We are pleased to welcome you to Beacon Academy’s 2022-2023 academic year. This handbook provides an introduction to our school and an overview of the year ahead. Inside, you will find important information covering Beacon’s teaching philosophy, school policies and procedures, contact information, and the guiding principles we share as members of our Beacon community. These guidelines are essential to the safety and wellbeing of our students and families/caregivers like you. We ask that you read it carefully and sign the last page to indicate your acknowledgment and agreement. Beacon Academy is deeply committed to providing robust academic and co-curricular experiences for every student in the Class of 2023 and will communicate scheduling changes with advance notice. We ask that you please expect email, phone, and print updates throughout the year.
While the focus of our work is to prepare you for high school next year, a key priority for us is also making sure your families and caregivers are equally included and invested in your journey. If you or your family/caregivers ever have any questions about what to expect or how they can be more involved, please don’t hesitate to be in contact with me or one of my colleagues in the staff directory.
Thank you for joining us for what is sure to be an extraordinary year!
Warmly,
Charles E. Carter Jr., Ph.D., LICSW CEO/Head of School
The Beacon Community is committed to treating all with dignity, respect, honesty, and integrity. We hold ourselves accountable to centering our work and attention on the students and alumni who walk through our doors.
• We believe that every student can be successful.
• We believe that families/caregivers are critical to the success of their students and that engagement in the Beacon community is welcomed and encouraged.
• We believe that learning is best experienced when we are all in person. Our procedures and protocols are designed to keep us in person as much as possible.
• We believe that the educational playing field is not fair for Black and Brown students and that it is our collective responsibility to advocate for equity of opportunity, resources, and voice.
At Beacon Academy, we commit to being part of a community in which all can co-exist, interact, and learn from one another in ways that uphold the highest ethical standards and foster a community of trust.
• A Beacon Academy student will do their share and take an active and upstanding role in seeing that others uphold the spirit of the Honor Code.
• A Beacon Academy student will not give or receive aid in examinations and will not give or receive unpermitted aid in classwork, in the preparation of assignments, or in any other work that is to be used by the instructor as the basis of grading.
• A Beacon Academy student will not mislead or deceive community members or bring discredit to the Beacon Academy community and reputation.
Further examples of conduct in violation of the Beacon Academy Honor Code include: Unpermitted collaboration; plagiarism; giving or receiving unpermitted aid on in-class or take-home examinations; representing as one’s own work the work of another; representing as one’s own work the unattributed results of online research; copying, modifying, and submitting as one’s own work passages found on the Internet; giving or receiving aid on an academic assignment under circumstances in which a reasonable person should have known that such aid was not permitted; telling an incomplete or misleading version of the truth.
As individuals who are also members of a community, Beacon Academy students are obligated to examine their own actions as well as the actions of those around them in light of their effect on the community. Both in and out of school, when a student sees classmates failing to rise to our community expectations, it is that student’s responsibility to determine whether or not to share that information with Beacon faculty. When in doubt, we expect students to err on the side of open communication with adults.
ATTENDANCE
EMERGENCIES AND SCHOOL CANCELLATION
CHANGE OF INFORMATION
CAMPUS INFORMATION
All communication is a critical aspect of the relationship Beacon has with parents and caregivers on the success of their students. Parents and caregivers can anticipate regular communication from Beacon in the form of emails, phone calls, and texts. Additional communication will come from advisors, mentors, and tutors. As noted in the Family/ Caregiver Engagement and Programming section of the handbook, we will host Parent/Caregiver conferences as a dedicated time to discuss each student’s progress. We welcome you to contact us with any questions, celebrations, good news, and concerns. Please reach out to Melody Rosas-Granda at mrosas-granda@beaconacademy.org or 617423-2266 to do so.
Students will be expected to arrive at Beacon Academy by 8:15 am. If a student will not be attending school, parents/caregivers/guardians should call or text the Attendance Line at 617-356-9789 or email attendance@beaconacademy.org. If a voicemail is received, please leave specific information about the student’s absence or late arrival. With regard to scheduled appointments (medical, dental, co-curricular, etc.), parents/caregivers/guardians must call or text the Attendance Line at 617-356-9789 or email attendance@beaconacademy.org at least 24 hours in advance to ensure the student’s academic requirements are met.
When inclement weather occurs, please call the school’s main number for information about cancellation or delay (617-423-2266). We will also notify students and families via email or text for cancellations. If in-person school is canceled due to inclement weather or other circumstances, classes will take place virtually on Zoom.
In the case of a national, state, or local emergency, Beacon Academy will communicate with parents/caregivers through email, messages on the school’s main telephone number (617-423-2266), and radio and television announcements.
All changes to address, phone number, or email should be sent to Melody Rosas-Granda at mrosas-granda@beaconacademy.org or 617423-2266.
814 South Street
Roslindale, MA 02131
Main Phone: 617-423-2266
Attendance Phone: 617-356-9789
Fax: 617-202-3138
FIRST AID/EMERGENCIES
ALLERGIES
PHYSICALS AND IMMUNIZATIONS
MEDICATIONS
COVID GUIDANCE
COVID PROTOCOLS
Beacon seeks to support the entire student’s well being: mentally, physically, academically, familial, and emotionally. In the event of an emergency, every effort will be made to reach the student’s parent/ caregiver and/or emergency contact alongside the administration of essential emergency care. Our school nurse, Joni Shaw-Prophete, has over 18 years of school nursing under her belt and is available to the students and staff every Tuesday in person from 7:30am- 1:00pm and is otherwise remotely available. Below is a snapshot of the health protocol/ procedures for Beacon:
• All staff are fully trained in both first aid and CPR which is renewed every two years.
• Each classroom as well as the front desk is equipped with first aid kits to handle minor injuries.
• The nurse’s office is located on the first floor and is fully stocked with additional supplies. Beacon also has an AED which is stored near the front desk.
• To minimize the risk of exposure to potential allergens we do not allow outside food in the building. Both breakfast and lunch are available to students as well as snacks throughout the day.
• We maintain a list of student allergies, emergency plans, and essential emergency medications in the event they are needed.
• All students are required to be fully vaccinated against COVID-19 (including booster), as well as up to date on all immunizations.
• Exemptions will be considered with proper documentation and preventive protocol is currently in place for those individuals.
• Physicals must be completed within the last 13 months.
• If a student requires medication during the school day, the medication must be brought in its original container labeled with the student’s name, name of medication, dosage, administration instructions, and prescribing doctor’s name. A written order must accompany all medications. Medications will be kept in a locked medication safe.
