Page 1

T h e

C h e s t n u t

H i l l

S c h o o l

M a g a z i n e

Winter 2013

Special Insert: 2011/2012 Report of Giving

Hill Highlights 2 4 8 10 14 16 18 20 22 24 26

HILL HAPPENINGS Winter 2013 EDITOR Tramaine Weekes

5th Grade Leadership Project

DESIGN AND LAYOUT Michele Page PHOTOGRAPHY Rick Bern Photography CHS Faculty and Staff Coffee Pond Photography John DellaVechia Gus Freedman Ellen Harasimowicz Joshua Touster Tramaine Weekes

Tribute to Class of 2012 Scenes from the Seasons The Gift of Time

CONTRIBUTORS Jeri Goetz Linda Hughes Brenda Kostyk Rosalyn Medina-Cook Debra Sullivan Steven B. Tobolsky, Ph. D. Tramaine Weekes

Technological Enhancement Planting the SEED, Furthering the Mission

EDITORIAL BOARD Head of School Steven B. Tobolsky, Ph.D.

Carving Out Time and Space for Students and Teachers

Director of Admission/Enrollment Wendy Borosavage

Change Space, Change Perspective

Business Manager/ Director of Financial Aid Kathy Chery

Community News

Director of Information Systems John Della Vecchia Director of Development Jeri Goetz

Distinguished Alumni Award Recipient: Lorna Lowe ’84

Director of Community and Diversity Linda Hughes

Class Notes

Dean of Faculty/Director of Studies Debra Sullivan

OUR MISSION STATEMENT Academic excellence in a challenging and supportive environment is the mission of The Chestnut Hill School. The School provides its students with a strong foundation of learning skills in a teaching environment which fosters self-esteem and empowers them with enthusiasm for and curiosity about discovering knowledge. Within an active community of students, faculty, and families, The Chestnut Hill School promotes respect between individuals and involvement with the larger community. Through an interdisciplinary curriculum and processoriented approach to learning, the faculty encourages

children to strive for excellence, to develop confidence in themselves and their abilities, and to realize their unique talents and creativity. Active exploration encompassing many voices and viewpoints allows children to experience the richness of many cultures and develop appreciation of a pluralistic world. The School works in close partnership with families to ensure the warmth, diversity, and academic excellence that are characteristic of The Chestnut Hill School community.

Letter from the Head of School

A Change of Pace This issue of Hill Happenings promises to showcase our initial excitement about a new daily schedule that incorporates some powerful educational priorities and allows us to strive for even higher educational standards. Although only a few months into our new 10-Day schedule, already we are learning how best to plan for alternating activities on Week A or Week B. This requires a different approach to planning, to be sure, but it also affords some important flexibility and variety. 10-Day schedules notwithstanding, we are equally excited about the enhanced learning opportunities that are made possible by thoughtful integration of iPad technologies into our teaching, the personal growth for teachers that is made possible by our involvement in the SEED Program, and the depth of teacher/student connections that are made possible by the adoption of a self-contained homeroom model. All these items are highlighted in the current issue as well. Finally, we are proud to showcase the linguistic and cultural immersion experience of one of our families as well as the impressive accomplishments of the recipient of our newly-initiated annual Distinguished Alumni Award. CHS students are known both for their humanity and for their level of academic preparedness. This is a magical process that begins in the classroom and is shaped most directly by classroom teachers. However, as the articles in this issue will attest, the formation of a CHS citizen also extends far beyond the traditional classroom walls. Steven B. Tobolsky, Ph.D. Head of School

From Student to Teacher: 5th Grade Leadership Projects Encourage Role Reversal By Jeri Goetz


he Upper School Leadership Program is one of the hidden gems of the overall CHS experience. Building on the skills first introduced as 4th Grade Learning Partners, 5th graders spend their spring semester working together with teachers and administrators in a class designed both to promote awareness about leadership and to provide opportunities for individual leadership projects. The Leadership Faculty includes the 2nd Grade teachers as well as Deb Bloomberg (School Nurse), Jeri Goetz (Director of Development), Joann Greenwood (Upper School Science Teacher), and Steve Tobolsky (Head of School). In recent years it had become traditional for the 5th graders to undertake a school-wide project. For example, during


the School’s sesquicentennial in 2010, the students created a historical scavenger hunt, and in 2011 they carried out an allschool Talent Show. In 2012, the Leadership Faculty decided to change the focus in such a way that each individual 5th grader would be responsible for his or her own individual project during the latter part of the year. Supported in these endeavors both by designated Leadership Class Advisors and by collaborating faculty and staff members from across the grades, the students took on important responsibilities as teachers, coaches, artists, musicians, and culinary experts. An expert scrapbooker, Nurse Bloomberg had incorporated a tactile Leadership Journal a few years ago as a key component of the Leadership Class curriculum. This was a bound paper

journal lovingly decorated and cherished by the students. However, in response to ever-changing modes of communication, the Leadership Faculty decided in the spring of 2012 to experiment with an altogether new form of journal: an online





blog. The students adapted to this new format seamlessly, creating and “sharing” entries on a wide spectrum of varied topics. These activities played an important role in helping the students to make better informed decisions about their own individual projects. Many students chose to explore their leadership abilities and share their knowledge by teaching topics as varied as pottery, baking, martial arts, math, science, dance, gymnastics, and soccer skills. Caleb Barer ’13 taught a series of pottery classes for students and adults: “It was really fun because I felt like I was doing something to help the School. I like pottery but hadn’t tried teaching before. I learned not everything is as hard as it sounds.” Sophia Glazer ’13 taught stress management skills and distributed self-made stress balls to students. As she reported, “I learned to manage my time.” Other students ventured beyond teaching and demonstrated



their leadership by staging a chess tournament, organizing a bake sale to benefit the MSPCA, creating an art book, designing a basketball website, and Pat Gallo ’13 helped teach string ensemble and then conducted students at the spring music presentation: “My role changed from student to teacher. I now appreciate the amount of time and effort teachers put into preparation. I also learned it’s really hard to manage a large group of students.” Students chose the date and time of their presentations, encouraged enrollment, planned lessons, and organized materials. Tessa Haining ’13 organized the bake sale and created a movie documenting the projects: “When you put your heart and soul into something, it will turn out well.” Kayla Wolk ’13 added, “I thought I’d be scared teaching gymnastics to other kids and having responsibility for them. It was overwhelming at first. I learned you should just go for it.” And go for it these students did!

Congratulations to our 2012 Graduates SYDNI BRITTON


Boston Latin School

The Lawrence School

“Now I know that studying, focusing, and trying hard are the important things you can do. This has helped me stay more relaxed, and for me, relaxing is a great way to focus.”

“I will miss a lot about CHS, but mostly I will miss the faculty here. I will take away from this experience the kindness and patience of every one at CHS.”



Class Agent

Belmont Hill School

Dana Hall School

“I just want you to know that I feel very prepared for the next step in my education, and I will remember my time here at CHS fondly.”

“I know that I will miss all of the faculty, but I mean, seriously, that’s what visiting is for... I especially can’t wait to see my reading partners in the coming years.”




