The Steps of Caedmon 2026

The Steps of Caedmon Spring 2026

The Magazine of The Caedmon School

Spring 2026 • 1

The Steps of Caedmon Spring 2026 An annual publication of The Caedmon School 416 East 80th Street New York, NY 10075 caedmonschool.org

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Design & Layout CZ Design

Photography Dan McNerney Olivia Dannon

Special Thanks Wendy Falchuk Taylor Lowenthal Brynja Sigurdardottir Torrey Young

Contents A Letter from the Head of School

2

A Letter from the Board President

3

The Kindergarten Walkathon

4

Investing in Curiosity

8

An Interview with Dr. Falchuk

12

A Good Education

16

Snapshots of the Year

18

Alumni News

20

Caedmon Annual Giving Report

22

Compiled by Brynja Sigurdardottir

Spring 2026 • 1

A LETTER FROM THE HEAD OF SCHOOL Dear Caedmon Community, It is a pleasure to share this year’s Steps of Caedmon, a publication that so vividly reflects the spirit, curiosity, and care that define our school.

Over the past year, I have had the privilege of getting to know this extraordinary community, including our students, families, faculty, alumni, and friends. What stands out most is the shared commitment to joyful, meaningful learning. The pages of this magazine bring that commitment to life. From the energy and purpose of the Kindergarten Walkathon, to the generosity demonstrated through last year’s Gala, which supported enhancements to our STEAM programs and strengthened classroom technology, these stories reflect both who we are and what we value.

I was especially moved by “A Good Education,” where our third, fourth, and fifth grade students articulate what matters most in their learning. Their reflections are thoughtful, perceptive, and sincere, reminding us that education at Caedmon is not only about knowledge, but about voice, agency, and a deep sense of belonging.

You will also find in these pages a reflection on my first year as Head of School. It has been a year of listening, learning, and looking ahead together. I am grateful for the openness with which you have welcomed me, and for the partnership that is so essential to our continued growth.

Our alumni updates offer another powerful reminder: a Caedmon education extends far beyond these walls. We also see this in the excellent outcomes of our Class of 2026 graduates, who will matriculate to a wide range of outstanding schools, well-prepared and poised for what lies ahead.

The confidence, curiosity, and creativity nurtured here continue to shape our graduates in meaningful ways.

Finally, I want to express my sincere gratitude to all who support Caedmon. The generosity of this community, reflected in our Annual Giving Report included at the end of this publication, makes possible the experiences, opportunities, and environment that our students enjoy every day.

Thank you for being part of this vibrant and dedicated community. I hope you enjoy this year’s Steps of Caedmon.

With gratitude, Dr. Wendy A. Falchuk Head of School

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A LETTER FROM THE BOARD PRESIDENT Dear Caedmon Community, As the school year comes to a close, I am filled with gratitude as I reflect on my first year as President of the Board of Trustees as well as Dr. Wendy A. Falchuk’s first year as our new Head of School. Leadership transitions invite introspection and optimism, and they reaffirm what remains constant at Caedmon—a shared commitment to curiosity, joyful learning, and the development of the whole child. From the outset, Dr. Falchuk and I prioritized building a collaborative partnership. The relationship between the Board President and the Head of School is essential for effective governance. This first year we established clear roles, open communication, and mutual trust. While the Board provides oversight, support, and evaluation, Dr. Falchuk leads the day-to-day life of the school—fostering an environment where students feel confident exploring ideas, taking intellectual risks, and growing in empathy.

The Board of Trustees is composed of dedicated parents of current and former Caedmon students, along with professionals from the broader education community. Trustees give generously of their time and expertise, meeting in committees and as a full board to steward the school’s mission.

The Finance Committee devoted effort to careful budgeting, tuition setting, and long-term financial planning to ensure the school’s continued strength and sustainability. The Development Committee provided leadership around fundraising and communications, strengthening the Annual Fund and reinforcing a culture of generosity. The Committee on Trustees focused on governance and succession planning, helping to ensure strong board leadership now and in the future. The Facilities Committee gave its time and expertise to the care and improvement of our physical spaces, ensuring that our schoolhouse continues to support safe, welcoming, and inspiring learning environments. The Audit and Compliance Committee guided the school through its annual audit, affirming Caedmon’s sound financial practices and operational integrity. Across all committees, trustees remained attentive to inclusion, belonging, and mission-aligned decision-making.

Central to Caedmon’s financial foundation is the Annual Fund, which supports faculty and programs that tuition alone cannot fully sustain. I am very proud that the Board demonstrated its collective belief in Caedmon through 100% participation in the Annual Fund. Thank you for your trust, engagement, and generosity. I am grateful to serve and excited for what lies ahead.

With appreciation, Torrey K. Young, P. ’27 & ’29 President, Board of Trustees

Spring 2026 • 3

THE KINDERGARTEN WALKATHON

The Kindergarteners of 2024 presenting a check to Daniel’s Music Foundation.

Since the winter of 2022, the Kindergarten homerooms at Caedmon have undertaken an annual walkathon project to raise money for charity. The project originated with homeroom teacher Taylor Lowenthal, who, before coming to Caedmon, had worked at another school where a similar project had been successfully implemented.

Impressed by the educational value of the experience, Mrs. Lowenthal proposed introducing a walkathon at Caedmon in 2021, her first year at the school, and, after receiving approval from Early Program Director Saniya Mehdi and then Head of School Matthew Stuart, moved forward with its development in 2022. Her goal was to create a meaningful, age-appropriate opportunity for Kindergarten students to engage in community service while building important social-emotional skills in the process.

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The walkathon has multiple steps. Initially, students in Kindergarten solicit pledges from their parents, extended family members (e.g., grandparents), and other adults they know such as babysitters and family friends.

Each pledger specifies an amount of money that they commit to donating by the end of February for every walk around the block that their student completes.

Over the course of January and February, students then complete ten single-lap walks, so that donors ultimately contribute ten times their pledged amount. Participation varies (as does the amount pledged); some students have as many as twenty donors, while others may have only a few, but every contribution is valued as part of the collective effort.

Kindergarteners making sandwiches for New York Common Pantry.

Every year, Caedmon reserves a set portion of the funds raised for New York Common Pantry, a local organization that serves the surrounding community. The remaining funds are allocated to additional charities chosen by the Kindergarteners themselves, and the distribution of money changes significantly from year to year, although it is subject to the requirement that all the recipient organizations be local or community-based. In past years, donations have gone to organizations such as the Leukemia and Lymphoma Society, Cassidy’s Place, Daniel’s Music Foundation, and Friendship Circle. The charity organizations are also encouraged to help demonstrate the impact of the students’ contributions by sending letters, offering tours, or otherwise showing how the donations are being used. These gestures greatly assist

Kindergarteners in observing the connection between their efforts and the real-world outcomes they bring about.

The partnership with New York Common Pantry includes other components besides a monetary donation. As part of the project, Kindergarten students make sandwiches together as a class and also donate a large quantity of diapers and other essential supplies, these typically being purchased by the Kindergarten teachers during a weekend trip to BJ’s Wholesale Club. The relationship that Kindergarten has developed with Common Pantry has proven quite meaningful, since the organization offers students a tour of its facilities, including its food stock and its kitchens, and introduces them to its chefs. Such an experience allows the Kindergarteners to see firsthand

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This year’s Kindergarten touring New York Common Pantry.

how their efforts make a difference, reinforcing the sense of purpose they felt while working on the walkathon.