• Over the counter (OTC) medications such as Tylenol, Ibuprofen, Benadryl, Pepto Bismol, and cough drops are available to students on an as-needed basis. Families/caregivers signed a permission slip giving the school permission to administer these medications if needed. Prior to the administration of OTC medications, a phone call will be made to families/caregivers to confirm permission is granted. If you do not recall this information or decline having your child receive any OTC meds or you would like to receive a copy of this form, please feel free to reach out to Joni Shaw-Prophete at jshaw@ beaconacademy.org.
Beacon strongly encourages all students and visitors to be fully vaccinated including booster shots. Beacon will be following CDC, state, and local guidelines regarding how schools will be operating in a COVID environment. At this time, we are mask optional and participating in regular COVID-19 testing on a weekly basis. We have a complete protocol regarding possible/confirmed infection, close contacts, and steps to prevent both spreading or reinfection. Please see the COVID protocol section below for detailed steps that Beacon Academy will take for specific circumstances and situations.
As part of Beacon Academy’s efforts to provide comprehensive care for the whole child, we have incorporated the following COVID-19 protocol. In addition to this protocol, Beacon Academy will conduct weekly whole school testing through the month of September 2022 with rapid testing as needed thereafter. We are mask optional and strongly encourage that staff and students be fully vaccinated including boosters. Below are the individual protocols for varying scenarios involving COVID-19. As updates are received this protocol will also be updated. Those experiencing any COVID-like symptoms should stay home and notify the school of any positive findings. Should staff or students develop symptoms during the school day, a rapid test can be performed and the staff/student should remain isolated until results are received, then follow appropriate protocol.
Cough, muscle/body ache, congestion, runny nose, sore throat, fever/ chills, nausea or vomiting, fatigue, headache, diarrhea, new loss of taste/ smell, or shortness of breath/difficulty breathing.
*If you have any of these symptoms, stay home and schedule a COVID test immediately. Please provide any positive results to the school right away.
Anyone who tests positive must notify the CEO/Head of School and School Nurse as soon as possible and will need to stay in self-isolation for at least 5-7 days. (If a student or staff member presents COVID-like symptoms and chooses not to be tested, they may return to school 10 days from the start of their symptoms, as long as the symptoms have improved and they have been without fever for at least 24 hours prior to their return to school without the use of fever reducing medication).
Recommended Protocol for Individuals who Test Positive:
• Notify school immediately
• Duration: Self-isolation for COVID-19 positive cases is a minimum of 5 days after symptom onset or after positive PCR for antigen test, if asymptomatic.
• Return to school with mask: Starting day 6 and once they have:
1. Been without fever for 24 hours (and without taking feverreducing medications like Tylenol)
2. Experienced improvement in other symptoms
3. Have a negative rapid test
Note: Return to school should be based on time and symptom resolution after checking in with the CEO/Head of School and Nurse. A mask should be worn for three days following their return. Repeat testing prior to return is not recommended as there is no eligibility to test for 90 days. Testing can resume on day 91.
Recommended Close Contact Protocol
A close contact is anyone who was within 6 feet of a positive case for at least 15 continuous minutes. All close contacts should be tested, and if they are not vaccinated, they must self-quarantine for 14 days after the last exposure to the person who tested positive regardless of test result. After further consultation with the medical community, this is the updated guidance as the virus can cause illness from 2-14 days after exposure and even asymptomatic individuals can transmit the virus.
The following close contacts are exempt from testing and quarantine response protocols (Recommended):
1. Asymptomatic, fully vaccinated close contacts: Individuals who are asymptomatic and fully vaccinated are exempt from testing and quarantine response protocols.
2. Classroom close contacts: A fully vaccinated individual who is exposed to a COVID-19 positive individual in the classroom while both individuals were masked, so long as the individuals were spaced at least 3 feet apart, is exempt from testing and quarantine response protocols.
3. Bus close contacts: Individuals on buses must be masked according to federal requirements. As such, individuals who are masked on buses when windows are open are exempt from testing and quarantine response protocols.
4. Close contacts who have had COVID-19 within the past 90 days: An individual who has been previously diagnosed with COVID-19 and then becomes a close contact of someone with COVID-19 is exempt from testing and quarantine response protocols if:
a. The exposure occurred within 90 days of the onset of their own illness, and
b. The exposed individual is recovered and remains without COVID-19 symptoms.
• Duration of Test and Stay: 7 days from the date of exposure
• Return to School: Close contacts can remain in school and do not have to quarantine, as long as they:
1. Are asymptomatic
2. Wear masks in school at all times, other than when eating or drinking. When these individuals cannot be masked (i.e., when eating or drinking) they should maintain 3 feet of distance from other individuals to the extent feasible.
3. Take a rapid antigen test (e.g., BinaxNOW) on each school day and receive a negative result. When the 7 days from date of exposure includes weekends or holidays, individuals should quarantine on weekends, and if they remain asymptomatic, upon return to school be tested immediately. If the individual remains negative, they can stay in school.
4. Conduct active monitoring for symptoms through day 14, selfisolate at home if symptoms develop, and notify the school.
Note: If an individual has symptoms at the time they are designated as a close contact or develops symptoms during the Test and Stay period or the 14 days following initial exposure, they should follow the protocol for symptomatic individuals. If an individual tests positive at any time, they should follow the protocol for individuals who test positive for COVID-19.
Post-Symptoms with Test
Individuals may return to school after they:
• Have received a negative antigen test result for COVID-19. Note: So long as the individual is not a close contact, if a medical professional makes an alternative diagnosis for the COVID-19-like symptoms, the individual may use this recommendation (e.g., for influenza or strep pharyngitis) in addition to an antigen test.
• Have improvement/resolved symptoms.
• Have been without fever for at least 24 hours without the use of fever-reducing medications.
Note: If the symptomatic individual was a close contact who is not exempt from testing and quarantine response protocols, after symptoms resolve and they receive a negative antigen test, they should follow Protocol for Test and Stay.
If Test and Stay is not available or the family or adult individual opts not to participate, they follow Protocol for not receiving the test.
Good and regular hand hygiene, social distancing, mask wearing, limiting/eliminating shared use of items, and regular cleaning of common areas and individual spaces can all prevent the spread of COVID-19.
CDC recommends universal indoor masking for all teachers, staff, students, and visitors to schools, regardless of vaccination status.