St. Sebastian’s School

Belmont Hill School

“Family, fun, and learning projects. I have had such a great eight years here and I can only hope that my experience at my next school will be just as good.”

“So my friends, I have some good advice for you: ’Look good, feel good, do a good job. You can make it work. You can always do it, as long as you try.‘ ”

Sixth grade students experience many traditions at CHS—the Farm School trip, the advisor program, and the musical to name a few. The final tradition for 6th Grade students involves writing and giving a speech at graduation. We are proud to honor the Class of 2012 and include brief excerpts from those graduation speeches.


GRANT GIBSON Lowell Sportsmanship Award

Milton Academy

Belmont Hill School

“I knew that getting on the CHS rollercoaster was going to be a great opportunity and would be really fun. Just like a rollercoaster, my years here have been at some points slow, and at other points fast.”

“I think for me and for a lot of people in this graduating class, the years here at CHS will only be good memories... CHS was a home away from home, and I basically grew up here.”


CLAIRE MELLOWES Lowell Sportsmanship Award


Beaver Country Day School

Pierce School

Newton Country Day School

“The greater purpose is to be the leaders of our community. I want to remember all of my teachers and all of my friends so that when I come back, I will be able to reconnect.”

“What I have learned at CHS is that the teachers are always there to support you any time. If you need help, they will guide you... They will never turn you down.”

WILL MISCIAGNA Schreiber Family Community Service Award

Belmont Hill School “My wonderful teachers tried so hard to help me, and they succeeded. I have now accomplished so many of my goals... I am open to try new things (well, except for vegetables).”

“...I know that if you don’t appreciate what is happening in the present, you might regret it later. My time at CHS has flown by, and I will definitely remember all the good times.”


Congratulations to our 2012 Graduates JANE MURPHY


Dana Hall School

Noble and Greenough School

“My favorite year at CHS would definitely be 6th Grade. You feel like you are the leaders of the school and that everyone looks up to you.”

“One thing that makes CHS stand out is that it is a small school. Because CHS is so small and close to my house, it feels like my second home.”



Newton Country Day School

Shady Hill School “Along with friends and teachers, acting has been a big part of my CHS experience. I love acting. The plays that we got to do each year were way cool.”

“I’ll also never forget how much the teachers have helped me. They’ve challenged me by pushing me to be my best. I hope that I will be challenged this way at my next school, too.”


CHARLIE PYLE Wendy Lamont Award


Roxbury Latin School

Milton Academy

“I will miss the enthusiasm for anything new that students have at this school. Humor has also made my time with CHS special.”

“Overall, I feel like CHS has left me with a rather unique experience. These bonds have really helped me to grow and learn. I have many happy memories from here...”









Pierce Middle School

Fessenden School

“I think that CHS has been an excellent guide for the rest of my life. It has helped me to get ready for middle school, and even later on for high school.”

“Much like baseball, CHS is a learning experience. I think of beginners to 1st Grade as being the farm league, 2nd to 5th grade as the Minors, and 6th grade as the Majors: we’ve made it!”

EVAN WALKER Thurston Middle School “All the things that the CHS community has done for me have helped me with my education, and everyone has always supported me. My friends have been there for me when I needed it.”


SCENES FROM THE SEASONS Spring Fling 2012 Francesca and Bill Koss P ’17 and TJ and Hadley Douglas P ’19, ’21 dressed for the occasion, a night in “Neverland.” Ray Bazzano P ’15, ’18 and Omar Simmons P ’15, ’17 joined parents, faculty, staff, and friends at this annual event in support of CHS programs.

Grade 7 Transition Night Each spring, CHS Learning Partners reunite to share advice and experience with the graduating class. This year, CHS welcomed Amanda Borosavage ’06, Erin Aisenberg ’06, and Greg Loukas ’06.

Early Childhood Spring Concert

Bike To School Day Every year, students and families trade four wheels for two and head to The Hill. Students bike from as near as the neighboring street to as far away as Jamaica Plain and Beacon Hill.


CHS Family Picnic An evening on The Hill is a wonderful opportunities for families to network and children to play as they picnic and anticipate the arrival of the ice cream truck.

“Hello Cali, Goodbye Charlie”

Beloved Woodworking faculty member, Charlie Folco retired after 17 years at CHS at the end of the 2011/2012 school year. Alumni from a range of years turned out to say farewell to Charlie with their creations from his class projects in tow. Back row: David Gold , Tatianna Rosado, Arya Alizadeh, Grant Steiger, Noah Cisse, Sam Stulin. Front row: Alexa Kopelman, Sam Squires, Charlie Folco, Abby Nectow, Mary Coughlin, Miriam Stulin.

Class of 2012 Musical The entire class of 2012 gave a spirited performance of “Once on this Island.”

Beginners/Pre-K Graduation

Carnival 2012 Families, alumni, neighbors, and friends experienced food, games, prizes, rides, crafting, wild animals, and a petting zoo at this year’s Carnival.


The Gift of Time: CHS Reimagines its Academic Schedule and Instructional Model By Debra M. Sullivan

n the ongoing pursuit of academic excellence, Chestnut Hill School teachers constantly adapt their classroom practice to best meet the needs of their students. Some of the most impactful teaching results from the small, strategic adjustments that teachers make on a daily basis. The 1st Grade teacher who changes the order of activities on a given afternoon, the 3rd grade teacher who chooses new read aloud books on a topic of student interest, the Kindergarten teacher who notices the need to incorporate movement into her math lesson, or the Spanish teacher who creatively uses technology to reinforce grammar skills—all offer examples of the kind of responsive teaching that has come to define CHS.

In response to a growing sense that student learning at CHS was too often interrupted by transitions and that teaching and learning opportunities could be enhanced by reimagining our use of time, teachers and administrators began asking the following questions: Do our students have enough time in their weekly program for the breadth of learning opportunities we seek to provide? Are we trying to do too much in the time we have? How can we make the pace of a student’s day less hurried? How can adjustments in our schedule and teaching model help us to better serve our students and to maximize our use of instructional time? Guided by a 2010 Strategic Plan mandate, a fifteen-member faculty Task Force was convened in the summer of 2011 to explore these questions in depth. Informed, in part, by the results of a comprehensive faculty and staff survey, the Task Force identified five guiding principles regarding the challenges and opportunities associated with the daily schedule: increasing uninterrupted time, supporting an emphasis on foundational skills, facilitating small group learning, enhancing collaborative planning time, and promoting interdisciplinary teaching. The recommendations of the Task Force resulted in a three-fold set of changes reflecting these time-related priorities. Those recommendations came to fruition in September 2012 with the implementation of a new ten-day schedule, realigned program offerings, and a self-contained homeroom model.


Our new schedule maintains a generous collection of special subjects at each grade level while reducing daily transitions and creating more homeroom time for the reinforcement of foundational skills.







