2015 - 2016 Compendium

EAGLE HILL SCHOOL The Grit Issue

the Compendium 2014–2015

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Letter from the Headmaster Dr. PJ McDonald, Headmaster

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Q&A with Board of Trustee Member Erik Fleming Erin Wynne, Director of Institutional Advancement

LEARN

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Why We’re Teaching Grit Through Stories of Resilience —And What We’re Seeing Michael Riendeau, EdD, Assistant Headmaster for Academic Affairs Originally published by NAIS Blog

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The International Baccalaureate Comes to Eagle Hill Jason Przypek, History Department Chair/EHS Fellow

LIVE

THRIVE

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Become Comfortable Being Uncomfortable

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School Trip —Vietnam, Cambodia,Thailand

Chris Hancock, Assistant Headmaster for Student Life

Andrew Ward, Biology Teacher

Triple Threats Tony Westcott, English Department Chair

EAGLE HILL SCHOOL

HARDWICK, MA

www.eaglehill.school

413-477-6000

BECOME

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Hillfest 2015—Coming Home

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Waller Trustee House

Tony Westcott, English Department Chair Hillfest Photography by Erica Berger ‘03

Erin Wynne, Director of Institutional Advancement

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The Annual Giving Fund

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What Do I Know?

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The Sky Might Fall

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Commencement Awards

Thank You for Your Contribution

Eric Stone, Dean of Education 2015 Baccalaureate Speaker

Kendall Clark ’15, Senior Class Speaker

Faculty & Staff Awards

Class of 2015

Inside Back Cover Back Cover

Boat Naming Ceremony Captain Sideways Tony McCaffrey, PhD, Math Teacher

You may have noticed the stir, in educational circles and beyond, about “grit” in the last couple of years. And if you’re of a certain age, like me, you’ll remember John Wayne’s Rooster Cogburn in True Grit—though I’ve always thought that it is really Mattie Ross, the young girl seeking to avenge her father’s murder, who shows real grit. Anyway, grit—that stick-to-itiveness that we revere—is making a real comeback in the national imagination and in the discourse of education. As with almost any idea, grit has its dyed-in-the-wool devotees and its detractors.

Over the last year, I have reread some of Angela Duckworth’s groundbreaking work about mindset—a notion that she could have learned on this very campus had she been here in the summer of 1967 or any moment between then and now. In simplest terms, the idea is this: our intelligence—in all its interesting and diverse forms—is not fixed but grows, changes, and develops indefinitely, and the more that we believe this, the more successful we are in myriad life activities. This, of course, is the fundamental premise on which Eagle Hill was built and continues to develop. Many of grit’s proponents make a connection between a growth mindset and grit, and there is certainly a relationship there.

Our own English Department piloted a course call Grit Lit: Stories of Resilience last year, and many students got a chance to experience vicariously the gritty lives of WWII veterans such as Louis Zamperini in Unbroken, fictional antiheroes such as Milton’s Satan in Paradise Lost, and even gritty teen lives like those in John Green’s Fault in Our Stars. We’ve made some interesting observations about the effect of literary study on character and will keep you posted in the years to come.

As I said, grit has its detractors as well. Alfie Kohn—perhaps American education’s professional ombudsman—is on the record with his concerns about the misappropriation of grit in an education context. At bottom, his concern is one we share: that valuing blind persistence can shift blame to students when, in fact, we ought to reconsider educational goals, objectives, and approaches.

In the end, as so often is the case, it is our students who can teach us about grit. After all, many of them have faced and overcome more obstacles in their tender years than many of us will ever have to face. Here are just a few of the examples of grit and determination from the Hill this year, and you’ll read more about each in the pages that follow.

Coached by our resident triathlete Chris Hancock, seven students persevered through the arduous months-long preparation for their first-ever triathlon.

All of them completed two triathlons, and the team's inaugural race saw its seven members return to campus with five top-finisher medals. Junior Lucas Dellaporta performed so well that he earned a spot at the USAT Olympic Distance National Championships in Milwaukee, Wisconsin.

Also this year, EHS alumnus Bernie Gengel ’10 graduated with distinction from Suffolk University, while his younger brother Richie Gengel ’13 continues to thrive at High Point University. Success in college is not surprising for students of their intellect, but the Gengel boys have excelled in the face of extraordinary personal anguish after their sister Britney perished in the 2010 Haitian earthquake. In a demonstration of extraordinary grit and perseverance, Bernie and Richie, along with their parents, Len and Cherylann Gengel, founded the Be Like Brit Foundation to fulfill Britney’s dying wish—to build an orphanage in Haiti. As a founding member of the Be Like Brit board of directors, I have had a front row seat to a feat that is nothing short of heroic. Many said it couldn’t be done in the time frame or on the scale that the Gengel family imagined, but rising out of a mountain in Grand Goave, Haiti, stands a 19,000-square foot orphanage that is home to 66 beautiful young boys and girls. I visited twice during this past academic year, and I can tell you with absolute certainty that it is the most peaceful place on earth. I can only hope that it brings Bernie, Richie, and the entire Gengel family an equal measure of peace.

One of the facets of grit that is sometimes overlooked but is in no short supply here in Hardwick is the inclination to continually seek out new challenges, and that is exactly what students and teachers at EHS have done in pursuing authorization as an IB (International Baccalaureate) World School. Eagle Hill School is a candidate school* for the Diploma Programme. IB World Schools are schools that share a common philosophy—a commitment to high quality, challenging, international education that Eagle Hill School believes is important for its students. The IB Diploma Programme—and its individual courses—will provide one more way for EHS students to challenge themselves and to put their grit to good use.

As our 2015 graduates headed off to their new challenges at colleges across the nation, I was again reminded of the importance of perseverance—not only for the sake of accomplishing a particular goal, but also for developing character and integrity. EHS alumni/ae starting at Sacred Heart University this fall read Cheryl Strayed’s Wild: From Lost to Found on the Pacific Crest Trail as their summer reading preparation—a story of adversity, self-discovery, and personal triumph that would make Mattie Ross proud…in much the same manner that the Class of 2015 will make the EHS faculty proud.

PJ McDonald

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*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme. Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit http://www.ibo.org.

Letter from the Headmaster

2014–2015 Eagle Hill School

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QA &

with EHS Trustee Erik Fleming

How did you come to know Eagle Hill School?

My wife and I moved to Hardwick in 1995 and not long after that met Dr. McDonald. Over the following ten years, Dr. McDonald and I served on town committees together and, not surprisingly, I gained an increasing respect for both him and the school.

we drove down the driveway and passed the rushing waterfall, we looked at each other and said, “We’re here!” Twenty years later, and with the addition of 150 acres of abutting property, we are still clearing land and making improvements to what we call Morningfield Farm.

Can you tell us about Torrance and her passion for horses?

Why did you choose to move to Hardwick?

I lived in Petersham in the 1970s, just north of Hardwick, and then moved to Concord, Massachusetts in 1982 where I developed real estate and restored older homes. Not in my wildest dreams did I envision moving back to this area. While in Concord, I enjoyed both the challenge of my job and the community itself. After meeting my wife, Torrance Watkins, who is an Olympic equestrian, we decided that we needed to purchase something a bit larger than the one-acre lot where we lived in Concord to house and train our twelve horses.

A broker friend insisted we look at a 100-acre farm in Hardwick. As 4 Eagle Eagle Hill Hill School School 2014–2015 2014-2015 4

Torrance’s experiences in the sport of eventing include an impressive list of credentials. In 1980, she was the Bronze Medal winner at the Alternate Olympics in Fontainebleau, France, and was the first woman to receive an Olympic Medal in the sport of Three-Day Eventing. She has represented the United States in three World Championships and won a Team Silver Medal in 1978 in Lexington, Kentucky, and a Team Bronze Medal in 1982 at Luhmuhlen, West Germany. In 1984 she was the only US rider to turn in both a clear cross-country and a clear show jumping round at the Los Angeles Olympics. Her efforts earned the Gold Medal for the US team and she placed fourth individually.

Torrance has won two National Championships. She has been named the United States, “Leading Lady Rider” five times, and in 1980, she was named “US Rider of the Year.” In 2003, Torrance was the first woman to be inducted into the United States Eventing Association Eventing Hall of Fame.

grandmother who first introduced me to air travel when I was just five years old. “Liz” had seen action as a military transport in the Mediterranean and in Europe and was there for the D-Day invasion.

Outfitting her with the same fabrics as the Orient Express gave her a glamorous 1940s Hollywood look. Add Glenn Miller on the stereo and envision Ingrid Bergman and Humphrey Bogart sipping champagne and, well, you get the idea. I expanded her versatility by adding seven cameras mounted both outside and inside the aircraft. As I flew in air shows around the country, I would send live signal to the local TV stations. It’s a little like what the blimp does at sporting events—except I flew a little faster.

Let’s fast forward and talk about how you came to be on the EHS Board of Trustees?

Rumor has it that you had an equally interesting aviation career before becoming a developer. True?

Since as early as I can remember, I’ve always had a fascination with flight. My father was a flight instructor during WWII, and my mother had to give up flying because she was pregnant with me and couldn’t pull the stick back far enough to make a proper landing. I was a licensed parachute rigger and jump instructor in the mid 1970s.

I earned my pilot's license in the early 1980s and flew almost every day, adding instrument and commercial ratings. At the insistence of my father, I began to fly aerobatics mostly to make me a better pilot.

I fell in love with flying “upside down” and began to fly in aerobatic competitions. Retiring from real estate development, I took up flying air shows and aerobatic competitions full time.

What did you do next?

By the late 1980s, I was looking for something different. I purchased six WWII era C-47/DC-3 transport airplanes from the Royal Canadian Air Force and restored one to museum quality. I kept the name the Canadians had affectionately given her, “Miss Piggy.” For several years we flew her at air shows all around the eastern half of the country.

I then decided to pursue my lifelong dream of creating the airborne version of the Orient Express. Legend Airways was the name we gave the company. I found a tired DC-3 in Florida and spent over a year restoring it in Oshkosh, Wisconsin. I named her “Liz” after my

What has impressed me the most about the board of trustees is how focused and strategically organized they are for the future of the school. They are always planning and preparing for five to ten years out. When I was asked to join the board in 2011, I was extremely honored. My role was to serve as the liaison between the town and the school as EHS endeavored to execute two highly sensitive initiatives that would significantly affect the town and its people. The first of these two initiatives was to build a three-mile long sewer line from the school to the treatment facility in Gilbertville and connect seven buildings owned by the town. The second initiative was to negotiate a “Payment in Lieu of Taxes” (PILOT) agreement that put seven schoolowned houses back on the town’s tax rolls. I am proud to say that we have successfully completed these initiatives, and as a result, the school and the town have never enjoyed stronger relations.

What is your favorite part of being an EHS trustee?

When I first introduced myself to a few board members, I said, “My name is Erik Fleming, and I wish I were fifteen again. I would choose EHS in a heartbeat.” I was the prototypical EHS kid. Growing up in rural Iowa with dyslexia and ADD was not an easy road to travel to say the least. While my parents eventually sent me to boarding school, it was nowhere near the caliber of EHS, nor was it designed for the way I learn—visually and tactilely. I would have absolutely thrived at EHS. So, for me, being a trustee gives me the opportunity to help kids just like me to find academic and personal success in school.

You have had such a varied and interesting career. What have you learned over time?

The concept that resonates most strongly with me is the idea of finding something that you are incredibly passionate about and becoming the very best in the world at it.

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Why We're Teaching Grit Through Stories of Resilience —And What We're Seeing Originally published by NAIS Blog

by Michael Riendeau, EdD Assistant Headmaster for Academic Affairs

Year after year, our director of college counseling and I sit down to evaluate the success of Eagle Hill School (Massachusetts) alumni/ae at their chosen universities. In the last ten years, we've become increasingly aware that traditional, strictly intellectually oriented approaches fall short of predicting which students will be most successful. In other words, ACT and SAT scores, high school rank, GPA, and even teacher recommendations fail to provide an adequate prospective picture of who will persevere and who will succumb to the challenges of college.

Over time, it has become clear to us that there is at least one other important factor that accounts for their success, what Angela Duckworth and others have identified as "grit," the stick-to-itiveness that permits us to pursue and persevere to achieve very long-term goals with tenacity and resilience.

We were thrilled to see our experience with students borne out by Duckworth's research at the University of Pennsylvania, and we took a new look at our students with this characteristic in mind.

By considering grit and resilience, we were able to better predict who would succeed and in which environments—and, I think, better able to offer helpful advice to our students and families as they headed off to college. But we hadn't figured out how to teach grit, how to nurture the sort of resilience that we had determined was so important. Here, Duckworth was less helpful, candidly admitting in a 2013 TED Talk that we really have very little idea how best to teach grit in schools.

Shortly after watching that TED Talk with the faculty, we happened upon David Comer Kidd and Emanuele Castano's research, "Reading Literary Fiction Improves Theory of Mind" published in the journal Science (18 October 2013: vol. 342, no.

6156, pp. 377-380). In their much-heralded and oft-criticized article, Kidd and Castano report the findings of several studies that suggest that reading literary fiction (as distinct from nonfiction and so-called popular fiction) can contribute to improved theory of mind—the ability to recognize and empa-

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thize with others' states of mind. Whether or not you question Kidd and Castano's methodology—questions have surfaced about how the reading passages were chosen in the studies they used—it is hard to resist the tempting notion that reading can change us in fundamental ways. Serendipitously, we had hit upon an approach to teaching grit: We'd read stories of grit!

So, we set about developing a course—Grit Lit: Stories of Resilience—to provide students with a window into the gritty lives of characters in their reading. Because Eagle Hill is built on the principles of innovation, individuality, and intellectual autonomy, we did not develop an overly prescriptive curriculum or reading list. Instead, we asked teachers to choose texts and to develop approaches and activities that they thought would allow students the vicarious experience of resilience. The first few sections of our Grit Lit course got underway this winter. (Below is a list of texts that teachers have used or are considering.)

The texts, as you'll see, are incredibly diverse. What seems to be important so far is using texts slightly differently than we have in the past. Many high school literature courses treat texts as nothing more than grist for an interpretation mill, often one with a particular interpretive practice in mind: training young feminist critics or psychoanalytic critics or New Critics or post-colonialists. In our Grit Lit sections, we take another approach: we pay attention to the experiences of characters and try hard to imagine ourselves in their lives.

We've done this with "grit journals" that ask students to identify the resilience of characters in their readings, to adopt the position of a character and imagine entering her or his situation, or to imagine literary characters reacting to challenging situations in their own lives. Some of us have experimented with poetry for two voices. In this exercise, students match their own lives against those of the characters in their texts and perform their original work in pairs, using two voices to highlight intersections and divergences. We've explored the differences among grit, stubbornness, and belligerence in our discussions and essays (is Milton's Satan resilient or belligerent?).

LEARN

Kyle Ebanks '17 2014–2015 Eagle Hill School 7

So far, it doesn't seem to matter much whether the characters are fictional or "real." My own students have reacted as strongly to Milton's Satan as to Carton de Wiart's tales of war.

Reading about Louie Zamperini in Hillenbrand's Unbroken, one student quipped, "His 'mind is its own place'!"

What does seem to matter is offering classroom experiences that allow students and teachers to be fully themselves, setting aside the carefully crafted personas that all of us sometimes bring to class. Genuine empathy, even with a fictional character, requires a genuine self reaching out to another, and that can be intimidating for everyone involved.