Name Title
Contact Information
Charles E. Carter, Jr., Ph.D., LICSW* CEO/Head of School ccarter@beaconacademy.org
Nicole Baker Director of Development and Engagement nbaker@beaconacademy.org
Robert Bruckner Math Teacher and Co-Curricular Manager rbruckner@beaconacademy.org
Doly Castro Operations Coordinator dcastro@beaconacademy.org
Nicole Goswami Executive Assistant to Charles E. Carter Jr. Ph.D., LICSW, CEO & Head of School
ngoswami@beaconacademy.org
Cary Hammonds Humanities Teacher chammonds@beaconacademy.org
Rebekah Lin Finance Coordinator rlin@beaconacademy.org
Katherine McNally Communications and Marketing Officer kmcnally@beaconacademy.org
Ashley Miranda Director of High School Support and College Advising
amiranda@beaconacademy.org
Eric Nett Director of Enrollment and Placement enett@beaconacademy.org
Myriam Poznar Alumni Support Coordinator mpoznar@beaconacademy.org
Melody Rosas-Granda Admissions Coordinator & Registrar mrg@beaconacademy.org
Joni Shaw-Prophete School Nurse jshaw@beaconacademy.org
Sarah Smith Director of Student Support Services ssmith@beaconacademy.org
Scott Steele Director of Finance and Operations ssteele@beaconacademy.org
Dr. Gretchen Warland Science Teacher and CoCurricular Assistant gwarland@beaconacademy.org
Anne-Marie Yu-Phelps Director of Studies ayuphelps@beaconacademy.org
*If you would like to schedule an appointment with Dr. Carter, please contact Nicole Goswami at ngoswami@beaconacademy.org
Beacon Academy Main Phone Number: (617) 423-2266
Beacon Attendance Phone Number: (617)-356-9789
Beacon Fax Number: (617)-202-3138
School Hours*
Monday, Tuesday, Thursday: 8:15 am – 5:00 pm
(Optional breakfast at 7:45 am, optional dinner, and evening study hall from 5:00 pm-7:15 p.m.)
Wednesday, Friday: 8:15 am – 3:00 pm
(Optional breakfast at 7:45 am)
Saturday: 10:00 am-12:00 pm
*Students and families will be notified of evening and weekend cocurricular programming and activities. Students will be marked tardy if they are not present by 8:15 am
For the updated daily schedule, please visit our website at: https://bit.ly/BeaconAcademyCalendar
*Evening Program
Beacon Academy will provide a dinner meal for students on days that include evening programs.
Beacon Academy offers students a challenging curriculum and important cultural and social enrichment to prepare them to enter independent secondary school environments with confidence. We emphasize problemsolving, collaborative education, inclusive learning, and sensitivity to students’ cognitive styles. Our small classes foster a high degree of student-teacher interaction, and our teachers are committed to addressing the individual needs of each student.
Grammar
Taught by Anne-Marie Yu-Phelps
This course meets two days a week and focuses on learning the fundamentals of grammar. It begins with a study of the parts of speech and then moves on to functions of nouns, phrases, and clauses. By developing an understanding of the grammatical structure of English, students will be able to improve the mechanics of their writing. Learning the fundamentals of grammar will also help students when they study a foreign language in high school.
Taught by Cary Hammonds
This course combines the study of literature and history and includes a heavy emphasis on developing writing skills. The goals of the course include teaching students how to analyze literature, evaluate primary and secondary sources of history, develop strong writing and critical thinking skills, and expand their vocabularies. Students learn how to approach and conquer difficult texts, drive class discussion, and make thoughtful arguments.
Beacon’s math program is designed to provide students with the mathematical skills and academic habits necessary for success in a rigorous independent high school. The curriculum begins in the summer with a thorough review of foundational arithmetic topics, such as operations with fractions and decimals. In the fall, students review early algebra with a focus on the topics that are the most conceptually difficult, such as ratios and proportions. Beginning in winter and continuing through the spring, students complete a thorough and comprehensive algebra course, including but not limited to linear, exponential, and quadratic functions. Students learn to construct, compare, and analyze functions through multiple representations. After successfully completing Beacon’s math program, students are prepared to enroll in a Geometry or Algebra class at the high school to which they matriculate.
Pedagogically, the class is designed to align with teaching methods used at top independent schools. Math class is heavily discussion and homework-based. Students are expected to be active contributors and develop the ability to articulate and defend their solutions through frequent practice and feedback from peers and the teacher. Students also learn to construct their own understanding of the concepts through problem-based and exploratory activities. Additionally, students use a variety of technologies to develop and demonstrate their understanding of the concepts, such as graphing calculators, Desmos, and Google Classroom.
Taught by Dr. Gretchen
WarlandIn this course, students actively read scientific articles and excerpts from relevant textbooks, discuss the content, and apply their knowledge through experiments in the classroom. While the science curriculum covers a wide breadth of topics, the core skills needed for success in independent school are woven throughout each unit. Some of the skills include: science literacy, critical thinking, collaboration, communication, and experimental design and execution.
Many of Beacon’s students will attend high schools that are nothing like the schools and neighborhoods they come from. Our students will be transitioning to predominantly white, wealthy institutions where the cultural shift may be challenging for them. Our goal is to provide co-curricular activities at Beacon that expose them to experiences that many students in these high schools have been through while affirming the value of our students’ identity, culture, and sense of community.
Each student will be required to participate in multiple sports at their independent school. The following athletic programs are those offered during a typical Beacon year. We will make every effort to include these diverse athletic opportunities if and when possible while following COVID-19 guidelines, but please note that some may be subject to cancellation.
Rowing
During the spring, students learn proper rowing technique and the basics of crew from a team of volunteers led by 1984 Olympic Gold Medalist Kathy Keeler. Students practice indoors on ergs and then move to the Charles River using the Community Rowing boats. Beacon students have joined crew teams throughout New England independent high schools.
Running Running is an essential part of Beacon’s curriculum. We believe that running is a powerful tool for learning patience, perseverance, and willpower—the same character traits required for academic success. Throughout their school year, Beacon students run two or three times per week (rain or shine) and they learn about nutrition and healthy eating habits. They also participate in several 5K races. What Beacon students learn from running is that they must embrace even the most difficult situations and use them as opportunities to become stronger and smarter.
Swimming
Beacon students learn to be comfortable in the water. We will work with a neighborhood pool or commercial swimming school to provide lessons for our students. Many students are learning to swim for the first time, and others are perfecting their swimming technique. All students leave Beacon able to swim—and some of our alumni have become lifeguards and competitive swimmers.
During the year, Beacon students learn team sports such as soccer, volleyball, field hockey, and basketball at a local gym. Teamwork is an essential element of a Beacon student’s development and is an important community-building activity.
