingrid Bassett & Robert Morris Tania & David Bogue Theresa & Robert Bradford Lara Buchanan Paul Capobianco & Karen Lindsay Marshall W. Carter Kelly Cramer Renée & Bill Curtin Alyse d'Amico & Christopher Goff Rachel Davenport & Mark Paley Rebecka & David Evans Catherine Fazio & Scott Stern Igor, Bella & Nathaniel Feldman Carrie Finison & Jay Negro The Gakidis Family Kathy Hanson Reem Hawary & Talal Alotaibi Alexis & Najib Khalil

Anna Kontos & Michael Seegers Fam. Gutierrez-Lara Jennifer Litman & Timothy Roskelley James & Beth Macdonald Sydney Mason-Barrett Tonya & Robert May The McDonnell Families Merry Murray Meade Anne Morriss Mary O'Neill & Angela Lehman Liz & Andrew Perekrests Julie Perry Chris & Margot Phelps Ben & Megan Popp Rebecca Rogers & Marc Tanner Jamie Siglar & John O'Neil Jodi & Travis Small Lesley Strang & Alicia Horwitz Elizabeth Van Cleef & Peter Quinn Emily Walhout & Scott Metcalfe Laura Weinstein & Keren Goldenberg Pam & Allen Weiss

OUR MISSION Atrium School’s PreK—Grade 8 progressive education encourages academic curiosity, creativity, and exploration while fostering each child’s intellectual growth and promoting Excellence with Joy. Our students develop confidence in themselves and respect for others within a joyful, vibrant community of nurturing teachers, engaged parents, and enriching partnerships.

2018-2019 BOARD OF TRUSTEES EXECUTIVE COMMITTEE Ed Lang’95, Chair Mary O’Neill, Vice Chair Catherine Fazio Joanne Oyer Tonya May, Treasurer Megan Popp, Clerk Marshall Carter, Head of School ATRIUM BOARD Claire Bigley Ionica Brito-Perkins Liz Caffrey Robyn Dollar, PTA President Alexis Khalil Julia Li Liz Perekrests Margot Phelps Kathleen Schmatz Cynthia Strauss

The Atrium School Report of Giving is published by the Office of Advancement. Listings in the report reflect gifts to Atrium School during the fiscal year July 1, 2018 – June 30, 2019. Every effort has been made to ensure accuracy. Please accept our apologies if an error or omission has occurred and kindly notify the Advancement Office at 617-923-4156 X116.

69 Grove Street, Watertown, MA 02472 (617) 923-4156 | atrium.org

EDITORS Katie Dadagian | Associate Director of Advancement Allie Haley | Director of Communication Julia Schroeder | Middle School ELA Teacher

DESIGN Lindsay Amoroso Design PHOTOGRAPHY Atrium School Joe Murphy Photography