1764, The Magazine of Columbia Grammar & Preparatory School, Spring 2023

COLUMBIA GRAMMAR & PREPARATORY SCHOOL

A Teacher’s Journey

Latin teacher Marvin Terban celebrates 60 years at CGPS, making him the longest-serving teacher in the School’s 259-year history

1764, THE MAGAZINE OF COLUMBIA GRAMMAR & PREPARATORY SCHOOL

SPRING 2023

COLUMBIA GRAMMAR & PREPARATORY SCHOOL

HEAD OF SCHOOL

Dr. William M. Donohue

DIRECTOR OF INSTITUTIONAL ADVANCEMENT

Ryan Joyce

EDITOR

Marquis Austin

CONTRIBUTORS

Marquis Austin

Elizabeth Bacon

Ryan Joyce

Steffany Poveda-Solorio

Ruth Samuelson

Jessie Saunders

Marvin Terban

ART DIRECTION

Kristen Winstead, www.sundstudio.com

ILLUSTRATION

Chris Gash

PHOTOGRAPHY

Marquis Austin

Austin Henderson

Brandon Hill

Flynn Larsen ’89

Al Pereira

Steffany Poveda-Solorio

Stephanie Turci

Filip Wolak or courtesy of subject

PRINTING

Lane Press

ASSOCIATE DIRECTOR OF INSTITUTIONAL ADVANCEMENT

Evgeniya Kirpicheva

COMMUNICATIONS MANAGER

Marquis Austin

EVENTS MANAGER

Gretchen Phelps-Nelson

COMMUNICATIONS COORDINATOR

Steffany Poveda-Solorio

ADMISSION & ALUMNI OUTREACH OFFICER

Ivan Tatis

OFFICE & DATABASE MANAGER

Alexzandra Tellez

BOARD OF TRUSTEES 2022–2023

HEAD OF SCHOOL

Dr. William M. Donohue

BOARD CHAIR

Andrew Zaro

BOARD PRESIDENT

Meredith Verona

BOARD OFFICERS

Marielle Safra, Senior Vice President

Dana Landis Birnbaum ’97, Vice President

Leslee Cowen, Vice President

Astrid SabellaRosa, Vice President

Joseph Tahl, Vice President

Benjamin Pass, Treasurer

Becky Banyasz, Secretary

TRUSTEES

Alan Carver

Daniel Damaghi

Susie Davis

James DeMare

Steven Feder

Stephen Hanson

Sanford Heller

Margaret Jones

Alexander Knaster

Tracy Maitland

Jonathan Moller

Sheeraz Qureshi

Ira Schwartz

Meredith Sotoloff

Edward Stern ’83

Tom Tao

TRUSTEE EX OFFICIO (2022-2023)

Danielle Wollman

BOARD CHAIR EMERITUS

John Bader

HONORARY TRUSTEES

Hirschel Abelson

Sandra Eggers

Mary Kalikow

Fredric Mack

PAST PRESIDENTS, TRUSTEES EMERITI

Dr. Arturo Constantiner

Neil Crespi

Jerry Heymann

Dr. Lawrence Howard

Kirk Radke

David P. Steinmann

MISSION STATEMENT

CGPS nurtures each student’s unique passions and talents inside and outside the classroom, unifying and inspiring members of its community in a rigorous but relaxed learning environment, preparing them for the finest colleges and instilling in them the confidence, ethical values and sense of purpose to embrace challenges, to achieve their dreams and to improve the world.

Follow CGPS and Stay Connected @CGPSnyc

LETTER FROM the Head of School

Dear CGPS Family,

You may notice that this issue of 1764 has landed in your mailbox a little later than in years past. This is to ensure that we could share the most current on-campus happenings with you — including photos from this year’s commencement of the Class of 2023, which will put a smile on your face! Graduation is a capstone event in a student’s life, and this edition of 1764 is dedicated to the many small moments over the years that culminate with commencement day. We want you to see how much intention goes into building and improving our students’ learning opportunities every day.

In the Grammar School, our Sunrise Program encourages learning and community spirit — even before the day officially begins! Our youngest learners are able to come to campus and participate in academic and social programs that stimulate their minds and get them ready for their day. CGPS’s Helping Hands program strengthens our cross-divisional community by connecting Grammar School students with Prep School mentors. Is there anything more heartwarming than

watching our older students share their wisdom, love and lessons learned with their protégés?

In our Middle School, seventh graders spent the year engaging in acts of service as part of our new Service Learning program. Seventh grade students have hosted on-campus fundraisers to raise money for carefully chosen charities researched by their class. Each seventh grader also regularly meets with a Grammar School student buddy to help them with math, reading and more. Off campus, students deliver meals to the elderly. Our students understand the importance of giving back.

Community spirit continues in the Prep School. Dr. Scott Wilson, our newly minted EdD in education and Prep School Director, shares his vision for academic achievement and community cohesion in this issue. In particular, we are so proud of the creation of the House System, the brainchild of Dean Andy Chappell, which is designed to give students across the grades an opportunity to engage in non-academic settings to build community and ensure that the younger Prep School students integrate well into the division.

We are thrilled to introduce you to our new Director of Curriculum and Innovation, Wendy Smith, who shares her expertise on the importance of teacher collaboration and learning. Professional learning — sometimes called professional development — is an essential tool for all CGPS faculty, and, thanks to our many supporters, we are able to provide our teachers with robust learning opportunities both across the globe and at our peer schools right here in New York City. Teachers are quintessential life-long learners and take pride that they are providing the most current and broad thinking in every area of the School. I think you will enjoy learning about our teachers’ collaboration on and off our campus.

Our alumni have likely noticed an uptick in communications and outreach from our Advancement Office this year. We hit the road this spring to see alums in Florida, California, Michigan and Illinois. It was a privilege to meet with people who attended the School years ago and hear about their experiences, as well as see our recent graduates thriving in the next stage of their educational careers. We also hosted our first-ever (and incredibly well-attended!) Alumni Reunion Weekend here at CGPS — it left Lions young and old clamoring for

another one next year. So mark your calendars — Alumni Reunion Weekend, May 3-5, 2024!

And I would be remiss not to note that Marvin Terban, our resident historian and cover star, happens to be celebrating his 60th year as a teacher at CGPS, a unique achievement for a teacher in any school in our nation! Mr. Terban shares a riveting story about one of our esteemed alumni: Herman Melville. Melville’s Moby Dick is often called the great American novel, and we are so proud that, in Mr. Terban’s wry turn of phrase, “young Herman” was first exposed to the world of literature on our very own campus.

I’ve highlighted a few examples of community spirit and pride happening here at CGPS that are featured in this issue. I am proud to report that your School remains a thriving, stimulating and energetic place to learn. Next year will be an even more exciting one, so stay tuned!

Sincerely,

DR. WILLIAM M. DONOHUE HEAD OF SCHOOL

“I am proud to report that your School remains a thriving, stimulating and energetic place to learn. Next year will be an even more exciting one, so stay tuned!”

MIDDLE SCHOOL LAUNCHES Service Learning Program

Seventh graders spent the year engaging in acts of community service as part of the Middle School’s new Service Learning program. “The goal is for students to open their eyes to the wider community and see the need that’s out there so they can reflect on what they have and what they can do to help others,” says Middle School English Coordinator Caryn Duffy, who leads the program.

Once per cycle, students meet with Ms. Duffy and seventh grade Dean Kevin Rall to brainstorm ways to give back to their local and broader communities. On campus, this has materialized into a Grammar School mentorship program where each seventh grader regularly meets with a student buddy in kindergarten, first or fourth grade, helping them with

math, reading and more. “They love working with the younger kids,” shares Ms. Duffy.

Extending their reach beyond CGPS, seventh graders created toiletry kits for the homeless and partnered with Meals on Wheels to deliver food to homebound seniors. “Meals on Wheels was an interesting experience. It made me rethink everything I have and feel so grateful,” says seventh grader Lola B. “I loved seeing the smile on everyone’s face after we delivered meals!”

Students also organized a fundraiser called “Hoops to Help” and solicited sponsors to make donations for every basket they made within five minutes. The proceeds went to charities like the American Red Cross, Make-AWish Foundation and American Foundation for Suicide Prevention.

These Middle Schoolers have set a strong example for what it means to be an active and contributing member of one’s community, and we are grateful for their service. “We can all do good,” says Ms. Duffy. “That’s an important part of our education and who we are.”

CGPS CREATES Community Mural

This spring, CGPS has embarked on a mural project with internationally renowned artist Tova Snyder. Students and faculty from CGPS and PS 84 have been working with the Strycker’s Bay Association, a neighborhood community service organization, to design a mural inspired by the four seasons on West 93rd Street between Central Park West and Columbus.

“This is an opportunity for CGPS to be a part of something that lives on,” says Middle School Arts Integration Coordinator Veronika Bromberg, who organized the project. “But at the same time, it’s not just about us. It’s about people in the community coming together.”

The idea for the mural came to Ms. Bromberg during a trip she took to Mexico after receiving a summer travel grant from the School. While there, she studied the colorful murals of San Miguel de Allende and became inspired. “I thought, ‘Let’s do something like this.’ I wanted to bring it back to CGPS and involve the community,” she says. This exciting project exemplifies the interdisciplinary learning championed by CGPS and strengthens the bonds between the School and the diverse community of the Upper West Side.

Top left: Seventh graders read a book to their kindergarten buddies.

Top right: Middle School artists paint CGPS’s new community mural.

Faculty Focus

Grammar School: Margarita Marasigan

Grammar School Nurse Margarita Marasigan was a veteran nurse by the time she landed at CGPS in 2014. Earlier in her career, she treated everyone from HIV and oncology patients to newborn babies, with each job possessing its own trials and satisfactions. Now, after nearly ten years as a school nurse, she can clearly identify what makes her current job so fulfilling: “I like that I’m part of the process of students learning about themselves, their bodies and building some resilience.”

Nurse Marasigan’s longstanding relationship with Grammar School students allows her to help them pinpoint emotional stressors that lead to anxiety headaches or stomach aches. By the time a student leaves the Grammar School after fourth grade, they may recognize patterns like, “I was always coming to see you after math. I was really just worried about not knowing how to do the work.” It all feels part and parcel of the broader CGPS mission to help students learn about who they are, what they can achieve and how they can succeed.

The pandemic was obviously a challenging moment — but not

without its silver lining: Nurse Marasigan embraced developing new systems and collaborating with the nurses in each division. After years primarily focused on her division, “it was great working as part of a team.”

Middle School: Kristin Shumpert

“You need to have a genuine heart for the population you’re serving,” shares Middle School Nurse Kristin Shumpert. Nursing came as a second career for Nurse Shumpert after realizing that what was missing in her life was helping others. She began her journey in healthcare by driving cancer patients to their appointments as a volunteer for the American Cancer Society. Through her volunteer work, she learned that becoming a nurse was what she needed to do.