While the COVID-19 pandemic presents a unique challenge to extracurricular activity, we will continue to seek safe experiences for students to familiarize themselves with new environments and build strong relationships with alumni and volunteers. We are continuously working with our partners to find safe ways to provide these opportunities for our students and community. As such, the above co-curricular programming is subject to change or cancellation. Whenever possible, events will be adapted to ensure proper health and safety, including transitioning to a remote environment. All changes, cancellations, and confirmations to our co-curricular programs for students and families will be communicated in advance via email, phone, or print handouts.
ADVISORY PROGRAM
MENTOR PROGRAM
MENTAL HEALTH RESOURCES
Each student will be a member of a small group of advisees assigned to an adult member of the Beacon Academy faculty/staff. These advisors encourage individual interests and further a comfortable academic setting. Weekly meetings between students and advisors, regular individual conferences, and communication between families/caregivers and advisors create the basic structure of the Program.
Each student and their parents/caregivers are matched with a Beacon Academy volunteer who will be their mentor for the year. Mentors are matched based on similar interests and the needs of the mentee (student) and parents/caregivers during the Academy Year. The role of a mentor is to provide support and guidance through the rigors of the school year and support their mentee in their transition to 9th grade and beyond. Mentors are encouraged to build a relationship and engage frequently with their mentee and their mentees’ parents/caregivers. The relationship is to be built on mutual respect and meet all parties where they feel most comfortable. Mentors are expected to:
• be responsible, caring, and an active listener;
• prioritize the student’s well-being;
• partner with the mentee and their parents/caregivers;
• communicate with the Beacon staff advisor; and
• advocate for educational equity.
Mentors often have experience navigating independent schools and will be an important resource as students prepare for private school interviews and the application process. Mentors are not:
• replacements for parents/caregivers;
• a therapist/counselor;
• a tutor; or
• a savior.
Main responsibilities of a mentor:
• Engaging with the parents/caregivers to build a positive and respectful relationship;
• Providing guidance, support, and (where indicated) advocacy for young people through the Academy year and into high school;
• Supporting the secondary school application process;
• Supporting the mentee in their transition to 9th grade and beyond.
Students in need of some extra help in Humanities and Math will be assigned a volunteer tutor who will work with them during the school year. Tutors play an integral role in ensuring students are academically prepared to succeed in high school and college. Tutors tailor their work to the students’ needs, targeting their specific areas of growth to build their skills and confidence.
Beacon Academy prioritizes the well-being of the “whole student;” this includes social-emotional health. If a student has a personal concern (e.g. stress, anxiety, sadness, reaction to a family loss, friendship difficulties), they can reach out to their advisor; Sarah Smith, Director of Student Support Services; or Dr. Deb Offner, Consulting Psychologist. Each of these adults is ready to support individual students and -- when indicated -- confer with parents and caregivers and provide referrals to community-based mental health resources. Parents and caregivers should also feel free to reach out to any of the above adults with concerns about their child.
STUDENT CONDUCT AND CONSEQUENCES
DRESS CODE
MEALS AND SNACKS
DRUGS, ALCOHOL, AND SMOKING
TECHNOLOGY
HARASSMENT BULLYING
Regular class attendance is the foundation of the learning process. A student will grasp facts and concepts better when they can hear firsthand the explanations of the teacher and the dialogue within the classroom. Part of being an integral member of our community is class participation. We encourage students to speak up in class and attend all classes unless they have a valid excuse. Students’ voices are the social and academic fabric that make up Beacon.
Students will be expected to arrive at Beacon Academy by 8:15 am. If a student will not be attending school, parents/caregivers/guardians should call or text the Attendance Line at 617-356-9789 or email attendance@beaconacademy.org. If a voicemail is received, please leave specific information about the student’s absence or late arrival. With regard to scheduled appointments (medical, dental, co-curricular, etc.), parents/caregivers/guardians must call or text the Attendance Line at 617-356-9789 or email attendance@beaconacademy.org at least 24 hours in advance to ensure the student’s academic requirements are met.
Given the importance of class attendance, when a student misses three (3) classes in a quarter, the student’s performance grade in the class will be decreased by one-third of a letter grade. Three (3) tardies in a class will count as the equivalent of one absence in any given quarter. Extenuating circumstances will be reviewed on a case-by-case basis. For all missed school time, it is ultimately the student’s responsibility to collect and make up the work missed as soon as possible. For all remote school days, the attendance and lateness policies and procedures remain the same. Students should be logged on and in the virtual classroom at the expected time.
Per our guiding principles, the Beacon Community is committed to treating all with dignity, respect, honesty, and integrity. If a student’s conduct goes against this guiding principle or our Honor Code, to the detriment of their own or their peers’ learning potential, they will be given the opportunity to reflect and learn from their mistakes through our disciplinary procedures. Beacon Academy uses the principles of progressive discipline to ensure the safety and well-being of all members of the community. Families/caregivers will be informed accordingly should their student require progressive discipline. In an effort to help the student learn from their actions and grow, these consequences range in strictness:
The student will have a meeting with their advisor, their teacher (if applicable), and will be given a verbal warning. The school will inform both the student and their parents/caregivers of the conduct that must change. If the offense is related to an academic assignment, the student will receive a zero on the assignment in question.
The student will have a meeting with their parents/caregivers, their advisor, their teacher (if applicable), and the Director of Studies, and will be given a written warning. The school will inform both the student and their parents/caregivers of the conduct that must change. If the offense is related to an academic assignment, the student will receive a zero on the assignment in question.
After repeated warnings and no change in behavior, the student will have a meeting with their parents/caregivers, the Senior Leadership, and the CEO/Head of School. Disciplinary action including suspension and expulsion will be considered depending on the offense(s) and the best interest of the Beacon community. If the offense is related to an academic assignment, the student will receive a zero on the assignment in question.
The CEO/Head of School makes the final decision regarding suspension, including the length of the suspension. Parents/caregivers are responsible for the student’s activities and whereabouts during a suspension. The student will be expected to complete all academic work that they miss due to suspension. There may be additional requirements prior to the student’s return to school. Suspension is generally the last effort Beacon Academy makes to signal that serious changes in behavior are necessary to avoid dismissal from the school. Suspensions also become part of a student’s permanent record and must be reported to secondary schools.
Student dress and overall appearance should foster a positive and productive environment, reflecting pride in yourself as well as our school. If it is determined that your dress may detract from the academic experience and learning environment at Beacon Academy, you will be required to change whatever clothing item(s) conflict with the guidelines below.
Please do not wear any of the following:
• Any clothing that allows your midriff, cleavage, undergarments, or bare back to be exposed. This includes, but is not limited to, the following: excessively baggy or tight pants/leggings, tank tops, spaghetti strap/halter/mesh tops, see through shirts, tube tops or crop tops.