Since its inception, the walkathon has grown in both scope and impact. In its first year, the project raised $6,000; this year, $8,580 was raised. To keep the experience engaging, the project includes some variation each year.

Since an assembly is held annually to reflect on the walkathon, regularly changing the project a little also helps to ensure that the yearly schoolwide meeting stays fresh, involving some novelty each time.

Beyond fundraising, the walkathon is designed with clear developmental goals in mind. For Kindergarteners, who are four or five years old, skills such as making eye contact, speaking confidently, and advocating for oneself can be challenging. Through the pledge-soliciting portion of the project, students practice introducing themselves, explaining what they are working toward, and asking others for support. Rather than being given something or expecting an outcome without effort, they learn to articulate their goals and take ownership of what is, for most of them, their first attempt at a charitable activity.

Kindergarteners doing a fundraising walk around the block.

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They also experience the satisfaction of contributing to their community and having a voice in deciding where the funds they raise will go.

In an added benefit, the project is closely aligned with Caedmon’s social-emotional learning (SEL) curriculum in Kindergarten. Over two-week periods, K students work on this curriculum by focusing on a different social skill, and a new skill is introduced every other week. This year’s topics have included responsibility, perseverance, a positive outlook, gratitude, and community service.

In a dovetailing of activities, the skill of community service is emphasized in January, when the walkathon takes place, and Kindergarteners use the term “community service” during this period, applying it concretely to discuss the work they are doing.

Looking ahead, Mrs. Lowenthal hopes to expand the walkathon project to include additional grades. Because of its tie-ins with community engagement, student agency, and social-emotional development, the project offers a model that can be expanded while continuing to benefit both its original Kindergarten participants and the wider Caedmon community.

Above and below: Preparing sandwiches for NY Common Pantry.

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Investing in Curiosity

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A new smartboard in use in the third grade classroom.

Last year’s Caedmon Spring Gala focused its fundraising efforts on further strengthening classes in art, science, and technology across the school. Through the paddle raise portion of the live auction, the community raised nearly $80,000, with all of the money dedicated to enriching existing programs. This was something of a departure from fundraising in previous years, in which the proceeds of the paddle raise had typically been directed towards large renovations such as updating the courtyard and the construction of the new music room adjacent to the art and lunch rooms on the basement level.

The focus on STEAM emerged from ongoing conversations between Caedmon leadership and faculty, the latter of whom regularly share ideas about where philanthropic efforts could make the greatest impact—the teachers are

mindful of the fact that fundraising at Caedmon is consistently guided by the discovery of where support is most needed at the time. The goal for last year’s gala was powerful in its simplicity—to strengthen things that Caedmon already does well. And the results, which came quickly, were obvious.

One of the most notable outcomes could be seen in the science room this past fall, where all the students were able to participate in a multi-week chick hatching program funded by the paddle raise. Eggs were brought in from a local farm, and students—from the youngest children in Beginners up through Caedmon’s seniors in fifth grade—watched the chicks contained in the eggs incubate, hatch, and grow. Remaining at school for several weeks, the chicks provided hands-on learning

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Top left: The new 3D printer. Bottom left: Students using the library’s new wireless keyboards. Right: Mr. Schlessinger showing Cornelius to EP students.

experiences that sparked curiosity and excitement across the whole range of grade levels. At the same time, the science room also welcomed a new permanent resident, a corn snake that the students eventually named Cornelius. Following the death of the school’s beloved bearded dragon, Flame, in 2024, Cornelius’s addition to the community enabled Caedmon to carry on its tradition of having children spend time with and study living animals.

Technology upgrades were another major spending target. Paddle raise funds were used to update smart boards in classrooms and to purchase a new 3D printer for the library, where wireless keyboards and mice and a set of twelve new iPads were also provided. In addition, a one-year license was obtained for Makers Empire, an

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online curriculum in 3D design that Caedmon librarian Mary Vrazel has been using with the third, fourth, and fifth graders.

Art was not overlooked either, and a kiln has been installed in the art room. This big change to the room will allow students to do more extensive work with pottery and also take on activities with glass, furthering their efforts at creative expression and building on the strong foundation in visual arts skills already being laid down

by Caedmon’s art teachers.

What makes this investment particularly meaningful is its scope. The STEAM enhancements made possible by the paddle raise have an effect on every student at Caedmon, not just those in a specific division. All students, from

Students learning about the new kiln in the art room.

Beginners to fifth graders, spent time in the science room interacting with the chicks, underscoring how shared resources enrich the entire school community, and the addition to the art room will also have an effect on the educational experience of every child at Caedmon, since art, like science, spans Early Program and the Elementary division.

Brynja Sigurdardottir, Caedmon’s Director of Giving and Community Engagement, is eager to note that participation in last year’s paddle raise extended beyond current families to include former parents, alumni, and friends of the school, showing that Caedmon’s community embraces considerably more than just its base of current parents, students, and faculty and staff. Importantly, one of the reasons for such broad participation lies in the fact that

supporting the gala doesn’t require attending the event itself. Community members can underwrite the event as well as participate through the online raffle and auction, which ensures that everyone has a way to give back.

At Caedmon, philanthropy is about collective effort.

Every gift—no matter the size—helps to enhance the school experience and build a culture of giving.

As Ms. Sigurdardottir stresses, when everyone contributes within their means, the impact is extraordinary, and the benefits are felt by every child who walks through Caedmon’s doors.

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AN INTERVIEW WITH DR. FALCHUK

Welcome Dr. Falchuk! Can you share a bit about yourself and your career before Caedmon, and about your life outside of the school?

I moved to New York City from just outside of Boston.

I’ve been here since the beginning of the summer, and it’s been a wonderful start. My family is still in Boston, and I miss them, but we visit often. I have two children, Zachary, who is 24, and Cailey, who is 21. At home I also have two dogs. My husband, Matt, is from Long Island, and I have a sister in Westchester. My parents are in and out of the city, so I have a lot of family around and lots of connections to Manhattan.

Did you spend childhood here at all?

Yes! We visited New York a lot during my childhood, and then I spent a lot of time on Long Island. I do have a fun story: Matt and I met in college and after 1 2 • The Caedmon School Magazine

graduation our plan was to drive across the country to New York City for a year or two, as many of our friends were doing. He ended up getting a job in Boston, so we moved to Boston! So it feels full circle that a few decades later, I am in New York City.

You’ve accomplished part two of that goal!

Did you do the cross-country trip?

We love to travel, but we did not travel cross-country.

Maybe in retirement!

And your career before Caedmon?

Most recently I was at Kingsley Montessori School in downtown Boston. There are so many similarities between Kingsley and Caedmon, which is one of the many reasons I was excited about joining this community. During my tenure at Kingsley, I was a member of the Senior

Leadership Team and served as the Director of Enrollment Management and Community Engagement. Prior to that I was an Assistant Head of School at a high school, and then the Director of an Early Childhood Program.

During that time I also completed my doctoral degree in education from Northeastern University.

And what was that high school experience like?

High school is different, but there are so many overlaps in school leadership. I love being part of a community where I can make a difference to support students and their families, and mentor faculty and staff.

Do you think there are any takeaways from that high school experience that you can apply as an elementary educator or administrator?

I often reflect on preparing Caedmon students for jobs that have not yet been created. I also think about the skills necessary to be a successful middle and high school student, and then into college and adulthood.