As teachers, we've begun to think about ways to study, more formally, the outcomes of this coursework for students. It's too early to report any strong findings, but one exercise conducted with a very small group of students is encouraging. Using a common twenty-five item resilience scale that takes no more than ten minutes for students to respond to independently, I put students into two groups and asked them to do different short readings immediately prior to completing the scales.

One group read Henley's "Invictus," and the other read Owen's "Dulce et Decorum Est." (If you know these poems, you'll recognize that the two works have very different tenors: The "bloodied but unbowed" resilience in Henley's speaker contrasts Owen's disillusioned, "helpless sight.") In comparing the scales completed by these two groups of students, a striking difference emerged: Those who read Henley scored, on aver-

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age, as significantly more resilient than those who read Owen.

The Henley group scored in the "moderately high" range while the Owen group scored in the low range. Of course, this was an unscientific classroom activity designed in part to help students understand the concept of resilience or grit early in the course. At the same time, it has sparked some interesting discussion among faculty.

We've also taken to heart Alfie Kohn's critique of the popularity of grit in recent educational discourse. It is, of course,

possible to impose unrealistic, wrongheaded, or unhealthy goals on our students and to suggest that failure to meet those goals is a character flaw, a lack of grit. It is perhaps even more dangerous to nurture a brand of grit that requires students to persevere in impossible situations toward truly awful outcomes. In this respect, we agree with Kohn's concerns about grit as an education panacea. However, when grit is developed in an environment of respect and trust and relied on in a struggle toward our own and common goals, we see it as an indispensable quality—and literary study is perhaps one way to nurture that quality.

A partial list of literature (in no particular order): Dorothy Allison's Bastard Out of Carolina Yoko Kawashima Watkins's So Far from the Bamboo Grove John Green's Fault in Our Stars Bryce Courtenay's The Power of One Sherman Alexie's Absolutely True Diary of a Part-Time Indian John Milton's Paradise Lost Maya Angelou's I Know Why the Caged Bird Sings Laura Hillenbrand's Unbroken Ray Bradbury's Something Wicked This Way Comes

Adrian Carton de Wiart's Happy Odyssey Richard Wright's Black Boy Beowulf Khaled Hosseini's Kite Runner Piri Thomas's Down These Mean Streets Toni Morrison's Bluest Eye Geoffrey Canada's Fist, Stick, Knife, Gun A Rough South Reader Stephen Ambrose's Undaunted Courage Shyam Selvadurai's Funny Boy

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The International Baccalaureate Comes to Eagle Hill International Academic Standards Meet Innovative Instruction

by Jason Przypek History Department Chair/EHS Fellow These are heady times at Eagle Hill. As our half-century mark rapidly approaches, in the midst of the flurry of building, growth, and the constant drive for improvement, we have once more set forth on a bold initiative to provide our students with the very best educational opportunities. This initiative is focused squarely on enhancing our academic programming; Eagle Hill has embarked on the path to becoming an International Baccalaureate World School, and when that happens we believe that Eagle Hill will be the only school in the world expressly for learning (dis)abled students and offering the IB Diploma Programme.

of the foundation of what makes EHS unique and successful. It is in this pioneering spirit that the Eagle Hill faculty has spent the last year exploring the benefits of becoming an International Baccalaureate World School. The International Baccalaureate is a nonprofit educational foundation offering prestigious, internationally minded educational programs. Its Diploma Programme is recognized and respected by leading universities around the world.

In a recent press release, Eagle Hill announced its status as an IB candidate school. This means Eagle Hill is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, and inquiry-based international education. The very first step taken on this path was to examine IB’s mission statement for compatibility with our own. The clear commitment to fostering true intellectual growth and autonomy with an emphasis on ethical compassion and respect for others made it clear not only that the IB’s mission is compatible with Eagle Hill’s mission but also that they complement each other fully.

The IB Diploma Programme is a challenging and comprehensive two-year course of study for high school juniors and seniors. It entails taking six two-year courses in the traditional subject areas, as well as the unique Theory of Knowledge class, part of the program “core,” in which students are challenged to think critically about areas of knowledge and ways of knowing. As another facet of the core of the program, Diploma candidates must develop an extended essay, a sort of minidissertation, on a topic from one of the subject areas studied. Candidates must further challenge themselves to grow personally, physically, and intellectually by applying their knowledge and developing their character in real-life, hands-on situations through participation in the CAS (Creativity, Activity, Service) component. Hopefully, this brief description is beginning to make it clear why the IB Diploma Programme is considered comprehensive, challenging, and holistic in its approach. It may also be helpful to consider briefly what the IB Diploma Programme is not; it is not a collection of courses designed around passing standardized multiple choice tests. It emphasizes depth of knowledge and understanding, mastery of material, and the careful cultivation of the skills required for complex communication and not rote memorization of a vast array of encyclopedic knowledge. In this light there are certainly those who would say that IB’s offerings compare very favorably with others such as Advanced Placement courses.

And this leads us to our next point, namely that we are eminently confident that our students, with their non-traditional learning profiles, with their particular and highly individual intellectual and academic strengths, will flourish within the context of IB’s inquiry-driven, project-based, formatively assessed approaches to teaching and learning.

IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

Eagle Hill School has for decades provided students described as learning (dis)abled a first-class education in preparation for college and for a life of intellectual engagement. That education is grounded by our absolute fidelity to the individual. Our expertise in developing innovative curricular offerings to meet both the needs and aspirations of each of our students is part

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What is the International Baccalaureate Diploma Programme?

Who will do it, and when?

If all goes according to plan, as we are confident it will, Eagle Hill will begin offering the IB Diploma Programme to juniors in the fall of 2017. There will be an application process through the student’s advisor in consultation with teachers who have worked closely with each student. The IB Diploma Programme is an excellent option for students who have, by the end of their sophomore year, developed a certain level of independence and intrinsic motivation. Students who are inquisitive, who are seeking a challenge, and who hope to optimize the attractiveness of their college applications will be strong candidates for the full IB Diploma Programme.

Many other Eagle Hill students and the Eagle Hill community more generally stand to benefit, as well.

Students who have passion and aptitude in a particular subject area may wish to take an IB course or two in their areas of interest without necessarily enrolling in the full Diploma Programme. In this way we expect that a much larger proportion of our students will directly benefit from IB, possibly even earning college credits for their IB coursework (depending upon the college’s policy). The sound educational philosophy of IB also has ways of permeating and invigorating the culture of an entire school, for example through teacher training and through the conscientious in-house development of targeted school-wide policies on honesty, assessment, language, and inclusiveness.

Why IB? The Eagle Hill faculty has already developed an unrivalled educational program with an unprecedented array of options. The innovative nine-term schedule allows for exceptional flexibility. Dozens of exploratory as well as fulllength courses, internships in theater, the arts, and athletics, as well as honors projects in nearly every conceivable field add up to offer Eagle Hill students the richest and fullest of educational experiences. The faculty here justifiably pride themselves upon their innovative, professional, and caring approach to programming and instruction. So what could a prescribed course of study from an educational organization like IB possibly offer? Over the years, many of our students have voiced their concerns about the full recognition of their academic achievements. Doubts born of previous, often unfortunate, school experiences can plague even the most accomplished “LD” student: “Will my grades be thought of

the same way as those of a traditional prep school student?

Am I really as capable as my teachers say? Will colleges weigh my application the same way as other students’?” An internationally recognized, highly respected program such as IB’s affords students the opportunity to take on the challenge of an externally moderated, high quality educational program. At the same time IB offers top-notch professional development opportunities for teachers, encourages excellent pedagogical practices, and imbues its member schools with a culture of ethical international mindedness. In short, if you are looking for a recognized program that assures consistency and meaningful study while affording the flexibility to maintain the identity, character, and innovative nature of your own learning community, IB is undoubtedly the best option. Still the skeptic might say there seems to be a certain discord here—a school for students described as having learning (dis)abilities adopting such a program? What that skeptic might not know is that IB is committed to making its programs accessible to the widest range of students. Accommodations are available to students with learning (dis)abilities. And most importantly, the program is wonderfully flexible, leaving day-to-day pedagogical decisions and instructional methods to the discretion of the teacher in the classroom.

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Our Eagle Hill philosophy states that every student can learn and that learning differently demands teaching differently.

With solid faith in these two ideas, there is no inclination to shrink from a challenge that will help inquisitive and capable students attain a widely recognized world-class education.

With our small classes and dedicated teachers, with our spirit of enterprise and innovation, and with the whole array of supports built into our school-day routine, there is no doubt that IB diplomas await those Eagle Hill students ready and willing to take up the challenge. A level of independence as well as certain prerequisite skills will be required, but support and accommodations will continue to be provided. It will be an externally moderated challenge which the Eagle Hill student and teacher will face, as they have always faced challenges, together.

IB is a good fit for our students.

The Diploma Programme’s curriculum reflects IB’s emphasis on critical thinking and skill development as opposed to memorizing content. While many of our students have difficulties with short- or long-term memory, or both, they often display strengths in analyzing, thinking creatively, and making connections between ideas. In small classes with attentive teachers, slow processing does not stand in the way of deep understanding or mastery of skills, especially when teachers can give students immediate constructive feedback and tailor lessons to suit individual needs.

IB assessments often take the form of essays, usually in response to questions the student can choose from among many options. The choice of a question allows a student to play to his or her strengths while the essay response provides an opportunity to display knowledge and ideas that never come into play in a fill-in-the-bubble, multiple choice exam. While the AP exams are essentially a summative assessment, simply measuring student performance against set benchmarks, IB assessments are both summative and formative, measuring student progress in a way that can inform teaching strategies and improve instruction.

IB courses often involve collaborative group projects. Projectbased learning is precisely the educational milieu in which our goal-oriented, hands-on students thrive, while collaboration not only facilitates a rich exchange of ideas and opportunities for students to teach and learn from peers but also affords the opportunity for social growth and the development of pragmatic interpersonal skills. Students who struggle with executive function benefit from practicing the necessary planning out of long-term, multistep projects within a safe, structured, and supervised environment.

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IB fosters and appreciates creativity, decidedly an area of strength for many of our students. Creative thinking is encouraged and rewarded in all IB courses and particularly in the Visual Arts course that Eagle Hill will be offering. In this class, students compile a portfolio of their artwork, the portfolio itself becoming the assessment piece.

The interdisciplinary nature of the IB program, along with its insistence on concurrency of learning, leads to deeper understanding and facilitates the fluid interconnection of ideas. The Theory of Knowledge class is taken over two years concurrently with the six subject area courses. Concepts garnered in the various subject courses are examined in the light of principles from other disciplines. Ideas are tested and the very footholds of knowledge are closely examined. Our students will benefit tremendously from explicitly practicing this kind of interdisciplinary examination, learning to see how parts fit into the whole and how concepts can be applied across disciplines.

IB’s approaches to teaching and approaches to learning are simply based on good, solid educational principles that explicitly call for differentiated instruction to meet the needs of diverse learners. As we well know, the success of any educational endeavor does not lie exclusively in the set of cognitive aptitudes of the learner but hinges on the complex and adaptive interplay between learners and teachers. With this principle in mind, we are prepared to show that the meeting of world-class standards is well within reach of many diverse learners.

LIVE

Become Comfortable Being Uncomfortable

by Chris Hancock Assistant Headmaster for Student Life

Crossing the finish line of a triathlon is rarely about the race itself.

Whether a local production or one with the grandeur of the Ironman World Championship in Kona, Hawaii, the fanfare, TV coverage, and finisher medals are all trivial relative to what takes place within each athlete before, during, and after a competition. Speak to any longtime triathlete and within thirty seconds you will hear a tale of grit, inspiration, or resilience that carried that athlete through the physical and emotional ebbs of the weeks, months, or even years leading up to a race.

Undoubtedly, your head will soon spin from an inundation of triathlon aphorisms. In fact, if we talked about all of our hobbies the way many triathletes talk about theirs, it might sound something like: “Hey everyone, I just got my guitar solo down to five minutes. I think I might be able to get it down to four by Christmas! Just got to keep on pushing.”

Or, “I got the whole nine. Hand rake.

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Water breaker. Shears. Scissors. Japanese gardening knife. Bow rake. Transplant spade. Latex-coated cotton gloves, and arm protectors. Will you come watch me garden tomorrow? It’ll be my first day of the season and external support is really motivating for me.” Or you might read a tweet that simply says, “To-scale Play-doh Cinderella’s castle replica finally finished. #exhausted #justtryit #bucketlist.”

Despite the sometimes overwhelming deluge of pithy sayings, grit and triathlon are inextricably linked. This became apparent to anyone who witnessed the commitment, sweat, and occasional suffering the members of EHS’s inaugural triathlon team endured all winter and spring. These students took a risk. They put their bodies on the line. They exposed themselves to their own self-doubt and limitations and discovered throughout the process that they possessed the fortitude to accomplish something previously unimaginable. This was a lesson applicable far beyond the sport of triathlon.

In a modern western society that has co-opted instant gratification, it was inspiring to learn that so many of our students still value the notion that something deeply fulfilling can emerge from persistence and consistency. Some are born with an innate sense of it. Some can be taught its merits. All unavoidably explore their relationship with it through triathlon.

The EHS tri team members emerged from their months of training and competing not only with a deeper understanding of this dynamic, but as increasingly confident, vocal, and engaged leaders on campus. Some became prefects, others markedly improved their grades in the classroom, and one rising star student was honored in front of the entire school when he, after his first-ever race, qualified for the USA Triathlon Olympic Distance National Championships.

Through their individual journeys and newfound identities, our tri team athletes have proven, not only to themselves but to the wider EHS community, self-confidence is applicable far beyond the world of sports psychology. Born in a maelstrom of daily workouts and exhaustion visible to any passerby, their gritty attitudes have resonated with others and an overwhelming number of students have already inquired about next year’s team.

To anyone who knows our students and community this should not be surprising. When one decides to turn his back on what is comfortable and what is safe, he is soon confronted with an opponent he cannot see but constantly feels and hears.

It is his doubt, his insecurity, even his fear asking, “Is this something you really want? You can take the easy way out and simply stop here. It’s okay.” These voices are not easily overcome, but, as our triathlon team members now know, if one puts in the effort, the hours, and the sweat, and finds a way to stick to his goals no matter what his mind and body are telling him in the moment, he soon realizes he is stronger than he thought he would ever be. That is the lesson of triathlon. That is the story of an EHS student.

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2015 School Trip Vietnam, Cambodia,Thailand

by Andrew Ward, Biology Teacher

It is amazing how the world can be so big but at the same time so accessible: one can basically travel to any place on the planet in a single day.

This past April a flight of almost seventeen hours took our Eagle Hill group halfway across the world, to Southeast Asia. Eagle Hill has traveled the globe for more than a decade, taking over four hundred students to South Africa, China, Australia, and all over Central and South America and Europe. This latest trip was an unforgettable adventure, from the vibrant youth of Vietnam, to the ancient temples of Cambodia, to the immense diversity of Thailand.