• Mini skirts, mini dresses, shorts, pants etc. that hang below the waistline, sit on the hip or lower, or show underwear. (Appropriate length is to the end of the fingertips when arms are directly by your side.)
• Clothing, patches, buttons, pins, jewelry, backpacks that have any of the following negative or derogatory images: sexually suggestive writing/pictures; advocate violence, advertise or promote the use of tobacco, alcohol, or drugs; have wording with “double meaning” or obscene language/gestures/slurs.
• Hats, head coverings (except those intended for religious purposes), caps, gloves, and sunglasses.
The following items are acceptable:
• Leggings worn with an oversized shirt that falls at the thigh area.
• Head coverings or hats worn for religious purposes.
The school will give consideration to the appropriateness of specific items, like hats, not normally allowed, for “Spirit Days” and special school events.
Throughout the year, students may be asked to wear clothing that is deemed “business casual” for events at school, independent school interviews, etc. Examples of business casual clothing include ties, buttondown shirts, dress pants, blouses, and dress skirts. Beacon Academy staff will provide examples of what business casual attire is as it pertains to these activities. Staff will also help any student obtain these items of clothing if they do not already have them in their closets.
We insist that students do NOT bring to school soda, candy, gum, large bags of chips or snack food, or large desserts. Students must also communicate any dietary restrictions with our Operations Coordinator, Doly Castro, dcastro@beaconacademy.org.
Evidence of being under the influence of alcohol or in possession of illegal drugs, cigarettes, or e-cigarettes on school grounds or at school sponsored events will lead to immediate notification of parents/ caregivers, suspension, and possible expulsion. Evidence of selling or distributing illegal drugs or alcohol on school grounds will lead to immediate expulsion and notification of the police.
While students are in school or involved in school activities, we want their focus and attention to be on learning and interacting. Although we encourage reading during travel time, students who use electronic devices must be sure to put them away before they enter the building and keep them securely out of sight. Headphones and earbuds are not permitted during school hours and on field trips. In some cases, headphones or earbuds are permitted for use during independent study times at the discretion of staff and students.
When students are struggling to meet the expectation of remaining off of their electronic devices during the school day, Beacon Academy staff may make the decision to collect and secure devices. In the event that this occurs, parents/caregivers, families and guardians will be notified. All devices will be returned prior to the end of the school day to ensure a safe commute home. Should families need to reach their student during the school day, they should text or call (617-423-2266) or their student’s advisor.
Communication via computers (email and social media) follows the same guidelines as other kinds of communication. Hurtful, discourteous, and disrespectful electronic communication is inappropriate and will not be tolerated. Students should expect to lose their privileges and be disciplined if this behavior is discovered. Recognizing that computers and other technology tools like printers, scanners, etc. are shared, fragile, and expensive resources, students must treat these objects with care. It is every student’s responsibility to leave these devices in proper working order.
We make every effort to honor the rights of publishers by complying with software copyrights and license agreements. Installation of software on school computers is supervised by the school. Duplicating copyrighted software from school computers is theft and would be treated in the same manner as theft of physical property.
We expect students to respect the private ownership of works produced by others. This pertains to works stored in computer files, as well as the more traditional paper products of written language or art. In the regular course of using computers, files may be easily accessible by any student. It is not permissible to copy, modify, destroy, or even read the private works of others without the owner’s explicit permission. Unless clearly specified, all documents must be treated as private.
Furthermore, when a student chooses to incorporate information that they find on the Internet or other computer files into their own work, such as research papers and reports, they must use the proper rules of citation. Failure to do so is tantamount to plagiarism. It is important for students to note that Beacon adults reserve the right to inspect private computer files and phones at any time and monitor email and all social media activities.
Beacon Academy is a community in which all members have the right to feel both safe and respected, to work and learn in an environment that is free from harassment on any basis, including race, religion, color, creed, gender, national origins, sexual orientation, age or disability. Harassment of any kind can undermine this right. Beacon Academy will not tolerate harassment by or against any member of our community.
Through Beacon Academy’s teaching, we strive to educate students about the nature of harassment. We encourage students to discuss offensive conduct early to prevent such behavior from escalating, and we urge them to seek adult support from either the faculty or Head of School if they experience or witness any form of harassment.
In cases of harassment, students may be asked to leave the Beacon Academy community without following all the steps of progressive discipline. In these cases, families/caregivers will be notified accordingly.
All members of the Beacon Academy community have the right to be free from humiliation and bullying. Beacon unconditionally opposes any situation intentionally created to produce mental or physical discomfort, embarrassment, harassment, or ridicule. Beacon fully endorses and upholds the Commonwealth of Massachusetts law prohibiting any and all forms of bullying and supports the pursuit of legal penalties for violations.
SECOND SUMMER APPLICATION TO SECONDARY SCHOOLS PROGRAM
SECONDARY SCHOOL FINANCIAL AID PROCESS
The goal of Second Summer is to provide students with dynamic summer opportunities that will build upon the personal, academic, and social growth that they achieve during the Academy Year. Second Summer opportunities also build a bridge to students’ high school experience, further exposing them to skills needed to transition smoothly into their next independent school. Programs will fall under one of three categories: academic enrichment, outdoor adventure, or identity/ leadership development. In early winter, Beacon will work with students and their caregivers to identify a best fit Second Summer program. From late winter through the spring, we will work together to complete any required applications, paperwork, and preparation for the selected Second Summer programs. Students will then spend a portion of the summer after their Academy Year engaged in activities that will push them outside of their comfort zones, foster community building, and strengthen their confidence in transitioning to independent high schools.
Beacon Academy is dedicated to supporting each of our students through the high school search and admissions process. Finding the appropriate match between each student and their prospective school is at the center of our mission. The fall semester will include visits to secondary schools and test preparation for the SSAT, which may be taken several times during the Beacon year. Beacon Academy students may also be required to take the ISEE in November. Eric Nett and Sarah Smith will coordinate the application process for each student.
Eric Nett will support families in managing the financial aid process both during the application process and post-decision. In December, there will be a complete financial aid workshop for Beacon Academy families. Parents/caregivers can prepare for this meeting by gathering their tax documents from the last two years.
BACK-TO-SCHOOL NIGHT
PARENT/CAREGIVER CONFERENCES
FINANCIAL AID WORKSHOPS AND EXPECTATIONS
PARENT/CAREGIVER EXPECTATIONS
Through events, workshops, and meetings, parents and caregivers are given opportunities to engage with Beacon and become part of the Beacon community. Through this programming, parents and caregivers will find ways to support their students and themselves as they go through the Academy onto high school and beyond.