Learning how to be a student, having strong study skills and executive functioning are extremely important.

Additionally, strong character development, resilience, and citizenship are also important. At Caedmon, our kids are very kind, and we foster that environment with intentionality. Our amazing and beloved faculty and staff model this for our students and give them the tools to have and use these skills. Additionally, as a progressive Montessori school, we embrace grace and courtesy both in the schoolhouse and in the broader community.

There is a strong connection across learning which begins here in our Beginners program.

And what about your dissertation, can you talk about that?

My doctoral dissertation was a Dissertation in Practice, which allowed me to study the collaboration between Montessori classroom teachers and student support teachers. I explored ways to improve communication and strengthen collaborative practices to better support students. As a result of this research, I developed meaningful methods for collecting student data that created a shared system of assessment and support.

Has anything surprised you about your first year at Caedmon or about being a Head of School?

Someone recently asked me whether my day-to-day responsibilities reflect what I expected before coming to Caedmon. My answer was that no two days are ever the same, which I truly enjoy. One surprise has been just

how many different hats a Head of School wears. For example, I’ve learned much more about facilities than I ever anticipated! As many people know, we currently have scaffolding over our courtyard, which introduced me to an area I knew very little about before—the Department of Buildings in Manhattan. One weekend, I was in the schoolhouse and discovered a roof leak, so there is always something new to navigate.

Another surprise has been how quickly I came to feel connected to the school and the community. Caedmon is truly a special place, and I feel very fortunate to be here.

I work with incredible colleagues, and getting to know our families and students is what inspires me every day.

Inevitably, for a new head of school, there will be challenges. Can you talk a little bit about any big challenges you’ve encountered this year?

This year, for me, has really been about listening, getting to know the community, getting to identify our strengths, of which there are many, and some areas of growth.

It’s exciting to think about as we’re ending our current strategic plan.

Can you discuss the changes you’ve made so far this year? What was your thinking behind remodeling the stairwell and the lobby, for instance?

Yes, a lot of it was based on feedback from the community.

I really enjoy hearing about something and brainstorming to find a solution. One of the things I heard was that while people appreciated the polka dot columns, it was perhaps time for a refresh. And so I did that this summer.

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Not alone, certainly. I collaborated with a lot of people to get input. I felt it was important to have a quote from Dr. Montessori on the wall because, as a progressive Montessori school, that philosophy guides our work and pedagogy. And having our logo on the wall supports our identity. Another example I heard about was our communication, specifically the number of emails parents were receiving. As a result, we created a single newsletter, Inside Caedmon. This allowed us to eliminate multiple emails and instead provide one weekly newsletter that is both informative and serves as a central place for parents to find important information.

was made. Putting our students and community first are guiding principles in decision making. I also value our faculty and staff, and so I want to make sure that they are partners with us in everything that we do.

That certainly comes across in the faculty meetings!

Good! And I want people to know that my door is always open. I have shared with many parents that I cannot address a concern or a question if I don’t know about it!

So I always encourage people to come talk to me and we’ll see what we can do.

Tell us about your leadership style and about how you like to work with administrators and with faculty and staff.

You’ve already talked about this a little bit, but maybe you could expand on it. Do you have some directions for the school’s future that you can share with readers now?

I am an accessible leader, and I value feedback and partnership. I don’t think leaders who make decisions in a vacuum are successful, because perspective from others is so important. There are times where I will have to make a final decision, but I will explain why the decision

Yes! I think this is fun stuff, but I am working with our faculty to review our curriculum. We are doing phenomenal work with our students, but we are looking to make sure that we have through lines in our curriculum.

It’s always best practice, too, for schools to reevaluate

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their curriculum and see what they’re doing. I want to make sure that we’re also sharing with parents what we’re doing. I think sometimes schools get caught in this trap of doing great work, but not sharing it with the community. We are doing really meaningful work here with our students, and our outcomes are excellent.

I have had the privilege of working with our fifth graders.

They are remarkable humans, and that is really a testament to the work that’s being done here.

You mentioned reviewing curriculum and gathering feedback from the community. How will you share those findings and decisions with parents?

In my entry report, I share reflections and insights gathered through my listening tour, as well as several priorities for the future. Curriculum is one important area of focus. For example, we’ve used several math curricula over the years, and I think we’re now at the point where we have enough data and experience to make an informed decision about which approach is best for our community.

This is also a follow-up on the directions question: What are your hopes for the future of Caedmon?

I am planning for decades of successful Caedmon celebrations. Looking ahead, I am honoring our strong foundation and prioritizing our future to be the best school we can be! Caedmon is a very special place, and we want to make sure that our messaging is aligned with our mission and values so that people want to join our community. I love creating meaningful opportunities for current and prospective families to come in and see what we’re doing. The joyous learning and meaningful engagement with students each day is powerful and inspirational. We are also very lucky to have such robust afterschool programs and amazing sports teams! We are so proud of our three basketball teams this year, and I was so excited to see two win the championships!

enriched learning, delicious food, and a safe environment.

The care and dedication of the Caedmon faculty and staff is remarkable!

I am excited to build on the legacy of The Caedmon School which began in 1962, and plan for our long-term future in New York City. Our school was founded by a dedicated group of parents who believed in the philosophy of a progressive Montessori pedagogy. Today, we honor that history while recognizing that the educational landscape is constantly changing. As educators we are committed to providing the best education possible for our students.

To build on those comments briefly, have you read up on some of our previous heads? For example, Carol DeVine was here a very long time. She may have had the longest tenure. Has there been any occasion when you have read about those heads and reflected on them and thought about yourself in relation to their legacies?

I have been extremely blessed to be supported by Carol, and other previous Heads of School. Each of them has left a lasting legacy and I am honored to follow in their footsteps. Looking at our past will inform our future, and our strategic planning work. Our amazing alumni have shared so many stories about what they love most about Caedmon. They credit so much of their success to their formative years here in our schoolhouse. We will continue to honor their legacy while supporting our next generation of Caedmon students.

Is there anything that hasn’t been touched on?

Is there something that you would like our readers to know that hasn’t been asked?

Our community involvement is remarkable, and our parents are truly wonderful. Our CFA and parent volunteers are vital partners who support the school in many ways, from volunteering and visiting classrooms to supporting the Annual Fund. Our faculty and staff are also outstanding. I am so lucky to work with awesome people who each play an important role at Caedmon.

It is a group effort to open our doors each day, provide

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A Good Education The Steps of Caedmon asked Caedmon’s third, fourth, and fifth grade students to produce short written reflections on what they each think makes a good education.

What follows is a selection of their responses. We hope that you find their answers to this question illuminating and, in some cases, even surprising!

THIRD GRADE “ A good education should teach me to be smart and to speak different languages.” “ I think a good education should help us build skills to make new friendships, and to keep old friendships. I think they should teach me to be kind to all people that I meet no matter what.” “ I think a good education would teach me algebra. And good education would give me stuff I want to learn. It would also give me chapter books with complicated words like photopsychology. And dissecting frogs.” “ I think a good education should give me help to live in the real world, like to do math to help me get out of problems. And also I should remember about my old friends.”

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“ I think a good education could give us partner projects. Why? So we could work together. What I would also like is a yoga class. Why? If you got mad you can relax.” “ A good education should give me new skills. It should also give me new things that I like and I am good at.

A good education could give me things to discover so I can find a subject that is my favorite and even get better at it.