While most of our overseas activities are planned months in advance, it is often the unplanned events that turn out to be the most memorable, such as an impromptu game of soccer with a group of young Cambodian students in a schoolyard—it took a great deal of effort to eventually pry our students away. In Vietnam we had an unexpected moment that I personally will remember forever. Just after sundown, our entire group loaded into individual rickshaws to ride through Ho Chi Minh City, formerly known as Saigon. Forget what you’ve seen in any Hollywood version of Vietnam in the time of war. That is clearly ancient history to this very young population, the great majority of which wasn’t even alive during the conflict. Ho Chi Minh City is bright, busy, and full of life. The rickshaw ride through the endless swarms of motor scooters was a harrowing experience, but I couldn’t wipe the smile off my face as we weaved in and out of traffic. I couldn’t decide where best to focus my attention, the lights on the buildings, the shifting locals on their scooters within arm’s reach, or the faces of the students as they looked around in amazement. It was sensory overload and I couldn’t get enough of it. We visited quite a few sites highlighting the United States’ involvement in the war, such as the elaborate tunnel systems built by the Vietcong, and the War Remnants Museum, but I think most of us were impressed by what Vietnam is all about today, which seems to have very little to do with what happened forty years to the month prior to our arrival.

A short flight put us in Siem Reap, Cambodia. Cambodia is a country with a far darker past than that of its neighbors. After the genocide in the late 1970s by the Khmer Rouge, the country was left in abject poverty with a population stricken with fear that such a tragedy could reoccur. Cambodia,

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however, is rich with some of the most well-preserved ancient temples in the world. The most famous, Angkor Wat, is by far the largest not only in the region, but in the world. The people of Cambodia were much like the Vietnamese: youthful, friendly, and looking to the future. Cambodia seemed to have the greatest impact on our students who were enrolled in a one-term class that explored the history and culture of the places we visited—they had a better grasp of the country’s history, from the ancient ruins we were able to witness in person to the most recent decades of turmoil. Seeing elder Cambodian individuals and knowing what they survived made a lasting impact on many of the students and adults on our tour.

While Angkor Wat may have been the largest and most famous temple we visited, several members of the group were equally impressed with other sites, such as Angkor Thom and Ta Prohm, where the jungle seemed to swallow the ruins whole. There was a definite “Indiana Jones” feel to the place. While many of us were excited to see Thailand next, nobody in the group really wanted to leave Cambodia. The breakout soccer game seemed an appropriate farewell.

Bangkok, Thailand, is a whole other world in more ways than one. It is clearly more modern than anything we had seen in the region. The city is sprawling and we could see the whole place from the thirty-something floor of the skyscraper we were staying in. Never have I seen such a rich diversity of people inhabiting the same space. It was as if random samples of people were taken from every corner of the world and sprinkled onto that one city. The temples were glorious in a different way than the ruins of Cambodia. While Angkor Wat saw over two million tourists last year, the Grand Palace in Thailand seemed to be hosting that many people on the day we visited!

To get home we actually flew the other way around the world to return via London, since we were essentially on the other side of the planet. Our trip was certainly more amazing for having gone so far. There was much to relish in our adventure together, between the ancient temples, the modern cities, the delicious cuisine, and the familiar and unfamiliar history of each unique country. I think all would agree, however, that it was the people we came into contact with that had the most lasting impression on us. The students were respectful and served as great ambassadors to our school and our country. I am always proud to travel with Eagle Hill students, and it gives me a great deal of pleasure to see their worldviews change with every new faraway place we go.

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Dear PJ: I had the great fortune of accompanying the Eagle Hill students and staff to Southeast Asia this past spring. Not only did I have the opportunity to experience the different cultures and wonders of these countries, but I also experienced the Eagle Hill community firsthand. I was thrilled to see the general camaraderie among the students. The students, encompassing varying ages and personalities, were bonded together and protective of one another.

The major reason I am writing is to share how impressed I was by the Eagle Hill faculty.

Andrew Ward, first, is a marvel to behold: an intellectual, a mentor to children, and a kind soul, he leads the group with a strong, direct style that is comforting yet commands respect from the students. With an enjoyable dry sense of humor, nothing unravels this man. He is a role model for all to observe. Going to three underdeveloped countries and managing the unplanned zigs that inevitably occur is not an easy undertaking but he made the plan work smoothly for the group, going with the flow and optimizing the experience for all.

I was amazed at the calm with which the teachers managed the students and their whereabouts, their passports and paperwork, and the sometimes stressful daily details of travel.

I was so happy to have Becky Miller on the trip, as she has been Dever's advisor from the beginning. What a delight to get to know her better and to see her manage her group with aplomb and with a special humor that they loved. What I did not realize at first was that Mary Ann Riendeau had been given the special privilege of watching over me as well as her assigned group of students. I did not know Mary Ann previously, and I was delighted to spend time with her; she has an inquisitive mind, and, like the other members of the staff, a true finesse and expertise in her approach to dealing with students. One student called her “Mom,” and I can understand why Mary Ann is the kind of mom we would all like to have—I cannot remember a time in my adult life when I was taken care of in such a way. Marshall Robinson and Tyler Blais also showed a command of their profession, while also clearly demonstrating a keen, genuine interest in the students themselves. All were fun-loving yet very much on task with their primary responsibility: the welfare of the students.

I loved them all! Please express my gratitude to these individuals not only for undertaking this trip but also for dedicating their lives to such a worthy endeavor.

Thank you.

Jenny Jones Mother of Dever Mack '16

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Triple Threats

by Tony Westcott English Department Chair

A “triple threat” is commonly defined as a person who excels in three significant areas in a given field. For instance, a theater

performer who is equally adept at singing, dancing, and acting, or a baseball player who can expertly hit, throw, and catch. But there’s more to it than that. As Schoolhouse Rock once put it in one of their most famous tunes, “Three is a magic number.”

The essence of a triple threat isn’t just strength in three separate abilities; it’s the cumulative effect that can produce greatness.

At Eagle Hill School, the archetypal triple threat is characterized as a student who performs well academically, while also thriving in extracurricular activities such as sports, arts, or student leadership. The triple threat can take different forms but each year, the school’s highest achievers almost always shine in more than one area. In a school filled with triple threat students, three such rising seniors from the class of 2016 recently shared their stories with me, and each one attests to the strengths of the school’s programming as a whole.

Hailing from Mexico, Sebastian Phillips ’16 first arrived on the EHS campus as a fresh-faced, and sometimes just playfully fresh, eighth grader. His first years were peppered with episodes of immature behavior that occasionally landed him in a conversation with an administrator, but gradually, with guidance from faculty, and utilizing his own energy and curiosity, he began immersing himself in the overall program, or as he puts it, “getting myself involved in all the school has to offer.” Indeed, I worked with Sebastian in his ninth-grade year in a Shakespeare class, drawing upon his burgeoning interest in theater, and I have a handful of great memories of his time in the class, from his clambering beneath a desk and pounding on the underside while shouting aloud the imprisoned Malvolio’s lamentations from a scene in Twelfth Night to translating on a whim the entirety of Hamlet’s “To be or not to be” speech into Spanish. At the same time, I also encountered the sillier side of Sebastian, such as his taking some jokes too far, or gaining the attention of other classes in the vicinity by venturing into the hallway while playing with props meant for our class only.

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However, the more involved Sebastian became in structured extracurricular activities, expanding his athletics participation beyond his beloved soccer in the fall to basketball and tennis, in the winter and spring seasons respectively, and also landing plum parts in every school theater production, one could chart a growth for Sebastian in terms of maturity and responsibility as well. Sebastian contends that “staying active in the school community helps me to earn and keep prefect,” which is the school’s highest student privilege status, but it works both ways. In other words, a triple threat student such as Sebastian might be rewarded with prefect status, but he also embodies the kind of student the faculty would like to represent the school as a prefect.

At this point, Sebastian is a captain of the varsity soccer team, a perennial award winner in the Theater Department for his acting in both serious dramas and musicals, and a consistent member of the school’s honor roll. His playful spirit is alive and well but now Sebastian has ways of directing his boundless energy so that he can attain his goals, and has status and accolades he’s proud of having earned. Of course, there are downsides to his busy schedule, such as that day last year when he found himself drenched in perspiration during an onstage rehearsal of a play because he ran straight to the theater from soccer practice, changing out of a sweaty soccer uniform into his costume without a break, but Sebastian wouldn’t have it any other way. “I have more than one passion,” he says with a smile before standing up at the end of our brief lunchtime interview. He’s got somewhere else important to be, I’m certain.

One of Sebastian’s frequent fellow actors onstage is Alexandra “A. J.” Merjan ’16, an Illinoisan whose own story is similar yet different. Like Sebastian, A. J. loves and thrives in theater as much as sports, and she’s another who works hard in the classroom and through that effort, earns the good grades she’s decidedly proud of. However, in addition to possessing a volleyball serve that can take your head off, A. J. has developed a stunning singing voice that can melt the hearts of a theater full of high schoolers. To wit: this girl’s talents constitute a triple threat within the area of music alone. She can sing, play piano, and compose her own songs.

THRIVE Sebastian Phillips '16

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A. J. is not just a triple threat by default, but by design. “I like to keep my mind active, but not always the same part of my brain.” This metacognitive awareness is due in part to her unconventional history as a student. After spending a year and a half at Eagle Hill, A. J. transferred to a different school for a year, only to return to EHS. There are several reasons for this, but A. J. explains that she was “unable to be as active in extracurriculars and still my grades were suffering” at the other school. She points out that the most significant difference, however, is that EHS directly teaches its students “time management and organization, how to use [our] time wisely, and how to set up manageable schedules.”

Echoing that view is Jahmeelah Nash-Fuller ’16, a native of Brooklyn, New York, who takes pride more than anything else in being a good role model for other students, and puts her money where her mouth is, so to speak, by serving as a peer mentor, dorm representative, and member of the Student Athlete Leadership Team (SALT), and creating her own honors project culminating in a presentation to the female student body on self-worth and what it means to be a strong, independent young woman. “Since I’ve been [at EHS], I’ve learned how to manage my time better so that I can fulfill my goal to be a well-rounded person.”

Jahmeelah’s triple threat status as an academic achiever (she has managed straight As on numerous occasions), a star athlete (EHS’s all-time girls’ basketball scorer), and a student community leader as prefect, with a toe dipped in the EHS chorale, too, has made Jahmeelah a powerful presence on this campus that goes beyond just being a “well-rounded person.”

In my own Social Justice & Literature class, Jahmeelah didn’t just read the assigned chapter for homework but showed up to class the next day with a list of probing questions to stimulate class discussion. She maintains that “a school community is what you make it,” and it isn’t just about taking advantage of what’s there, but as Gandhi once said, being “the change you wish to see in the world.” A recent Saturday that other students might have spent simply hanging with friends or playing video games in a dorm room found Jahmeelah racing back to campus from participating in a Relay for Life cancer charity event in order to give her presentation for her honors project on being a strong female role model, which she hopes will “strengthen our community of young women and inspire them so that they make good decisions in life.”

A.J. Merjan '16 22 Eagle Hill School 2014–2015

One thing I’ve learned as a teacher in my ten years at Eagle Hill is that when students take part in extracurricular activities, particularly the type of “passionate” participation Sebastian, A. J., and Jahmeelah exhibit, it has a positive effect on their academic performance as well. This may seem paradoxical on the surface: wouldn’t spending so much time committing to other activities actually take time away from students’ ability to succeed in school? Studies have shown quite the opposite to be true. What students often gain in committed

“Their network of friends opens up considerably and begins to reflect more diversity, which can be an education in and of itself.”

Jahmeelah Nash-Fuller '16

participation in extracurricular activities are aspects such as self-discipline and pride in accomplishments that inspire a positive attitude toward their education in general. They learn teamwork, time management, and organization, and develop feelings of school pride when playing on sports teams, performing in school productions, or taking an active leadership role on campus. They can also develop talents for artistic expression and analytical thinking skills that can contribute to progress in even the toughest academic courses.

Finally, there are considerable social benefits to students who are triple threats. They meet and learn how to work diplomatically and productively with many different personalities in their various activities. Their network of friends opens up considerably and begins to reflect more diversity, which can be an education in and of itself. It’s also rare for a student who is thriving in the classroom while committing to more than one extracurricular activity after school to make poor personal decisions. Not only do they not have much time to stray off the straight and narrow, but they rarely have the inclination since their hearts and minds are engaged in activities that enrich their whole being, and offer opportunities to gain positive attention. I’m reminded once more of the wisdom of the aforementioned Schoolhouse Rock chestnut, in which Bob Dorough sings, “The heart and the brain and the body give you three / And that’s the magic number.” When students are mentally, physically, and emotionally connected to their school experience, as the trio I spoke to recently exemplifies, the “triple threat” phenomenon emerges, shaping students who are making the most of their total high school experience.

2014–2015 Eagle Hill School

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Hillfest 2015 — Coming H

by Tony Westcott English Department Chair When Doug Koczur, Eagle Hill’s dean of residential life, picked up his stepson, Kurt Coffin ’16, after his lifeguard shift at the school pool this past June 13, he probably thought it would be a quick ride home. He hadn’t made it very far, however, before he was recognized and flagged down by a trio of former students on campus for the Hillfest reunion happening that weekend. Soon, the group of three alumni swelled to a throng of seven, with more materializing every minute. Koczur was cajoled into serving as a subject in a few selfies, and his six-year-old son Brodie was oohed and aahed over by the former students. All told, what should have been a quick pickup turned into an hour of catching up with the many alumni whose lives have crisscrossed with Koczur’s over the course of the nineteen years he has worked at Eagle Hill.

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BECOME

Home

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“My friends, my old teachers, this whole community is built on support for each other, and you feel it as soon as you step back on campus.”

Every three years, EHS hosts a summer event called Hillfest, in which alumni from the year 1999 to the present are invited to spend a weekend on campus reuniting with fellow classmates, faculty, and staff, and meeting other alumni. A cookout by the pool, a faculty vs. alumni basketball game, a summer evening clambake, Sunday brunch, and other social events fill out the weekend’s activities but Hillfest is really about the coming together of individuals from the EHS community, or as many alumni often call it, “coming home.”

“Living at boarding school, especially one with such a tightknit community as EHS,” explains Jeanne FitzSimons ’09, “meant that instead of seeing my siblings every morning, I’d have breakfast in the dining hall with my friends and be greeted by [former assistant headmaster Ron] Baglio every morning instead of my parents. For four years, this was my home. And in some ways it always will be.”

Classmate Gordon Bell ’09 agrees. “Every time I’ve come back here, the campus buildings have changed but the people haven’t. Since I graduated, there’s a new AC [student activity center], a new gym, and renovated dorms, but most of my teachers are still here, which says something.” Similarly, Simon Polakoff ’10 praises the growth the school has undergone since his arrival as an eighth grader in 2005. “But it’s not about the changes. I truly feel like this school has always supported me.

My friends, my old teachers, this whole community is built on support for each other, and you feel it as soon as you step back on campus.”

The Hillfest event invites alumni to stay the weekend in their old dorms, which brings many of them right back to their respective high school eras. According to Anthony Pasini ’06, “Hanging out in the dorm lounge talking to friends, telling the same stories—it feels just like ten years ago.” Adds Tim Bar-

tolini ’11, “And a few of us, three in fact, accidentally locked ourselves out of our rooms Friday night. It’s like we never left!”

Over the last fifteen years, a few things have changed, though, according to Marissa Cutrona ’11. “Now there’s Mrs. Bonica, Mrs. Kelly, and Mrs. Hubacz but they’ll always be Misses Allain, Yopak, and Cuddeback to me.” Indeed, these three faculty attendees, Koczur, and all the current staff that stop by Hillfest are embraced warmly by their former students. Alumni meet new additions to faculty families such as Jenna Hubacz’s infant son, Baylen, born only weeks before, while also marveling at how other kids they remember as pre-schoolers are now the same age they were when they attended EHS as students.