How Does the New Schedule Look Different From the Previous One? The first of many steps in building a less frenetic schedule for our students was to create more time in school. In our new ten-day schedule of alternating A and B weeks, the school day is lengthened slightly—the exact amount varying by developmental level—both in the morning and in the afternoon. Students in Grades 5-6 remain in school until 3:45 pm every day except Friday, allowing greater flexibility in the athletics program, teacher-monitored study halls, and additional class time. With increased instructional time for students in all grades, math and language arts instruction now takes place five days a week and gives students more time for the building and reinforcement of foundational skills. In the words of learning specialist Michelle Keating, the educational benefits of this additional time are invaluable: “Young children learn best



when they have time to reflect on their learning and practice new skills. That’s a benefit for all children but is essential for some. Building skills in the early grades is greatly enhanced by more learning time and the opportunity for increased integration.” In addition to a longer school day, every grade’s schedule contains longer instructional blocks and fewer transitions, two key elements in slowing down the pace of a student’s day and eliminating wasted transition time. Those longer blocks also allow for more varied teaching methods, greater utilization of small group learning, and expanded opportunities for review and extension of concepts taught. While the changes to teachers’ schedules are not visible to families, many of those changes directly impact the quality of teaching and learning. Our new teacher schedules include dedicated collaborative planning time at multiple levels. In keeping with several of the guiding principles for schedule revision, these common planning blocks support enhanced communication, curriculum planning, and interdisciplinary teaching.

In What Ways have Program Priorities been Realigned? The Chestnut Hill School prides itself on a rich array of program offerings, all of which contribute to our commitment to educate the whole child. In realigning program priorities with regard to the use of time, Task Force recommendations sought to reimagine a schedule with the best possible balance of program elements. Our new schedule maintains a generous collection of special subjects at each grade level while reducing daily transitions and creating more homeroom time for the reinforcement of foundational skills. Continuing to support every subject previously taught, our new schedule achieves this balance in a variety of ways, whether by adjusting the frequency of an activity, shifting the grade levels at which it is taught, or by integrating it with other aspects of the program.

Our new teacher schedules include dedicated collaborative planning time at multiple levels.

One particular highlight of program realignment is the creation of the Building and Engineering Program. A creative synergy of woodworking and robotics, Building and Engineering incorporates all the essential components of STEAM (Science, Technology, Engineering, Art, and Math). Building activities embed traditional woodworking skills as well as opportunities to design and create using other materials. Engineering activities range from the exploration of programmable robots and simple machines to the building of circuit boards and the programming of LEGO NXT vehicles. An extended block of time in this specialty for one semester each year provides the luxury of in-depth activities. In addition, projects often connect to other curriculum areas, maximizing the use of students’ time and the impact on their learning. Building and Engineering has already generated tremendous student excitement, with many students being heard to remark, “That’s my favorite class!

What are the Benefits of a SelfContained Homeroom Model? Although the homeroom co-teaching model has been a longstanding hallmark of the CHS experience, a careful examination of our use of time revealed that students in Grade 3 and below would be better served by a self-contained homeroom model. A co-teaching model with subject specialization remains developmentally appropriate and educationally beneficial for our Upper

School students but, as of this September, students in Pre-K through Grade 3 are assigned to one homeroom teacher who is responsible for their instruction in all core subjects. From a developmental standpoint, this offers students closer relationships with their teachers, fewer transitions during their day, and greater opportunities for core instruction and curricular integration. Second grade teacher Diana Roy speaks to the advantages both for herself and her students: “I love teaching all subjects and being able to see my students as learners in various contexts. I feel like I know them so much better, and that helps me to be a better teacher. It makes the experience so much richer and fuller for all of us.” With October Conferences behind us, 1st Grade teacher Ellie Garvey echoes a similar sentiment, “Throughout the process of conferencing with families, I was really conscious of how much more time I spend with their children and how much more time we give our students to learn. On so many levels, that really is a gift.” Indeed, giving our students the gift of time was what compelled us so significantly to re-imagine both our academic schedule and instructional model. 13


Technological Advancement By Tramaine E. Weekes


fter the introduction of the School’s first iPad cart last year, CHS’s technology team realized that the tablet was a technology that has great potential for our program and added a second cart this year. In its first year, the hopes were that the iPad would be utilized in every grade level and also for the faculty to evaluate apps and explore the possibilities of the new tool. The exploratory period produced the following result: the iPads were a value add for the current curriculum. Rolled out in September, the second cart of iPads allows more access. In addition, each full-time faculty member was given an iPad for their classroom use and professional development. Barb Tennyson, CHS’s Instructional Technology Specialist and “keeper of the iPads,” shares that while the younger grade levels and math classes were the top users last year, usage has picked up across all grades and all curriculum areas. Tennyson shared that usage at first was “more rote than creative, but we are using more open ended apps now.” The multitude of apps available to 14

iPad users allows for instruction to be customized and individualized to the user. There are even apps to supplement the recently added Singapore Math curriculum. According to M. Gleeson, educational technology blogger, there are certain things that a school should and should not do and expect from its iPad program. Gleeson, a iPad pilot program veteran, suggests that the tablets should not be seen as a replacement for “traditional word processing” because they are smaller than a laptop, or to replace textbooks because your kid’s

backpacks are heavy. In the hands of engaged, curious and enterprising students and under the direction of a teacher, the iPad becomes a social, interactive, portable launchpad to “multimedia content creation, interactive collaboration and learning, and digital literacy.” Tennyson’s goal for the iPad integration is for the tool to enable its users to enhance the existing curriculum. We should “move beyond ‘being cool’ to being about learning. The goal should always be about learning.” To assist with app accessibility, Tennyson has created a shared file that lists all of the applications available at the faculty and students’ disposal, covering topics in early childhood fundamentals, language arts and storytelling, library arts, math and science, multimedia creation and

productivity, social studies, art and music, and Spanish. CHS’s most popular apps have included: Doodlebuddy, MyCreate, Explain Everything, Sonic Pics, and Comic Life. With the use of Puppetpals, an interactive voice recorder lets students move characters on the screen, add voice-overs and create their own movies. And of course, the built-in camera, video features, and the advent of the School’s Community Stream allow teachers and students to film around campus and on field trips to produce on the fly.

Because the iPad has proven useful across all levels, we would hope that CHS students would ot just be consuers of content, but producers as well.

In special subjects, iPad use has extended the capabilities of the classroom. The 3rd Grade classes have a music technology unit and in addition to GarageBand, they can use Prokeys, Virtuoso, Magic Piano, Visuamusio, and the Isle of Tune for their musical education. The ease of use in voice-recording and playback offers Spanish classes the opportunity to hear their

pronunciation immediately. Spanish faculty member Mercé Garcia has taken her classes a step further. With the use of iBook Author publishing software, she has created lesson plans that give the parents the ability to help their children with homework assignments and test preparation, regardless of their level of Spanish exposure. As CHS continues with its iPad integration, we continue to explore the most effective models for using them in the curriculum and the possiblities of a potential 1:1 program. Because the iPad has proven useful across all levels, we would hope that CHS students would not just be consumers of content, but producers as well. The addition of projectors that wirelessly connect to the iPad would allow teachers to move throughout the classroom, whether students were working individually or in groups. To keep themselves on the forefront of iPad innovation, five CHS representatives from various areas joined educators, researchers, tech directors, principals, and school leaders at EdTechTeacher’s inaugural iPad Summit at Harvard University for three days in November. Tennyson is always clear to drive home the point that CHS wants technology integration to be curriculum focused, and not hardware based. “Our children are creative, and we want our curriculum and technology to support that creativity.”