Nurse Shumpert earned her nursing degree and went to work in the pediatric oncology unit at Memorial Sloan Kettering Cancer Center (MSK). When the pandemic hit, she helped one of her friends, a local school nurse, implement campus Covid protocols. During this time, it dawned on Nurse Shumpert that school nursing was the path for her: “I liked seeing healthy kids and helping them learn how to take care of themselves and their bodies.”

After seven years at MSK, Nurse Shumpert switched to school nursing and joined CGPS in the fall of 2021, playing a pivotal role in the School’s Covid response efforts. Since her arrival, Nurse Shumpert has become

a staple in the Middle School community. “I’ve really enjoyed my time here so far,” she says. “The Middle School feels like a supportive family.”

Prep School: Oswaldo Luciano

“The role of a school nurse is to make sure that kids are in their optimal health so they can receive optimal education,” says Prep School Nurse Oswaldo Luciano. A second-career nurse, he started off at the New York Presbyterian Family Planning Clinic, where he assisted underserved communities in Washington Heights. “That was the first time I saw the kind of work that a nurse could do,” he says. He quickly discovered how nursing could marry his love for medicine and community outreach: “I figured that becoming a nurse would be great because I could be clinical but also do more community work by treating patients.”

In the last decade, Nurse Luciano has dedicated himself to the field of nursing, learning over 20 specialties — from pediatrics to critical care — during his time at Mount Sinai. Since joining the Prep School, it’s become clear that students love and trust him. Nurse Luciano credits them for their diligence in maintaining healthy lifestyles, especially during such a pivotal time in healthcare. “It’s satisfying to know students care so much about their education that they’re coming to the nurse to work with them because they don’t want to miss school,” he says.

PREP SCHOOL INTRODUCES House System

This year, the Prep School introduced a new community-building program: the House System. With each House containing students from all five grades, the House System helps Prep Schoolers develop meaningful social connections across grade levels. It also cultivates School spirit and community, as Houses receive points for reinforcing CGPS’s Core Values, performing community service and attending campus events. “The Assembly Committee has been hard at work for a long time coming up with a system we believed would help bring more fun, an even better sense of community and help our School

focus even more on its values,” says Dean Andy Chappell.

Seniors lead the Houses alongside faculty House managers. “The seniors responded with such great enthusiasm and really set the tone with their spirit,” says Dean Chappell. Following the unveiling of the House System during a Harry Potter-themed assembly in November, the Class of 2023 called the first House meetings of the year, during which every group picked a name and value to embody. The eight Houses and their values are Blue Thunder (grit), Orange Supernova (energy), Pink Panthers (authenticity), Red Phoenix (commitment), Green Ivy (growth), Purple Reign (nobility/leadership), Silver Knights (confidence) and Golden Hearts (triumph).

The House System’s inaugural year culminated in May with the first-ever Prep School Field Day. All Houses traveled to Randall’s Island, where they participated in a newspaper fashion show, constructed House floats, played tug of war and more During one activity, students even built kids’ bicycles. After racing them around the grounds, they donated the bikes to a local charity.

At the end-of-the-year Moving Up Day ceremony, members of the Prep School were on the edge of their seats as Dean Chappell announced the winner of the first House Cup Championship: the Silver Knights. We are excited to continue this new tradition at CGPS!

TWO SENIORS NAMED Regeneron Science Talent Search Semifinalists

The 82nd Regeneron Science Talent Search (STS) named Advanced Science Research (ASR) seniors Andrew Chen and Joshua Luo as two of its top 300 scholars. Regeneron STS is the nation’s oldest and most prestigious science and mathematics research competition for high school seniors. 1,949 seniors from around the U.S. submitted research projects to the STS this year. “For a program this new to have two out of eight seniors get into the top 300 out of the whole country is amazing,” says ASR teacher Ilya Yashin.

Andrew, who tutors disadvantaged students through his organization Tutor Link NYC, researched

Covid’s impact on student achievement across the nation. “I wanted to know the magnitude of Covid’s impact on education, particularly between schools with differing poverty and segregation levels,” he says. “I found a significant negative impact on achievement for Black and Hispanic students in highly segregated and high-poverty schools and lesser impacts for those in segregated, but low-poverty, schools.”

Joshua explored epigenetics, the study of how DNA is expressed, focusing on methyl-CpG binding protein 2 (MeCP2), which can cause genetic disorders such as Rett syndrome if mutated. “MeCP2 binds to chemical tags on DNA, and when bound to these tags, MeCP2 regulates DNA expression,” says Joshua. “However, MeCP2 has never been studied on chromatin, which is significant, as MeCP2’s behavior on chromatin is a more accurate representation of MeCP2’s behavior in the human body.”

Both students are grateful to the ASR program for helping them reach this milestone. “I wouldn’t have been able to do this without Mr. Yashin,” says Joshua. “He taught me so much about not only the research process itself but also writing a paper and how to present.” Joshua and Andrew would also like to thank their families and mentors, Dr. Gabriella Chua from Rockefeller University and Dr. Erik Ruzek from NWEA, respectively, for all their support throughout this challenging but rewarding journey. “This has been one of the best high school experiences,” says Andrew.

WILLIAM N. MOSELEY Announced as Next Head of School

This winter, Board of Trustees President Meredith Verona announced that William N. Moseley will join Columbia Grammar & Preparatory School as the fifteenth Head of School in our 259-year history. He will assume the position on July 1, 2024, following Dr. Donohue’s retirement. The Search Committee, composed of parents, faculty members and trustees, was united in their strong endorsement of Mr. Moseley to the Board, who voted unanimously in favor.

Mr. Moseley joins CGPS from St. Margaret’s Episcopal School in California, a coeducational day school of 1,250 students. His professional experience includes two 10+ year tenures as Head of School at large independent schools: most recently at St. Margaret’s and prior to that, the Ensworth School in Nashville. Originally from Long Island, Mr. Moseley was the Assistant Headmaster and Director of Admission at The Browning School in Manhattan earlier in his career.

Mr. Moseley’s achievements during his time at St. Margaret’s and Ensworth are significant and aligned with our objectives as an institution. He developed a strategic plan that centered on student experience using a design thinking approach, conducted successful capital campaigns to build and improve facilities, championed faculty professional development, led

master planning and space utilization initiatives, and engaged with and supported the college office to optimize every student’s college process.

The Search Committee also noted his connection with our mission and values. While at Ensworth, Mr. Moseley opened a new high school with an emphasis on balancing classwork and extracurriculars, which yielded outstanding results academically and beyond. His intentional approach to building community includes being visible and present during the school day and at events, and he is committed to inclusion that supports every student’s need for belonging. Through conversations with people who have known Mr. Moseley in multiple capacities across several schools, the Search Committee learned that he is an inspiring leader who builds strong and authentic relationships and navigates challenging issues with unflappable dexterity.

CGPS looks forward to welcoming Mr. Moseley in 2024!

Top left: Blue Thunder, one of the eight Prep School Houses, plays tug of war during Field Day.

Bottom left: Regeneron Science Talent Search semifinalists and Advanced Science Research seniors Andrew Chen (left) and Joshua Luo.

Meet the New Faculty

1764 asked the School’s new faculty what makes their areas of expertise so compelling.

I love history because it teaches us about the present. My goal is to get students to make connections between historical events and the world we live in today.

As a librarian, I’m in the perfect place to help spark a deep and genuine love for reading that will stay with our students for the rest of their lives.

Technology integration is essential to our ever-changing world. MakerTech gives students the agency to tinker, engineer, create and design. My mission is to spark different ways of thinking and problem-solving, in and out of a classroom setting, with both students and teachers!

What I love about teaching a foreign language is helping students to be linguistically prepared and appreciate other cultures. I also enjoy observing students develop listening and concentration skills as they practice Spanish in my classroom.

I enjoy teaching science because I get to help students build the skills needed to explore their curiosities about the world and its phenomena through their own unique perspectives.

My favorite part of my day is witnessing students’ growth in and out of the classroom. They remind us how amazing and exciting the world can be. Every student has their own story, and being able to be a stepping stone in their journey is the greatest feeling.

Alana Weitz, Grammar School technology integration specialist

Niko Valley, Middle School science teacher

Jason Perez, Grammar School classroom assistant

Michelle Monceau, Grammar School Spanish teacher

Alexia Ildefonso, Prep School history teacher

Camilla Yohn-Barr, Grammar School library media specialist

I love helping children discover wonder in learning. It brings me so much joy to see my students have “aha” moments and make connections to what their peers have shared or to a previous lesson.

Physics is compelling because it makes you think about how things move at different speeds and all the forces and energies that cause them to move that way. It also helps you think about why things work and think outside the box to solve problems.

The best part of being in the MakerSpace is watching students become empowered by exploration. It’s so rewarding to see students of different ages problem-solve and find creative solutions!

The best part of my job is interacting with and being there for students during their educational journey. As a CGPS alumna, it is exciting to work in the place where I grew up. Being a part of this community is amazing.

Biology is one of the most interesting and fun sciences. Because biology is the study of life, everything around us has some biological component, and it is rewarding when students start to make those connections in their own lives.

As a classroom assistant, I get to make amazing connections with students that not only help them grow but me as well!

I love teaching kindergarten because we are able to foster a safe, welcoming space for students to take risks and try new things. We create a learning environment that instills intrinsic motivation in them that lasts a lifetime.

Daniela Camilleri, Grammar School STEAM associate teacher

Sandra Barahona, Grammar School classroom assistant

Emma Ghalili ’18, Grammar School classroom assistant

Nora Yawitz, kindergarten associate teacher

Josh Yun, Prep School science teacher

George Sarpola, kindergarten associate teacher

Chloe Silance, Prep School science teacher

Guadalupe Muñiz, kindergarten associate teacher

As early childhood educators, we play an important role in setting up a foundation for our young learners, and I love knowing I can be part of that. I love encouraging children to develop their confidence as learners and individuals. It inspires me every day in the classroom.

Sydney Bibicoff, Learning Resource Center specialist

I am a lifelong learner passionate about helping students reach their full potential in and out of the classroom. Together we plan and take actionable steps and practice a variety of skills to ensure students’ success academically and beyond.

Amy DiBiase, Grammar School reading specialist

As a reading specialist, I have a unique opportunity to support young learners to be confident, capable and lifelong readers. I love helping students develop a reading foundation and then watching them soar as they find books they are excited about.

Madie Matias, fourth grade classroom teacher

It’s incredibly powerful and validating to see the growth that takes place when you value and celebrate the interests, experiences and personality of each student. I love seeing the effect it has on the community as a whole!

Céline Beloeil, fourth grade classroom teacher

I believe that children learn by experimenting, taking risks and cooperating with one another. I love to assist them in this process and watch the magic happen when they realize how successful they are!