Back-to-School Night is an opportunity for parents and caregivers to engage in an overview of the year ahead including key dates and roles of additional Beacon Academy community members. The goal is to understand the content, pace, and expectations for students and families. The meeting will be in person at Beacon Academy and will include your student(s). This is a great opportunity to meet other families and ask questions about what is ahead for you and your student.
Families and caregivers come to Beacon to meet with their student’s teachers and advisor to discuss academic, social, and emotional progress. Conferences are led by the student. They will share their reflections on progress to date and offer goals to continue moving forward. Family/ caregiver input in the meeting will be an important part of this feedback session. Beacon’s goal is to partner with parents and caregivers to ensure that students are supported at home, at school, and throughout the Academy as the student prepares for high school and beyond.
1Most family/caregiver meetings will take place in person; however, depending on public health and safety guidelines, family/caregiver engagement events may be reformatted and, if necessary, transition to a virtual environment.
Each student’s parent(s) or caregiver(s) will be required to complete the PFS (Parents’ Financial Statement) as part of their application to independent high schools. Families will be required to share some basic financial information, such as tax forms and benefit summaries. Beacon will hold workshops designed to teach parents/caregivers how to navigate the financial aid process for both high school and college.
Beacon counts on parents and caregivers to assist their students with their academic and personal growth. The goal is for parents, caregivers, and adults at Beacon to build a strong relationship to work together on behalf of the student’s success. The following are key expectations for parents and caregivers:
• Provide the best method of communication for Beacon staff and volunteers working with your students.
• Support and reinforcement in completing all homework assignments. We encourage students to set aside at least two hours for homework and other assignments each day.
• Regular communication (at least monthly) with your student’s advisor and mentor will be important for effective collaboration.
• Attendance at Back-to-School night, family conferences, and interviews for high school placements will be critical.
Parents and caregivers can expect that adults at Beacon Academy will:
• Prioritize the educational success and well being of your student;
• Push students beyond their comfort zone to take on new challenges;
• Hold students accountable to high quality work and the three core values of our community–mutual respect, taking care of our space, and demonstrating positive contributions to the Beacon community;
• Partner with parents and caregivers; and
• Respond to questions and concerns.
Lower level
Main level
Upper level
Haroon Beshir hbeshir@beaconacademy.org
Parent/Guardian/Caregiver: Neima Seid 857-246-1410
neimas6717@gmail.com
Natalia Boneo nboneo@beaconacademy.org
Parent/Guardian/Caregiver: Jacqueline Rosario 617-834-3269 rsassyjackie@gmail.com
Jasmine Calmo Betancourt jbetancourt@beaconacademy.org
Parent/Guardian/Caregiver: Irma Betancourt
617-331-1785
irma.betancourtaguilera@gmail.com
Injila Chowdhury ichowdhury@beaconacademy.org
Parent/Guardian/Caregiver: Farhana Naznur
617-959-3036
fnaznur@hotmail.com
Kyan Dixon kdixon@beaconacademy.org
Parent/Guardian/Caregiver: Stacey Derange
857-269-6858
staceynicoled@gmail.com
Taejahn Drane tdrane@beaconacademy.org
Parent/Guardian/Caregiver: Tasha Hammock 857-526-1234 tashah3@me.com
Pharoahe Gasasu pgasasu@beaconacademy.org
Parent/Guardian/Caregiver: Byrd Hughes
857-230-0523 byrdietweet@gmail.com
Camila Henriquez chenriquez@beaconacademy.org
Parent/Guardian/Caregiver: Carlos Henriquez 617-584-5476 cihenriquez74@gmail.com
Antonio Houston ahouston@beaconacademy.org
Parent/Guardian/Caregiver: Derlyn Moronta 617-388-6992
derlyn.moronta@gmail.com
David Kalombo dkalombo@beaconacademy.org
Parent/Guardian/Caregiver: Faustin Kalombo 617-590-5748 kalombof@yahoo.com
Jordan Lambert jlambert@beaconacademy.org
Parent/Guardian/Caregiver:
Margareta Leblanc
339-224-7811
marggie35@gmail.com
Yadiel Lara yadiellara@beaconacademy.org
Parent/Guardian/Caregiver: Linda Garcia 781-708-3901 lcelado2013@gmail.com
Yariel Lara yariellara@beaconacademy.org
Parent/Guardian/Caregiver: Linda Garcia
781-708-3901
lcelado2013@gmail.com
Samayra Lemus slemus@beaconacademy.org
Parent/Guardian/Caregiver: Yahaira Cruz 978-751-0614 leoyaricdiaz@gmail.com
Ariana Lorenzo Matos amatos@beaconacademy.org
Parent/Guardian/Caregiver:
Estefani Matos Rodriguez
857-244-9501
estefani.ma.ro@gmail.com
Arsiemawit Mekonnen amekonnen@beaconacademy.org
Parent/Guardian/Caregiver:
Adane Joseph 857-990-8531 adane.mekonnen87@gmail.com
Treicy Mitchell tmitchell@beaconacademy.org
Parent/Guardian/Caregiver: Michelle Flowers 617-851-7136
michelle_521@msn.com
Sevaja Neal sneal@beaconacademy.org
Parent/Guardian/Caregiver: Marv Neal 617-592-5782 mneal1971@yahoo.com
Johan Perez-Lemus johanperezlemus@beaconacademy.org
Parent/Guardian/Caregiver:
Alba Lemus 857-241-7991
Hussein Shueb hshueb@beaconacademy.org
Parent/Guardian/Caregiver: Ali Shueb Maalim 978-648-0086 amaalim18@gmail.com
Damaya Soto
dsoto@beaconacademy.org
Parent/Guardian/Caregiver:
Marlene Guerrero
857-389-9910
myguerre@gmail.com
Ben Wilkinson bwilkinson@beaconacademy.org
Parent/Guardian/Caregiver: Susan Wilkinson 978-310-6528
s.wilkinson@comcast.net
Destiny Zhuwao
dzhuwao@beaconacademy.org
Parent/Guardian/Caregiver:
Virginia Zhuwao
978-866-0961
vzhuwao@gmail.com
Dr. Carter has committed his career to improving social and economic justice for Black and Brown communities and has more than 20 years of experience working with children and families with few resources and limited access to power and privilege. He approaches this work with equal parts curiosity, humility, passion and humor, aiming to positively impact the systems and organizations that work on behalf of vulnerable populations. Before joining Beacon, Dr. Carter was a Founding member of the leadership team for Project Evident, a national organization focused on helping not-for-profit organizations and philanthropic foundations harness the power of evidence to achieve greater impact. He also co-created and led a virtual learning program for practitioners and leaders called a Talent Accelerator. Similarly, Dr. Carter designed and piloted the Data & Evidence Equity Guide, a tool to integrate diversity, equity, and inclusion principles into evidence building. Prior, he served as Deputy Director and Chief Strategy Officer at the Center on the Developing Child at Harvard University, where he created a learning strategy and built the capacity of individuals, organizations, and systems to drive and scale innovation.