Planting the SEED, Furthering the Mission By Linda Lifsey Hughes

“Though I do not believe that a plant will spring up where no seed has been, I have great faith in a seed. Convince me that you have a seed... and I am prepared to expect wonders.” —Henry David Thoreau



s a part of our ongoing efforts to create equitable experiences and outcomes for students and staff, the Office of Community and Diversity offers a new program this year. Seeking Educational Equity and Diversity (SEED) is one of several professional development opportunities in the area of diversity and multiculturalism that is open to faculty and interns. In monthly sessions, educators examine contemporary scholarship, as well as “the textbooks of their lives,” in order to deepen community conversation about culture and schooling. Faculty who have enrolled in the program have done so because of their desire to begin a personal journey of self-discovery in a safe, small group setting.

The SEED program was founded by Peggy McIntosh, Associate Director of the Wellesley College Center for Research on Women, and co-directed by Emmy Howe, a former elementary school teacher and a founder of the Welcoming Schools Initiative, Brenda Flyswithhawks, a psychology instructor at Santa Rosa Junior College in California, and Emily Style, a retired English teacher and Diversity Coordinator in the Madison, New Jersey school district. The National SEED Project seeks to engage teachers in curricular and systemic change by bringing issues of race, gender, class, sexual orientation, and ethnicity into their classrooms. Since 1987, SEED has held seminars led by over 200 teachers in 32 states and more than ten countries abroad. To date, more than 2,500 educators have participated. At the heart of The National SEED Project on Inclusive Curriculum is the belief that responding to diverse students’ needs requires that educators actively, collaboratively, and consistently discuss and investigate both multiple human perspectives and equitable educational approaches. To that end, trained SEED leaders facilitate experiences that help participants first recognize bias, then work against patterns of stereotyping, confront prejudices, and challenge forms of oppression that lie deeply embedded in

SEED founder Peggy McIntosh with Diana Roy and Linda Hughes.

the very social institutions and structures that sustain society—including schools. CHS has placed a renewed emphasis on better understanding issues related to equity in our community. The SEED Program is now one part of that larger endeavor. Since our extensive training at The San Domenico School in San Anselmo, CA this past summer, Diana

Roy, 2nd Grade faculty, and I have initiated a CHS faculty SEED group. Educators in the CHS community, as a result of their SEED affiliation, will listen to all voices, including their own, with widened attention. In addition, they will handle with more confidence and competence the challenges and joys of the many kinds of diversity found in their own lives

and in the lives of CHS students and families. Our CHS SEED program seeks to achieve the goal of creating culturally responsive teachers, multi-culturally equitable, gender-balanced curricula and teaching methods that better serve all girls and boys (and women and men) from a place of integrity, coherence, and inter-connection.

Pictured below: Linda Hughes pictured with SEED faculty members: Gail Cruise-Roberson, Willa Colfield and other participants.








Carving Out Time and Space for Children and Teachers by Brenda Kostyk


ur children are our greatest blessing. Like most parents, getting to know our kids, really getting to know them as the people they are, is a rewarding, life-changing journey. If we are open, our children change who we are and how we approach each day. In our fast-paced, complicated world, we often get so caught up in doing for our children that we forget the importance of being with them. If there is anything my husband, Dan, and I have learned in our brief seven years of parenting, it is that we must deliberately make space in our busy days for these precious creatures. We must pay attention, and we must pay attention now, for their childhood is fleeting. The Chestnut Hill School is passionate about children and values each child’s voice in its learning dialogue. CHS children come to learn, and just as important, they come to teach others and to shape their world. At CHS, each child is honored for their unique talents, perspectives, interests, and learning styles; all of which can only be leveraged when the adults in their lives are paying attention. As parents, it is clear to us that CHS has its eyes wide open. CHS celebrates the diversity and richness of its student body by deliberately affording educators the space and time to understand each child. Uninterrupted instructional time has taken a front seat at CHS, empowering its teachers to observe, listen, and respond to each student’s unique learning style. Launched this fall, the new academic schedule at CHS lengthens class times. These longer stretches of dedicated instruction allow teachers to reinforce concepts, to engage students in meaning-








CHS children come to learn, and just as important, they come

to teach others and to shape their world.

model assigns one lead teacher to a class. This teacher serves as the primary educator in all core curricular areas. The relationship that our oldest daughter, Claire, has forged with her second grade teacher, Jackie Crawford, is truly exciting. There is a depth of understanding between the two that brings Claire’s learning to a whole new level. By spending so much time with Claire, Ms. Crawford understands her personality and interests. Armed with this knowledge, Ms. Crawford engages Claire in a way that resonates with her learning style—whether she is working with Claire on an open circle topic, math, reading, or writing. Time, space, and stronger teacher-student relationships are at the heart of CHS’s new academic schedule and instructional model. It is exactly this approach that makes CHS classrooms places where our children’s hearts, minds, and curiosity are engaged; where they develop a lifelong love of learning. It’s one thing to design and deliver an outstanding curriculum; it’s quite another to reach each student in the right way, at the right time, for the right reasons.

ful discussion, to take learning in unexpected directions, and to dive deeper into subject areas. The new schedule also minimizes the number of times students transition from one subject to another. The impact of fewer transitions during the school day is noticeable. It limits interruptions from learning and sets a better pace for the day, a pace that is developmentally appropriate for childhood learners. The smiles and stories I hear on our drive home from school speak to the tempo of our daughters’ days. At CHS, our girls have the time and space to be themselves, to be curious, to make connections, to create and imagine and play, and to simply share the wonder of being a child. Augmenting longer class times and fewer transition, is greater consistency in teaching. The new self-contained homeroom 19

Change Space, Change Perspective:

The Philippides Family Trip to Argentina By Tramaine E.Weekes


eorge Philippides and Leonor Fernandez believe that change of physical surroundings allows us as humans to gain perspective about how we fit in a global community. So when the opportunity arose to take their family on an immersion trip to Leonor’s childhood home in Argentina, George and Leonor were certain this was not to be passed up. The time between January 31 through May 4 would not be the family’s first trip to Argentina, but it would be the first extended stay for George and their sons, John ’12 and Alejandro ’16. And while the trip was a undertaking to arrange and required extra sacrifice to put in extra hours at work before and after the trip, it would be an incredible learning experience for each of them. As expected, their ideas about daily life, the practice of medicine, even meal planning would be changed, challenged, and enhanced. The family’s apartment was located in central Buenos Aires— five blocks from their grandparents, and ten blocks from the boys’ school. Transportation was accomplished on foot or by bus. Challenges included more cooking for themselves, no clothes dryer in the apartment, and of course, more Spanish to be learned.