Victoria Pucci, fourth grade classroom teacher

As a fourth grade teacher, developing meaningful connections with my students and learning about their unique interests contribute to the excitement around the learning process. It is incredibly fulfilling to support them as they grow personally, academically and into leaders of the Grammar School.

My educational background explores the interdisciplinary connections between psychology, education and neuroscience. I enjoy looking at how the developmental progressions in children impact learning and what we can do to support them.

I enjoy getting to know the whole Grammar School community. There are a lot of names to remember, but I am up for the challenge, especially when I see everyone throughout the day in recess, lunch and the After 3 Social Club.

I find joy in knowing that I am able to instill confidence and a growth mindset in my students, and I enjoy teaching them about curriculum topics in a differentiated, hands-on way.

Libraries make a difference in so many ways — they can provide information, inspiration or even refuge. It’s endlessly interesting to me to find new ways to serve my community as a librarian!

I love language — how it is poetic, complex and alive. Our conversations about language in English class teach us to be open-minded, empathetic and attentive to our world.

My favorite part of teaching is watching students have those “aha” moments after trying something new for the first time. Guiding students as they take on new and challenging tasks and then watching them succeed is truly special.

Seeing both children and adults engage in math always brings me joy. I love the curiosity and passion that emerges from individuals solving problems in different ways. Math encourages people to come together and collaborate, which is such a wonderful experience.

PJ Neubauer, Grammar School classroom assistant

Samantha Hageman, Learning Resource Center specialist

Laura Morris, fourth grade classroom teacher

Danielle Bernstein, Grammar School math coach

Sky Friedlander, Prep School library and media specialist

Nicole Foresta, kindergarten associate teacher

Emily Caris, Prep School English teacher

& Community

Lending a Helping Hand

CGPS’s Helping Hands program strengthens cross-divisional community by connecting Grammar School students with Prep School mentors

By Marquis Austin

Helping Hands, founded by Grammar School social worker Doretha Levine, bridges the Grammar School and Prep School by fostering meaningful student connections across the two divisions. The program is an actualization of our “One School” philosophy. Inspiration first struck Ms. Levine five years ago when she realized just how many Prep Schoolers were eager to reconnect with the Grammar School. “We had so many students who went from Pre-K to high school and wanted to come back,” she says. Ms. Levine, recognizing an opportunity for more cross-divisional interaction, spoke with

Prep School counselor and community service advisor James O’Tool about bringing a few high school students into the Grammar School to assist teachers. The first volunteers worked with children in the kindergarten and art classrooms. “The teachers and parents loved them, and the kids were raving about them,” says Ms. Levine. With such glowing reception, she immediately set out to expand the program.

“The whole program is about us building relationships with students in the Grammar School.”

DAISY D. ’26, PREP SCHOOL HELPING HANDS VOLUNTEER

Senior Mariela Ginzburg and kindergartner Sophia L. are all smiles as they get to know each other.

Today, once or twice per eight-day cycle, 25 ninth through twelfth graders venture across campus to 5 West 93rd Street to mentor the School’s youngest students. They chat with them at lunch about how their day is going, share stories about life in the Middle School and Prep School, play catch and jump rope during recess, stop by their classes to host read-alongs of their favorite books and much more. “The whole program is about us building relationships with students in the Grammar School,” says Prep School volunteer Daisy D. ’26. “We can relate to them because we’ve been through the exact same process. It’s great to help out and share our experiences with the kids.”

Daisy and many of the other Helping Hands mentors have been at CGPS since they were in the Grammar School themselves and bring a unique set of expertise and knowledge to the table. The curious Grammar Schoolers, recognizing the similarities between them, ask their older buddies all sorts of questions about their time at CGPS and are always eager to hear whatever advice they have to share. “The Prep School students are like kings and queens to the Grammar School kids,” says Ms. Levine. “When they come, they’re shouting, ‘Can you sit with me? Can you talk to me?’ They really want them around.”

This spirited enthusiasm is a two-way street, as the Prep Schoolers are equally excited to be there. Ninth graders Payten K. and Alex U., who have been at CGPS since Pre-K, understand the significance of a program like Helping Hands and the value it brings to the community. “When we were younger, we always wanted an older student to look up to,” they say, noting that high schoolers are far enough in age to impart wisdom to elementary school children but still close enough to relate to them. For Payten, Alex, Daisy and the rest of the Helping Hands volunteers, being able to serve as role models to students navigating the same experiences they did not too long ago is a full-circle moment and a responsibility they hold dear to their hearts.

INTERESTED IN JOINING Helping Hands?

If you are a ninth through twelfth grader who would like to mentor Grammar School students during the 2023-24 school year, please contact Ms. Levine at dlevine@cgps.org.

Ninth grader Ethan L. goes over a play with first grader Jesse G. before throwing him the ball during a friendly game of catch.

“The Prep School students are like kings and queens to the Grammar School kids. When they come, they’re shouting, ‘Can you sit with me? Can you talk to me?’ They really want them around.”

DORETHA LEVINE, GRAMMAR SCHOOL SOCIAL WORKER

Community

Good Morning Sunshine

In the Grammar School, Sunrise Programs encourage learning and community spirit

By Jessie Saunders

Every morning, Teresa Scheve and Smita Sehgal ’99 have one goal: “We want to be here to wake up the Grammar School.”

Jointly, they run the Grammar School’s Sunrise Program, a comprehensive early-morning program that runs on a trimester schedule, offering diverse and age-appropriate half-hour classes in math, literacy, STEAM, music, chess and more to interested Grammar Schoolers. These classes are taught by CGPS faculty and so relate to the curriculum, but with a decidedly fun, early-morning angle.

For instance, Sunrise Math strives “to inspire an ongoing love of problem-solving as students collaborate with their peers to persist through tasks that require them to think beyond just ‘getting the answer.’” In Sunrise Music, students get the opportunity to try out

new instruments or work on their violin or cello technique. The pre-kindergarten and kindergarten students can take Fine Motor Fun to develop their motor skills, or “Ready, Set, GO!”, a program that offers playful activities, exercises and games “to work muscles and focus minds.” CGPS’s Grammar School is known for its signature chess program; it is no surprise that one of the most popular courses is Sunrise Chess, which provides more game play for students who are already studying the board during the school day.

Though parents need to register for classes at the beginning of each trimester, the Sunrise Program also offers drop-in options for spur of the moment changes in a family’s schedule. Sunrise Play provides age-appropriate play spaces for children who have energy to burn early in the morning; third and fourth grade students can take advantage of Sunrise Library, a quieter drop-in option for reading, checking out books and “semi-chill” socializing. The best part for parents? This incredible program, which starts at 7:30 every school day, is included in CGPS’s tuition.

The Grammar School has always been known for its welcoming atmosphere, one where parents can join their children for an early breakfast and walk the youngest of them to their classrooms. Coming out of the restrictions of the pandemic, Grammar School Director

Sunrise Math encourages students at all math levels to incorporate problem-solving into their everyday life beyond math class.

Sarah McLean saw an opportunity to deepen families’ connection to the School community and expand early morning offerings in ways that make a difference. “These programs allow families to connect with each other and get to know other families who have chosen a school with similar values. We hope that our programs allow families to build relationships that are going to ultimately support their kids,” she says.

Ms. Scheve, who works as a physical education teacher, and Ms. Sehgal, an alumna who has taught at CGPS for 20 years and is the third grade coordinator, bring their respective experience to the table. “Our different perspectives really enrich the program,” Ms. Sehgal says. And, as students make their way to their classrooms at 8:00, they are proud to have overseen “a school bubbling and bursting with action!”

Top: A first grader begins her morning with a game of chess. The sharpened concentration students experience during Sunrise Chess impacts them throughout the school day.

Middle: Grammar School parents join their child in the cafeteria for Family Breakfast.

Bottom: In Move It and Groove It, students rev up their heart rates through fun agility and plyometric exercises while also finding their calm by completing various types of stretches, yoga poses and mindfulness activities.

“These programs allow families to connect with each other and get to know other families who have chosen a school with similar values.”

SARAH MCLEAN, GRAMMAR SCHOOL DIRECTOR

& Innovation

A Chat With Dr. Scott Wilson

In his second year as Prep School Director, Dr. Scott Wilson shares his vision for academic achievement and community cohesion

1764: This is your second year as Prep School Director. Can you share a little about yourself?

SCOTT WILSON: This is my 18th year at CGPS. I taught Latin, English and history for 13 years before becoming a grade-level Dean, then I became interim Director for a year. I’ve really enjoyed working more directly with parents and other administrators, though I still have the opportunity to be in the classroom with students. In all my interactions, my guiding principle is always what is best for the students.

1764: Why did you launch the House System?

WILSON: We’re really proud of the launch of our House System, the brainchild of Dean Andy Chappell. There are eight houses in the Prep School; each house has 75 students,

grades eight through twelve. The intention is to have a non-academic, community-building program that gives students across grade levels meaningful ways to interact, and provides students in upper grades with pathways to leadership and students in lower grades with opportunities to be acclimated to school culture in a more organic, student-driven manner. The House System supports a lot of existing community programming, like our community assemblies and student government.

1764: You’ve enhanced the structure around community building in the Prep School.

WILSON: Coming through the pandemic, we recognized that not having conventional “school spirit” moments like supporting athletic teams or attending theater performances for two to three years meant that we seemed to have gotten away from understanding the importance of showing up to support others. This was a good time to reinvent our approach to community programming overall and make it even more robust.

1764: Can you talk about some ongoing academic programs at CGPS?

WILSON: In Advanced Science Research (ASR), students begin with an exploration of topics in science, technology, engineering and math. They find a mentor who is a professional in that field, and they work with that mentor to devise a research project, culminating in a scientific contribution their senior year, including writing or co-authoring a paper and presentations at symposia,

including our own. Students have been nationally recognized through the Regeneron Science Talent Search and have competed at the New York Junior Science and Humanities Research Symposium, where several qualified to compete nationally. One ASR student who attended the National Junior Science and Humanities Symposium this year in Virginia Beach received an honorable mention. Graduates have returned to tell us that the independent research they did in the ASR program provided them with the skills they needed to succeed in college-level laboratory settings. They emerge from this program with experiences that will remain on their resume beyond college.

1764: What about in the humanities?

WILSON: The amazing elective courses we offer in English and history are every bit as in-depth and focused in scope as 300- or 400level college courses. Last year, we

launched our Alex Bhak Experiential Learning Symposium, where students consider learning experiences in their humanities classrooms that have inspired them and then design an independent study inspired by that classroom experience that places them outside of the School. They go out into the world, execute that project and then bring it back to the community at a symposium. Students represent a range of disciplines, from world languages to history to social sciences. For instance, last year, senior Lara Berliner was inspired by classroom learning in history and art. She produced a powerful short documentary film about medical injustices that have been carried out against women on the Blackfeet Indian Reservation in Montana. The program was inspired by Alex Bhak ’15, who passed away in 2016. Alex was fiercely passionate about different disciplines and was the kind of student who brought something he learned in one classroom to another class and enriched that class all the more for it.