Meanwhile, veteran English teacher Kimberlee Bonica finds herself chatting with a group of former students for hours when she expected to drop in for only a few minutes to catch up, and resident counselor and life coach Ken Leyva, manning EHS dorm floors since 2000, can be found ironically sporting a name tag, despite the fact that every single attendee of Hillfest recognizes him.

“Comfortable. Familiar. Safe. Warm.” Erica Berger ’03 uses this list of positive adjectives to describe her return to campus, but she elaborates by explaining, “My life now as a wedding photographer in L.A. is super busy and exciting but this will always be my second home out in the country.” Berger continues, “All my life, my learning disability marked me as different, even within my own family. But here at EHS, among my second family, I’m actually quite normal.” Remembering a compliment she received from EHS woodshop teacher Jeff Myra over a decade ago like it was yesterday, Berger remarks, “Of course, here I will always be a ‘rock star.’ Why wouldn’t I want to come back?”

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Waller Trustee House

by Erin Wynne Director of Institutional Advancement It’s nearly impossible to drive through the Eagle Hill School campus these days without marveling at all of the extraordinary infrastructure, which was recently further enhanced by the beautiful new home sitting on the highest point on campus. The Waller Trustee House opened its doors on May 7, 2015. With its primary purpose to build community, the EHS Board of Trustees came together and donated the funds to build the 7,500-square-foot house. The home will be used for school receptions, functions, and meetings, with the large living room offering breathtaking views of the Quabbin Reservoir and the Berkshire Mountains beyond. The eight-bedroom home allows trustees, visiting lecturers, and special guests to stay on campus when they come to town.

With community building as its main focus, it was no surprise that the board of trustees voted unanimously to name the house in honor of Marilyn Waller, current president of the board of trustees, parent of two recent alumni, and tireless ambassador for Eagle Hill School. Simply put, Waller is an EHS force with which to be reckoned.

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As the mother of Josh ’07 and Gabe ‘10, Waller experienced first-hand the professionalism and commitment of EHS’s extraordinary faculty. Now college graduates, Waller’s sons benefitted from an innovative curriculum designed to tap into their strengths, passions, and aspirations, all while living and learning in a first-class facility. That said, Waller knew from the very beginning that the glue that bound all of these important concepts together was Eagle Hill’s remarkable sense of community. And so, Waller, in concert with her devoted husband Doron, decided that the best way that she could give back was to travel from her home in San Francisco a minimum of a week every month on EHS’s behalf.

Today, the deep bonds forged between and among faculty, students, alumni/ae, parents, and grandparents are nothing short of remarkable. Being a part of the Eagle Hill School community is a lifetime commitment to excellence and to one another, and no one has lived this axiom more than Marilyn Waller.

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The

Annual Giving Fund Thank you for your 2014–15 contribution.

Eagle Hill School Loyalty Club Membership in the Loyalty Club recognizes the contributions of our most dedicated donors. Membership is granted to donors who make gifts of any amount to support the annual giving campaigns in five or more consecutive years, including the current year.

Mr. and Mrs. William Aldrich Mr. and Mrs. Peter A. Allen Ms. Candace Alsop Ms. Elizabeth W. Alsop ’00 Mr. Alan Altman * Mr. John P. Amershadian and Ms. Denise Hanlon Mr. and Mrs. Anthony J. Aronica Mr. Bruce W. Baber Dottie Bachtold Mr. and Mrs. Gil Bamford * Mr. James M. Barkus Mr. Michael J. Begin Mr. Robert M. Begin Sr. Ms. Carol M. Belliveau Mr. Andre Bergeron Mr. Alden J. Bianchi and Ms. Mary Kett Dr. Harlan F. Bittner and Dr. Rebecca B. Bittner Mr. Tyler Blais

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Dr. Earl F. Bloch and Dr. Angela Y. Love Ms. Pat Bock Mrs. Kimberlee Bonica Mr. and Mrs. Ruud H. Bosman Mr. and Mrs. Robert E. Brant Mrs. Sharyn Buelow Mr. Harold Burnett Ms. Keely E. Campbell '07 Ms. Elyse S. Caplan Ms. Susan Casey Stephen and Suzanne Chapman Mr. and Mrs. David S. Christie Dr. Nym Cooke Mr. and Mrs. Shawn Coughlin Dr. E. J. Cronin Mrs. Jeanne M. Cutrona Mr. and Mrs. Jeffrey L. Davidowitz Mr. and Mrs. Joseph B. DeNicola Mr. and Mrs. Frank Diliddo Mr. and Mrs. Robert Donovan Ms. Louise P. Doud and Mr. Keith Ross Ms. Donna L. Dubinsky and Dr. Leonard J. Shustek Mr. and Mrs. Walter J. Dubzinski Jr. Mr. and Mrs. Steven J. Dykstra Ms. Marie Eddison Ms. Patricia S. Ehman Mr. and Mrs. Richard J. Fahey Mr. and Mrs. David Feinblatt Ms. Maura FitzGerald and Mr. Allen Carney Mr. Richard P. Flaster and Ms. Alice P. Mead Mr. Michael Foley Mr. and Mrs. Tully M. Friedman Ms. Janet L. Frink Mr. and Mrs. Thomas W. Gaskill Jr. Mr. and Mrs. Jared T. Geary Mr. and Mrs. John S. Gee Mr. William Gelinas Mr. and Mrs. Robert L. Goldman Dr. and Mrs. Brent R. Grafe Dr. John M. Grammer and Dr. Elizabeth E. Grammer Mr. Jonathan L. Greenblatt and Ms. Linda E. Adams * Mr. and Mrs. Robert C. Groman Mrs. Colleen E. Groner Mr. and Mrs. Brinley Hall Mr. and Mrs. Leslie Halpern Dr. and Mrs. Lonnie Hanauer Mr. Christopher J. Hancock Mr. Dana M. Harbert Mr. David Haynes II and Ms. Heather A. Hyatt-Haynes Ms. Mary T. Healey and Mr. Conner J. Boyland '12 Mr. and Mrs. Stuart M. Hebb Mr. and Mrs. Charles G. Holden Mrs. Donna Holden Mr. William Hoover and Dr. Ingrid Thranov Mrs. Jenna Hubacz

Dr. Chiu Hwang Mr. Robert Isabella Mr. and Mrs. Paul R. Jackson Mr. and Mrs. Richard M. Jacobsmeyer Mr. and Mrs. Peter S. Joseph Mr. and Mrs. J. Steven Judge Mr. and Mrs. Wade W. Judge Mrs. Casey Kane Mr. and Mrs. Joshua Kanozek Ms. Sara Kaplan ’02 Mr. Scott T. Kelley Mr. Edward Kelly Mr. and Mrs. Ian M. Kelly Mr. and Mrs. Dave A. Kinser The Kniznik-Schneider Family Mr. and Mrs. Douglas R. Koczur Mrs. Diann Kosla Mr. Eugene LaBonte Jr. Dr. and Mrs. Martin J. Lachman Mr. Arthur N. Langhaus and Ms. Kathy L. Marlin-Langhaus Mr. Christopher R. Larson and Ms. Julia A. Calhoun Mr. Robert Levin and Ms. Hildy Wynn Mr. and Mrs. Kenneth Leyva Mrs. Donna Linnehan and Mrs. Joyce Ward Mr. and Mrs. Richard B. Lorion Dr. and Mrs. Samuel Louie Mr. Raymond S. Lovejoy Mr. and Mrs. Robert M. Lynyak Mrs. Diana T. Mackiewicz Ms. Robin Majcher Ms. Tatyana Malyk Mr. James F. Marrs * Mr. and Mrs. Michael J. Mazurczak Dr. and Mrs. PJ McDonald Todd C. and Julie L. McDonald Mr. and Mrs. William McFaul Mr. and Mrs. Archibald J. McGill Jr. Mr. and Mrs. Robert McGrory * Dr. and Mrs. Michael A. Mellenthin Jr. Mr. and Mrs. Jeffrey Mendelsohn ’03 Mr. Scott C. Metcalf Mr. John Miller and Dr. Rebecca Foley Miller Mr. and Mrs. Andrew C. Moreland Mr. and Mrs. George P. Munsey IV Mr. Jeffrey Myra Ms. Laurel Nahorniak Mr. Alfred Nardini Mr. and Mrs. Vincent Nastasi Mr. and Mrs. Gary A. Nickerson Mr. and Mrs. Elvis V. Norville Mr. and Mrs. Peter R. Paltsios Mr. and Mrs. Russell B. Pace Jr. Mr. and Mrs. Daniel F. Pawling Sr. Mr. and Mrs. Peter A. Picknelly Mr. Ric M. Plaisance and Ms. Carolyn E. McGrory

Mr. Simon M. Polakoff ’10 Mr. and Mrs. Raymond K. Polk Ms. Katherine Poulson Mr. Jason Przypek Ms. Denise J. Restauri and Mr. Lewis Dvorkin Mr. Michael J. Richard and Ms. Kathleen St. John-Richard Mr. James B. Richardson Mr. Jason L. Richardson ’83 Dr. and Mrs. Michael P. Riendeau Mr. and Mrs. Robert B. Rogers Mr. and Mrs. Alan S. Roseberry Mr. and Mrs. Edward G. Rothstein Dr. Keith M. Sabin Mr. and Mrs. David Sabini Mr. Martin G. Schaefer Ms. Jill Schlesinger Miller Mr. and Mrs. Thomas A. Schneider Mr. and Mrs. Richard Shanks The Shields Family Mr. and Mrs. Abbye M. Silver Ms. Nancy J. Skamarycz Mr. Joel Slupnicki Mr. and Mrs. D. V. Smith Jr. Mr. and Mrs. Robert L. Smith Mrs. Cheryl A. Southwick Mr. and Mrs. David Spath and Mr. Ian Spath ’99 Mr. and Mrs. Alan D. Sporn Mr. Gary R. Sporn ’96 Mr. and Mrs. Robert Sproul Mr. and Mrs. William F. Stockwell Mr. and Mrs. Travis Stolgitis Mr. and Mrs. Eric Stone Mr. and Mrs. Edward C. Tetreault Mr. Charles H. Thompson and Ms. Sarah V. Boy * Mrs. Katherine G. Thompson Mr. and Mrs. David R. Tridle Mr. Dirk van Luling Ms. Marilyn A. Waller and Mr. Doron Weinberg Ms. Nan Waller Mrs. Denise Walsh Mr. and Mrs. Andrew D. Ward Mr. and Mrs. Barrett Weiss Mr. and Mrs. Jochen Welsch Mr. Anthony Westcott and Ms. Shelly Ricci Ms. Carla H. Westcott Mr. and Mrs. Alan Westermann Mr. and Rev. E. John White Ms. Janie C. Whitney and Mr. A.B. Whitfield Mr. and Mrs. Anthony G. Wilson Mr. and Mrs. Robert Witt Mr. Richard L. Wood and Ms. Mary T. Bourguignon The Wynne Baglio Family Mr. and Mrs. Martin G. Wynne Mrs. Gale Young Mr. and Mrs. Jason M. Zorfas

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Headmaster’s Circle — Gold Leader ($25,000 and up) Mr. Nathan Bernstein and Ms. Katharina Otto-Bernstein Mr. and Mrs. Tully M. Friedman Mr. and Mrs. John Hull (Matt Joseph ’13) Mr. and Mrs. Kent A. Jordan Mr. and Mrs. Peter R. Merriam Mr. James Richardson Headmaster’s Circle — Silver Leader ($15,000 — $24,999) Ms. Sarah L. Boles Stephen and Suzanne Chapman Mr. and Mrs. Bruce Dayton Mr. and Mrs. David A. Hoyt Mr. Christopher R. Larson and Ms. Julia A. Calhoun Mr. Dean Swick and Ms. Sally Cordell Mr. Joseph R. Zimmel Headmaster’s Circle — Bronze Leader ($10,000 — $14,999) Ms. Claire E. Chamberlain Mr. Eric Dannheim and Dr. Lori Quinn Dannheim Mr. Steve DiFillippo and Ms. Pamela Small Mr. and Mrs. Philip J. Dion III Mr. and Mrs. Thomas Duncan Mr. Alfred C. Eckert Mr. and Mrs. Thomas M. Fortin Mr. and Mrs. Andrew Frawley Mr. and Mrs. Peter S. Joseph Mr. Roger D. Mack and Ms. Jenny B. Jones Ms. Dana I. Pigott Sun Hill Foundation Oak Society ($7,500 — $9,999) Mr. and Mrs. Roger J. Sippl Mr. and Mrs. Bryant Yunker Founder’s Circle ($5,000 — $7,499) Mr. Kenneth L. Arthur and Mr. Peter J. Hagan Mr. John Atwill and Ms. Maree Graham Mr. and Mrs. Paul Carbone Chalfont Foundation Mr. Alexander Conti and Ms. Ellen Darling

32 Eagle Hill School 2014–2015

Doe Family Foundation Mr. and Mrs. Anthony J. Domino Ms. Donna L. Dubinsky and Dr. Leonard J. Shustek Mr. Dennis J. FitzSimons * Mr. Erik Fleming Mr. Mark W. Friedman and Ms. Stacey A. Kinnamon Mr. and Mrs. John S. Gee Mr. and Mrs. Stephan J. Grossnickle Mr. William Hoover and Dr. Ingrid Thranov The Howard Bayne Fund Mr. and Mrs. J. Steven Judge Mr. and Mrs. Wade W. Judge Mr. Michael Jusbasche and Ms. Rebecca Mark-Jusbasche Dr. Apoorva Koticha Ms. Manveen Koticha Mr. Arthur N. Langhaus and Ms. Kathy L. Marlin-Langhaus Mr. and Mrs. Dean McCauley Ms. Catharine S. Mehl Mr. and Mrs. David Merjan Ms. Ann H. Murphy Dr. and Mrs. John P. Nicholson Jr. Mr. and Mrs. Richard St. Jean Jr. Mr. and Mrs. Peter Svarre Ms. Wendy Svarre Mr. Robert Vieth and Ms. Amy Wrenn Vieth Ms. Marilyn A. Waller and Mr. Doron Weinberg Ms. Janie C. Whitney and Mr. A.B. Whitfield Mr. and Mrs. Anthony G. Wilson Benefactor's Society ($2,500 — $4,999) Mr. and Mrs. Howard A. Brecher Mr. Scott A. Brown and Dr. Stacey Delbridge Mr. Richard P. Flaster and Ms. Alice P. Mead Mr. and Mrs. Michael W. Golden Mr. and Mrs. Michael J. Mazurczak Dr. and Mrs. PJ McDonald Ms. Sarah Miller Mr. Alfred Nardini Mr. and Mrs. Scott Rice Dr. and Mrs. Michael P. Riendeau Mr. and Mrs. Robert B. Rogers Mr. Paul F. Scully Mr. and Mrs. Robert L. Smith Mr. and Mrs. Joseph Walsh III Mr. Andrew Wingate and Dr. Tanya Bilchik Hardwick Society ($1,000 — $2,499) Dr. Christopher Allen and Dr. Stephney Gordon Mr. and Mrs. Peter A. Allen