There were some adjustments to be made, like eating dinner at 8 p.m. or even 10 p.m. and while they missed some foods, there were wonderful substitutes—delicious croissants, amazing ice cream, and the Argentinian version of hot chocolate (melted chocolate mixed with hot milk and “submarinos”– galetas [cookies] to float and sink in the tall glass). It seemed that each member of the family had his or her own goals, in addition to the family goal of experiencing life and learning in a different culture. George had plans to learn better Spanish and not carry a beeper, like he typically would as a physician at Boston Medical Center. What he did not expect was that most days would be spent with people who were not his age. George found that his adult Spanish classes were mostly with traveling Europeans in their 20s and that his soccer league was mainly comprised of 25 year old Argentinians. Leonor, in returning to Argentina after leaving as a child in the 1970’s, was interested in how medicine was practiced in her home country and spent some of her time teaching and volunteering at a city hospital. Also a physician at Beth Israel Deaconess, the experience had a profound effect on her community health work. She became very enlightened by the fact that although there were fewer resources available, the medical professionals were surprisingly well-trained and thoughtful in their approach to medical delivery. As non-residents, the Philippides boys were required to attend a private school.

Arco Iris (“Rainbow”) educates students of diverse economic backgrounds in the tough economic times that exist in Argentina. A typical weekday for the boys consisted of the whole family having breakfast together, which may not always happen here at home because someone would always have to rush off for an appointment or work. After breakfast, the boys would walk to school and Leonor would head for the hospital. John and Ale attended the first part of the day at school, which was taught completely in Spanish. About midday, when the other students would begin their studies of English for the rest of the day, John and Ale would return home for lunch and afternoon activities. Lunch in Argentina is their biggest meal of the day and was another opportunity for the family to eat together, which would never happen back here in the States. Afternoons consisted of private tutoring in Spanish and math, as well as participation in a local futbol (soccer) league. More than anything, this family adventure was about exposing John and Ale to a different culture. Leonor shared that while America is a powerful country, it often refers to itself and makes comparisons primarily from its own vantage point. Being in Argentina, the boys learned that Boston is not the center of the universe and that there is nothing like immersion to learn Spanish better. John Philippides ’12 is probably the youngest alumnus to share his story, but it is a story worth telling. Because of his family’s adventure to Argentina, he was to learn at a very young age what it was like to juggle responsibilities. In addition to staying on top of his work here at CHS, he would participate in a full immersion into Argentinian academia with his brother, Ale.

John ’12 Shares his Perspective of life in Buenos Aires


hen John arrived in Buenos Aires in January, it was nearing the end of summer break. Although he had some Spanish learned from childhood and lessons at CHS, he only had three weeks to get accustomed to speaking Spanish through reading books with his mother and lessons with his private tutor. His back-to-school shopping had some new requirements - finding a fountain pen for important writing, smaller notebooks with different formatting, other supplies, and his uniform of a collared shirt, blue shorts and blue pants. Naturally, the nerves set in. But there was nothing to worry about. John learned that his classmates in sexto grado (6th Grade) knew that he was coming a few days before he arrived. They welcomed him and asked many questions about the States. As in the US, the grades were separated based on age and moved at a similar pace. Arco Iris was containted in one building that had other businesses attached to it, like an accounting firm and shops. The School did not own a lot of grounds, so recesses were held on a cement courtyard that was “packed with kids” and were split into groups of twenty minute sessions. The classrooms were smaller and used chalk yet were “very efficient despite having fewer resources.” His classes had “much less homework, but they were expected to take more notes, and had more tests.” In math, John learned how to convert the metric system much faster. In chemistry, he had his first exposure to

acids and bases and learned about some new elements. He found himself understanding most of what was said in class and the main points. And if he did not understand, he would copy notes from the board to review at home with his mother. Classes were completely in Spanish, except for English class where they spoke all in English. John felt as if he could not talk freely in class until the last month, especially about more complex items, but he felt quite comfortable with social conversation.

More than anything, this family adventure was about exposing John and Ale to a different culture. In their free time, John and Ale played soccer in a park near their home. It was a way to get their minds off school work. They would walk to the park and scrimmage with other students of their age group and participate in a soccer clinic every Tuesday at 5pm. They both played soccer pretty avidly previously, as soccer is John’s favorite sport and he plays for a club team here at home. One of his games

resulted in a broken wrist, but that did not stop him from enjoying himself. While the experience was fun and exciting, John was excited to return home, especially because he was receiving his secondary school acceptance letters in the mail in Argentina. After returning, John realized how much he “enjoyed CHS and was glad to be back.” His classmates in the Class of 2012 welcomed his return and asked him the same kind of questions that he received when he arrived in Argentina. There was the occasional comical moment in class when he would raise his hand and start speaking in Spanish. John is now looking back on his experience from the 7th Grade at Roxbury Latin, and is glad to see the results of his travels. He shared that “because Spanish is similar to Latin, it made Latin much easier. Once you start to learn a lot of one language, it becomes easier to learn another.” Actually, he reflected that in his first 8 chapters of Latin, he did not have to make as many flashcards and study conjugations because he was already familiar with them. Despite the fact that it was challenging to transition to a different culture and to keep up with two curriculums at once, John would still encourage others to learn another language and experience another country first-hand. Now, he now finds it very useful to know Spanish and is continuing his lessons with his Argentinian tutor through Skype. He and Ale can speak to each other in different languages. “Yes, it is a lot of work to go to another country and get accustomed and then go back, but the benefits are worth the effort.” He also noted that he “feels a little more grown up after Argentina.”


Community News L IFE M ILESTONES Dr. Steven and Connie Tobolsky were overjoyed by the birth of their third grandchild, Ashlyn Grace Gilbert in June 2012. Ashlyn and her parents live near Atlanta and love to receive visits from Nani and Grandpa.

NEW BABIES Sixth grade faculty member Diana Blazar, her husband, Matt, and their son, Ben, welcomed Elizabeth to their family in mid June 2012.

Facilities manager Elton Matos and his wife Marcia welcomed their second son, Enzo, in May 2012. Enzo and big brother, Tiago ’20, are enjoying each other.

Director of Extended Day Angie Zomer, her husband, Ari, and their son, Zachary, welcomed Jenika Roxanne (‘Roxie”) to their family in October 2012. photo credit: Abby Sullivan Photography

P ROFESSIONAL D EVELOPMENT Fifth grade faculty Michael Coppola’s article “Setting Up My Classroom” was published in the Fall edition of Independent Teacher magazine. This article centered on the philosophy that since a classroom is a community of learners, all members of that community (teachers and students) should have a role in setting classroom expectations. Second grade faculty member Jacqueline Crawford returned from a two week fellowship at the Klingenstein Summer Institute. The program, an arm of Columbia University Teachers College, brings together 75 of the most promising young independent school teachers from around the country and the world to study adolescent cognition, diversity and interpersonal relationships, curricular development, specific teaching tools and techniques, and school leadership. Highlights included a lecture by eminent educational psychologist and Stanford professor Carol Dweck, the creation of action plans for addressing particular academic and cultural issues facing schools, small group work for feedback on individual teaching practices, a trip to Broadway’s award-winning Clybourne 22


WEDDINGS Rachel Badger and Daniel Duarte were married on July 7, 2012 in Groton, MA. photo credit: Rodeo & Co. Photography

RECENT ADDITIONS TO THE COMMUNITY New Trustees Deanna Cannata, P’12, ’15 Laurie Ewald, P’17, ’19 Charlie Jobson, P’16, ’19 Susan McSwain, P’16, ’19 Dr. Sanjay Shetty, P’16, ’20 Dr. Shanna Shulman, P’13, ’16, ’20