The skills that I learn could be very helpful in real life.” “ A good education is to remember your old classroom and your old teachers.” “ I think some good education would be intergalactic stuff because then we can learn everything about everything.

And nuclear fission and fusion.”

FOURTH GRADE

FIFTH GRADE

“ I think a good education should give you the possibility to go to a good college, get a good job, and reach “ your dreams.”

“ I think a good education should include using your knowledge for a good cause, diversity, meeting new people, variety in what you do and learning about new cultures and making new friends.”

“ A good education should give you different ways to learn how to do things.” “ I think a good education has to do with having time to talk with friends and interesting courses.” “ I think a good education will give you amazing friends and great jobs and opportunities.” “ They [schools that offer a good education] do hard math, so it pushes our brains to learn harder.” “ A good education should give you work and fun at the same time.” “ I think a good education is a place where they help you write, so that we can do good in college. Also reading so we can read taxes.” “ A good education should have a positive environment. People should be kind, respecting others.”

“ I think a good education will give me help when I need it on a problem.

For example, if I need help on a math problem, then I raise my hand and expect someone to come and help eventually. I also expect the help to either be encouraging, spark some ideas, or give me a tool to help solve the problem.” “ I think that a good education should be taught to me with kind teachers, a comfortable learning environment, and a welcoming school.” “ A good education should give me a good understanding of all the necessary points. It should give me good homework that educates me, while still confirming that I understand the day’s work.” “ I think a good education should give you knowledge. I also think it should give you/make you ready for a job or a different school (prepare you for your future). Lastly, I think a good education should give you friends along the way.”

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Snapshots of the Year

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ALUMNI NEWS

2018

2018

Alex Achi

Jordan Capla-Wasserman

Sophia Lesokhin

Alex, now in sixth grade at Horace Mann, visited Caedmon in the winter, sitting down with this year’s fifth graders to give them a glimpse of student life beyond their elementary school. Alex noted that he is enjoying many of his classes, including science and PE. He is also taking Latin, which he described as a challenging course, but also one for which he feels prepared, and he was in the cast of the middle school play, Peter and the Starcatcher. In a nice coincidence, it turns out that Alex’s middle school adviser is former Caedmon teacher Carmen Keels.

Jordan is one of four students from the Class of 2018 who are now at Cornell University. He has decided to major in the university’s unique Urban and Regional Studies program, which is within the College of Architecture, Art and Planning. As Jordan explains, he wants to pursue a career in real estate development, and his major is an interdisciplinary one, providing him with a well-rounded foundation for real estate work by allowing him to take classes “on the architecture side of the industry” as well as ones in business and real estate proper.

Though only a freshman, Jordan also already has executive board positions in two of Cornell’s clubs, the Cornell Real Estate Club and Cornell Hillel.

Sophia is another one of the quartet of Class of ’18 students attending Cornell. Having opted to pursue a major in psychology, she is also considering a music minor because of her long experience as a violinist, and she has joined both the Cornell Symphony Orchestra and a private violin studio. This year Sophia has also competed with the Cornell Synchronized Skating Team, and she joined a psychology and law lab for her second semester.

2025

2023 Makenzie Bernard An eighth grader at Horace Mann, Makenzie has been in the Girl Scouts in Tuckahoe for 8 years.

This year she worked alongside another scout to earn the Silver Award, the highest honor a cadette can achieve! Makenzie and her fellow scout developed a project for which they transformed plastic waste into purposeful items, organized cleanups and pop-up events, and partnered with Tuckahoe’s Department of Public Works and Sustainability Committee.

They also created a Go Green Fun Patch to inspire future Scouts.

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2018 Natan Kramskiy Like Jordan, Natan is a freshman at Cornell. He would like to pursue a career in engineering and is currently thinking of majoring in operations research, which he describes as a combination of math, statistics, and a bit of computer science. Natan reports that he enjoyed all of his classes in his first semester while acknowledging that his course in general chemistry was very challenging.

2021 Zoe Pavletich Zoe is finishing up her 10th grade year at The Trinity School, where she is keeping very busy. Her current classes include Spanish 3H, Mandarin Heritage, Chemistry, and Integrated Math 2 Honors. She also participates in Varsity Volleyball and Varsity Track and is involved in Trinity’s Model Congress and Model United Nations debate club. Because of her interest in science, Zoe leads the school’s Women in STEM club. She writes as well for Trinity’s political and science magazines, and she works as a math tutor with girls in Trinity’s lower school while also finding time to volunteer at a nearby public elementary school.

2015

2016

Deren Reyes

Riva Vig

Olivia Walker

Deren, who moved to Putnam County three years ago, is now a freshman at Brewster High School in Brewster, NY. Deren enjoys sports and describes himself as being “very involved in athletics” as a player on three teams this year.

In the fall, he played on his school’s JV soccer team, and in the winter he was a point guard on the freshman basketball team, as well as a member of the NY Wild AAU basketball team outside of school.

Riva is currently a senior at Emerson College, where she is completing her BFA in film. Having moved to Los Angeles for her final semester, she is now in post-production on her thesis film, Tapish, the production phase of which wrapped up in September. Riva is also interning at Transition Productions, and was involved in the past year with the New York-based distribution company Women Make Movies.

Writing about the latter group, she notes that she “loved the experience of working at a nonprofit where [her] values and morals really align, especially one dedicated to amplifying underrepresented voices in film.”

Now in her junior year at UCLA, Olivia is a pre-med student majoring in neuroscience, whose combination of the physical and the social sciences appeals to her. Because she wants to become a doctor, Olivia obtained an EMT certification last fall and has been working during the school year as a medical assistant at a dermatologist’s office. She has also volunteered for several years in the Neuroscience Critical Care Unit at Cedars-Sinai Medical Center and serves on the board of UCLA’s student-run Neuroscience Undergraduate Society. Outside of the science and medicine sphere, Olivia has translated her love of exercise into a job as an assistant running coach at a rehab center, where she does four-mile runs every week with a group of recovering patients of the center and trains them to compete in a variety of races.

2022

2023 Andrew Ritchie Andrew is currently in 8th grade at Brooklyn Friends. He is on the school’s cross country and track team, which he joined in the 7th grade; he is proud to share that the team placed first in its league in both 2024 and 2025.

Andrew also has a lot of praise for his school’s visual arts department, which offers a wide variety of classes, and he appreciates the school’s Quaker practices, such as calling everyone, including teachers, by their first name and a weekly silent gathering for thirty minutes.

Spring 2026 • 21

CAEDMON ANNUAL GIVING REPORT 2024-2025 (Originally published in December 2025)

A Letter from the Head of School and the Board President Dear Caedmon Community, As we reflect on this past year at The Caedmon School, we are filled with gratitude for the extraordinary partnership that defines our community. Every day, we witness the profound impact of a progressive Montessori pedagogy, one that honors each child as a capable, curious, and joyful learner. This approach has guided Caedmon since its founding and continues to be the compass for our mission to foster the essential skills and values needed for children to become compassionate, self-aware, and independent thinkers in an ever-changing world.

In our classrooms, you can see this mission come to life. Children move with purpose, follow their interests, challenge themselves, and work together with empathy and respect. They are nurtured by teachers who know them deeply and design environments that cultivate inquiry, creativity, and confidence. Whether a child is learning to read, exploring the natural world, or collaborating on a project with peers of different ages, our Montessori foundation ensures that learning is both rigorous and beautifully responsive to the whole child.