Ms. Candace Alsop Mr. Alan Altman * Mr. John P. Amershadian and Ms. Denise Hanlon Mr. and Mrs. Paul W. Arthur (Jamie Arthur-Hagan ’17) Mr. Bruce W. Baber Mr. and Mrs. Mark E. Bamford Mr. Alden J. Bianchi and Ms. Mary Kett Dr. Earl F. Bloch and Dr. Angela Y. Love Mr. and Mrs. Ruud H. Bosman Mr. and Mrs. Robert E. Brant Mr. and Mrs. Peter Callahan Mr. and Mrs. Nicholas Clive-Worms Mr. Steve Cohen and Ms. Monica O. Lindemann Mr. and Mrs. Alexander Combs Davidowitz Foundation Mr. and Mrs. Michael Dayton Mr. Stephen Dellaporta and Ms. Maria Moreno-Dellaporta Mr. and Mrs. John J. Doran Mr. and Mrs. David Feinblatt Mr. and Mrs. George M. Fenton Mr. David Flint Wood and Ms. India Hicks Mr. and Mrs. Matthew Forman Mr. and Mrs. Gregory Freiberg Dr. Beth I. Greenberg and Ms. Beth F. Simon Mr. Christopher J. Hancock Ms. Mary T. Healey Ms. Philissa L. Higgins Mr. Alan B. Hirsh Mr. and Mrs. Samuel B. Hollis Ms. Yvonne Huson (Richy Fisher ’18) Mr. Scott T. Kelley Mr. and Mrs. Edward J. Kennedy Mr. and Mrs. Dave A. Kinser Mr. Eugene LaBonte Jr. Ms. Anne Lawson Ms. Joan Lawson (Clay Parker ’17) Mr. Robert C. Lesuer Mr. and Mrs. Michael Levy Dr. and Mrs. John M. Marty Ms. Carrie McLain Mr. and Mrs. Alan C. McNabb ** Dr. Kevin McSherry and Dr. Karen Stavile Mr. and Mrs. Garold C. Miller Mr. Martin Myers and Ms. Deborah Lee Lewis Mr. and Mrs. Anthony O’Connor Jr. Mr. and Mrs. Dennis O’Leary Mr. and Mrs. David F. Oury Mr. and Mrs. Peter A. Picknelly Mr. and Mrs. Raymond K. Polk Mr. and Mrs. William C. Pollard Rollstone Bank and Trust Mr. and Mrs. Daniel E. Rosshirt Mr. Mark Rust and Ms. Kimberly Clark-Rust Dr. Keith M. Sabin Mr. Richard S. Sarbin

Mr. and Mrs. Abbye M. Silver Dr. Ronald Simenauer and Ms. Genice Jacobs-Simenauer Mr. and Mrs. David Spath Mr. and Mrs. Robert Sproul Mr. and Mrs. Dominic P. Triola The Vera Cash Foundation, Inc. Dr. Douglas C. Waite and Dr. Martha B. Waite Anonymous Mr. James C. Wiley and Ms. Erica R. Stumvoll-Wiley Mr. and Mrs. Brian Wilson Mr. and Mrs. Arthur M. Wirtz III Mr. and Mrs. Robert Witt Mr. and Mrs. Steven T. Wittmer The Wynne Baglio Family Mr. and Mrs. Frank M. Yans Mr. and Mrs. Robert K. Yard Ms. Sally R. Zeller Mr. and Mrs. Jason M. Zorfas Green and White Club ($500 — $999) Mrs. Dorothy J. Bachtold Mr. and Mrs. Mark H. Berman Dr. Harlan F. Bittner and Dr. Rebecca B. Bittner Mr. Harold Burnett Mr. Darren Chen and Ms. Sandra L. Lee Mr. Burrell L. Clark III and Dr. Denise C. Dabney Dr. E. J. Cronin Ms. Eileen P. Curran Mr. Joseph Frias (Paul Frias ’13) Dr. and Mrs. David S. Garson Mr. and Mrs. Jared T. Geary Mr. Jonathan L. Greenblatt and Ms. Linda E. Adams * Mr. and Mrs. Leslie Halpern Dr. and Mrs. Lonnie Hanauer Mr. Dana M. Harbert Mr. and Mrs. Stuart M. Hebb Mr. Robert Isabella Mr. Colburn A. Jones and Ms. Patrice Larkins-Jones Mr. and Mrs. Dan Kinnamon (Noah Friedman ’16) Dr. and Mrs. Richard Lavoie Mr. and Mrs. Andrew D. Leighton Mr. Scott M. Lincoln and Ms. Amy Auman-Lincoln Dr. and Mrs. Samuel Louie Mr. and Mrs. Robert Martin Mr. William McCartney and Ms. Patricia Bachman Dr. and Mrs. Michael A. Mellenthin Jr. Dr. Rebecca Miller Mr. Christopher Montgomery Mr. and Mrs. George P. Munsey IV Mr. and Mrs. Vincent Nastasi Mr. and Mrs. Elvis V. Norville Dr. Janet Price

2014–2015 Eagle Hill School

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Mr. Harold Quinn and Ms. Laurie Izzo-Quinn R.J. McDonald, Inc. Mr. Michael J. Richard and Ms. Kathleen St. John-Richard Mr. and Mrs. Henry J. Ristuccia Mr. and Mrs. Alan S. Roseberry Mr. and Mrs. Edward G. Rothstein Ms. Valerie Ruggles Mr. and Mrs. Keith Schuman Ms. Sarah Simpson Mr. Joel Slupnicki Mr. and Mrs. Eric Stone Mr. Mark Tally and Ms. Teresa Andre Mr. Sin-Tsuen Tong and Ms. Julie Gilmore Mr. and Mrs. John Toor Mr. and Mrs. Robert L. Torrans Mr. and Mrs. David R. Tridle Mr. and Mrs. Dan Tudor Mr. Marc Van Der Hout and Ms. Jody LeWitter Carla H. Westcott Mr. and Mrs. Howard Wilner Mrs. Gale Young Ms. Jacqueline Zambrano Mr. and Mrs. Neil Zelekowitz Friendship Club ($1 — $499) Dr. Mark and Dr. Marie Acierno Mr. and Mrs. William Aldrich Ms. Elizabeth W. Alsop ’00 Mrs. Jane Alwis Anonymous Mr. and Mrs. Anthony J. Aronica Mr. and Mrs. Gil Bamford * Mr. James M. Barkus Mr. Michael J. Begin Mr. Robert M. Begin Sr. Ms. Carol M. Belliveau Mr. and Mrs. Richard Berger Mr. Andre Bergeron Ms. Mary Berle Mr. Tyler Blais Dr. and Mrs. Michael Bloom Ms. Pat Bock Mrs. Kimberlee Bonica Ms. Alane C. Bruley Mrs. Sharyn Buelow Mr. Michael Burns and Ms. Marise Lemieux Ms. Keely E. Campbell ’07 Ms. Elyse S. Caplan Mr. and Mrs. Paul L. Cappucci Mr. and Mrs. Paul Casali Ms. Susan Casey Ms. Jennifer Cavaliere

34 Eagle Hill School 2014–2015

Mr. and Mrs. David S. Christie Mr. and Mrs. James W. Coghlin Sr. Mr. and Mrs. Peter Condakes Dr. Nym Cooke Mr. and Mrs. Brian Coombs (Blake Jordan ’15) Mr. and Mrs. Shawn Coughlin Mr. Roy R. Crevier Mr. and Mrs. Andrew Csaplar Mrs. Jeanne M. Cutrona Mr. and Mrs. John Czuber Mr. Adam R. Davidowitz ’03 Mr. and Mrs. Dino DeConcini Mr. Augustine J. Demeo Mr. and Mrs. Joseph B. DeNicola Mr. Michael Devlyn and Ms. Stephanie Roach Ms. Elizabeth J. Dichiara Mr. and Mrs. Peter M. Dichiara Mr. and Mrs. Frank Diliddo Mr. and Mrs. Robert Donovan Ms. Louise P. Doud Mr. and Mrs. Thomas C. Dube Ms. Marina F. Dubinsky ’10 Mr. and Mrs. Walter J. Dubzinski Jr. Mr. and Mrs. Scott A. Dumont Mr. and Mrs. Steven J. Dykstra Ms. Michiko Ebanks Ms. Marie Eddison Ms. Patricia S. Ehman Mr. and Mrs. Richard J. Fahey Mr. and Mrs. Mark Farrell Mr. Jeffrey Fleisig Mr. and Mrs. Wesley C. Flower Mr. Adam Foldes ’02 Mr. Michael Foley Ms. Karen Fontaine Mr. and Mrs. Joseph M. Forest Sr. Mr. Shane R. Francoeur Ms. Lauren Fraser Ms. Rosalie Frauenhofer (Christopher Holt ’15) Ms. Janet L. Frink Mr. and Mrs. Richard M. Gansler Mr. and Mrs. Thomas W. Gaskill Jr. Mr. William Gelinas Mr. and Mrs. John M. Geraghty Mr. Benjamin Giacomelli Ms. Gayle Gionet Ms. Jeanne Goldberg and Ms. Deborah Gottesman Mr. and Mrs. Robert L. Goldman Dr. and Mrs. Brent R. Grafe Dr. John M. Grammer and Dr. Elizabeth E. Grammer Ms. Karen H. Graves Mr. and Mrs. Jack Green (Richard Jarrett) * Mr. and Mrs. Robert C. Groman Mrs. Colleen E. Groner Mr. and Mrs. Brinley Hall

Mr. and Mrs. Michael P. Haseltine Ms. Rosemond M. Haseltine ’14 Mr. and Mrs. George Hatsopoulos (Isabella Friehs ’16) Mr. David Haynes II and Ms. Heather A. Hyatt-Haynes Mr. and Mrs. Fred Hiffa Mr. and Mrs. Peter Hinrichs Mr. and Mrs. Charles G. Holden Mrs. Donna Holden Mr. and Mrs. Lewis Holt Mr. and Mrs. Alan Hope Mrs. Jenna Hubacz Dr. Chiu Hwang Industrial Cleaning Products, Inc. Mr. and Mrs. Paul R. Jackson Mr. and Mrs. Richard M. Jacobsmeyer Jenkins Inn and Restaurant Ms. Elise Johnson Ms. Tabitha Johnson Mr. R. Michael Jones Mr. Matthew H. Joseph ’13 Mr. and Mrs. Alan Joubert Mrs. Casey Kane Mr. and Mrs. Richard F. Kane Mr. and Mrs. Joshua Kanozek Mr. David Kaplan and Ms. Christine F. Brown Ms. Sara Kaplan ’02 Mr. Richard Kearns and Ms. Sandra Ford-Kearns Mr. Edward Kelly Mr. and Mrs. Ian M. Kelly Mr. Matthew A. Kim ’97 and Mr. JongHun Kim Dr. Donald Kleykamp and Dr. Helen Kaulbach Mr. Richard V. Kmiec Mrs. Anne Kneeland The Kniznik-Schneider Family Mr. and Mrs. Douglas R. Koczur Mr. and Mrs. Roland Kosla Dr. and Mrs. Martin J. Lachman Ms. Jennifer Lagan Mr. and Mrs. Marc R. Lagrant Mr. and Mrs. Van D. Lessig Mr. and Mrs. Christoph Leu Mr. Robert Levin and Ms. Hildy Wynn Mrs. Barbara R. Levings (Heather Grimes ’12) * Mr. and Mrs. Kenneth Leyva Mrs. Donna Linnehan and Mrs. Joyce Ward Mr. and Mrs. Richard B. Lorion Mr. and Mrs. David Lougee Mr. Raymond S. Lovejoy Mr. and Mrs. Robert M. Lynyak Mrs. Diana T. Mackiewicz Ms. Robin Majcher Dr. and Mrs. Carl F. Mallery Jr. Mr. Blake Mallet Ms. Tatyana Malyk Mr. Vinay Manjunath

Ms. Patricia Manning Mr. James F. Marrs * Mr. and Mrs. Matthew McCaffrey Mr. and Mrs. Todd C. McDonald Ms. Taylor McFaul Mr. and Mrs. William McFaul Mr. and Mrs. Archibald J. McGill Jr. Mr. Brian S. McGill Mr. and Mrs. Robert McGrory * Mr. Ian W. Mellin ’13 Mr. Jeffrey Mendelsohn ’03 Mr. Scott C. Metcalf Mr. Christopher and Dr. Alison Miller Mr. and Mrs. Andrew C. Moreland Mr. and Mrs. Christopher Mosca Ms. Nicole Mosca Mr. and Mrs. Patrick E. Murphy Mr. Jeffrey Myra Mr. and Mrs. Michael D. Myra Ms. Laurel Nahorniak Ms. Brittany A. Nash ’14 Ms. Denise Nash Mr. and Mrs. Robert Nash * Mr. and Mrs. Gary A. Nickerson Ms. Machiah C. Norville ’14 Mr. Paul Overton and Ms. Sharon Ashe Mr. and Mrs. Russell B. Pace Jr. Ms. Miriam Pallant Mr. and Mrs. Peter R. Paltsios * Mr. and Mrs. Robert Pangia Ms. Elaine Parmenter Dr. and Mrs. Daniel J. Parrish Mr. Gregory F. Passineau Mr. and Mrs. Daniel F. Pawling Sr. Mr. and Mrs. Steve Perge (Anika Eisenstat ’11) Mr. and Mrs. Carlo Pieciak Mr. Ric Plaisance and Ms. Elizabeth McGrory Mr. Simon M. Polakoff ’10 Ms. Lorna Pollard Ms. Katherine Poulson Mr. Jonathan Prentice Mr. Jason Przypek Ms. Jean Quinn (Annabel Dannheim ’18) Mr. Daniel I. Rashkoff ’07 * Dr. and Mrs. Evan S. Rashkoff Mr. and Mrs. Richard Raymond Ms. Denise J. Restauri and Mr. Lewis Dvorkin Mrs. Jennifer Rettig Mr. and Mrs. Richard Ricca Mr. Jason L. Richardson ’83 Mr. and Mrs. James A. Robidoux Mr. Marshall Robinson ’03 Ms. Margret Rolla Mr. Richmond L. Rosen and Ms. Mildred Zweir Mr. and Mrs. David Sabini

2014–2015 Eagle Hill School

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Mr. Martin G. Schaefer Mr. and Mrs. Michael Schlesinger Mr. Andrew J. Schneider ’11 Mr. and Mrs. Thomas A. Schneider Mr. and Mrs. David P. Schultz Mr. and Mrs. Robert Seymour Mr. and Mrs. Richard Shanks Mr. and Mrs. Timothy J. Shaughnessey Mr. George Shields Dr. and Mrs. Hoke H. Shirley Dr. and Mrs. Marshall E. Shumsky Mr. Noel Silva and Ms. Anita Naughton Mr. and Mrs. Roger L. Silva * Ms. Kim R. Simmons Ms. Nancy J. Skamarycz Mr. and Mrs. D. V. Smith Jr. Mr. and Mrs. Jeffrey Smith Ms. Sarah H. Smith ’05 Mrs. Cheryl A. Southwick Mr. and Mrs. Alan D. Sporn Mr. Gary R. Sporn ’96 Mr. and Mrs. Anthony Staiti Mr. and Mrs. William F. Stockwell Mr. and Mrs. Travis Stolgitis Ms. Audrey E. Suskind ’07 Mr. and Mrs. David Sylvestro Mr. and Mrs. Edward C. Tetreault Mr. James Thibeault Mr. Lee R. Thomas ’10 Mr. Charles H. Thompson and Ms. Sarah V. Boy * Mr. Colin G. Thompson Mrs. Katherine G. Thompson Mr. William Thompson and Ms. Elsie McCabe Thompson Mr. Michael H. Tunkelrott and Ms. Beth B. Falk Mr. Dirk van Luling Ms. Ana P. Villegas and Mr. Adolfo Bay Mr. and Mrs. James H. Wagner Mr. and Mrs. Jonathan B. Wakefield Ms. Nan Waller (Josh Waller-Weinberg ’07 and Gabe Waller-Wienberg ’10) Mrs. Denise Walsh Mr. and Mrs. Andrew D. Ward Ms. Elizabeth Weeks Mr. Bradley J. Weinstein ’09 Mr. and Mrs. Leland M. Weinstein Mr. and Mrs. Barrett Weiss Mr. and Mrs. Jochen Welsch Mr. Anthony Westcott and Ms. Shelly Ricci Mr. Mark R. Westcott ’12 Mr. and Mrs. Alan Westermann Mr. Alan Wheeler Mrs. Stephanie Whitaker Mr. and Rev. E. John White Mr. Richard L. Wood and Ms. Mary T. Bourguignon Ms. Kerry Wynne and Mr. Gintas Krisciunas Mr. and Mrs. Martin G. Wynne