1764: What about the arts at CGPS?

WILSON: While every subject was affected by the pandemic, our arts faculty had to be especially creative to make sure that they continued to thrive in a remote learning environment. They’ve emerged from the pandemic with a greater sense than ever of how to reach more of the community in new and fun ways. For example, we’re planning to showcase student art projects in visual and studio arts during our Prep School Spring Concert. Academically, the students are thriving. CGPS had greater success than we’ve ever had before in the Scholastic Art Awards program. We have two seniors this year who have won national gold medals, Chloe Luterman and Devyn Irgang. I also think it’s fun to note that our spring theater production, Puffs, which is a farcical take on Harry Potter, was chosen deliberately because it aligns with the launch of our new House System.

“I’ve really enjoyed working more directly with parents and other administrators, though I still have the opportunity to be in the classroom with students. In all my interactions, my guiding principle is always what is best for the students.”

& Innovation

A Chat With Wendy Smith

1764 speaks with Director of Curriculum and Instruction Wendy Smith to learn more about her new role at CGPS and the importance of meaningful teacher collaboration and professional learning

1764: Where were you prior to CGPS?

WENDY SMITH: For the past ten years, I’ve been working in Hong Kong at Hong Kong International School as an Innovation & STEM Instructional Coach. While overseas, I also provided consulting services to numerous top international schools in Asia. The work involved facilitating teacher workshops on inquiry-based approaches, differentiation, project-based learning, developing assessment design and curriculum development. Before living overseas, I taught for many years in public schools in Webster, NY; Brunswick, ME; and Norfolk, VA. I also taught graduate-level education courses in Rochester, NY.

1764: What does your role as Director of Curriculum and Instruction entail?

SMITH: The role is multifaceted and includes working with teachers, coordinators and department heads on developing and refining the curriculum, facilitating the new teacher mentor program, conducting

teacher observations and creating a comprehensive professional learning system to provide ongoing professional development.

1764: What have you learned about the CGPS community since you arrived?

SMITH: I genuinely love my job, which directly results from the people I am fortunate to work with daily. I’ve found the CGPS community to be friendly, caring and welcoming. In my work with teachers, I immediately observed collaborative skills and a desire and excitement to engage in ongoing curriculum work to enhance student learning. I was impressed to find open, reflective teaching practices where teachers welcome colleagues and administrators to drop into their classrooms anytime to observe student learning in action. In my meetings and informal conversations with colleagues, the focus always directs toward questions of practice on how we can continuously improve the learning experience for students.

1764: Collaboration is a key part of CGPS’s pedagogical approach. Why is partnership among teachers important, and how do you foster this culture of collaboration?

SMITH: Teachers at CGPS collaborate daily by sharing instructional strategies, planning upcoming units and lessons, discussing student learning needs and managing the logistics of teaching. While this level of collaboration is important, the greatest impact on student learning occurs when teachers collaboratively

examine the effect of teaching on student learning. This is difficult work that requires relational trust and vulnerability, dedicated time to engage in the process and skills of active listening, providing and receiving feedback, open-mindedness, constructive dialogue, decision-making and reflection.

School leadership must work to continuously build relational trust, provide the time and support for meaningful collaboration and set the narrative for using data to inform instructional decisions. Improving student learning is the heart of our work, and through a culture of true collaboration, we can work interdependently to achieve our common goal.

1764: CGPS has demonstrated a strong commitment to professional development. What role does PD play in the curricular initiatives you have planned?

“While disciplinary knowledge and skills are essential, we also want our students to be innovative thinkers with transferable skills to be successful in the innovation era.”

SMITH: A robust professional learning system is essential to support data-driven school initiatives, department goals and individual teacher goals. I want to ensure that we offer ongoing professional learning that is active and collaborative, models effective practice and provides feedback, support and reflection.

Since professional learning is not a “one-size-fits-all model,” teachers should have the agency to determine which learning designs are the best pathways to achieve their desired outcomes and goals. For instance, if a team is interested in building knowledge together, they may engage in a book study. Suppose the team is ready to implement a new instructional framework or strategy. In that case, they may

participate in a workshop series, incorporating multiple opportunities to engage in active learning, collaborative planning, time to try out new approaches in the classroom and reflect on learning together.

I’m currently developing the infrastructure to connect all components of an effective professional learning system to promote positive changes in educator knowledge, skills and dispositions to improve student learning.

1764: How do you see education evolving over the next few years?

SMITH: Given the accelerated rate of technological innovation and global problems, we need to reexamine curricular priorities. Google’s Future of

Education Report notes the rising demand for global problem-solvers with multidisciplinary skill sets. I’m personally interested in learning more about schools taking an entrepreneurship approach to education. With an entrepreneurial mindset, one exhibits curiosity, embraces change and complexity, thinks creatively, works with data and analytics and productively collaborates and communicates with others. While disciplinary knowledge and skills are essential, we also want our students to be innovative thinkers with transferable skills to be successful in the innovation era.

& Culture

Lessons in the Arts

From painting to stop-motion animation, the Prep School Art Department offers a variety of courses across disciplines, fostering a passion for the arts among students

“We want students to find their voice and the medium or media in which they can express their voice,” says Prep School Art Department Head Lynn Schulte. Students of all skill levels have the opportunity to gain hands-on experience in digital and analog photography, painting and drawing, filmmaking, stop-motion animation, ceramics and sculpture, and metalsmithing. “There’s something for everybody,” says Ms. Schulte. “We encourage students to try different things and see what they like.”

An Extensive Education

Ever since she was a child, senior Sasha Estime has been interested in art. “I would always be coloring and doodling,” says the award-winning artist, whose passions lie in black and white photography, painting and drawing. “In the Prep School, I’ve been able to take all these different electives, which really got the spark going even more.” One of these electives is Digital to Darkroom, where students take photos with iPhones and digital cameras and turn them into digital negatives, later developing them into black and white prints in the School’s darkroom. Another is Advanced Projects in Painting and Drawing, which allows student artists to explore their interests through independent projects. In this elective, Sasha worked on a self-portrait oil painting. “They’ve both been really interesting and feel like college-level courses,” she says. Sasha also brings her fine art expertise to the theater. She has done projection design, set design, video editing and more for Prep School productions. “We’re constantly doing creative things, and there’s a lot of overlap with my fine art classes,” she says. “It’s the same as the art department — there’s so much creativity and opportunity to learn.” As Sasha departs CGPS and heads to Wesleyan, she is grateful for her time with the art department: “I’ve gotten an extensive education in the arts.”

Alternative Processes

Prep School junior Maya K. discovered her passion for photography in ninth grade when she took Black & White Photography I. Today, she is a Scholastic Art Award Gold Key winner whose work has been exhibited at the Metropolitan Museum of Art. Inspired by street photographer Vivian Maier and photographic printmaker Brenton Hamilton, Maya enjoys documenting life around her and experimenting with alternative processes such as cyanotypes, which produce prints in beautiful shades of cyan blue. Maya learned how to develop cyanotypes in Experimental Photography: The Cyanotype Print with teacher Andrew Stole. “It’s cool to manipulate images after you’ve taken them,” she says. Maya, also a competitive rock climber, often employs alternative techniques when capturing photos of her climbing teammates and coaches. “I’m developing those in black and white and with cyanotype,” she says. The student photographer also incorporates other mediums, like painting and drawing, into her work and creates mixed media collages, the perfect example being her award-winning piece Emptiness. “A lot of my favorite prints have just been me trying different things,” she says.

Sphere of Imagination

Ninth grader Sophia N. is no stranger to stop-motion — when she was younger, she downloaded a mobile app to make animations in her bedroom — but discovering the Prep School had a course on the subject was a game changer. “I was ecstatic,” she says. “Getting introduced to the cameras and the equipment was so cool because all I had before was a little phone.” Inspired by legendary filmmakers like Tim Burton and Wes Anderson, Sophia and other students in Stop-Motion Animation use materials like clay, sand, wire, rice and paper to produce short films using Digital SLR cameras and Dragonframe, the industry-leading stop-motion software that brought Guillmero Del Toro’s Oscar-winning Pinocchio to life. In addition to honing her stop-motion skills, Sophia has brought her talents to the metalsmithing studio this year. “The art department provides so many opportunities to discover what you like,” she shares. “Being exposed to all these programs has opened up my sphere of imagination.”

Quiet on Set!

The Maltese Falcon. The Third Man. Man Hunt. These are just a few of the films that inspired Art of Film and Video II students Rex C. ’25, Dmitry G. ’24 and Jackson Winthrop ’23 as they made a short film inspired by classic noir. In their thriller, a young man, played by Rex, falls asleep in school and wakes up to find that everyone around him has mysteriously disappeared. The three student filmmakers, touching on their study of film theory and the noir genre, constructed a detailed shot list and lensed the film in black and white, manipulating the shadows and light to create a sense of anxiety, dread and isolation — common elements of noir. During post-production, they edited the film in iMovie, using royalty-free websites to add music and sound effects. As students progress through the Prep School film program, they gain confidence in their filmmaking abilities and realize their potential as visual storytellers. “I’ve always wanted to shoot,” says Dmitry. “This gave me a feel for directing and let me know I could do it.”

A Calming Experience

Students Lucien Jolivet ’23 and Grey L. ’24 joined Susan Cohen’s Mosaic Workshop together, looking to try something new. They have taken a couple of courses in the art department over the years and were eager to broaden their horizons. Inspired by the ancient art form of mosaics and its resurgence in New York City’s subway system, Mosaic Workshop invites students to recreate famous works of art out of glass tiles, with a focus on composition and color. “It’s been nice to work in a medium that I’m unfamiliar with,” says Grey, who reimagined Georgia O’Keeffe’s Ram’s Head, White Hollyhock-Hills. Lucien made his own version of The Great Wave off Kanagawa by Hokusai. Within their busy schedules, both appreciate the chance to take a beat and create art. “Art calms you and takes your mind off of all the stresses of life,” Lucien says.

Above right: Ashokan by Sasha Estime ’23.

Middle right: Emptiness by Maya K. ’24.

Bottom right: Using glass mosaic tiles, Grey L. ’24 and Lucien Jolivet ’23 recreate famous works of art in Mosaic Workshop.