These transformative experiences are made possible because of the generosity of our families, alumni, and friends. Annual Giving sustains the heart of our school, our faculty, our learning environment, our materials, and our commitment to creating an inclusive community where every child is seen and valued. Your support enables us to invest in innovation while remaining true to our progressive Montessori roots. It allows us to offer professional development that strengthens teaching, enhances programs that enrich learning, and ensures that Caedmon remains a place of belonging.

As we look to the year ahead, we do so with optimism and ambition. The world our children are growing into needs thoughtful leaders, creative problem-solvers, and compassionate citizens. With your partnership, Caedmon will continue to nurture these qualities with intention and care.

Thank you for believing in our mission, for giving generously, and for helping us build a future worthy of our children.

With gratitude, Dr. Wendy A. Falchuk Head of School Torrey K. Young, P. ’27 & ’29 President, Board of Trustees

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CAEDMON ANNUAL GIVING REPORT 2024-2025 (Originally published in December 2025)

A Letter from the Director of Giving and Community Engagement Dear Caedmon Community, As I reflect on the 2024–2025 school year, I am deeply grateful for the generosity and engagement that continue to strengthen our Caedmon community. The support we received through the Annual Fund, Spring Benefit, and other special initiatives made a meaningful difference in the life of our school, not only in programs and resources but also in the spirit of connection that defines Caedmon.

Last school year, we also had the opportunity to recognize Matthew Stuart’s 13 years of service as Head of School. The Spring Benefit included a celebration of his tenure, and the creation of the Matthew Stuart Education Fund marked a thoughtful tribute from our community.

This fund will provide ongoing opportunities that enrich the experiences of Caedmon students and educators in the years ahead.

I am continually inspired by the way philanthropy brings our community together. Your gifts support the people and experiences that make Caedmon such a vibrant place for children, from the teachers who guide them with care, to the programs that spark curiosity, to the welcoming environment where families feel connected and involved. Every gift, of every size, helps strengthen the fabric of our school.

I am equally grateful for the time, talent, and enthusiasm shared by so many families. Whether organizing community events, supporting classroom activities, or leading through the CFA, your involvement creates moments of joy and belonging that enrich our shared experience.

Thank you to each volunteer, and a special thank you to our 2023-2025 CFA Co-Presidents, Brena Cascini and Sherli Furst, for their dedicated leadership.

Thank you for your generosity and for the many ways you support Caedmon. I look forward to all we will continue to build together as we embark on an exciting new chapter with Dr. Falchuk as our Head of School.

With heartfelt gratitude, Brynja Sigurdardottir Director of Giving and Community Engagement

Spring 2026 • 23

CAEDMON ANNUAL GIVING REPORT 2024-2025

Caedmon by the Numbers

$5,471, 000

July 1, 2024 - June 30, 2025

TOTAL ANNUAL GIVING: Annual Fund...................................................................................... $283,593 Capital Campaign Pledge Payments.................................................$37,000 Spring Benefit Net Proceeds..............................................................$94,299 Elizabeth “Betsy” Zuppone Memorial Fund.......................................$9,083 Matthew Stuart Education Fund.........................................................$87,733 Total Annual Giving............................................................. $511,708 Total Number of Donors................................................................342

ANNUAL FUND

67%

Of Caedmon families made a gift to the Annual Fund

244

Total Annual Fund donors REVENUES AND EXPENSES JULY 1, 2024 - JUNE 30, 2025

75

Donors have made an Annual Fund gift for five or more consecutive years

$100 The most common Annual Fund gift OPERATING REVENUE

OPERATING EXPENSES

n Giving - 3%

n Flex Tuition - 16%

n Tuition - 86%

n Salaries & Benefits - 60%

n Auxiliary - 11%

n Overhead & Programs - 24%

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$1,158 The average Annual Fund gift

CAEDMON ANNUAL GIVING REPORT 2024-2025

T H E AN N UAL FUND 2024-2025 B Y GIV IN G LE VEL • 5 years of consecutive giving u 10+ years of consecutive giving 1962 FOUNDERS’ CIRCLE $20,000+

Anonymous (1) LEADERSHIP CLUB $10,000–$14,999

Andrea and Ejim Achi • Michelle and Eliot Knudsen • Pamela Codo-Lotti and Frederic Lotti • Jennifer Rodburg and John Modzelewski • Elizabeth Flisser Rosman and Adam Rosman Emma Sun and Drax Wang CAEDMON PARTNER $5,000–$9,999

Lauren Irwin and Robert Bugbee Constellation Jenna and Ethan Dabbs • Goldman Sachs u Rebecca and Joseph Hartswell u Janine and Richard Hoffman • Matthew Stuart and Phillip Pena u Celine Chan and Andrew Rouillard • Veronika and Gregory Spektor Katie and Willis Taylor u Patty Ng and Eric Yuen u BENEFACTORS’ CLUB $2,000–$4,999

Anonymous (2) Tsukasa and Takumi Arakaki • Maria Ashmawy Assured Guaranty • Barclays Capital Blackrock Anne and Michael D’Ausilio • Adebola and Abiola Dele-Michael u Mariko and Eric Fithian Kelly Riggle and Richard Froom • Google Michelle and Michael Gramer • Amy and Stephen Harsany Samantha Viglienghi and Peter Huefner Yi Rong and Lai Jiang Stephanie Chun and Tim Kau Sandra Herrera and Vladimir Kokorev

Karina Dominguez and Khoa Le Tanya Benenson and Garret Leahey u Joan Lonergan u Ashleigh Bischoff and Dale McComb u Farida Lecoin-Memnon and Carl-Alain Memnon • Neri and Ergys Myselimi Melissa and Kessar Nashat Leslie and Richard Perle Emily Prager and Rob Polsky • Jessica Bloom and Larry Rosenberg • Ridhima and Shubh Singh SPONSORS’ CLUB $1,000–$1,999

Anonymous (1) Boeing Bright Funds Crissy Cáceres • Leslie Bernstein and Inten Chen • Shujian Bu and Jun Du Wendy Falchuk Patricia Figueroa Ann and Joel Gora Malini and Dinesh Goyal Jill and David Grazioli • Hill-Snowdon Foundation • JP Morgan Chase Bank Helena Wang and Jason Liang Saara Hafeez Malik and Samir Malik Jonathan O’Hara Renata Taionato Clemente and Isao Okano RELX Inc. Liza Sacks and Eric Rosoff • Roy J. Zuckerberg Family Foundation • Gauri Lamba and Dhritiman Sagar Bahar Moghaddam and Siamak Sarvari Kate and Michael Schaper Akiko and Douglas Swett Pansy and Sarves Verma Hannah Wang and Christopher Wan Erica and Byron Whitmore Elba Zapata Lui and Robert Winning Torrey and Mark Young • PATRONS’ CLUB $500–$999

Anonymous (2) Susannah Gora Abella and Zachary Abella American Express Company Janice Pai and Philipp Barmettler