36 Eagle Eagle Hill HillSchool School 2014–2015 2014-2015 36

Dr. and Mrs. Alvin Yadgood Ms. Alexandra M. Zappala ’11 Ms. Amanda Ziemba Mr. Benjamin E. Zorfas ’12 Current Trustees Ms. Candace Alsop Mr. Alden J. Bianchi and Ms. Mary Kett Stephen and Suzanne Chapman Ms. Maura FitzGerald and Mr. Allen Carney Mr. Erik Fleming and Ms. Torrance Watkins Mr. and Mrs. John Gee Mr. and Mrs. David A. Hoyt Mr. and Mrs. Peter S. Joseph Mr. Arthur N. Langhaus and Ms. Kathy L. Marlin-Langhaus Mr. and Mrs. Jeffrey Mendelsohn ’03 Mr. and Mrs. Peter R. Merriam Mr. James Richardson Ms. Marilyn A. Waller and Mr. Doron Weinberg Ms. Janie C. Whitney and Mr. A.B. Whitfield Current Families Dr. Mark and Dr. Marie Acierno Dr. Christopher Allen and Dr. Stephney Gordon Mr. and Mrs. Peter A. Allen Mr. Kenneth L. Arthur and Mr. Peter J. Hagan Mr. and Mrs. Paul W. Arthur (Jamie Arthur-Hagan ’17) Mr. John Atwill and Ms. Maree Graham Ms. Mary Berle Mr. and Mrs. Mark H. Berman Mr. Nathan Bernstein and Ms. Katharina Otto-Bernstein Dr. and Mrs. Michael Bloom Ms. Sarah L. Boles Mr. Scott A. Brown and Dr. Stacey Delbridge Mr. Michael Burns and Ms. Marise Lemieux Mr. and Mrs. Peter Callahan Mr. and Mrs. Paul L. Cappucci Mr. and Mrs. Paul Carbone Mr. and Mrs. Paul Casali Ms. Jennifer Cavaliere Ms. Claire E. Chamberlain Mr. Darren Chen and Ms. Sandra L. Lee Mr. Burrell L. Clark III and Dr. Denise C. Dabney Mr. and Mrs. Nicholas Clive-Worms Mr. Steve Cohen and Ms. Monica O. Lindemann Mr. and Mrs. Alexander Combs Mr. Alexander Conti and Ms. Ellen Darling Mr. and Mrs. Brian Coombs (Blake Jordan ’15) Ms. Sally Cordell Mr. and Mrs. Andrew Csaplar Ms. Eileen P. Curran

Mr. and Mrs. John Czuber Mr. Eric Dannheim and Dr. Lori Quinn Dannheim Mr. and Mrs. Bruce Dayton Mr. and Mrs. Michael Dayton Mr. Stephen Dellaporta and Ms. Maria Moreno-Dellaporta Mr. Augustine J. Demeo Mr. Michael Devlyn and Ms. Stephanie Roach Ms. Elizabeth J. Dichiara Mr. and Mrs. Peter M. Dichiara Mr. Steve DiFillippo and Ms. Pamela Small Mr. and Mrs. Philip J. Dion III Ms. Barbara Doe Mr. and Mrs. Anthony J. Domino Mr. and Mrs. John J. Doran Mr. and Mrs. Thomas Duncan Ms. Michiko Ebanks Mr. Alfred C. Eckert Mr. and Mrs. Mark Farrell Mr. and Mrs. George M. Fenton Mr. Jeffrey Fleisig Mr. David Flint Wood and Ms. India Hicks Ms. Karen Fontaine Mr. and Mrs. Joseph M. Forest Sr. Mr. and Mrs. Matthew Forman Mr. and Mrs. Thomas M. Fortin Ms. Rosalie Frauenhofer (Christopher Holt ’15) Mr. and Mrs. Andrew Frawley Mr. and Mrs. Gregory Freiberg Mr. Mark W. Friedman and Ms. Stacey A. Kinnamon Mr. and Mrs. Richard M. Gansler Dr. and Mrs. David S. Garson Mr. Benjamin Giacomelli Ms. Gayle Gionet Ms. Jeanne Goldberg and Ms. Deborah Gottesman Mr. and Mrs. Michael W. Golden Ms. Karen H. Graves Dr. Beth I. Greenberg and Ms. Beth F. Simon Mr. and Mrs. Stephan J. Grossnickle Mr. and Mrs. George Hatsopoulos (Isabella Friehs ’16) Mr. and Mrs. Fred Hiffa Ms. Philissa L. Higgins Mr. and Mrs. Samuel B. Hollis Mr. and Mrs. Lewis Holt Mr. and Mrs. Alan Hope Mr. and Mrs. David A. Hoyt Ms. Yvonne Huson (Richy Fisher ’18) Mr. and Mrs. Kent A. Jordan Mr. Michael Jusbasche and Ms. Rebecca Mark-Jusbasche Mr. Richard Kearns and Ms. Sandra Ford-Kearns Mr. and Mrs. Edward J. Kennedy Mr. and Mrs. Dan Kinnamon (Noah Friedman ’16) Dr. Donald Kleykamp and Dr. Helen Kaulbach Mr. and Mrs. Douglas R. Koczur Dr. Apoorva Koticha Ms. Manveen Koticha

Ms. Jennifer Lagan Ms. Anne Lawson Ms. Joan Lawson (Clay Parker ’17) Mr. and Mrs. Andrew D. Leighton Mr. and Mrs. Michael Levy Mr. Scott M. Lincoln and Ms. Amy Auman-Lincoln Mr. Roger D. Mack and Ms. Jenny B. Jones Ms. Patricia Manning Dr. and Mrs. John M. Marty Mr. and Mrs. Michael J. Mazurczak Mr. and Mrs. Matthew McCaffrey Mr. William McCartney and Ms. Patricia Bachman Mr. and Mrs. Dean McCauley Dr. and Mrs. PJ McDonald Ms. Carrie McLain Mr. and Mrs. Alan C. McNabb ** Dr. Kevin McSherry and Dr. Karen Stavile Ms. Catharine S. Mehl Mr. and Mrs. David Merjan Mr. and Mrs. Peter R. Merriam Mr. Christopher and Dr. Alison Miller Mr. and Mrs. Garold C. Miller Ms. Sarah Miller Mr. Christopher Montgomery Ms. Nicole Mosca Ms. Ann H. Murphy Mr. and Mrs. Patrick E. Murphy Mr. Martin Myers and Ms. Deborah Lee Lewis Ms. Denise Nash Dr. and Mrs. John P. Nicholson Jr. Mr. and Mrs. Anthony O’Connor Jr. Dr. and Mrs. Daniel J. Parrish Mr. and Mrs. Raymond K. Polk Mr. and Mrs. William C. Pollard Dr. Janet Price Mr. Jason Przypek Mr. Harold Quinn and Ms. Laurie Izzo-Quinn Ms. Jean Quinn (Annabel Dannheim ’18) Mr. and Mrs. Richard Ricca Mr. and Mrs. Scott Rice Mr. and Mrs. Henry J. Ristuccia Mr. and Mrs. James A. Robidoux Mr. Richmond L. Rosen and Ms. Mildred Zweir Mr. and Mrs. Daniel E. Rosshirt Mr. Mark Rust and Ms. Kimberly Clark-Rust Mr. Richard S. Sarbin Mr. and Mrs. Michael Schlesinger Mr. and Mrs. David P. Schultz Mr. and Mrs. Keith Schuman Dr. and Mrs. Hoke H. Shirley Mr. Noel Silva and Ms. Anita Naughton Dr. Ronald Simenauer and Ms. Genice Jacobs-Simenauer Ms. Kim R. Simmons Ms. Sarah Simpson Mr. and Mrs. Roger J. Sippl

2014-2015 Eagle School 37 2014–2015 Eagle Hill School

Mr. and Mrs. Richard St. Jean Jr. Mr. and Mrs. Peter Svarre Ms. Wendy Svarre Mr. Dean Swick and Ms. Sally Cordell Mr. Mark Tally and Ms. Teresa Andre Mr. William Thompson and Ms. Elsie McCabe Thompson Mr. Sin-Tsuen Tong and Ms. Julie Gilmore Mr. and Mrs. John Toor Mr. and Mrs. Robert L. Torrans Mr. Michael H. Tunkelrott and Ms. Beth B. Falk Mr. Robert Vieth and Ms. Amy Wrenn Vieth Ms. Ana P. Villegas and Mr. Adolfo Bay Dr. Douglas C. Waite and Dr. Martha B. Waite Mr. and Mrs. Jonathan B. Wakefield Mr. and Mrs. Joseph Walsh III Mr. James C. Wiley and Ms. Erica R. Stumvoll-Wiley Mr. and Mrs. Howard Wilner Mr. and Mrs. Brian Wilson Mr. Andrew Wingate and Dr. Tanya Bilchik Mr. and Mrs. Arthur M. Wirtz III Mr. and Mrs. Steven T. Wittmer Dr. and Mrs. Alvin Yadgood Mr. and Mrs. Frank M. Yans Mr. and Mrs. Robert K. Yard Mr. and Mrs. Bryant Yunker Ms. Jacqueline Zambrano Mr. Joseph R. Zimmel Alumni/ae Families Mr. and Mrs. William Aldrich Ms. Candace Alsop Ms. Elizabeth W. Alsop ’00 Mr. Alan Altman * Mr. John P. Amershadian and Ms. Denise Hanlon Anonymous Mr. and Mrs. Anthony J. Aronica Mr. Bruce W. Baber Ms. Meredith A. Baber ’08 Mr. and Mrs. Gil Bamford * Mr. and Mrs. Mark E. Bamford Mr. and Mrs. Richard Berger Dr. Harlan F. Bittner and Dr. Rebecca B. Bittner Dr. Earl F. Bloch and Dr. Angela Y. Love Mr. and Mrs. Ruud H. Bosman Mr. Conor J. Boyland ’12 Mr. and Mrs. Robert E. Brant Mr. and Mrs. Howard A. Brecher Ms. Keely E. Campbell ’07 Ms. Elyse S. Caplan Ms. Susan Casey Stephen and Suzanne Chapman Mr. and Mrs. David S. Christie Mr. Jonathan H. Christie ’07

38 Eagle Eagle Hill HillSchool School 2014–2015 2014-2015 38

Mr. and Mrs. Peter Condakes Mrs. Jeanne M. Cutrona Mr. Adam R. Davidowitz ’03 Mr. and Mrs. Jeffrey L. Davidowitz Mr. and Mrs. Dino DeConcini Mr. and Mrs. Joseph B. DeNicola Ms. Donna L. Dubinsky and Dr. Leonard J. Shustek Ms. Marina F. Dubinsky ’10 Mr. and Mrs. Richard J. Fahey Mr. and Mrs. David Feinblatt Mr. Dennis J. FitzSimons * Mr. Richard P. Flaster and Ms. Alice P. Mead Mr. Adam Foldes ’02 Mr. Joseph Frias (Paul Frias ’13) Mr. and Mrs. Tully M. Friedman Ms. Janet L. Frink Mr. and Mrs. John S. Gee Mr. and Mrs. John M. Geraghty Mr. and Mrs. Robert L. Goldman Dr. and Mrs. Brent R. Grafe Dr. John M. Grammer and Dr. Elizabeth E. Grammer Mr. and Mrs. Jack Green (Richard Jarrett) * Mr. Jonathan L. Greenblatt and Ms. Linda E. Adams * Mr. and Mrs. Robert C. Groman Mr. and Mrs. Leslie Halpern Dr. and Mrs. Lonnie Hanauer Mr. and Mrs. Michael P. Haseltine Ms. Rosemond M. Haseltine ’14 Mr. David Haynes II and Ms. Heather A. Hyatt-Haynes Ms. Mary T. Healey Mr. and Mrs. Stuart M. Hebb Mr. and Mrs. Peter Hinrichs Mr. William Hoover and Dr. Ingrid Thranov Mr. and Mrs. John Hull (Matt Joseph ’13) Mr. and Mrs. Richard M. Jacobsmeyer Mr. Colburn A. Jones and Ms. Patrice Larkins-Jones Mr. Matthew H. Joseph ’13 Mr. and Mrs. Peter S. Joseph Mr. and Mrs. J. Steven Judge Mr. and Mrs. Wade W. Judge Mr. and Mrs. Richard F. Kane Mr. David Kaplan and Ms. Christine F. Brown Ms. Sara Kaplan ’02 Mr. Matthew A. Kim ’97 and Mr. JongHun Kim Mr. and Mrs. Dave A. Kinser The Kniznik-Schneider Family Dr. and Mrs. Martin J. Lachman Mr. Arthur N. Langhaus and Ms. Kathy L. Marlin-Langhaus Mr. Christopher R. Larson and Ms. Julia A. Calhoun Mr. and Mrs. Van D. Lessig Mr. Robert C. Lesuer Mr. and Mrs. Christoph Leu Mr. Robert Levin and Ms. Hildy Wynn Mrs. Barbara R. Levings (Heather Grimes ’12) * Dr. and Mrs. Samuel Louie