Dr. Carter is currently a Trustee for the Foundation for MetroWest and a member of the Robert Wood Johnson Foundation National Evaluation Advisory Committee. He has been an Adjunct Faculty member at Boston College Graduate School of Social Work and guest lecturer at Harvard Graduate School of Education and Simmons College Graduate Schools of Management and Social Work. He earned his master’s degree in Social Work from the University of North Carolina at Chapel Hill and his Ph.D. in Social Work from Boston College. He lives in the MetroWest area with his wife Robyn and their two children. He can be reached at ccarter@beaconacademy.org.
What are your hobbies outside of work/school?
Sports, music, and playing ping pong with my children.
Born and raised in Melbourne, Australia, Nicole brings over 15 years of fundraising, events, and volunteer management experience to Beacon Academy. She has extensive knowledge in managing a robust strategic development and engagement plan that fosters a culture of philanthropy and engages all members of the community to propel organizations forward. Nicole has led engagement and fundraising efforts at the Australian Red Cross, Concord Academy, Scope Victoria, and Cancer Council Queensland. In addition to leading the Development, Engagement, and Communications team at Beacon Academy, Nicole is thrilled to serve as a student advisor. Nicole can be reached at nbaker@ beaconacademy.org.
I attended a dinner party with the Australian Prime Minister.
Originally from the suburbs of New York City, Rob is an experienced and successful math teacher and coach. He taught mid-level math and coached Varsity Girls Basketball at The Harvey School in Katonah, NY before joining Beacon Academy, and spent 13 years at Xaverian Brothers High School in Westwood, MA, teaching everything from freshmen Algebra to AP Calculus. For 7 years, Rob also served as the head basketball coach at Xavarian and coached various teams, including Varsity Tennis. Leading Beacon’s cocurricular activities, Rob is eager to teach our students about math, problem solving, sports and teamwork. Rob can be reached at rbruckner@beaconacademy.org.
I once tried out for a Broadway play.
Doly Castro is the parent of Beacon Academy alumna, Dolli Castillo ’20. Before her daughter attended Beacon, Doly knew about the school and admired the students for their hard work and the opportunities they seized by being a part of the Beacon community. She always told herself that someday her daughter would attend Beacon, and she did. Doly is proud and honored to be part of the Beacon Academy community. Now, she wants to give back to the Beacon community as Operations Coordinator. Doly has extensive customer service experience and is bilingual in Spanish and English. Doly is a very warm and social person who treats other people with kindness, respect, and above all with charisma. Doly can be reached at dcastro@beaconacademy.org.
What are your hobbies outside of work/school?
Zumba classes.
Nicole Goswami Executive Assistant to Charles E. Carter Jr. Ph.D., LICSW, CEO & Head of School
Nicole has over 13 years of experience serving as an Executive Assistant to C-Level Executives, Business Owners, Physicians, Heads of School, and entrepreneurs. She has a strong background in healthcare, education, recruitment, and sales/marketing. She offers a variety of services not limited to administrative assistance, calendar and inbox management, website design and maintenance, social media design, and payment processing. Her work encompasses strict attention to detail, the ability to communicate clearly and effectively, adapt to ever-changing regulations and environments, and development and maintenance of relationships with her coworkers, leadership teams, and customers. Nicole lives in Vermont and is getting married this fall. Together, she and her fiancé Todd have 3 children. Nicole can be reached at ngoswami@beaconacademy.org.
What are your hobbies outside of work/school?
I love traveling, cooking, baking, and spending as much time as possible with my family.
Cary Hammonds has worked with students who represent a wide variety of ages, privileges, and cultures in Florida, Texas, the Czech Republic, Spain, and South Korea. In each environment, her goal is always to instill empathy and build equity. Cary believes that the study of humanities—of history, of literature—plays a strong role by offering students windows into the past, mirrors to who we are today, and opportunities to dream of better futures. She holds a degree in English from Rollins College and state certifications, and she has served a previous school as Diversity, Equity, and Inclusion Co-Chair. Cary can be reached at chammonds@beaconacademy.org.
I have three, and they are all history teachers, even though I was an English major. They all LOVE what they teach, have a sarcastic humor, and are incredibly knowledgeable.
Rebekah was born and raised in Guangzhou, China. In 2016, she came to the US for undergraduate studies at Biola University in Los Angeles majoring in Business Administration and minoring in Financial Planning. She moved to Boston in August 2021 and began pursuing her master’s degree in Financial Analysis at Gordon College. Besides the spreadsheets and numbers, she loves to explore new things and has a variety of interests such as paddle boarding, traveling, and hiking. Having a family ritual of visiting undeveloped villages in China, Rebekah witnessed how education can be such a help and a turning point for children. These experiences fascinated Rebekah and brought her to believe that education is not simply a knowledge provider but a life changer. Rebekah is excited to join Beacon and apply her skills to contribute to a team that makes a life-changing impact on its students. Rebekah can be reached at rlin@beaconacademy.org.
Paddle board, tennis, volleyball, and hiking with my dog!
KATHERINE MCNALLY
Communications and Marketing Officer
Adopted from China and raised in Natick, Massachusetts, Katherine grew up with a passion for education, art, and writing. Prior to her role at Beacon Academy, Katherine worked in Development at the Museum of Fine Arts, Boston, The Isabella Stewart Gardner Museum, and Hamilton College. As a Concord Academy graduate, she is excited to combine her skills in communications and design with her interest in education to further Beacon Academy’s mission and make a meaningful impact on the lives of Beacon’s students. Katherine can be reached at kmcnally@beaconacademy.org.
What are your hobbies outside of work/school?
Running, tennis, pottery, and jewelry-making!
Director of High School Support and College Advising
Born and raised in Dorchester, Massachusetts, Ashley Miranda comes to Beacon Academy with an unwavering dedication to education equity and a passion for supporting students through educational transitions. Most recently, Ashley was the Associate Director of Talent at BES, leading recruitment and selection operations and strategy for the school-founding fellowship program. Prior to that, as the Assistant Teen Director for the Boys & Girls Clubs of Dorchester, she created youth development programming and spearheaded community outreach efforts on behalf of the organization. She has also worked as an Alumni Services Coordinator for Roxbury Preparatory Charter School, and served as a National Teaching Fellow with Citizen Schools, providing high school placement support to eighth graders. She received her Master of Arts in Digital Culture & Society from King’s College London and her Bachelor of Arts in English from Amherst College. Ashley can be reached at amiranda@beaconacademy.org.