Spring 2026 • 25

CAEDMON ANNUAL GIVING REPORT 2024-2025

Faten Baassiri and Maan Bsat • Jennifer Yee and Julio de Arcenegui Maarten de Vreede Marianna Spanos and Fahmi Enam Ali and Mark Foresi • Sofya and Erik Gulyako Karen and Jim Holbrook Rupal and Ankit Jain Ashley and Jonathan Jones Artemis Shaw and Prashanth Kamalakanthan Gwenn and Peter Kapner u Elizabeth and Joel Karansky Diana and Peter Keenan u Kellie Kanda and Sachin Khattar Kirkland & Ellis LLP Lauren Aziz and Jake Langbecker Ellen Lee Qiulei Hu and Shixin Liu • McKinsey & Company Anusha Arun Simha and Varun Nair Kasey and Henry Perkins Lucia and Sean Perkins Emily Urbina and Paul Petrus Cindy and J.R. Rodriguez u Brynja Sigurdardottir Randi and Brett Singer u Sarah Moros and Ram Subramanian Jennifer Tarpley-Kreismer • Vaishali and Chetan Vig u Tavishi and Gaurav Vohra Emily Chapin and Richard Vollkommer Kara and Samuel Zanger • Ruchita Gandhi and Manish Zinzuvadia FRIEND UP TO $499

Anonymous (9) Genesis Almanzar Nils Anderson Apple Jenni Arcieri u Assurant Susan Austin • Beata and Slawomir Balon Majlinda Rama and Mumin Berisha Rita and Brandon Bodow Susan and William Bonet u Paula Lekanda and Sebastian Brown Emily Burnett

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Kate Butler ByteDance Laura Capote • Alia Carponter-Walker David Carty • Anna Martini G. Pereira and Leandro Chamma Vaz De Carvalho Shelley Chen and Derrick Chan Hannah Kim and Ferdinand Chan Kate and Tom Chapin Eileen Rizada and Mohit Chawla Erica Corbin Irma Ramos-Cuevas and Irving Cuevas • Thomas Denzler Nancy and John Dexter Nicole Donato Valeska and Bill Ellis Alyson Evans Sydney Fass Sophie Feldman The Fennessey Family Fund Rachel and Bryan Fingeroot Elaine Fitzgerald • Kate FitzGerald Paula Flatow u Kristin and Gerald Flattmann • Rosemary Frisaro-Kessler • Christina Galindo Eleni Daferera and Athanasios Giannakopoulos Aisha and Philip Goldstein Brena Cascini Gooberman and Keith Gooberman Merissa Dzau and John Goodson • Natalie and Nicholas Graziose Lindsay Walter-Greaney and Michael Greaney Shawlini Manjunath-Holbrook and James Holbrook Nicole Marshall and Steven Horwitz Elena and Joe Howell Amber Lam and Bogdan Ianev Amaya Guillermo and Jacobo Iribarnegaray Alyssa Jansen Andrew Kagan Jason Kahn Madison Kahn Yingyun Zhou and Lei Kang Tiffany and Gregory Katz Susan Kelly • Nick Kessler • Rose Kory

CAEDMON ANNUAL GIVING REPORT 2024-2025

Beatrice and James Lattimore Inbal Caspi and Aleksandr Litvak Cali Liu Katisha and Christopher Liu • Taylor Lowenthal Ranjani Manjunath M. Gabriela Pereira and Gregory Maskel u S. Lauren Roberts and Kareem McCarthy Dan McNerney u Saniya and Ali Mehdi Rich Mendelson Stephanie and Bernd Messing u Patricia Meyer Jacob Meyers Maria Contreras and William Miller • April Milton L.J. Mitchell • Constanza Prieto Figelist and Freddy Munoz James Murphy Alessia Falsarone and Robert Nachtrieb • Cara O’Neill Carin Kuoni and John Oakes • Katie Parker Rebecca and Richard Parry • Sylvia Parry Cynthia Lopez and Ruben Pena Claudine Portella u Frank Portella Tori Porter Sunny Powell Kate Pozerski Lisa Elkaabi and Vasilis Psoras Anne and Humberto Reboredo Claribet Garcia and Vladimir Reyes Lucia Rodriguez Mary Vrazel and Maureen Roland u Leonid Rosin Adam Schlessinger • Joyce Schneider Julie Williams and Mark Schuman Swati and Arnab Sen • Samba Siby Maggie Tsai and Ashish Sinha Kathleen Kilbane and Michael Smith Bryan Storti u Dorothy Ma and Andy Tam Amy McGregor and Oshane Tate Jocelyn Crapo and Thomas Tillotson

Allison and Michael Trinkle Catherine Ugarte Snehi Bhatt and Nikhil Vaidya Heather Halverson and Juan Vasquez u Paulomi Roy and Priyadarshan Vyas W.P. Carey Walt Disney Company Foundation Elaine Lin and Tim Wang Elizabeth Ward • Clarence White Sandra Smith and Charles Yang u Mi and Xiaofeng Zhou •

A N N UAL FU N D 2 0 2 4 -2 0 2 5 B Y CO N STI TU EN CY CURRENT PARENTS

Susannah and Zachary Abella Andrea and Ejim Achi • Natasha Alexander Tsukasa and Takumi Arakaki • Maria Ashmawy Lauren Aziz and Jake Langbecker Beata and Slawomir Balon Janice Pai and Philipp Barmettler Rita and Brandon Bodow Paula Lekanda and Sebastian Brown Faten Baassiri and Maan Bsat • Caroline and Alex Castro • Anna Martini G. Pereira and Leandro Chamma Vaz De Carvalho Shelley Chen and Derrick Chan Hannah Kim and Ferdinand Chan Eileen Rizada and Mohit Chawla Leslie Bernstein and Inten Chen • Irma Ramos-Cuevas and Irving Cuevas • Anne and Michael D’Ausilio • Jennifer Yee and Julio de Arcenegui Adebola and Abiola Dele-Michael u Shujian Bu and Jun Du Marianna Spanos and Fahmi Enam Patricia Figueroa Mariko and Eric Fithian Kelly Riggle and Richard Froom • Eleni Daferera and Athanasios Giannakopoulos Brena Cascini Gooberman and Keith Gooberman Merissa Dzau and John Goodson • Malini and Dinesh Goyal

Spring 2026 • 27

CAEDMON ANNUAL GIVING REPORT 2024-2025

Michelle and Michael Gramer • Jill and David Grazioli • Natalie and Nicholas Graziose Lindsay Walter-Greaney and Michael Greaney Sofya and Erik Gulyako Amy and Stephen Harsany Janine and Richard Hoffman • Shawlini Manjunath-Holbrook and James Holbrook Nicole Marshall and Steven Horwitz Samantha Viglienghi and Peter Huefner Amber Lam and Bogdan Ianev Amaya Guillermo and Jacobo Iribarnegaray Rupal and Ankit Jain Yi Rong and Lai Jiang Ashley and Jonathan Jones Artemis Shaw and Prashanth Kamalakanthan Yingyun Zhou and Lei Kang Sasha and Joshua Kaplan Elizabeth and Joel Karansky Tiffany and Gregory Katz Stephanie Chun and Tim Kau Kellie Kanda and Sachin Khattar Michelle and Eliot Knudsen • Sandra Herrera and Vladimir Kokorev Karina Dominguez and Khoa Le Helena Wang and Jason Liang Inbal Caspi and Aleksandr Litvak Katisha and Christopher Liu • Qiulei Hu and Shixin Liu • Pamela Codo-Lotti and Frederic Lotti • Saara Hafeez Malik and Samir Malik S. Lauren Roberts and Kareem McCarthy Dana Rubinstein and John McGoldrick Sincere McMillan Farida Lecoin-Memnon and Carl-Alain Memnon Maria Contreras and William Miller • Jennifer Rodburg and John Modzelewski • Constanza Prieto Figelist and Freddy Munoz Neri and Ergys Myselimi Alessia Falsarone and Robert Nachtrieb • Anusha Arun Simha and Varun Nair Melissa and Kessar Nashat Jonathan O’Hara Renata Taionato Clemente and Isao Okano Rebecca and Richard Parry • Cynthia Lopez and Ruben Pena Kasey and Henry Perkins Lucia and Sean Perkins