Mr. and Mrs. Robert M. Lynyak Dr. and Mrs. Carl F. Mallery Jr. Mr. James F. Marrs * Mr. and Mrs. Archibald J. McGill Jr. Mr. Brian S. McGill Mr. and Mrs. Robert McGrory * Dr. and Mrs. Michael A. Mellenthin Jr. Mr. Ian W. Mellin ’13 Mr. Jeffrey Mendelsohn ’03 Mr. and Mrs. George P. Munsey IV Mr. Keith Murfee Deconcini Ms. Brittany A. Nash ’14 Mr. and Mrs. Robert Nash * Mr. and Mrs. Gary A. Nickerson Mr. and Mrs. Elvis V. Norville Ms. Machiah C. Norville ’14 Mr. and Mrs. Dennis O’Leary Mr. and Mrs. David F. Oury Mr. and Mrs. Russell B. Pace Jr. Mr. and Mrs. Peter R. Paltsios * Mr. and Mrs. Robert Pangia Mr. and Mrs. Daniel F. Pawling Sr. Mr. and Mrs. Steve Perge (Anika Eisenstat ’11) Mr. and Mrs. Peter A. Picknelly Ms. Dana I. Pigott Mr. Ric Plaisance and Ms. Elizabeth McGrory Mr. Simon M. Polakoff ’10 Mr. Daniel I. Rashkoff ’07 * Dr. and Mrs. Evan S. Rashkoff Ms. Denise J. Restauri and Mr. Lewis Dvorkin Mr. Jason L. Richardson ’83 Mr. Marshall Robinson ’03 Mr. and Mrs. Robert B. Rogers Mr. and Mrs. Alan S. Roseberry Mr. and Mrs. Edward G. Rothstein Dr. Keith M. Sabin Mr. and Mrs. David Sabini Mr. Martin G. Schaefer Ms. Jill Schlesinger Miller Mr. Andrew J. Schneider ’11 Mr. and Mrs. Thomas A. Schneider Mr. and Mrs. Roger L. Silva * Mr. and Mrs. Abbye M. Silver Mr. and Mrs. D. V. Smith Jr. Mr. and Mrs. Robert L. Smith Ms. Sarah H. Smith ’05 Mr. and Mrs. David Spath Mr. Ian Spath ’99 Mr. and Mrs. Alan D. Sporn Mr. Gary R. Sporn ’96 Mr. and Mrs. Robert Sproul Mr. and Mrs. William F. Stockwell Ms. Audrey E. Suskind ’07 Mr. Lee R. Thomas ’10 Mr. Charles H. Thompson and Ms. Sarah V. Boy *

Mr. Colin G. Thompson Mr. and Mrs. David R. Tridle Mr. and Mrs. Dan Tudor Mr. Dirk van Luling Mr. and Mrs. James H. Wagner Ms. Marilyn A. Waller and Mr. Doron Weinberg Ms. Nan Waller (Josh Waller-Weinberg ’07 and Gabe WallerWienberg ’10) Mr. Bradley J. Weinstein ’09 Mr. and Mrs. Leland M. Weinstein Mr. and Mrs. Barrett Weiss Carla H. Westcott Mr. Mark R. Westcott ’12 Mr. and Mrs. Anthony G. Wilson Mr. Richard L. Wood and Ms. Mary T. Bourguignon Ms. Alexandra M. Zappala ’11 Mr. and Mrs. Neil Zelekowitz Ms. Sally R. Zeller Mr. Benjamin E. Zorfas ’12 Mr. and Mrs. Jason M. Zorfas Current Faculty and Staff Mr. and Mrs. William Aldrich Mrs. Jane Alwis Anonymous Mrs. Dorothy J. Bachtold Mr. James M. Barkus Mr. Michael J. Begin Mr. Robert M. Begin Sr. Ms. Carol M. Belliveau Mr. Andre Bergeron Mr. Tyler Blais Ms. Pat Bock Mrs. Kimberlee Bonica Ms. Alane C. Bruley Mrs. Sharyn Buelow Mr. Harold Burnett Ms. Keely E. Campbell ’07 Dr. Nym Cooke Mr. and Mrs. Shawn Coughlin Mr. Roy R. Crevier Dr. E. J. Cronin Mr. Adam R. Davidowitz ’03 Mr. and Mrs. Robert Donovan Ms. Louise P. Doud Mr. and Mrs. Scott A. Dumont Mr. and Mrs. Steven J. Dykstra Ms. Marie Eddison Ms. Patricia S. Ehman Mr. and Mrs. Wesley C. Flower Mr. Michael Foley Mr. Shane R. Francoeur Ms. Lauren Fraser

2014-2015 Eagle Hill School School 39 2014–2015

Mr. and Mrs. Thomas W. Gaskill Jr. Mr. and Mrs. Jared T. Geary Mr. William Gelinas Mrs. Colleen E. Groner Mr. Christopher J. Hancock Mr. Dana M. Harbert Mr. David Haynes II and Ms. Heather A. Hyatt-Haynes Mrs. Donna Holden Mrs. Jenna Hubacz Dr. Chiu Hwang Mr. and Mrs. Paul R. Jackson Ms. Elise Johnson Ms. Tabitha Johnson Mr. R. Michael Jones Mrs. Casey Kane Mr. and Mrs. Joshua Kanozek Ms. Sara Kaplan ’02 Mr. Edward Kelly Mr. and Mrs. Ian M. Kelly Mr. Matthew A. Kim ’97 and Mr. JongHun Kim Mr. Richard V. Kmiec Mr. and Mrs. Douglas R. Koczur Mr. and Mrs. Roland Kosla Mr. Eugene LaBonte Jr. Mr. and Mrs. Marc R. Lagrant Mr. and Mrs. Kenneth Leyva Mrs. Donna Linnehan and Mrs. Joyce Ward Mr. and Mrs. Richard B. Lorion Mr. Raymond S. Lovejoy Mrs. Diana T. Mackiewicz Ms. Robin Majcher Mr. Blake Mallet Ms. Tatyana Malyk Mr. Vinay Manjunath Mr. and Mrs. Robert Martin Dr. and Mrs. PJ McDonald Ms. Taylor McFaul Mr. and Mrs. William McFaul Mr. Scott C. Metcalf Dr. Rebecca Miller Mr. and Mrs. Andrew C. Moreland Mr. Jeffrey Myra Mr. and Mrs. Michael D. Myra Ms. Laurel Nahorniak Mr. and Mrs. Vincent Nastasi Mr. Paul Overton and Ms. Sharon Ashe Ms. Miriam Pallant Ms. Elaine Parmenter Mr. Gregory F. Passineau Mr. and Mrs. Carlo Pieciak Ms. Lorna Pollard Ms. Katherine Poulson Mr. Jonathan Prentice Mr. Jason Przypek Mr. and Mrs. Richard Raymond * Donor contributed to the Financial Aid Fund 40 Eagle Eagle Hill HillSchool School 2014–2015 2014-2015 40

Mrs. Jennifer Rettig Mr. Michael J. Richard and Ms. Kathleen St. John-Richard Dr. and Mrs. Michael P. Riendeau Mr. Marshall Robinson ’03 Ms. Margret Rolla Ms. Valerie Ruggles Mr. and Mrs. Robert Seymour Mr. and Mrs. Richard Shanks Mr. and Mrs. Timothy J. Shaughnessey Mr. Joel Slupnicki Mr. and Mrs. Jeffrey Smith Mr. and Mrs. Travis Stolgitis Mr. and Mrs. Eric Stone Mr. and Mrs. Edward C. Tetreault Mr. James Thibeault Mrs. Katherine G. Thompson Mrs. Denise Walsh Mr. and Mrs. Andrew D. Ward Ms. Elizabeth Weeks Mr. and Mrs. Jochen Welsch Mr. Anthony Westcott and Ms. Shelly Ricci Mr. and Mrs. Alan Westermann Mr. Alan Wheeler Mrs. Stephanie Whitaker The Wynne Baglio Family Mrs. Gale Young Ms. Amanda Ziemba Friends of Eagle Hill School Mr. and Mrs. James W. Coghlin Sr. Mr. and Mrs. Frank Diliddo Mr. and Mrs. Thomas C. Dube Mr. and Mrs. Walter J. Dubzinski Jr. Mr. and Mrs. Brinley Hall Mr. Alan B. Hirsh Mr. and Mrs. Charles G. Holden Mr. Robert Isabella Mr. and Mrs. Alan Joubert Mr. Scott T. Kelley Mrs. Anne Kneeland Dr. and Mrs. Richard Lavoie Mr. and Mrs. David Lougee Mr. and Mrs. Todd C. McDonald Mr. and Mrs. Christopher Mosca Mr. Alfred Nardini Mr. Paul F. Scully Mr. George Shields Dr. and Mrs. Marshall E. Shumsky Ms. Nancy J. Skamarycz Mrs. Cheryl A. Southwick Mr. and Mrs. Anthony Staiti Mr. and Mrs. David Sylvestro Mr. and Mrs. Dominic P. Triola

** Donor contributed to the Financial Aid Fund and the Faculty Fund

Mr. Marc Van Der Hout and Ms. Jody LeWitter Mr. and Rev. E. John White Mr. and Mrs. Robert Witt Ms. Kerry Wynne and Mr. Gintas Krisciunas Mr. and Mrs. Martin G. Wynne Corporations and Foundations Allegro Microsystems, Inc. Anonymous Bank of America Charitable Foundation Matching Gifts Program Chalfont Foundation The Chubb Corporation Davidowitz Foundation Doe Family Foundation GE Foundation Grantham, Mayo, Van Otterloo & Co., LLC * The Howard Bayne Fund Industrial Cleaning Products, Inc. Jenkins Inn and Restaurant Merrill Lynch & Co. Foundation, Inc. New York Life Foundation Pfizer Foundation Matching Gifts Program R.J. McDonald, Inc. Rollstone Bank and Trust Sun Hill Foundation The Vera Cash Foundation, Inc. Wells Fargo Foundation

Eagle Hill School would also like to thank those donors who gave gifts this year to the Capital Campaign, the Ronald M. Baglio Sports and Fitness Center, the Teacher Training Institute, and the Senior Class Gift, as well as gifts to other miscellaneous projects and Gifts-In-Kind.

Dr. Christopher Allen and Dr. Stephney Gordon Mr. and Mrs. Peter A. Allen Ms. Candace Alsop Bemis Farms Nursery Mr. and Mrs. Mark H. Berman Mr. Nathan Bernstein and Ms. Katharina Otto-Bernstein Ms. Sarah L. Boles Brown Electric Co. Mr. and Mrs. Paul L. Cappucci Ms. Claire E. Chamberlain Mr. Burrell L. Clark III and Dr. Denise C. Dabney Dr. Nym Cooke Mr. and Mrs. Philip J. Dion III Mr. and Mrs. Anthony J. Domino Mr. and Mrs. John J. Doran Mr. and Mrs. George M. Fenton Mr. and Mrs. Joseph M. Forest Sr. Mr. and Mrs. W. Guy Harley Ms. Philissa L. Higgins Highland Street Foundation Mr. and Mrs. David A. Hoyt Mr. and Mrs. Kent A. Jordan Mr. and Mrs. Edward J. Kennedy Ms. Jennifer Lagan Lands’ End School Rewards Mr. and Mrs. Michael Levy Mr. Roger D. Mack and Ms. Jenny B. Jones Mrs. Diana T. Mackiewicz Mr. and Mrs. Michael J. Mazurczak Ms. Carrie McLain Dr. and Mrs. Michael A. Mellenthin Jr. Mr. and Mrs. Peter R. Merriam Dr. Rebecca Miller Mr. and Mrs. George P. Munsey IV Mr. Martin Myers and Ms. Deborah Lee Lewis Mr. and Mrs. John K. O’Neil Mr. and Mrs. Henry J. Ristuccia Mr. and Mrs. Sig Rogich Mr. and Mrs. Stephen C. Ryan Mr. and Mrs. James R. Shuttleworth Ms. Sarah Simpson Mr. and Mrs. Roger J. Sippl Mr. and Mrs. Robert L. Smith Mr. and Mrs. Richard St. Jean Jr. Ms. Wendy Svarre Mr. Robert Vieth and Ms. Amy Wrenn Vieth Mr. and Mrs. Jonathan B. Wakefield Mr. and Mrs. Brian Wilson Mr. and Mrs. Frank M. Yans Ms. Jacqueline Zambrano Mr. Joseph R. Zimmel 2014–2015 Eagle Hill School 41

What Do I Know?

A Transcript of the 2015 Baccalaureate Speech

by Dean of Education Eric Stone

I hope I don’t mess this up. Good afternoon families, friends, faculty and, most importantly, the graduating class of 2015. I am truly humbled to be your selection as the faculty speaker today. It means so much to me that you thought I had something important to pass on to you before you depart this campus for bigger things. But what I realized, and I told Ms. Wynne as much when she told me that I was selected as the speaker, is the older I get the more I realize I know less and less than I thought I did.

I took the selection very seriously and want to give you some advice you’ll want to remember and hopefully use someday.

So, in my quest to find the perfect advice to give you, I did what everyone does these days—I went to Facebook. I scrolled down “the most recent” posts for about five minutes and here’s a sampling of what I saw: three recipes for microwaving bacon, including a bacon basket and a bacon-wrapped hot dog in filo dough; five inspirational quotes that did not inspire me; eight posts containing baby or kid pictures; thirteen pictures of people’s meals—which I still do not understand; two posts about the release of the newest Star Wars movie; two posts of people “just checking in”; a “friends I might know” post (posting people I do not want to be friends with nor ever have been friends with) and six or so obligatory ads asking me to buy things like the ones I searched on Amazon last week such as panda bear wall stickers for my daughter Sarah, a watch-sizing kit, and soda stream flavor packs. I didn’t get the answers that I wanted, though. Where was the sage wisdom of the 999 current friends that I have on Facebook?

Since I don’t Tweet, Instagram, or Snapchat, and Facebook didn’t work, I was forced to figure out what makes us who we are—then it occurred to me—we are who we are because of experiences in life. Individually, you know different things based on your experiences. Sure, you share some experiences as Eagle Hill students, but you come from different backgrounds and different places and, despite those differences you connected with one another. In order to connect with you today I had to reflect on my experience. To get started, I decided to classify my experiences into categories. My categories are, in no particular order: teacher, husband, veteran, and both father and son—a pretty good list with lots of experiences to choose from.

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In the Navy when a person gets selected for chief there is roughly a two-month period where he or she goes through training. The two months are filled with physical, mental, and emotional stress and when I went through it ended with a thirty-six hour final push—a crucible of sorts. The object of the training is to push you to your limits, make you doubt every decision you make, leave you wet, cold, hungry, and vulnerable. In the midst of all of this I was supposed to realize that I needed to rely on the other chiefs around me—that even though I was being tested, I needed my team of eleven to get through it. After trying to gut it out by myself, I realized that my teammates were there for me and I needed to be there for them—and that it is easier to overcome obstacles as a part of a team. The lesson here is to surround yourself with people you can trust and rely on.

The other example from the military comes from my time in Iraq. On the second leg of the first convoy I went on I was the “A” driver. My job was to monitor the computer system and radio, check the distance between vehicles, and have my eyes open for any potential problems. As I sat in the truck waiting to go I thought to myself, “What if I do something wrong, what if something happens, what if I forget the training?” I looked around and wondered if the other people in the vehicles around me felt the same way. Was I nervous? Yes. Did I turn to the driver or the troops in the back and tell them I was nervous? No. Did anything happen on that convoy?

Thankfully, no. But because I kept doing them, convoys got easier as time went on and my nervousness left me. The lesson here is this—it is all right to have doubts and fears, but they do not have to stop you, especially if you have people around that you can trust.

I have been married for 25 years—I know, she’s a lucky woman. There are two things that make my marriage work and I think it is safe to say that both would be good for any relationship, whether it is romantic or friendly. The first one has to be laughter. Don’t get me wrong, life hasn’t been, nor will it be, filled only with laughter, but it is the ability to laugh at situations, each other, and myself that keeps the marriage strong.

The second thing is admitting when I am wrong. It doesn’t happen often—OK, occasionally, I am wrong and when I am, I admit it. Sometimes the admission takes time, but when I am wrong I apologize. My wife bought a small cherry tree and asked me to dig a hole to help plant it—I insisted that the plant would be better off in a shaded area and she insisted that I dig a hole where she suggested, a bit more sun with limited shade.