What are your hobbies outside of work/school?
I love anything art-related, strolling through nature, writing, doing all kinds of fun new activities with my family, and traveling with my friends!
Before joining Beacon, Eric taught high school English at independent schools. He has experienced multiple facets of school life: teaching a range of classes, coaching several sports, and working as a dorm parent. In his time at Beacon, he has been a classroom teacher and has led work on recruitment, placement, and alumni support. He hails from the Midwest and graduated from the University of Michigan, where he studied English and Creative Writing. Eric can be reached at enett@beaconacademy.org.
What is a fun fact about yourself?
I am often a vegetarian.
Dr. Offner is a clinical psychologist who specializes in adolescent mental health and has worked on the front lines and in leadership roles in independent schools and colleges for more than two decades. She currently serves as Consulting Psychologist to Beacon Academy, Worcester Academy and The Winsor School. Her depth of experience, openness, and sharp intellect combine in nuanced and sophisticated ways to help us figure out how to best navigate the racially diverse, colliding worlds of students from different backgrounds.
What is a fun fact about yourself?
I learned to ski and do triathlons (neither of them well) in my 40s.
Myriam Poznar works with Beacon alumni to provide support through all stages of their post-Beacon careers. While Myriam has held multiple positions at Beacon, her most compelling experience has been working with the high school seniors to help close the funding gap for college through scholarships. Myriam’s past volunteer experiences have included work for the American Red Cross and Covenant Preparatory School, an all-boys middle school for under-resourced communities in Hartford, CT. Myriam holds a Bachelor’s in Public Relations from Quinnipiac University. Myriam can be reached at mpoznar@beaconacademy.org.
What are your hobbies outside of work/school?
BlueBiking around Boston.
As the daughter of immigrant parents from Lima, Peru, Melody is a firm believer in educational pursuits that open doors for future generations. Growing up in East Hartford, Connecticut, Melody attended the Kingswood-Oxford School and graduated from Providence College with a Bachelor of Science in Biology and a minor in Theatre Arts. Before Beacon, she worked as a teacher for students with autism, ages 9-15, at The New England Center for Children in Southborough, MA. Melody is incredibly thrilled and blessed to continue working in Boston with the highly talented and driven team of Beacon Academy. Melody can be reached at mrosas-granda@beaconacademy.org.
What are your hobbies outside of work/school?
I can say my alphabet backwards and sing the Periodic Table.
Joni Shaw-Prophete has been a nurse for 27 years including 10 years as a public health nurse in Boston providing health education through workshops and small classes. The other portion of her nursing career has been in school nursing which she has come to love. Born and raised in Boston, Joni raised her children here as well. She is a mom of 7 (4 biological and 3 bonus children) and a Nini (grandmother) of 2. Joni’s passion is helping people understand and have access to comprehensive healthcare and she’s always looking for ways to both educate and empower the community. Joni can be reached at jshaw@ beaconacademy.org.
What are your hobbies outside of work/school?
Double Dutch, gymnastics, and dancing.
Sarah White Smith has over 13 years of experience as an urban school counselor, most recently serving as the founding school counselor at the Orchard Gardens Pilot School, a former Level IV school located in Roxbury, Massachusetts. Prior to her career in school counseling, Sarah worked as an after-school program director for the YMCA of Middle Tennessee’s Urban Services division, providing place-based extended day programming for middle school students residing in public housing communities in the Metropolitan Nashville area. Sarah holds both a B.S. in Human and Organizational Development (Organizational Leadership and Effectiveness Concentration) and an M.Ed. in school counseling from Peabody College at Vanderbilt University. Sarah can be reached at ssmith@beaconacademy.org.
What is a life lesson you have learned?
When you don’t know what to do, don’t do anything at all. Take a moment, reflect, ask for help, and the next steps will become clear. Impulsive decisions are rarely the best ones.
Scott Steele is the Director of Finance and Operations and has been a member of Beacon Academy’s Finance Committee since 2019. Prior to joining Beacon, Scott was the Director of Finance and Operations at the Benjamin Franklin Institute of Technology (BFIT), a Boston-based minority servicing technical college founded in 1908. Scott was previously co-founder and Managing Partner of JMH Capital Partners, a private capital investment firm. Prior to JMH, Scott was a Principal at Parthenon Capital in Boston and a Principal in the New York office of Electra Investment Trust PLC, a London-based private investment firm. He started his career in the Leveraged Funding Group at Heller Financial in New York. Scott received his B.B.A. from the University of Michigan and his M.B.A. from the Stern School of Business at New York University. In addition to his work at Beacon, Scott serves on the board and chairs the finance committee at the Wily Network, a nonprofit that serves college students who don’t have academic, emotional or financial support from family. Scott lives in Newton with his wife Ursula, their three boys, their new rescue dog Zeke, and closely follows all things related to University of Michigan athletics. Scott can be reached at ssteele@beaconacademy.org.
I talked my way backstage at a Public Enemy concert in Barcelona.
Gretchen Warland began volunteering at Beacon Academy in 2019, initially assisting with the running program and mentoring her first student. Gretchen introduced and currently teaches the MEDscience STEM program as part of the science curriculum at Beacon. Gretchen received her Master’s in Physical Therapy from the MGH Institute of Health Professions in 1998 and returned to the MGH Institute of Health Professions completing her Doctorate in 2012. Gretchen has also worked as a personal trainer and yoga instructor, and earned her Massachusetts teacher’s license in Biology. It is her mission to bring an understanding of science to her students as a way to open pathways to unique opportunities. Gretchen can be reached at gwarland@beaconacademy.org.
Mr. Hunter the biology teacher. When he brought that old horseshoe crab skeleton out, I thought that was SO cool!
Anne-Marie Yu-Phelps is a strong believer in the value of education, especially for those trying to break out of a cycle of poverty into which they may have been born. She came to Beacon Academy from João Pessoa, Brazil, where she worked for three years in a women’s holistic health and education center as a Maryknoll Lay Missioner. Previously, Anne-Marie taught for ten years at Newton Country Day School and taught English in a school for orphaned and abandoned children in Honduras and to refugees in Hong Kong and El Paso, Texas. Anne-Marie graduated with honors in English and Spanish from Amherst College and earned her Master’s Degree in Education from Harvard with a focus on teaching and curriculum for secondary school English. Anne-Marie can be reached at ayuphelps@beaconacademy.org.
In the immortal words of Albus Dumbledore, “Happiness can be found, even in the darkest of times, if one only remembers to turn on the light.”