Park, and fantastic food by several prominent chefs. Says Jacqueline, “I am thankful for The Chestnut Hill School’s support of my participation at the Institute, and I return energized and excited about the prospect of sharing my positive experiences. The program gave me a wider array of structural and technological tools to bring to the classroom, a more specific language with which to think and speak about education, and a broader network of people to turn to when things don’t go well—or when they do.” Over the summer, second grade faculty member Ellie Garvey completed two triathlons, and went on a week-long tour of colleges with her daughter. Barb Tennyson and Karen Garrison presented "2 Successful iPad Projects" at the MEMSET (Middle & Elementary School Educational Technologists) meeting in late November at The Meadowbrook School in Weston. This year, eight members of the CHS faculty and staff attended the 25th annual 2012 NAIS People of Color Conference in Houston, TX. Attendees visit top schools in the vicinity of the

conference, hear from influential and inspiring teachers, and attend in-depth and informative workshops on a variety of issues and practices defining independent schools today. Each successive conference builds upon the previous years and sends its participants away with the strength, courage, and resources to build more inclusive and culturally competent communities. director of community and diversity Linda Hughes and associate director of development Tramaine Weekes presented “Developing Community,” a look at how two departments at CHS work together to achieve departmental goals and advance the mission of the School.







N EW CHS FACULTY: 2012-2013 After completing a stint at CHS as a long-term substitute last spring, we are delighted that Maggie Cerjan formally joins our community as a violin teacher for Kindergarten and Grade 1. Maggie is a Suzuki-trained violin instructor and works with groups of students ages 3-13 at the Boston Suzuki Institute. She has taught in a variety of other venues, including the Dana Hall School. A skilled musician in her own right, Maggie holds a Bachelors in Music from Northwestern University and is working on a Masters at Boston University. With six years of 4th grade experience at the Community Prep School in Providence and another year in the 5th grade at the Bush School in Seattle, Michael Coppola is known both for his exceptional classroom skill and for his keen interest in curriculum development and assessment. He holds a B.A. in Elementary Education from Boston College, a Master of Education in Literacy from Providence College, and a Master’s in Educational Leadership from the prestigious Klingenstein Center at Teachers College, Columbia University. We could not be more pleased for him to join forces with Lauren Giordano in our 5th grade program.

Lauren Giordano is hardly new to CHS, but we want to be sure she is properly introduced to those of you who do not know her. Boasting ten years of teaching experience in our Upper School, Lauren is thrilled to return to Grade 5. She is respected by the CHS community for all aspects of her work but is particularly known for her expertise as a math teacher and for her competency as a multicultural educator. Lauren holds a B.A. from Connecticut College and a Master’s in Education from Boston College. We are doubly honored that she returns to CHS with two children of her own: Alex (Kindergarten) and Andrew (Beginners).

grade. Rashad is also completing a graduate degree at Boston University while teaching at CHS.

With a B.A. from Berklee College of Music and a wealth of choral leadership experience as Minister of Music at the Bethel AME Church, Rashad McPherson joins the CHS community as a music teacher for Grades 2-3. Having worked with students across a range of ages and in a variety of settings, Rashad exudes his passion for music and shares that passion through his teaching. Rashad will teach third grade and will share teaching duties for second grade with Geni Skendo (bio below); Geni will also teach first

With a career spanning nearly thirty years in public and private schools, Lynn Jackson is a former CHS faculty member and has served us many times as a long-term substitute in the upper grades. Lynn has a BS from the University of North Carolina and a Master’s from Lesley. She has just completed a successful stint as a maternity substitute in Grade 6.

Geni Skendo is known to our community as the Music Director of CHSCASP and as a faculty member of CHSM. He holds a Bachelor’s from The Conservatory of Music Tirane (in Albania) and a Master’s from the New England Conservatory. Among many venues, he has taught in the Brookline and Cambridge Afterschool Programs. Geni is working with Grades 1-2 Music classes and also teaches private lessons.




FALL 2012







The Chestnut Hill School Honors

Lorna Lowe ’84 As Its First Distinguished Alumni Award Recipient By Tramaine E.Weekes


n June 8, 2012 in Chestnut Hill, at it’s 2nd annual graduation ceremony, The Chestnut Hill School presented its first Distinguished Alumni Award to Boston native, Lorna Lowe. The Distinguished Alumni Award is given to an alumnus/a whose exemplary service and remarkable accomplishments have contributed tremendously to his/her field. It is also important that the chosen recipient be a person who has continued to uphold the CHS mission of academic excellence, diversity, and community as well as be a role model that current students and future generations of CHS alumni can emulate. The 2012 recipient, Lorna Lowe, is a documentary producer and lawyer based in Boston. She has had careers in television at MTV Networks and E! Entertainment Television and in film and special effects at Sony Pictures and Sony Pictures Imageworks. She is a member of the Class of 1984 of The Chestnut Hill School and continued her education at Noble and Greenough, where she was the first African-American female president of the student body. Upon completing a dual program in political science and Cantonese at the Chinese University of Hong Kong, she graduated from Howard University in 1994. Lorna left Sony to enter law school at the University of Southern California.



While at USC, she became a judicial extern for District Court Judge Consuelo Marshall, represented adults in long-term correctional facilities through the Post Conviction Justice Project, and completed an International Law Programme at the Sorbonne in Paris. During an internship as a law clerk for the Alliance for Children’s Rights in Los Angeles, Lorna represented American children seeking guardianship and emancipation, as well as immigrant minors seeking asylum in the United States. Having herself been in the foster care system for nearly a year before being adopted through Boston Children’s Services in the early 1970’s, the rights of children became a particular interest and eventually [her] professional focus. While at the Alliance, Lorna formed Lowe Road, a production company focused on social issue documentaries and produced Shelter, a personal documentary on the after-effects of her search and reunion with her biological family as an adult. Shelter, premiered at the Boston International Festival for Women’s Cinema, was named Best Discovery by the Boston Society of Film Critics and




was released theatrically. Upon graduating from law school, Lorna returned to Boston to join Thoughtbridge, a extension of the Harvard Negotiation Project, as a consultant. A year later, while still producing through Lowe Road, Lorna began a private law practice specializing in the representation of children and parents in the child welfare system, assisting many of her child clients in securing permanency through adoption as well as negotiating open and closed adoption agreements for parents. While producing her second film, Romeo, a film about a man dedicated to rehabilitating batterers, Lorna became a Filmmaker-in-Residence at WGBH Boston and became the first recipient of the Accelerating the Creative production grant from Women in Film and General Motors. In the fall of 2011, Lorna was elected to the board of trustees of The Flaherty, a non-profit media arts institution dedicated to the support and exhibition of documentary and independent film. A member of the Massachusetts and New York Bar Associations, Lorna’s private legal practice spans child welfare and intellectual property. You can read Lorna’s complete bio and recipient speech on the CHS alumni website —


CHS Distinguished Alumni Award Given to an alumnus/a whose exemplary service and remarkable accomplishments have contributed tremendously to his/her field. This is currently the only award that the Board gives out on a yearly basis.