We dug the hole where I thought it should go, and a month later the tree was dead—pathetically dead, brown, wilted, leafless. My wife didn’t say a thing (and neither did I), but I went and bought another tree, planted it, and told her that she was right. To her credit she didn’t give me the “I told you so” speech. But, of course, she occasionally says the not-so-cryptic phrase, “How’s the cherry tree?” when I make a suggestion that goes counter to hers. The lesson here is if you want to be

happy in a relationship and in life, laugh and laugh often—especially laugh at yourself—and, when you are wrong, admit it.

Besides helping with homework, going to gymnastics meets, giving money, shopping for and with and hanging out with my children, I believe the number one thing I do for them is keep my word. When I say I am going to do something, whether it is to go somewhere with them, to show up for an event, or even to punish them, I do it. Consistency is key and doing what I say is important to me. The lesson here is keeping your word.

As a son, I learned that you do not get to choose who your parents are, but you love them unconditionally. I lost my father twenty-one years ago to acute alcoholism. He wasn’t the best father—certainly not like the type of dads you see in sitcoms or in the movies. In fact, when he was drinking he was pretty terrible, was an embarrassment at times, and was unpredictable, but when he was sober he was the best—encouraging me to read, attentive to my needs and wants, and he was loving. When I think about him now, I don’t think about the bad times, I still think about the time that we have missed together—grandchildren who he never got to see or hold, joys and sorrows that I have experienced these past 20 years, and, of course, the conversations that we never had. But, I do have memories and I hold on to them. So from my experiences as a son, I offer you this advice—love and cherish the time you have with your families.

Finally, as a teacher I realized pretty early on that I was constantly observed by students in the classroom. There are students in this senior class who know my mannerisms better than I do and probably “do” me more accurately than I could. The lesson here is there is always someone watching. Which leads me back to my point about making mistakes—if you make one, admit it, and you know what? Maybe even laugh at it.

At the end of writing this, I checked Facebook one last time to see if there was anything I could use—more of the same except, sadly, no bacon recipes. So, this isn’t Facebook and it may not be the perfect advice but here’s the condensed version of my experience: Surround yourself with people you can trust and rely on. It is all right to have doubts and fears, but they do not have to stop you, especially if you have people around that you can trust. Laugh and laugh often—laugh at yourself. When you are wrong, admit it. Keep your word.

Love and cherish the time you have with your family. And, remember there is always someone watching you.

I know that none of you are fathers, veterans, teachers, or are married, but I really do hope that at least one thing I said today becomes one of your experiences—maybe you can use it to connect to others later in your life when you realize that you don’t know as much as you thought you did.

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The Sky Might Fall 2015 Senior Class Speaker Kendall Clark Good morning, faculty, staff, friends, family, honored guests, and good morning to the class of 2015. One of my favorite movies growing up was Chicken Little. For those who have not read the children’s book or seen the movie, Chicken Little is about a misfit chicken that mistakes an acorn hitting him on the head for a piece of the sky falling. When he thought the sky was falling, he panicked. No one believed him, and people thought he was crazy. However, when the sky is actually falling, he and his friends save the day.

Growing up and going to public school, I felt like Chicken Little. The sky was falling and I knew it, but those experiences were just acorns. One of the major acorns falling on me daily was how I got the “special” treatment of being put in a room with the other ADD and dyslexic kids, segregating us from the class because we learned differently. I was coming to Eagle Hill from an environment where, out of a class of four hundred students, there were only ten of us with ADD. It was that treatment that made me want to hide my ADD. It was that treatment that made me not care about school. I used to not complete homework and class assignments and tell my parents, “It’s okay, they think I’m stupid anyways.” When I first knew that I was going to Eagle Hill, I thought my sky had truly fallen and I would not enjoy a single minute of my Eagle Hill experience. My mom explained to me that at Eagle Hill there would be a whole school full of kids just like me. My first thought was, “Oh my God”—I felt stupid enough when they put me in the room with the other ADD kids in public school. Now they’re sending me to a school full of these kids.

But as time went on, I took time to listen to my parents and approach the school with optimism. When I first arrived to campus, I was nervous about not making any friends and no one talking to me. Before I could even step into the Cultural Center, I was greeted by Danny Feinblatt and Ramani Kapur and before I knew it, I was in a conversation with Joe Forest.

Then Allan Cesarman, Brett Fenton, Max Mazurczak, and so on and so on. By the end of orientation, my parents had to pry me away from my future friends so that we could come back to move in the next day.

At that point I was ready to say goodbye to my parents and start my journey at Eagle Hill. As I walked into my first class the next morning, which was Seminar on Learning with Mrs. Hubacz, I was extremely nervous for what was to come.

I didn’t quite know what to do because my experience with teachers before had been negative. I didn’t know how teachers would handle kids like me who had ADD, of course forgetting that Eagle Hill was designed for kids like me.

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I explained to Mrs. Hubacz how I felt about being at Eagle Hill. She then assured me that my sky had not fallen. Over the course of my freshman year, I would go on to build relationships with students and teachers. Eagle Hill provided me with the student-teacher relationships I needed. For the first time in my educational career, I felt like my teachers cared about me and I had some type of guidance. I really felt as if there was no student-teacher divide. Student or teacher, we are all part of the Eagle Hill community.

A dodgeball-sized acorn by the name of math had been hitting my head since the sixth grade. I’m sure I’m not the only one.

We’ve all been there. We all have our various subjects where we’ve struggled to do well. However, the size of the acorn shrunk to a pebble when I took math at Eagle Hill. My teachers refused to give up on me even when I gave up on the work.

They sat with me for hours at a time and made sure I was in a position to be successful. In fact, each day they make sure we are all put in a position to be successful. That’s how I have felt in all of my classes. No matter what class or subject, whenever I have felt that my sky is falling, my teachers have helped me sort out the acorns from the sky.

I realized my sky was just where it needed to be when during my sophomore year I conducted two interviews in front of the entire school. I remember my journalism teacher, Mr. Kanozek, asked me if I wanted to do the interviews, and I could not have said yes any quicker. If anyone had told me in eighth grade, in a few years, one of your teachers will select you to interview a former VP editor for ESPN and a world-renowned chef, I would probably have laughed. I found out by asking for help and feeling confident about my abilities, I would be able to do anything.

I was able to conduct the interviews with ease. At that point, I was at the highest point I had ever been in my academics.

Taking that momentum into junior year was exactly what I had needed. My sky was clear, a deep blue, full of white puffy clouds, until about Thanksgiving of junior year. That was when I lost my grandfather. With both of my parents working, I would go to my grandfather’s house and spend time with him after school. I loved my grandfather, because he did so much for me.

He would read to me, he would always make sure I was doing well in school, and he would make the best food in the world.

We had gotten so close, that when he passed, I actually thought I had lost a piece of me. This time for sure, I thought my sky had fallen. Anyone who knew my grandfather, knew that the most important thing to him was a good education. He would always say, “If you don’t have an education, then what do you really have?” After the funeral service, my father reminded me that Grandpa would have wanted me to move on and just continue to do well in school. My sky was pushed back into place with the academic and social support that I got not only from my family, but from my Eagle Hill family.

That was solidified with the passing of our friend Antoine Capitani. I remember when the news broke; I was sitting alone

in the dining hall. When Dr. McDonald saw me and asked me if I was okay, I told him that I was sad but I would be okay. Dr. McDonald hugged me and kissed me on the forehead and told me that he loved me. At that moment, I truly knew that this was my school.

I have built relationships with people that I don’t want to let go of. I have never met people so thoughtful, so helpful, and so willing to think about others before themselves. At times, it’s frightening. Throughout my time at Eagle Hill, I’ve made friends that have turned to brothers and sisters. I’ve gotten closer to some of my teachers than I would ever have thought I would. Life is about building relationships and putting the right supporting cast around you so that you can succeed.

Surround yourself with people that will help you reach your goals—while you help them reach theirs. Together, you will realize that when things get rough, your sky isn’t falling. You’re just dealing with a few acorns.

My fellow seniors, not every moment here was positive. We have all had our trials and tribulations, some bigger than others, but we’ve helped one another. We’re all part of the same community, and we have been since that first day of orientation. As we continue into college, it’s important to realize that these relationships will propel us toward success. Having the right people around us will improve our strength and resilience, which are important traits to have. I’d like to end with a quote. Whenever I feel like my sky is falling there’s a song I listen to. It’s by an artist by the name of Kid Cudi, and it’s from his song titled, “The Sky Might Fall.” It goes, “The sky might fall, the sky might fall. But I’m not worried at all.”

I’ve learned how memory works, and the last thing said is usually the message that sticks. I’ve mentioned some of my experiences, but I want us all to remember our journey as a community. Looking back at our senior trip to Florida, by the end of the trip, we had all gotten closer to one another.

During these final weeks of school, I treasured the moments I have spent with other seniors. As the class of 2015, I’m proud to come together one last time. I’m also proud to have known you all and to have seen you all grow as people. Look at where we are now. We’re here! Our skies are properly in place above our heads. I could not have done this without you all, and as a class I’m sure we all feel the same way about one another. We worked together, grew together, and we conquered together.

Right from when we stepped on campus till today, we have all given our families reason to hold their heads up with pride.

We are all lucky to have been part of a beautiful community and experience. Congratulations and best of luck to each and every one of you. And this is what I hope sticks: we couldn’t have done this alone, no one should have to do it alone, and we didn’t do it alone. No matter what acorns come our way, we are the class of 2015.

2014–2015 Eagle Hill School

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Commencement Awards Headmaster’s Cup

Egenberg Character Award

Ronald M. Baglio Student Life Leadership Award

Julia Allen ’15

Andrew Zimmel ’15

Citizenship Award

Be Like Brit Award

Danielle Merriam ’15 Joseph Forest ’15

Danielle Merriam ’15

46 Eagle Hill School 2014–2015

Frieda Myers ’15

Thomas A. Schneider Entrepreneurial Award Joshua A. Berman ’15

Faculty & Staff Awards Milestones of Service 5 Years

Tyler Blais Germaine Coffin-Koczur Roy Crevier Marie Eddison Michael Foley William Gelinas David Haynes Casey Kane Denise Walsh Katherine Poulson Gale Young

10 Years

Norma Barrus Michael Begin Patricia Ehman Jessica Geary Colleen Groner Diann Kosla Eugene LaBonte David Namieka Elaine Parmenter Anthony Westcott

Marshall Robinson NBS Award The Norma B. Shields Award is named for one of the founding members of the Eagle Hill School community. Since the school’s founding, Mrs. Shields played many significant roles, including teacher, director of education, and director of admission. Mrs. Shields’s commitment to the students was limitless and inspiring. “My door is always open” became her motto, and she stayed true to it. The NBS Award is given each year to the faculty member who, upon a vote of his or her peers, is thought to best exemplify Mrs. Shields’s unyielding, heartfelt dedication to the students of Eagle Hill School.

Michael Myra Thom Kneeland Award The recipient of this leadership award is a member of the faculty or staff who consistently goes above and beyond the call of duty and who continually strengthens the EHS community in a quiet, dignified, and unassuming way. The recipient of this prestigious award honors the life and work of a great man and a good friend.

15 Years

Harold Burnett Jenna Hubacz Ken Leyva Diana Mackiewicz Jason Przypek

20 Years

Robert Begin Laurel Nahorniak

25 Years

Carol Lorion Karen Nastasi

35 Years

Dorothy Bachtold

2014–2015 Eagle Hill School

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Julia Lillian Allen Green Mountain College

Joseph Michael Forest Jr. Sarcred Heart University

Katherine Ann Lincoln Colby-Sawyer College

Taylor Ann Shuttleworth High Point University

Tiffany Brooke Allen Spelman College

Nicholas Robert Graves Fitchburg State University

Maynard Tyler Mann Savannah College of Art and Design

Brandon Alexander Simas Suffolk University

Addison Sunday Aranow-Purcell Southern Oregon University

Brian Lagan Hardiman Sacred Heart University

Maxwell Joseph Mazurczak Sacred Heart University

Michael Jeffrey Sippl SUNY Maritime College

Joshua Anthony Berman Rensselaer Polytechnic Institute

N. Alex Marlino Healy Dean College

Danielle Evanthea Merriam Sacred Heart University

Yuri Walter Stuart Radford University

Molly Everett Cappucci Dynamy

Elizabeth Anne Hiffa Cazenovia College

Allan M. Cesarman Lynn University

Dillon Avery Higgins Colorado State University

Frieda Talia Myers Beloit College

Israel Paul-Lewis Thomas Westfield State University

Kendall Joshua William Clark Sacred Heart University

Christopher Lewis Holt Marist College

Dante Ricks University of Miami

Zariah Jacell Tucci Gordon College

Tamara Couillard Coia Johnson State College

Elena Svetlana Hoyt California Institute of the Arts

Paul Joseph Ristuccia Lynn University

Robert Wrenn Vieth McDaniel College

Anthony Jaxon Domino Dean College

Blake Austin Jordan Seton Hall University

Olivia Leigh Rossi Elizabeth Grady School of Makeup Artistry

Greta Ansley Wittmer Middlebridge School PG Lynn University

Patrick Clark Doran Full Sail University

Edward Jan Kennedy Landmark College

Aaron Nathaniel Schlesinger George Mason University

John Isaiah Eckert Chapman University

Danielle Marie Leppert-Simenauer DePaul University

Connor Edward Shirley Lasell College

Brett Harrison Marcello Fenton The University of Arizona

Grant Alexander Svarre Christopher Bryan Lorimer Montgomery The Art Institute of Fort Lauderdale Bermuda Community College

Class of 2015

Casey Lynne Osgood Yans Lasell College Andrew Sharak Zimmel Marist College

Dr. James Cavanaugh, one of the founders of Eagle Hill School, looks on from the shore of Lake Wickaboag in West Brookfield, Massachusetts, as the Pioneer rowing team launches the Cavanaugh after the official boat naming ceremony.

BOAT NAMING CEREMONY A boat naming ceremony was held as part of Spring Family Weekend on May 8, 2015. It brought together Dr. Cavanaugh and his family along with Headmaster PJ McDonald and the families of our rowing team. The boats were named the Cavanaugh and Figgie to honor the original founders of Eagle Hill School. Spring 2015 was the inaugural season for our new rowing program offering students a competitive racing experience.

Rowing is a competitive sports option for both the fall and spring athletic seasons.

Eagle Hill School P.O. Box 116 242 Old Petersham Road Hardwick, MA 01037 413-477-6000 admission@eaglehill.school www.eaglehill.school

EHS math teacher Tony McCaffrey is the creator of Captain Sideways, a comic book character that helps people solve problems by looking at the problems “sideways” (i.e., from unusual perspectives). Captain Sideways is used to teach youth proven innovation and problemsolving techniques. Dr. McCaffrey’s PhD is in cognitive psychology and his research looks at ways to improve people’s creativity and problem-solving skills. The first comic strip summed up his 170-page dissertation in just five pictures and showed how everyone aboard the Titanic might have been saved. Captain Sideways’s computer is called C-More because it helps the Captain “see more.” Dr. McCaffrey remarks that his students at Eagle Hill give him valuable feedback to improve the comic strip. For example, they already advised him that Captain Sideways needed an arch enemy, a sidekick, and perhaps a pet. View the comic strip at http://sidewaysdiary.weebly.com.

EAGLE HILL SCHOOL 2012–2013

HARDWICK MASSACHUSETTS