& Sports

2022–2023 SPORTS Highlights

Our exceptional student-athletes made the School proud during the 2022-2023 sports season as they embodied the sportsmanlike spirit of excellence CGPS Lions have become known for. Their hard work and dedication paved the way for a remarkable year of triumph, with our interscholastic Prep School teams clinching multiple championship titles. Congratulations to our 2022-2023 champions:

• Girls Varsity Tennis, NYCAL Regular & Postseason Champions

• Girls Varsity Soccer, NYCAL Regular & Postseason Champions

• Girls JV Volleyball, NYCAL Regular & Postseason Champions

• Boys JV West Basketball, NYCAL Regular Season Champions

• Boys Varsity Indoor Track, NYCAL Champions

• Girls Varsity Indoor Track, NYCAL Champions

• Girls Varsity Softball, Regular & Postseason Champions

• Boys Varsity Baseball, Regular & Postseason Champions

• Boys Varsity Tennis, Regular & Postseason Champions

• Boys Varsity Golf, Regular Season Champions & NYSAIS Championship Runners-Up

SPORTS SPOTLIGHT: Ryan Pettit

There are a few ways Boys Varsity Basketball Head Coach Ryan Pettit proactively fosters tightknit bonds. He organizes a famed alumni game, which draws recent graduates hungry to stay connected to CGPS. There are the personal relationships he maintains with former players, like his first co-captains from 2005, who now have children of their own. Finally, there’s the connective tissue of a shared ethos — intertwining commitment, focus and ambition — that he’s fostered in all his teams over the years.

And he doesn’t just coach basketball: he is the assistant coach of the Girls Varsity Soccer team and leads Varsity Strength & Conditioning and Powerlifting. He’s also known for his Coaches vs. Cancer fundraiser, in which students seek donation pledges based on meeting fitness goals.

Coach Pettit’s legacy is not the wins (though there have been numerous: 14 regular and postseason championships and the 2011 NYSAISAA State Championship), but the work ethic instilled in his athletes. When they’re done, students know they’ve excelled at an arduous balancing act, he says, adding, “When they can handle the commitment — the late practices, the games — and keep on top of their academics, the student-athlete is so well-equipped for college.”

Mr. Terban poses for a photo on his 83rd birthday. He started teaching at CGPS when he was 23.

ATeacher’s Journey

Latin teacher Marvin Terban celebrates 60 years at CGPS, making him the longest-serving teacher in the School’s 259-year history

BY RUTH SAMUELSON

Columbia Grammar & Preparatory School was founded in 1764, and Marvin Terban often jokes that he remembers those days well.

Actually, he arrived at CGPS in 1963, a 23-year-old in a suit. Now, with 60 years of service to the School, Mr. Terban is the longest-serving teacher in the history of CGPS and may be one of the longest-serving teachers at any school in America. Still teaching at 83, he doesn’t wear the suit to work anymore, but in recognition of a faculty dress code from long ago, he usually still sports a necktie. He has taught many subjects, but generations of students know him best for teaching Latin, an assignment he got by happenstance. In the early 1970s, when the School was much smaller, the Latin teacher abruptly left, and the headmaster needed an immediate replacement. With the staff assembled, he asked, “Who knows Latin?” Mr. Terban said, “I had it in high school,” and that’s how he got the job.

By Mr. Terban’s telling, his relationship with CGPS has been astonishingly reciprocal. He has given a lot, but he has gotten a lot too. A colleague set him up on a

blind date in 1965. He and his future wife, Karen, met in April, were engaged in May and married in June. Their union of 58 years is only slightly shorter than his union with CGPS. Both their children, David ’90 and Jennifer ’94, graduated from the School. Oh, and Mr. Terban has received at least one body part from CGPS. About 12 years ago, he bid on dental work at the School Benefit. He won and got the gap between his upper front teeth fixed. To his relief, he could still whistle his favorite songs.

Mr. Terban is also a successful children’s book author. He has published 40 books since 1984. His writing career was launched thanks to a School parent, Helen Lester. A published author, she introduced him to her editor. His books, which focus on grammar, vocabulary, spelling, punctuation, idioms and other language arts skills, were inspired by the lessons he created for his students. When a parent reported that Mr. Terban’s homonym riddle homework assignments had become a game at the family dinner table, he knew he was onto something. His first published book was filled with homonym

riddles. Today, many schools use Mr. Terban’s books. School Library Journal called him a “master of children’s wordplay.” The Children’s Book of the Month Club dubbed him “Mr. English for Kids,” and he is Scholastic’s “Professor Grammar.” He has made “Meet the Author” visits and given keynote addresses at schools and educational conferences all over America and the world. In 2005, the Society of Children’s Book Writers and Illustrators, an international organization of over 25,000 creators of children’s books, voted Mr. Terban their Member of the Year for his contributions to the Society

and children’s literacy. There are several stories Mr. Terban likes to recount, punchlines at the ready. One of them is his CGPS origin story. In the spring of 1963, he was about to graduate from a master’s program at Columbia University. He had no job and no idea how to get one when someone suggested he become a teacher. He lacked a teaching license but heard a private school might still hire him, so he applied to several and landed two interviews. The first was at The Dalton School. At the end, with an air of promise, the director shook his hand and said he’d be in touch soon.

“Well, it’s been 60 years,” says Mr. Terban, “and I still haven’t heard from him.” The rest, of course, is CGPS history. He went from Columbia University to Columbia Grammar School (there was no “preparatory” in the School’s name then) without missing a step. Years after being hired, Mr. Terban asked James Stern, the Head of School at CGS, why he had given him the job. Mr. Stern replied that he was the only candidate willing to accept the salary the School was offering:

$4,400 per year! As soon as he was hired, Mr. Terban began looking for an affordable apartment in the neighborhood to save the 30-cent bus fare.

Mr. Terban began as a fifth and sixth grade teacher, and his first students are now 72. He has taught the children of many of his former students but not any grandchildren — yet. Over the years, he has lived many lives at CGPS, teaching in all three divisions. If you were a student in the 1960s, you might remember him as a fifth and sixth grade “core teacher,” conducting lessons on English, history and geography. In the 1970s and 80s, he added filmmaking, and when the first computers arrived in 1984, he became the computer teacher because he was the only one with an Apple IIe at home and knew where the power switch was. Later in the 1990s, he taught SAT prep and public speaking. He also directed all the Middle School’s theatrical productions in the only theater the School had then, the gym in the basement of 5 W. 93rd Street. During that era, he was also a parent at the School. “It was tricky having my father as my teacher,” jokes his daughter Jennifer. “I didn’t know what to call him: ‘Dad’ or ‘Mr. Terban?’” They came up with the perfect compromise: “Mr. Dad.” They got a kick out of it, and “I think my classmates did too,” she says.

Latin eventually became the bulk of his teaching schedule, and last year CGPS created the Marvin

Terban Latin Award for the top senior Latin scholar. According to Harris Lencz ’22 — the inaugural recipient and now a University of Chicago student — Mr. Terban’s key ingredient is humor. Whether talking about verb conjugations or the hero’s journey in Latin literature, his lessons are so engaging because they are lighthearted and funny. When a student was caught texting during class, Mr. Terban used the opportunity to discuss how new language — text jargon like LOL (“laugh out loud”) — developed.

Perhaps Mr. Terban’s vivacity comes from a confidence in his chosen path — a sense of the impact a teacher can have on a student’s life and self-worth. He grew up in Chelsea, Massachusetts, just north of Boston, a poor city (60 Minutes called it “the most destitute city in America”) known for its large immigrant population. His family had roots in Ukraine, and while his father couldn’t read or write English or Russian when he came to this country in 1921, “in one generation, his son became an English teacher at one of the finest schools in America,” Mr. Terban says. He credits his success to the educators in his hometown, particularly his first grade teacher Ms. Holgate, who displayed the book he wrote in her class in the local public library. When Mr. Terban’s parents wanted to read it, they had to check it out of the library. Because of his first grade teacher, he saw himself as a published author someday.

Why did Mr. Terban never leave CGPS? Or become an administrator? He had other job offers; he was once offered the position of Dean of Boys in the Prep School. He was told this job might lead to being the Division Director and maybe even Head of School someday. But he preferred staying a teacher, believing “if you have a really good job that you love doing, it would be a mistake to look for something else.” And he wanted to make sure he had time for

his writing. Three of his books for Scholastic went on to sell more than one million copies each.

And “right where you are” sounds extraordinarily gratifying. Here’s Mr. Terban’s take on an average morning: “When I open my eyes and realize I’ve lived through another night, that sets my day off on a happy note.” He arrives at school early in case students want extra help. Then, he goes to the cafeteria, where he gets to “enjoy a sumptuous breakfast” and gather with his fellow teachers, which he loves: “I thrive on that

Opposite: Mr. Terban and his wife, Karen, on their wedding day in June 1965. He met her through a CGPS colleague two months earlier.

Top: Mr. Terban in 1963 with the first group of students he taught at CGPS.

Bottom: Books published by Mr. Terban. His 40th will come out later this year.

camaraderie, that companionship, that connection to so many wonderful people of all ages.” He continues creating new lessons, even though he has a lifetime’s worth by now. “There have often been times when we’ve gathered together as a family for a birthday or a holiday,” says his son David, “and when we’re done with dinner and family time, he starts working on a lesson for the next day.”

Frequently, Mr. Terban will get stopped on the street (or once at an airport in India) by a former student (there are thousands of them by now). “Oh, Mr. Terban,” they’ll say, “Do you remember me?” And he usually does, even though they’re not kids anymore. “They might have children of their own,” says Mrs. Terban, who has witnessed many of these encounters. “They always say that he was their favorite teacher.”

When not teaching, writing or running into alumni on the street, Mr. Terban loves spending time with his family, especially his grandchildren, Summer and Wolfy. They have two rescue dogs, two rescue cats and two rescue pigs in their backyard!

As for retirement plans, his answer is an unequivocal no: “You have to be careful about retirement — you could retire and be so sorry.” Alongside his teaching and

publishing careers, he’s already had a delightful plethora of part-time gigs. For decades, he was the drama counselor at a summer camp. For a few Christmas seasons, he was the youngest Santa Claus ever at Macy’s in Herald Square and almost stumped the panelists on the famous television quiz show What’s My Line? because he was only 25 years old at the time and definitely did not look like a Santa. He answered the double-or-nothing final question on another TV quiz show, Cash Cab, because it related to a Latin lesson he teaches about Roman aqueducts. He also acted in seven Woody Allen movies, and though cut from three, can be seen in Radio Days, Crimes and Misdemeanors, Don’t Drink the Water and Alice. Moreover, he’s acted in local community theater for charity and even danced in a hula skirt in a production of South Pacific once.

But CGPS has remained his home base for six decades. He doesn’t care much for summer vacations. “My job is my vacation,” says Mr. Terban, who’s already signed his contract for his 61st year. His secret sauce is not only his knowledge and enthusiasm but also the well-earned wisdom of years working with his students:

“Some kids are fragile, and they need a lot of love. And attention. And support. You can get more out of kids with humor and kindness than with any other emotion. They don’t always learn the lessons the first time. Sometimes you’ve got to repeat and repeat.” And that’s what Mr. Terban plans to keep doing.