The criteria on which the nominee is chosen is as follows: 1. Any person having attended The Chestnut Hill School is eligible. Having graduated from The Chestnut Hill School is not a requirement. 2. The nominee shall have shown remarkable success and achievement in his/her chosen career/field; 3. The nominee shall have shown extraordinary courage, persistence or imagination in overcoming challenges; 4. The nominee shall have made a significant contribution to community on a local, state, national or international level or to the CHS community; 5. The honoree should be a role model that current students and future generations of CHS alumni can emulate; 6. Individuals running for or holding public office are not eligible;

The nominee must meet one or more of the criteria. Nominations may be made by submitting a nominating letter with supporting material (such as a resume) to the Alumni Leadership Council, in care of Tramaine Weekes, Associate Director of Development, The Chestnut Hill School, 428 Hammond Street, Chestnut Hill, MA 02467 or Nominations are accepted annually due May 1. Nominations will be kept on file for consideration for three years following the submission date. The Distinguished Alumni Award is given annually at graduation in June.



The School’s mission of academic excellence, community and diversity. You can read about Lorna in the Distinguished Alumni Award article on pg. 24-25 and on the “Alumni News” webpage at

1987 Susan Benaron and Anne Milton stopped by CHS and the Alumni Office in late October. After graduating from CHS from the 4th Grade, the two attended Winsor. Currently, Susan serves on the editorial panel of the Journal of Arizona Archaeology. She earned a B.A. from Case Western and an M.A. from Yale. Anne is a jewelry designer, graphic designer, and caterer. She writes a food blog with her nephew ( They recalled Headmistress Madame Marlor’s last assembly before her retirement. The children weren't being quiet. In the age of French being taught at CHS, they remember Mme. Marlor yelling, "Au Silence." They also remember playing on the parallel bars. Anne shared that her love of opera and operetta began at CHS when the third grade class performed Gilbert & Sullivan's The Mikado.

1984 Lorna Lowe was awarded CHS’s first Distinguished Alumni Award at the annual graduation ceremony in June. Lorna’s life and actions since CHS have embodied Lorna Lowe


Cable Daniel-Dreyfus is working for Apple Inc. as its cross-functional producer for Europe, the Middle East, India, and Africa. Cable’s job centers around marketing for the company and “executes the new product launches for over 60 countries, and also manages marketing campaigns, as well as regional marketing strategies.” Her specialty is in launching new products and understanding the competitive landscape that her products face. Look for her profile - coming soon to the “Alumni News” webpage at

1989 John Casey stopped by the school this summer to enroll his daughter, Catherine, in the CHS summer camps while they were in Boston for the summer. He remembers his classmate, Matt Murphy, fondly.

1992 Scott Feinerman is engaged to Patricia Lacerda.

1993 Emily (Johnson) Giorgetti and Matt Giorgetti are expecting their second child in March 2013. Emily and Matt were married in 2009 and had their first son, Cole, in 2011.

1994 Mollie Levy was married to Drew McLean on April 29, 2012.

Andrew and Elizabeth Rosenthal and Alison Jean. Andrew Rosenthal and Elizabeth Bardasz “would like to introduce everyone to the beautiful Alison Jean! She was born 9/17/12 at 5:12am, weighing in at 5 lbs 12 ounces. Mother and baby are doing great! Little Ali has been opening her eyes and looking around and loves the sound of our voices. Wow. Just... wow. I get it now. =)”

1995 Jonathan Garland, his wife Kiee, and their sons, Nathan and Daniel, joined the CHS community this fall at the annual Carnival. Jonathan is an architect in the Boston area and has experience in a broad range of building types that include educational, office, residential, retail, and religious facilities. During his visit and while showing his family around the school, he fondly remembered his days in Ms. Eutemey’s art classes.



Jonathan Garland and family





we meet our professor, Rocky, at a different museum or church and see breathtaking art and history. He is so knowledgeable and makes everything fun to learn about. Plus you can't beat seeing the things you’re learning about in person! After our class, we usually grab lunch in downtown Florence and walk around to sightsee/shop. We have 45 minutes of Italian a day which helps us learn how to be conversational downtown. Tomorrow morning, we are going to Pisa with Rocky and then some of us are using it as a launching pad to go to Cinque Terre Saturday night/Sunday to hike.”

Alexandra Hanson exchanged vows with Jesse Greenberg on October 6 in front of family and friends in Brooklyn, NY. Her sister, Elizabeth Hanson ’00 was a member of the bridal party.

1998 Juliana Mayfield is a Makeup Artist/Educator and Beauty Consultant with Mary Kay Cosmetics. “I distribute makeup services for all sorts of media; Photography, Television, Bridal, Special Events, Entertainment, etc. I travel all over the country teaching thousands of people how to apply cosmetics. Plus, I get to share America's Best Selling Brand, Mary Kay, with hundreds of women I meet. I am absolutely living my dream!” Look for her profile - coming soon to the “Alumni News” webpage at

1999 Amanda Duffy was married to Max Winograd on August 4 at Lyman Estate in Waltham, MA. Sister Emily Duffy ’04 was in the bridal party and accompanied by Dan Foster ’02.

2002 George Ivsin graduated from Colorado College in May. He is working as a research assistant at the Urban Institute’s Tax Policy Center in Washington, D.C.

2004 Sarah Bender writes from her semester abroad, “I have been having an AMAZING time in Florence! My group consists of 28 BC students who are all juniors. We are studying art history in Florence for two weeks and then we will head to Parma to take classes at Dante Alighieri. In Florence,


2007 Sara Hughes has been studying classical voice for the past year at Walnut Hill, and plans to continue her studies next year in college. Though the college process can be stressful at times, she's excited to see where it takes her. Jake Kuhn spent his summer directing plays and teaching art at a summer camp in Maine and loved being around crazy kids. He’s knee-deep in senior year but still makes time to see some CHS friends. Abigail Nectow had a great year at Dana Hall. She was inducted into the Cum Laude society, was the most improved player in varsity basketball, defensive player of the year in varsity lacrosse, the Wellesley College Book Prize winner, and participated in the 7th annual Cardboard Boat Race with her team’s boat, “Pandora.” Congratulations to Grant Steiger and Julia Kopelman, the first of our 2007 class members to receive a college acceptance. After graduating from Belmont Hill, Grant will attend the University of Pennsylvania as a member of the class of 2017. Julia will graduate from Lawrence Academy and will attend Elon University in the Fall.

2009 Sarah Bender’s semester abroad.

2006 Nikki Casper writes, “I graduated from the Dana Hall School last June and am currently a freshman at Union College in upstate New York. At Dana Hall, I was the head of my Peer Education program which educated the community on healthy social decisions. I was also the captain of my varsity squash team, and came in 4th the New England squash tournament. I am currently involved in Union College's version of Peer Education called Safe Space.” While at Dana Hall, Nikki was the shadow editor at Boston Design Guide for her senior project and one of the most improved players in varsity squash. Elizabeth Kenny is in her first year at Bowdoin College. In her senior year at Dana Hall, she shadowed a veterinarian at Wellesley Animal Hospital for her senior project and was given the Senior Excellence in Science Award for 2011.