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Jill Gluskin and Jonathan Perle • Emily Urbina and Paul Petrus Edita and Maros Pleska Emily Prager and Rob Polsky • Lisa Elkaabi and Vasilis Psoras Mehreen and Omar Qureishi Anne and Humberto Reboredo Jessica Bloom and Larry Rosenberg • Leonid Rosin Elizabeth Flisser Rosman and Adam Rosman Liza Sacks and Eric Rosoff • Celine Chan and Andrew Rouillard • Gauri Lamba and Dhritiman Sagar Bahar Moghaddam and Siamak Sarvari Diana Dosik and Matthew Schwab Leslie Patterson and William Silverman Ridhima and Shubh Singh Maggie Tsai and Ashish Sinha Veronika and Gregory Spektor Sarah Moros and Ram Subramanian Akiko and Douglas Swett Dorothy Ma and Andy Tam Amy McGregor and Oshane Tate Katie and Willis Taylor u Jocelyn Crapo and Thomas Tillotson Catherine Ugarte Snehi Bhatt and Nikhil Vaidya Pansy and Sarves Verma Tavishi and Gaurav Vohra Emily Chapin and Richard Vollkommer Paulomi Roy and Priyadarshan Vyas Hannah Wang and Christopher Wan Elaine Lin and Tim Wang Emma Sun and Drax Wang Lara Aryani and John Warner Erica and Byron Whitmore Elba Zapata Lui and Robert Winning Torrey and Mark Young • Patty Ng and Eric Yuen u Mi and Xiaofeng Zhou • Ruchita Gandhi and Manish Zinzuvadia TRUSTEES

Faten Baassiri • Crissy Cáceres • Alia Carponter-Walker Michael D’Ausilio • Jenna Dabbs •

CAEDMON ANNUAL GIVING REPORT 2024-2025

Adebola Dele-Michael u Alyson Evans Elizabeth Flisser Rosman Michael Gramer • Joseph Hartswell u Tim Kau Eliot Knudsen • Farida Lecoin-Memnon • Ellen Lee Dale McComb u L.J. Mitchell • John Modzelewski • Ergys Myselimi Rebecca Parry Emily Prager • Kelly Riggle • Ridhima Singh Katie Taylor u Chetan Vig u Byron Whitmore Torrey Young • Eric Yuen u ALUMNI

Keith Gooberman Michael Greaney Jason Kahn Madison Kahn Juliana Pereira •

Ashleigh Bischoff and Dale McComb u Saniya and Ali Mehdi Stephanie and Bernd Messing u Carin Kuoni and John Oakes • Claudine Portella u Claribet Garcia and Vladimir Reyes Cindy and J.R. Rodriguez u Kate and Michael Schaper Joyce Schneider Julie Williams and Mark Schuman Swati and Arnab Sen • Randi and Brett Singer u Allison and Michael Trinkle Vaishali and Chetan Vig u Sandra Smith and Charles Yang u Kara and Samuel Zanger • CURRENT AND FORMER GRANDPARENTS

Kate and Tom Chapin Nancy and John Dexter Valeska and Bill Ellis Ann and Joel Gora Karen and Jim Holbrook Vijaylakshmi and Bettadapura Manjunath Patricia Meyer Sylvia Parry Leslie and Richard Perle Clarence White FRIENDS

PARENTS OF ALUMNI AND FORMER STUDENTS

Beata and Slawomir Balon Majlinda Rama and Mumin Berisha Lauren Irwin and Robert Bugbee Caroline and Alex Castro • Jenna and Ethan Dabbs • Thomas Denzler Rachel and Bryan Fingeroot Kristin and Gerald Flattmann • Jill and David Grazioli • Rebecca and Joseph Hartswell u Elena and Joe Howell Amaya Guillermo and Jacobo Iribarnegaray Gwenn and Peter Kapner u Diana and Peter Keenan u Kathleen Kilbane and Michael Smith Tanya Benenson and Garret Leahey u M. Gabriela Pereira and Gregory Maskel u

Susan Austin • Erica Corbin Wendy Falchuk Beatrice and James Lattimore Joan Lonergan u Ranjani Manjunath Frank Portella CURRENT AND FORMER FACULTY & STAFF

Genesis Almanzar Nils Anderson Jenni Arcieri u Slawomir Balon Nora Beard Susan Bonet u Emily Burnett Kate Butler Laura Capote •

Spring 2026 • 29

CAEDMON ANNUAL GIVING REPORT 2024-2025

David Carty • Maarten de Vreede Nicole Donato Sydney Fass Sophie Feldman Elaine Fitzgerald • Kate FitzGerald Paula Flatow u Ali Foresi • Rosemary Frisaro-Kessler • Christina Galindo Aisha Goldstein Jill Grazioli • Heather Halverson u Elena Howell Joe Howell Alyssa Jansen Andrew Kagan Gwenn Kapner u Susan Kelly • Nick Kessler • Kathleen Kilbane Rose Kory Cali Liu Taylor Lowenthal Amy McGregor Dan McNerney u Saniya Mehdi Rich Mendelson Stephanie Messing u Jacob Meyers April Milton James Murphy Cara O’Neill Katie Parker Tori Porter Sunny Powell Kate Pozerski Majlinda Rama Lucia Rodriguez Adam Schlessinger • Joyce Schneider Samba Siby Brynja Sigurdardottir Bryan Storti u Matthew Stuart u Jennifer Tarpley-Kreismer •

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Samantha Tarpley Allison Trinkle Mary Vrazel u Elizabeth Ward • Meredith Woodruff ORGANIZATIONS AND FOUNDATIONS

American Express Company Apple Assurant Assured Guaranty • Barclays Capital Blackrock Boeing Bright Funds ByteDance Constellation The Fennessey Family Fund Goldman Sachs u Google Hill-Snowdon Foundation • JP Morgan Chase Bank Kirkland & Ellis LLP McKinsey & Company RELX Inc. Roy J. Zuckerberg Family Foundation • W.P. Carey Walt Disney Company Foundation

S PRI N G B EN EFI T H O N O R I N G M ATTH EW STUART, O U TG O I N G H EA D O F S CH O O L The Spring Benefit is Caedmon’s largest annual event, bringing the community together for socializing, a raffle, auction, dinner, and dancing, with all proceeds directly supporting the school.