Opposite: Mr. and Mrs. Terban today. Above left: Mr. Terban, at age 83, dancing at the Prep School Field Day in May.

Above right: Mr. Terban and students during the 1976-77 school year.

A Place to Grow

Professional learning — sometimes called professional development — is an essential tool for all CGPS faculty, and it comes in all sorts of shapes and sizes

BY JESSIE SAUNDERS

One morning this school year, Grammar School Social Studies Coordinator Brooke Waldman, Grammar School teachers Celine Beloeil and Cindy Baffa and Director of Curriculum and Instruction Wendy Smith stood unobtrusively in the corner of a third grade classroom at the independent Kew-Forest School in Queens. They were participating in on-site professional learning, watching a social studies class in action. Ms. Waldman had been researching an inquiry-based curriculum she thought could be a fit for CGPS’s Grammar School but felt reading about it could not compare to seeing it in person. So this pod of teachers from CGPS watched the teacher from Kew-Forest and, just like the students, learned. “Our takeaway from

our visit was that this was an exciting curriculum we could adapt for the Grammar School, taking into account the resources of our School, the needs and interests of our students, and the way our faculty co-teach,” Ms. Waldman shares. Being there, she says, “made all the difference.”

Parents sometimes only think about professional learning when it involves an unexpected day off from school for their student, but at CGPS, professional learning happens every day, in ways large and small. It’s instructive, however, to have Ms. Smith define just what professional learning means at CGPS: “It is designed to promote a culture of ongoing learning through opportunities to inquire into our practice and seek ways to improve, share and

collaborate with colleagues. All educators, including administration, share a collective responsibility to engage in relevant professional learning to create the best possible learning experiences for our students.” Head of School Dr. William M. Donohue adds: “Teachers are quintessential lifelong learners and role models for their students. We make it a priority to support our faculty and staff in their pursuit of professional development so that they may follow their passions which will inspire our students, provide the latest pedagogy in our classrooms and ensure that we are maintaining best practices in every area of CGPS.”

This doesn’t just mean day-long seminars or off-site trips like Ms. Waldman’s to Kew-Forest or a visit

faculty and staff made recently to California independent schools to learn about new ways to implement technology and innovation. At CGPS, it means participating in one of the two book clubs Ms. Smith started, including the STEAMinspired Invent to Learn book club and the pedagogy-focused Inquiry Design Model book club. These book clubs are open to faculty and staff in all divisions, allowing the teachers to share insights and strategies with colleagues they might not otherwise encounter on a day-to-day basis. Professional learning can happen during department or faculty meetings, like the Teachers Teaching Teachers initiative in the Middle School, or before or after school, and, since the pandemic, increasingly online. There are micro-PD sessions lasting less than an hour, mentorship opportunities, lesson studies and learning walks. Each day of the school year provides opportunity for professional growth, directly affecting the students’ education.

Though professional learning is a year-round effort by CGPS’s faculty, the summer provides a perfect opportunity for more wide-ranging travel for teachers. Each division offers two summer travel grants that faculty apply for with a proposed program in mind. Last year, Prep School English teacher Eli Shoshani participated in a three-week National Endowment for Humanities Summer Institute called “John Steinbeck, Social Critic and Ecologist.” Mr. Shoshani teaches a California Literature English elective at CGPS and has used his experience in Monterey, CA, to create an even more enriching curriculum for his students. This year, Prep School science teacher Cary Glaser is headed to the Galapagos to do a 10-day research trip with Ecology Project International. She will be working in a living laboratory, collaborating with Ecuadorian scientists to develop biology and earth science programs. “Going to the Galapagos is a

lifelong dream, and I am so grateful to CGPS and the travel grant program,” Ms. Glaser says. This trip will not just inspire her curriculum but help her continue developing a field study trip for Prep School students so they, too, can have hands-on experience. “A trip could support so many different courses at CGPS, including everything from earth science and water chemistry to volcanic activity,

as well as world languages.”

After all, it comes down to the students. Ms. Smith says, “Teachers should be inquiring into their practice and seeking ways to improve, collaborate and learn from each other, with the focus of student learning.” And, as Ms. Waldman says, “I feel lucky to be part of a profession where growing and learning is the standard.”

“We make it a priority to support our faculty and staff in their pursuit of professional development so that they may follow their passions which will inspire our students, provide the latest pedagogy in our classrooms and ensure that we are maintaining best practices in every area of CGPS.”

DR. WILLIAM M. DONOHUE, HEAD OF SCHOOL

Laugh Out Loud

David Levine ’17 and his business partner, Ethan Mansoor, bring you stand-up comedy like you’ve never seen before with Underground Overground Comedy

BY MARQUIS AUSTIN

David (left) and Ethan put on a show at Daniel’s Leather, a Lower East Side coat shop.

Stand-up comedy in the back of a laundromat? Sure, it’s a crazy idea, but that’s what makes it special. Underground Overground Comedy — the laugh-a-minute brainchild of CGPS alumnus David Levine ’17 and his business partner, Ethan Mansoor — invites audiences to experience comedy in unconventional spaces like art studios, tattoo parlors and barbershops. “You’re going to a place you’ve been to your whole life, and you’re experiencing it in a new way,” says David. “Everyone’s been to a laundromat to do laundry, but no one’s ever gone there after hours for a comedy show.”

The idea for Underground Overground came to David and Ethan during the pandemic. With comedy clubs shutting down in droves, stand-ups were left scrambling. “You had Netflix- and HBO-level comedians performing in Central Park and hotel lobbies because they needed a place to perform,” explains David. Entrepreneurial in their thinking, David and Ethan recognized an opportunity to give comics work and make people laugh when they needed it most, all while helping small businesses.

An early show of theirs was at a gym scheduled to open right before the shutdown hit. The owner was David’s physical therapist, whom he met his junior year

at CGPS after tearing his ACL during a Boys Varsity Basketball state playoff game against Packer: “I said, ‘Before you put equipment in there, how about we do a grand opening for you? A comedy show.’” Business took off from there. With 13,000 people and counting on the waitlist, Underground Overground has taken the comedy scene by storm and has no intention of slowing down anytime soon. David and Ethan have hosted over 100 shows featuring comedians like Sam Morril, Chris Distefano and Roy Woods Jr., a correspondent for The Daily Show and the host of this year’s White House Correspondents Dinner.

And one of those shows was at none other than Katz’s Delicatessen. The world-famous deli, best known for its pastrami on rye sandwich, was a dream venue for David and Ethan, and they made it happen. “Katz’s was a Hail Mary. . . . It took a lot of negotiations,” says David. “The first time I walked in, I went to the cashier, the cashier took me to the cutters, the cutters took me back to the cashier, and finally, I got the name of someone.” Many emails and meetings later, they locked in a date for the first comedy show at Katz’s in its 134-year history. And guess what? The Lower East Side institution has already agreed to do it again.

Underground Overground Comedy Co-Founders David Levine ’17 (right) and Ethan Mansoor.

David’s tenacious and can-do spirit is a byproduct of his time at CGPS. A student at the School from second grade through senior year, he learned the importance of commitment and perseverance, especially while playing varsity basketball for Coach Ryan Pettit. “When I think of one person who had an impact on my life, it’s Coach Pettit,” David says. Coach Pettit taught him to “work hard every day” and “always give 100%.” When David’s not busy organizing comedy events, he instills these same values in the next generation of CGPS students as coach of the 7/8 Boys Basketball team.

As Underground Overground continues to expand, David has his sights set high. Adam Sandler, Trevor Noah and Ray Romano are just a few of the stars the rising entrepreneur is eager to work with. In addition, he hopes to host shows at marquee locations like Intrepid Sea, Air & Space Museum and Franklin Barbecue in Austin, Texas. But whatever the future may hold, David’s simply thrilled to be doing what he loves most — making people laugh.

Top: David and Ethan during a show at Economy Candy, the oldest retail candy store in NYC. Alongside them are Mitch and Skye Cohen, the store’s third-generation owners. Fun fact: David, wearing his CGPS athletics zip-up, just came from coaching the 7/8 Boys Basketball team to a big win against St. Hilda’s.

Middle: Roy Woods Jr., a correspondent for The Daily Show and the host of this year’s White House Correspondents Dinner, performs at Katz’s Delicatessen.

Bottom: NYC standup comedian Gianmarco Soresi does an Underground Overground show at the gallery of contemporary artist Jojo Anavim.

“You’re going to a place you’ve been to your whole life, and you’re experiencing it in a new way. Everyone’s been to a laundromat to do laundry, but no one’s ever gone there after hours for a comedy show.”

DAVID LEVINE ’17 CO-FOUNDER OF UNDERGROUND OVERGROUND COMEDY

CONGRATULATIONS TO THE

Class of 2022!

The Class of 2022’s graduation took place at Alice Tully Hall on June 2, 2022. The commencement activities included remarks from Head of School Dr. William M. Donohue, Prep School Director Dr. Scott Wilson, top-ranking seniors Jordan Braha, Danielle Levine, Raihana Rahman and Sabrina Effron and the keynote speaker, Spotify Chief Content Officer and alumni parent Dawn Ostroff.

Congratulations, graduates! The Class of 2022 matriculated to the following colleges and universities:

American University

Amherst College

Babson College

Bennington College

Boston College

Boston University

Brandeis University

Brown University

Bucknell University

Colby College

Colgate University

Catawba College

Cornell University

Dartmouth College

Duke University

Emory University

Fordham University

George Washington University

Georgetown University

Harvard University

Indiana University

Lehigh University

Loyola Marymount University

McGill University

Middlebury College

New York University

Northwestern University

Princeton University

Rochester Institute of Technology

Sarah Lawrence College

School of Visual Arts

Skidmore College

Southern Methodist University

St. John’s University

SUNY Albany

Syracuse University

Tufts University

Tulane University

University of California, Irvine

University of Chicago

University of Michigan

University of Pennsylvania

University of Richmond

University of Rochester

University of St Andrews

University of Texas at Austin

University of Virginia

University of Wisconsin

Vanderbilt University

Washington University in St. Louis

Wesleyan University

Williams College

CONGRATULATIONS TO THE Class of 2023!