Jai Crispin-Huertas is enjoying his junior year at Boston Trinity Academy. He says “Hey guys!”

2010 Hartman Russell writes, “This is my third year thus far at Belmont Hill and I am enjoying every moment of it. I am playing football, basketball, and baseball and taking Mandarin. I continue to achieve High Honors and am an avid singer in the Glee Club.”

2011 Walker Danforth is having fun in his second year at Beaver. Alexa Gordon writes, “Nobles has been great. Last year I think I was really well prepared. I miss CHS a lot though.” Rachel Nahirny shares the same sentiment stating, “I miss CHS, but love Nobles.” Gus Lamb stopped by our table at the Carnival to say “Belmont Hill is great! I've made awesome friends and I'm enjoying every bit of it!” 27





THIS YEAR AT GRADUATION, THE FOLLOWING STUDENTS WERE HONORED WITH AWARDS: Zack Cannata and Jesse Pellman - Class Agents Grant Gibson and Claire Mellowes - Lowell Sportsmanship Award Will Misciagna - Schrieber Family Community Service Award Charlie Pyle - Wendy Lamont Award



2012 Pierce Adams is enjoying a new political elective at Beaver Country Day School. Sydni Britton is looking forward to playing on the 2nd Grade basketball team and Boston Latin School. Angy Cervone is having fun at Dana Hall and played soccer this Fall. Elan Hedges writes, “This year I am learning to play new music at my new school. I am getting all A’s in math. I love my new school.” Anna Kraft spent some time in Italy this summer and had a fun time! Will Misciagna on a recent visit shared “Hey, it’s so great to be back! I’ve had a great fall at Belmont Hill.” Clara Parsons writes “Hi CHS! I am having so much fun at Newton Country Day. I am taking French, and I am hopefully going to get to use some when I go to France for Christmas! I miss everyone here, and I’m really excited to be at the Carnival!

Front row: Claire Mellowes, Will Misciagna, Grant Gibson. Second row: Charlie Pyle, Jesse Pellman, Zack Cannata.

Irene McLaughlin-Alves writes “I'm loving Beaver, it's my third year there and I'm looking forward to playing my last year on the Middle School basketball team.” Corky Ribakoff writes, “Hi guys! Can't believe we’re in 8th grade! WE’RE SO OLD. I'm at Dana, with Liz and Natalie and Eva and Laura, and we love it! It’s so nice to come back to CHS for good ol’ memories. I'm awkward.....miss you all!”

Jordan Sclar is in her third year at Winsor, but misses CHS. She is in the Guitar Club and is looking forward to her upcoming trip to NYC to see family. Your classmates, former faculty, and friends would like to hear from you! Submit a classnote in a variety of ways: email, post to, or contact your Class Agent. PHOTOS ARE ENCOURAGED! If you are interested in becoming a Class Agent for your class, please contact Tramaine Weekes, associate director of development, by email at, by calling 617-566-4394 ext. 651, or write to The Chestnut Hill School, 428 Hammond Street, Chestnut Hill, MA 02467.

Moses Williams, Jr. ’43 By Tramaine E.Weekes

October 18, 1933 - July 14, 2012

Moses attended CHS from 1941 to 1943. “Mo remembered, as do I, the two or three women who prepared lunch. They were from the Baltics. They did a dandy job with ration stamps to give us a good meal. We learned the recorder from Miss Vail.” - Harriet Williams Nicol ’43 After CHS, Moses attended Fessenden from 1943 to 1947, then boarding school at Middlesex School from 1947 to 1951, and finally attended Princeton from 1951 to 1955. His journey through life took him to Germany with Army Intelligence, New York City with Chase Manhattan Bank, and to Philadelphia with Girard Trust Company. He left Girard in 1972, moving to Bangor, Maine, where he was a child-abuse specialist with the Penobscot-Piscataquis school system. Returning eventually to Boston where he was born, Moses had various teaching and social service positions.


Since 1996, Williams lived out his final years at the the Soldiers Home in Chelsea, MA. He is survived by his sister, Harriet Williams Nicol ’43, nephew, James W. Nicol, both of Pomona, NY and many cousins. I had the honor of attending Moses’ graveside gathering on September 21 in York, ME. Several of his CHS classmates were in attendance - Donald Falvey ’43, “Nico” Thorndike ’45, Diane Emmons ’43 (wife of the late Curtis Prout ’20) as well as classmates from Fessenden, Middlesex, and Princeton. It was wonderful to know that each of the classmates remembered their days at The Chestnut Hill School with joy. Mo’s classmates commented that he had a great sense of humor, brilliant recall, and a masterful command of the English language. Moses was a great debator, and a quiet and constant friend. The Chestnut Hill School is saddened by the loss of such a generous and supportive alumni leader.

“I give to CHS because of the outstanding education that my children receive.”

“I give to CHS because CHS is a supportive place for kids and families.”

Give Joy! Give to the 2012/2013 Annual Fund at Why does CHS have an Annual Fund?


he Annual Fund supports virtually every area of the School. The Chestnut Hill School offers students a strong, well-rounded education that is admired throughout the Boston area and beyond. The Annual Fund enables CHS to enhance existing offerings, to explore new horizons, and to remain at the cutting edge of elementary education. As is the case with many independent schools, tuition covers only 71 percent of the cost to educate each CHS student. This gap is covered in part through Annual Fund gifts from parents, grandparents, alumni, and friends.

• Small classes and individual attention in every subject and classes devoted to technology, science, art, and music • The ability to attract and retain the finest faculty who are committed to, and excited about, helping each student achieve success • The opportunity to provide financial aid to families in need • The investment in new technologies and programs that maximize visual and collaborative learning skills essential for living and working in the 21st century

How much should I give? What does the Annual Fund support?


hile tuition provides the foundation, gifts to the Annual Fund enable CHS to implement valuable enhancements and deliver an educational experience that nurtures the whole child in the context of a warm, inclusive, and supportive community. Specifically, the Annual Fund supports: • The use of dynamic learning materials, collaborative projects, and experiential field trips


lease join in giving joy to CHS. Last year’s gifts ranged in size from $3 to $30,000, with leadership gifts starting at $1,500. The average gift from families totaled about $3,000. CHS welcomes and needs many gifts that together add up to a significant sum. All gifts are crucial to the School’s ability to thrive, and CHS appreciates gifts of every size. Please make your gift by June 30, 2013.

“I give to CHS because I feel part of the community when I give.”



428 Hammond Street Chestnut Hill, MA 02467

Families of Alumni If this publication is addressed to a CHS alum who no longer maintains a permanent address at your home, please notify the Alumni Office of their new mailing address at (617) 566-4394 ext. 651 or Thank you!

Grandparents and Special Friends Day MARCH 18-APRIL 1 Spring Break APRIL 3 Donor Day April 19 Spring Fling MAY 31 Grade 6 Musical JUNE 7 Graduation JUNE 24 - AUGUST 18 CHS CASP AUGUST 9-23 Spanish Adventure Camp

Join the fun on November 19th

Hill Happenings 2012-2013  
Hill Happenings 2012-2013  

The Chestnut Hill School Magazine 2012-2013