LEADERSHIP CLUB $10,000–$14,999

Amber Lam and Bogdan Ianev Cindy and J.R. Rodriguez CAEDMON PARTNER $5,000–$9,999

Janine and Richard Hoffman Emily Prager and Rob Polsky Simon Prosser Sarah Moros and Ram Subramanian Torrey and Mark Young

CAEDMON ANNUAL GIVING REPORT 2024-2025

BENEFACTORS’ CLUB $2,000–$4,999

Shelley Chen and Derrick Chan Leslie Bernstein and Inten Chen Anne and Michael D’Ausilio Patricia Figueroa Brena Cascini Gooberman and Keith Gooberman Michelle and Michael Gramer Sofya and Erik Gulyako Sasha and Joshua Kaplan Michelle and Eliot Knudsen Farida Lecoin-Memnon and Carl-Alain Memnon Maria Pantelaros and Sean Moorman Renata Taionato Clemente and Isao Okano Anne and Humberto Reboredo Elizabeth Flisser Rosman and Adam Rosman Veronika and Gregory Spektor Katie and Willis Taylor Vaishali and Chetan Vig SPONSORS’ CLUB $1,000–$1,999

Susannah Gora Abella and Zachary Abella Maria Ashmawy Clara Gaspari and Gustavo Benchimol Susan and William Bonet Adebola and Abiola Dele-Michael Marianna Spanos and Fahmi Enam Kelly Riggle and Richard Froom Merissa Dzau and John Goodson Jill and David Grazioli Shawlini Manjunath-Holbrook and James Holbrook Samantha Viglienghi and Peter Huefner Sandra Herrera and Vladimir Kokorev Helena Wang and Jason Liang Neri and Ergys Myselimi Melissa and Kessar Nashat Sonya and Robert Neis Ijeoma Mbamalu and Hugo Paiz Celine Chan and Andrew Rouillard Akiko and Douglas Swett Voya Financial Erica and Byron Whitmore Charlotte Triefus and Lloyd Zuckerberg Michael Zuppone PATRONS’ CLUB $500–$999

Rosanna Ragone and Henry Besanceney Laura Kirkman and John Evans Sarah Muskat-Klass and Elliott Klass

Karina Dominguez and Khoa Le Katisha and Christopher Liu Dhivya Rajandran and Brian Loh Alessia Falsarone and Robert Nachtrieb Lucia and Sean Perkins Emily Urbina and Paul Petrus Liza Sacks and Eric Rosoff Brynja Sigurdardottir Leslie Patterson and William Silverman Jennifer Tarpley-Kreismer Katherine and Jelle Westra Elba Zapata Lui and Robert Winning FRIEND UP TO $499

Beata and Slawomir Balon Janice Pai and Philipp Barmettler Lucia and Martin Biely Paula Lekanda and Sebastian Brown Alia Carponter-Walker Jenna and Ethan Dabbs Jennifer Yee and Julio de Arcenegui Nevin and Chris Djoganopoulos Alyson Evans Elaine Fitzgerald Nina and Colvin Forde Rose Ugarte-Gee and Ronald Gee Malini and Dinesh Goyal Saara Hafeez Malik and Samir Malik Rebecca and Joseph Hartswell Ashley and Jonathan Jones Stephanie Chun and Tim Kau Susan Kelly Ellen Lee Dana Rubinstein and John McGoldrick Saniya and Ali Mehdi L.J. Mitchell Jennifer Rodburg and John Modzelewski Matthew Stuart and Phillip Pena Cynthia Lopez and Ruben Pena Lisa Elkaabi and Vasilis Psoras Barbara and Robert Rohdie Mary Vrazel and Maureen Roland Jessica Bloom and Larry Rosenberg Ridhima and Shubh Singh Jocelyn Crapo and Thomas Tillotson Snehi Bhatt and Nikhil Vaidya Jennifer Weyborn Ruchita Gandhi and Manish Zinzuvadia

Spring 2026 • 31

CAEDMON ANNUAL GIVING REPORT 2024-2025 MATTHEW STUART EDUCATION FUND 2024-2025 The Matthew Stuart Education Fund was established in honor of Matthew Stuart, Head of School from 2012 to 2025, and celebrates his leadership and lasting impact on the Caedmon community. This fund will provide resources and opportunities that enrich the experiences of Caedmon students and teachers for years to come.

Susannah Gora Abella and Zachary Abella Andrea and Ejim Achi Clara Gaspari and Gustavo Benchimol Majlinda Rama and Mumin Berisha Lucia and Martin Biely The Birch Wathen Lenox School Brooklyn Heights Montessori School The Browning School The Cathedral School of St. John the Divine Kathryn Christoph Collegiate School Silvena Milenkova and Mark Couch The Dalton School Adebola and Abiola Dele-Michael Nancy Smith and Omar Dennis Jennifer DeSpirito Tasha Elsbach Ethical Culture Fieldston School Alyson Evans Kelly Riggle and Richard Froom Gateway School Goldman Sachs Aisha and Philip Goldstein Michelle and Michael Gramer Rebecca and Joseph Hartswell Kiesha Boykins-John and Emerson John Stephanie Chun and Tim Kau Barbara and Robert Kaufman Diana and Peter Keenan Mary Beth Hogan and John Kenny Michelle and Eliot Knudsen Carolyn and Matt Lamphier Kristen LaPorte Lawrence Fund Tanya Benenson and Garret Leahey Ellen Lee Qiulei Hu and Shixin Liu Joan Lonergan Marymount School of New York Ashleigh Bischoff and Dale McComb Saniya and Ali Mehdi

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Farida Lecoin-Memnon and Carl-Alain Memnon Gary Middleton L.J. Mitchell Jennifer Rodburg and John Modzelewski Renata Taionato Clemente and Isao Okano Rebecca and Richard Parry Emily Prager and Rob Polsky Claudine Portella Ashleigh and Steven Raizes Kalpana Gajjar and Sascha Rand Jennifer Burleigh and William Regner L. Robert Rizzo Robert Louis Stevenson School Elizabeth Flisser Rosman and Adam Rosman Rima and Ritendra Roy Kate and Michael Schaper Diana Dosik and Matthew Schwab Brynja Sigurdardottir Ridhima and Shubh Singh The Spence School Veronika and Gregory Spektor St. Bernard’s School Katie and Willis Taylor Trevor Day School Kate Turley Vaishali and Chetan Vig Elizabeth Ward Torrey and Mark Young Kara and Samuel Zanger Michael Zuppone ELIZABETH “BETSY” ZUPPONE MEMORIAL FUND 2024-2025 The Elizabeth “Betsy” Zuppone Memorial Fund was created in 2023 in memory of Betsy to establish the Betsy Zuppone Swimming Program for Kindergartners.

Seth Austin Nicole Goodstein Jill Gluskin and Jonathan Perle Mary Rosano Michael Zuppone Michael Zuppone, Jr.

NOTE: In compiling our list of donors, every effort is made to be accurate. If your name has been omitted or listed incorrectly, please let the development office know and accept our sincere apologies.

Head of School

Board of Trustees

Wendy A. Falchuk, Ed.D.

Alia Carponter-Walker

Associate Head of School/ Director of Early Childhood Saniya Mehdi Director of Elementary Jelecia McGregor Director of Giving and Community Engagement

Adebola Dele-Michael Mike D’Ausilio Tom Ellis Michael Gramer Rick Hoffman Tim Kau Eliot Knudsen Farida Lecoin-Memnon L.J. Mitchell

Brynja Sigurdardottir

John Modzelewski

Chief Financial and

Doug Odom

Operating Officer

Isao Okano

Maarten de Vreede

Rebecca Parry

Director of Communications Olivia Dannon Director of Enrollment and Family Commitment Jennifer Tarpley-Kreismer Director of After School Program Slawomir Balon

Ergys Myselimi

Stephanie Pax Flanigan Emily Prager Kelly Riggle Shereen Rutman Ridhima Singh Katie Taylor Byron Whitmore Torrey Young Caedmon Family Association Co-Presidents Renata Clemente Shawlini Manjunath-Holbrook

Spring 2026 • 33

416 East 80th Street New York, NY 10075 caedmonschool.org

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