The Class of 2023’s graduation took place at Alice Tully Hall on June 1, 2023. The commencement activities included remarks from Head of School Dr. William M. Donohue, Prep School Director Dr. Scott Wilson, top-ranking seniors Jude Hong, Mariela Ginzburg and Joshua Luo and the keynote speaker, renowned contemporary artist Jeff Koons. Congratulations, graduates! The Class of 2023 will be attending the following colleges and universities:

Babson College

Binghamton University

Brandeis University

Brown University

Bucknell University

Case Western Reserve University

Colgate University

Columbia University

Cornell University

Duke University

Emory University

George Washington University

Georgetown University

Gettysburg College

Harvard University

Howard University

Indiana University Bloomington

Lehigh University

Loyola Marymount University

McGill University

Middlebury College

New York University

Northeastern University

Northwestern University

Syracuse University

Trinity College

Tufts University

Tulane University

United States Naval Academy

University at Buffalo

University of California, Los Angeles

University of California, Santa Cruz

University of Chicago

University of Maryland, College Park

University of Miami

University of Michigan

University of North Carolina at Chapel Hill

University of Pennsylvania

University of Richmond

University of Rochester

University of St Andrews

The University of Texas, Austin

University of Vermont

University of Virginia

University of Wisconsin–Madison

Università di Roma - La Sapienza

Vassar College

Villanova University

Wake Forest University

Washington University in St. Louis

Wesleyan University

Williams College

Alumni Events

Alumni Reunion Weekend

From May 5–7, CGPS hosted a successful and well-attended inaugural Alumni Reunion Weekend. Over 100 graduates, ranging from the Classes of 1953 to 2018, returned to CGPS for the first in-person reunion since 2019. The Advancement Office would

like to thank everyone who made this weekend possible, including the Alumni Advisory Board members and Alumni Class Representatives.

The weekend began Friday night at Agave on Columbus, where alumni caught up with old friends and former teachers over cocktails. The space was buzzing with laughter and joy as many familiar and new faces connected over our wonderful School. On Saturday morning, our Golden Circle Classes celebrating 50+ years as alumni joined Head of

School Dr. William M. Donohue for brunch at Sarabeth’s. Later that evening, the party continued as alumni from every decade gathered in the Prep School North Gym to enjoy a delicious dinner, drinks and a playlist featuring nostalgic throwback hits.

The 2024 CGPS Alumni Reunion Weekend is on Friday, May 3, through Sunday, May 5. While we will have special reunions for classes ending in 4 and 9, all alumni are welcome to attend. We hope to see you there!

Alumni Events

CGPS Hits the Road

In addition to our first-ever Alumni Reunion Weekend, we have been hosting regional alumni events, kicking things off in October with a New York City Alumni Happy Hour at the Campbell Apartment Palm Court at Grand Central Station. Since then, we have visited alumni in California, Florida, Michigan and Illinois. Stay tuned — we may be

Alumni Class Notes

1947

Marvin Moss moved to Sherman Oaks, CA, from Boca Raton, FL, to be near his children.

1956

Michael Tepper is thinking about joining a non-checking senior hockey league. He also plans to study the piano, Latin and Italian. This summer, he hopes to visit his daughter in Switzerland and Italy.

1958

Steven Hoffenberg just celebrated his 83rd birthday. He has five grandchildren — one in college, two in high school and two in lower school. Steven and his wife, Joan, live in Greenwich, CT, and just celebrated their 54th anniversary. He wishes everyone well.

1962

Richard Blomberg and his wife, Susan, greatly enjoyed his 60th reunion. They are looking forward to resuming travel and working less now that he has sold his company and is winding down some projects.

1963

Liz Field Zucker is happily retired after four different careers. She lives with her husband, Andy, in Cambridge, MA.

Although Marc Kantrowitz still maintains an apartment in

Manhattan, his primary residence is in Delaware County, NY. He retired from a companion animal veterinary practice in Manhattan in 2001 and then worked as a science teacher and dean for the NYC Department of Education. He was also a founding member of new high schools in the city until retiring in 2012. His wife, Sandy, is an educator who worked as a NYC teacher and principal before leaving the DOE to become the headmistress of a private school. She later became an instructor for future administrators and assisted NYC public school principals in an effort to improve their schools. If any of Marc’s classmates wish to visit him and Sandy in Delaware Country, they would be happy to see you.

1964

Barbara Ruch moved down to Durham, NC, 12 years ago to become the director of a new art gallery in Chapel Hill. After that, she assumed a management position at an event venue. Now she is involved with senior companion care. When Barbara has the time, she still takes mural and portrait commissions.

Judith Weissman and her partner are living a wonderful life in Sun City Palm Desert, an over-55 community in California. There are over 50 clubs and two golf courses, so they have been playing a lot of golf and joining many groups. They love it and welcome visitors.

1965

Robert Gelman recently moved from Bethesda, MD, to Fairfield, CT, continuing to work for the same

company but now completely remote. He looks forward to visiting family and friends now that he is back in the Northeast but will miss the D.C. area.

1967

After raising their four children in Larchmont, NY, Michael Dick and his wife, Marjatta, are now grandparents. Last year, they purchased a lake home in Finland, where Marjatta is from. They will be spending their summers there. Michael is still running his remodeling construction company, Buildings Work, Inc. They make homes beautiful in Westchester, New York City and Connecticut.

1970

For the past six months, Roxane Olevsky and her husband have been working tirelessly to restore their home on Sanibel Island after Hurricane Ian’s catastrophic

devastation. They hold deep respect for Mother Nature as the island struggles to heal. It has been a difficult time, but they have accomplished a lot and look forward to having fun in Philadelphia with their grandchildren and traveling abroad. They wish everyone a healthy and peaceful summer. Roxane invites her classmates to get in touch.

Believe it or not, Patricia Granat and Ed Will will be celebrating 48 years of marriage this summer. And to think they met at the lockers of CGPS in ’68! Patricia continues to run Belmont Village Senior Living, the senior housing company she founded 26 years ago. Ed is retired (save a few advisory assignments) but has become quite the chef. They live back and forth between their homes in Houston, where they have four generations of family, and Rancho Santa Fe in San Diego.

Ronnie Brown and his wife, Pat, celebrated their 50th anniversary in January. He retired from government employment in 2021 and now lives in Richmond, VA. A year ago, Ronnie was inducted into the Connie Hawkins Basketball League Hall of Fame in Pittsburgh. He spent several years playing basketball after graduating from Penn State.

After 25 years in Scottsdale, AZ, Alan Auerbach moved to West Palm Beach, FL, to be near his son, daughter-in-law and three grandsons following many complications from open-heart surgery in Phoenix. He and his family are doing well in Florida.

Debi Harnik and her husband, Steve, have been busy traveling. They recently returned from a whirlwind tour of Indochina. Over the last

12 months, they also visited France, Spain, Austria, Israel, Jordan, Vietnam, Cambodia and Laos. What motivates their wanderlust? Each of their kids plays a role. Their daughter, Caline, is now a travel agent and talks Debi into a much more elegant level of travel than she ever imagined. Their son, Nicholas, just married his college sweetheart in September, and several of his close friends are now having destination weddings they wouldn’t miss for the world. Their daughter, Lara, is living with them while she and her husband Michael (son of Madelaine Cohen ’71 and Gary Stein ’71 and nephew of Barbara Cohen) renovate an apartment two flights above theirs. Debi hopes her classmates have happily resumed an active life since their wonderful — but too remote — reunion in 2020 and looks forward to the next one.

1971

Jim Wylie is three years into retirement and enjoying traveling while doing online math tutoring at home. He and his wife, Sue, went to Hawaii

ALUMNI FOCUS: Language Arts Teacher Natasha Knorr ’08

Literacy is the cornerstone of self expression for Natasha Knorr ’08, a middle school language arts teacher at Westside School in Seattle. “What I enjoy most about working with middle school students is helping them find their voice and realizing what they have to say matters,” she says. “The most important gift you can give someone is the ability to express themselves authentically through reading and writing.” Each day Natasha’s students leave her classroom feeling empowered.

Natasha cultivates an active learning environment rooted in empathy. Natasha, who holds a master’s in educational theater from NYU, encourages students to immerse themselves in the texts they’re studying by acting them out. “That hits them more deeply than when they’re reading at home,” she says.

Alongside empathy, Natasha builds connection, asking each student about their unique passions and interests. “It’s all about figuring out who they are,” she explains. “Once you have figured out what lights them up, you can make pretty much anything engaging because you have a rapport.”

Middle school is an important time in a child’s journey as a reader and writer, and Natasha is grateful to play a role in her students’ literary growth: “It’s the best job in the world.”

Alumni Class Notes

in October, did a Disney cruise in February and visited their son and his wife in Las Vegas.

Sue Ducat remains in the Washington, D.C., area and continues to work as the senior communications officer at Health Affairs, the health policy journal. Last fall, Sue sold her house and moved to a nearby apartment; she’s enjoying apartment living. In addition, Sue continues to own her mother’s old apartment on the Upper West Side. On a recent trip there, she got together with Barbara Cohen ’70. She welcomes contact from NYC alumni and hopes to get together when she is back in town.

1972

Andrew Tuller has been practicing architecture since he graduated college. He opened his own firm in 1986 and never looked back. He and his wife, Amy, have two boys, Noah and Adam. Noah lives in San Francisco and is in management with a tech company. He has also become a marathon runner and is looking to complete the Major Six by running the Tokyo Marathon in March. Adam produces, directs and occasionally stars in his own short films and music videos. He has been accepted into several film festivals and has had some critical acclaim.

In his retirement, Gene Hession is a lifeguard supervisor and training officer in Long Branch, NJ. Long Branch Ocean Rescue employs 225 ocean lifeguards. He is the president of the NJ chapter of the United States Lifesaving Association, a national organization that sets training standards for ocean beach lifeguards.

1973

Val Doran and her husband, Dan, continue to represent their family’s winery, Navarro Vineyards, at food and wine events throughout Southern California. They frequently travel to different California wine regions and have met some amazing people. Val is excited to connect with classmates on a more regular basis, both on Zoom and Facebook.

1979

It’s been a lowkey couple of years, but in 2022, Elizabeth Crane published her first memoir — This Story Will Change — after making her career in fiction.

The New York Times called it “thrilling!” Elizabeth went on a big

countrywide tour in the fall, ostensibly to sell books but also to see friends and family she doesn’t get to see often.

Joshua Abrams is enjoying family, friends and work.

1983

After working in agriculture for some 30 years, Jeremy Vogel has gone back to school to study for a master’s degree and become an English teacher in Israel.

1986

Nichelle Nelson-Miyakoshi is still living and teaching in Washington State. “I look exactly the same, just older and a little gray,” she writes. Her kids are turning 36 and 16 this year. Both of them are doing well; the oldest is still in advertising, and the youngest is in tenth grade. Nichelle has two cats, Takoyaki and Blackberry.

1987

Nicholas Kaufmann’s latest novel, The Stone Serpent, came out in November 2022. It’s the second in a

series of science thrillers focusing on Hudson Valley medical examiner Dr. Laura Powell. The first entry, The Hungry Earth, came out in 2021. Nicholas is hard at work on the third novel now. The book he co-wrote with Steven L. Kent about something preying on the crew of a nuclear submarine during the Cold War, 100 Fathoms Below, has been optioned for film, but his experience with such things tells him not to count his chickens before they hatch. He and his wife, Alexa, celebrate their 12th anniversary this year. Classmates looking to reconnect can find Nicholas on Facebook, Twitter, Instagram and LinkedIn.

1988

Eric Barrow writes, “During the pandemic, my wife, Katherine, and I found ourselves treating our kids to more ice cream than ever before. It was a nice way to end a tough day of homeschooling. They missed their friends and teachers, so we ended the school day with a trip to Gofer Ice

Cream, a local Greenwich shop around the corner. Katherine and I were both thinking the same thing — who doesn’t like ice cream? So with me being dissatisfied with my then-current sports journalism job (editor-in-chief of Deadspin), we decided to open our own Gofer Ice Cream store in Ridgefield, CT. We opened in October 2021, and while depending on high school kids can be trying at times, it’s been an enjoyable experience. 1988 classmate Melanie Liss even visited with her husband! My hope is that it’ll be the first job for my twin girls, Brooke and Kay, who just turned 11 in May. If you happen to be in Ridgefield, come by the store. We would love to see you!”

After 20 years with Weight Watchers, Melanie Liss Cohen moved to another organization that laid off nearly 1/3 of the organization only five weeks later. She says, “The universe was clearly telling me to work for myself.” Melanie now has a private coaching practice, ThoughtFully Coaching, and continues to support people on weight loss, health and wellness journeys. She thanks Sonya Weisshappel Christy for her support and advice.

Heather Markel quit her corporate job and life in 2017 and is now a full-time travel coach. She has been to 33 wonderful countries on six continents and is still going strong. Heather just did her first TEDx talk on the benefits of living nomadically and is planning her next trip.

1990

Donna Cohen is the photo director of Bloomberg Markets magazine and a senior photo editor at Bloomberg

ALUMNI FOCUS: World Language & Physics Teacher Daniel Guaba ’12

Language is more than just a subject in school for Daniel Guaba ’12 — it’s a means for connection.

“It helps us to connect to people from other cultures. Sometimes you meet people who you otherwise would have never met,” he shares. A man of many talents, the multilingual alumnus teaches Spanish, Mandarin Chinese and even physics at The Ursuline School in New Rochelle, NY.

He first fell in love with teaching while tutoring a fourth grade student during his sophomore year at CGPS. “I enjoyed working with him, solving problems and seeing him grow,” he says. “I realized that I like to analyze and digest information to make it accessible for other people.” This passion for helping others is what pushes Mr. Guaba to ensure his students make meaningful progress in their learning.

This fall, Mr. Guaba, who credits former CGPS teachers John Bailin, Jane Connelly and Jon Kawano for igniting his love for learning, will return to CGPS as a Learning Specialist. “Everything I’ve been working toward has been leading me here. I always knew I would come back eventually,” he says. “It feels like coming home.”

Alumni Class Notes

2004

Rya Backer and her husband, Nick Lawrence ’02, are happy to announce that they had a daughter in September 2022!

Stacy Schwartz is celebrating the ninth year of her company, Ketanga Fitness Retreats.

Businessweek magazine. She learned how to process film in the ’80s after taking a photo darkroom class at CGPS. Donna found her passion early and has been fortunate to follow it into a long career. She is raising two sons with her husband in the Lower Hudson Valley.

Gabriel J. Shuldiner continues to live and work as an artist in Manhattan’s West Chelsea, where he examines the physical and psychological qualities of visual experience through the use of black paint.

1999

Danielle Tandet is killing it as the Associate Director of Admissions & Placement at The Gateway School in NYC and enjoys spending time with Nash, her eight-pound mini dachshund.

2003

Natalie Perez moved back to NYC in 2021 after living in Mexico for five

years and backpacking around the world for a year and a half before that. In 2022, she decided to change careers and attended a coding bootcamp, ultimately becoming a software engineer. She’s also a yoga teacher and currently teaches for Y7 and Equinox. Natalie lives in Bed Stuy, Brooklyn, with James, her husband of five years and their dog, Humphrey.

Lauren Levy is a nationally known dermatologist and textbook editor who practices in Connecticut and Manhattan. Her daughter, Ariella, is in first grade at CGPS. Adeena (2) can’t wait to attend CGPS and loves having breakfast with her sister on Friday mornings.

2007

Since graduating CGPS, Julie Griffin has been quite busy! She studied abroad in London and Australia, met her husband, Sam, at

Hamilton College and moved to Denver for graduate school. She now has a doctorate in clinical psychology from the University of Denver, owns a private practice called Dynamic Reflections Psychology and recently had her first baby, Aiden!

2008

Elizabeth Wessel sold her tech startup. She is now working in venture capital as an investor at Y Combinator.

2011

Andrew Distler is coming up on seven years at ESPN, where he just won his second Emmy as an associate producer on Man in the Arena: Tom Brady.

2013

Alexander Dash is currently a fourth-year medical student at the Icahn School of Medicine at Mount Sinai, getting his MD/MSCR (master’s of science in clinical research). He is going to apply to orthopedics in the coming year.

Alexander Riccio writes, “For about two years now, I’ve been on an international team of 80+ doctors, scientists, engineers and citizen activists, all working on the ongoing pandemic and airborne pandemic prevention. My colleagues are some of the most incredible, selfless and dedicated people I’ve ever met. My small role in this big global effort is running an indoor air quality tracking project that collects data from volunteers worldwide. With support from Vitalik Buterin’s anti-Covid Balvi fund, I’ve also been working to make real-time air quality information from businesses available to consumers while simultaneously conducting grassroots community outreach, meeting with numerous elected and appointed officials, contributing to regulatory proceedings and testifying to the city council.

Perhaps to the surprise of the general public, there has been little change in the past few years. Most governments and institutions have yet to acknowledge the role of aerosol transmission for respiratory diseases in general (very literally that they go through the air) and in specifics (e.g., advocating for surface sanitation despite its minuscule contribution). We have concrete reason to believe that some refuse out of concern for institutional liability were they to admit it. At large, though, what we’re all living through is a textbook Kuhnian paradigm shift exactly like that which led to the outright elimination of cholera, dysentery and typhus in the developed world. Almost to the letter, the debates are the same as they were centuries ago, and society is barely the wiser. Our mission is to drive the change necessary to end not just

this pandemic but all airborne pandemics. We hope to make the world a safer place not just for all of us but for future generations too.

Some of my work has directly supported discussions with policymakers and agencies at the highest federal and international levels. I’ve also worked extensively to support my colleagues in their outreach, campaigning and behind-the-scenes efforts. Change is slow, glacially slow. Unimaginably slow in light of 25 million lost lives.

While the day-to-day work is quite upsetting and the pay is less than ideal, it’s the most meaningful thing I’ve done in my whole life. Each and every one of my colleagues around the world would say the same.

Tonight, I can say I’ve seen the first gusts of the winds of change. I’m incredibly proud to be a part of it.”

2018

After graduating from the University of Maryland last spring, Samuel Robinson dove into the deep end of the working world. He is hosting at the Parlour Room and could not ask for a better job or better people to work with. He had a fantastic time seeing fellow graduates at the NYC Alumni Reception last October and cannot wait to reconnect with them soon. Go Lions!

194 YEARS AGO

Herman Melville Learned to Write at Our School

By Marvin Terban

Scores of CGPS alumni have gone on to distinguish themselves in many fields: science, the arts, politics, business, journalism, sports, education, finance and philanthropy, to name a few. But perhaps the most famous of them was a student at our School when he was just ten and eleven years old, and who achieved worldwide literary fame for his classic books only years after his death: Herman Melville.

The Moby Dick author attended the Grammar School of Columbia College (that was one of our early names) in the fifth and sixth grades (1829 and 1830) when it occupied rented space in a small white building just north of City Hall. The other tenants were the New-York Historical Society, the New York Society Library and the American Academy of Fine Arts. So little Herman was surrounded by some impressive historical, literary and artistic influences. They must have rubbed off on him.

Before young Herman came to our School, his father described him as “very backwards in speech and somewhat slow in comprehension.” Obviously, time at the Grammar School of Columbia College changed all that. When he left the School, his father wrote: “Herman, I think, is making more progress than formerly, and without being a bright scholar, he maintains a respectable standing and would proceed further if he could only be induced to study more — being a most amiable and innocent child.” Herman was enrolled in the English department at our School, and it can be reasonably argued that that’s where he began to perfect his considerable writing skills. Most education experts agree that the early years of schooling are the most formative. Lucky for Herman that he studied writing with us in those crucial, formative years.

Herman’s dad got himself into a lot of debt, and the family eventually had to move out of expensive New York City and head to Albany, where Mr. Melville died two years later. After that, Herman got a job in a bank. He was only fourteen. He went to Albany Classical School for a few years and studied Latin and Shakespeare, building upon what he learned at the Grammar School of Columbia College a few years earlier.

Later, Herman signed on as a “green hand” on a boat to England. He sailed around the South Pacific and saw whales, giving him an idea for a book he wrote years later. When he got back home, he told stories of his adventures at sea, and his family urged him to put those stories into writing. Luckily, he took their advice.

Although today Herman is considered one of the greatest authors America — maybe the world — has ever produced, he did not gain much fame or wealth from his writing. His books didn’t get great reviews from critics, and they were never bestsellers during his lifetime. He became a customs inspector for New York City and stayed in that job for nineteen years until he retired in 1885.

Herman’s worldwide literary acclaim came years after his death, starting in 1919 with the celebration of the 100th anniversary of his birth. Scholars, college professors, literary critics, students and lovers of great books rediscovered Herman’s writings and dubbed him one of the greatest American authors ever, maybe even the greatest. You can’t take a freshman course in literature at most colleges today without being assigned Moby Dick. It has been translated into at least 22 languages, sold well over 60 million copies and been made into five Hollywood films. It is often called “the great American novel.” Every author wants to write that, and one of our students actually did!

The Columbia Grammar & Preparatory Fund (CGPF) plays a significant role in the daily lives and explorations of all of our students. It is crucial to retaining and attracting the best faculty, supplying them with robust professional development and preparing them to face any unexpected challenge. Donations to the Fund boost financial aid, ensuring every one of our extraordinary students has access to everything CGPS offers.

Last year, our community united to achieve the highest level of participation to the CGPF in history!

It is when all of us support the CGPF that we are best able to provide the children who walk through our doors with a holistic education that will prepare them for and enhance the rest of their lives. The first and best way to celebrate all that we do at CGPS is through a donation to the Fund. Make your gift today and become a part of the community that cares. Every gift is valued, and every contribution, no matter the size, is essential and deeply appreciated.

CGPS Benefit 2024

Thursday, March 7, at the American Museum of Natural History

Save the date! Join us as we celebrate our 260th anniversary, honor retiring Head of School Dr. William M. Donohue and raise funds for our beloved School. You won’t want to miss it!