Eagle Hill News Fall 2016

Congratulations to our 2016 Graduates........Executive Function.......Research-Based Intervention at EHS Talking to Your Child About LD...........A Memorable Alumni Reunion............Beyond EHS: The College Search eaglehillschool.org

Fall 2016

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FALL 2016

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CONTENTS

LETTERS

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FROM THE HEAD OF SCHOOL

A New Day Begins

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FROM THE BOARD OF TRUSTEES

NEWS FROM THE HILL

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Parents Association Year-End Review

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Science in Action

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EHS Girl Scouts Achieve Highest Award

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Eagle Hill is Recognized by Sweet Readers Program

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Spring 2016 Activities Report

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Spring 2016 Athletics Report

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Saying Goodbye to Pam Fortin, Director of Technology

COLUMNS

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BOOK NOOK

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FROM THE DORM

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Encouraging Readers

Letting Go… GET PSYCHED

How to Talk with Your Child about His/Her Learning Disability

ALUMNI GAZETTE

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Alumni Reunion 2016

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THE PARENTS ALUMNI NETWORK 2016 SEMINAR:

Beyond Eagle Hill: Preparing for College & Other Educational Options

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10 Tips for Parents Embarking on the College Search

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Alumni Listings

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ANNUAL REPORT

FEATURES

CONGRATULATIONS CLASS OF 2016!

10 2015-2016 School Placements 11 Award Winners 13 Research-Based Interventions 17 What’s the Plan?

Implementing Strategies to Improve Executive Function

21 Brews, Boots & Bling

A Dang Fine Benefit

23 Lower School Contracts

The Living Museum

FROM THE HEAD OF SCHOOL

A New Day Begins...

AS OUR BOARD MEMBERS, administrators, members of our faculty and staff took stock of all that was happening at our school two years ago, it seemed clear that it was time to celebrate our special school and its impact upon so many children and their families. It was also a chance to acknowledge a new direction and the positive changes that had been occurring over time, changes that were further strengthening our success with students. A new logo and tag line were created to signal the new energy, creativity and innovative thinking that had driven these changes. The logo is simple in form but deep in meaning – a simple hill with the sun rising above it, representing the new day that begins for every student who enters Eagle Hill, but also the new ideas that continues to percolate from our staff, parents and students, strengthening our work with children who have language-based learning disabilities. The tag line, which accompanies this logo, ‘Learning. Transformed,’ describes simply, but powerfully, the individualized and transformative approach to each child who is the beneficiary of an Eagle Hill education.

The new logo and tag line also celebrate the fresh look being taken at the important work that continues each and every day at Eagle Hill. The ability of our faculty and staff to be reflective about their work, stay current on the rapidly evolving research on learning disabilities and learning approaches, and remain open-minded to building the program has been exciting and hopeful in every way.

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EAGLE HILL NEWS

Change for change sake is not wise, but neither is standing still in the face of an exciting, evolving field. One only needs to look at current brain research to realize that the new avenues opening up can inform and change some of our work with students.

SOME EXAMPLES OF THE CHANGES THAT HAVE OCCURRED INCLUDE:

• Our Foundations Program for five and six year-olds, based on all that research tells about early learning … the earlier we reach learners, the stronger the impact we can have on their future learning. We hope to expand this program once we have much needed additional instructional space.

• The renovations made to the instructional spaces in the Griffin Academic Building, giving teachers the opportunity to make learning more active and grouping within classes more flexible as a result of the larger, modernized learning environments • The new work on Hardwick House instructional spaces, to modernize these teaching and learning areas as well.

• Our new Afternoon Enrichment Program, which allows students to stay on after school for a variety of learning opportunities, informal sports, art activities, community service, an additional supervised study hall and dinner – all led by our full time residential staff and our first-year teachers.

• A new social pragmatics program, which was piloted this summer and we believe has exciting potential to address the needs of students in this important area.

• Children participating in our morning Summer Academic Program for elementaryaged students can now also stay for the

Summer Afternoon Activities Program, a relaxed camp-like experience in which we also work with students on their social skills, and ability to sample new experiences and make friends in an informal setting, with Eagle Hill staff leading the program.

• Our London Summer Program, another sign of the energy and innovation signaling a ‘new day’ at Eagle Hill, which has now completed its second year of outreach to students in the London area. These students had the opportunity to work with skilled Eagle Hill teachers, who used the successful Eagle Hill approaches and strategies to address their learning challenges.

It is an exciting time at Eagle Hill and our new logo and tag line capture the creative ideas that are making our program even more powerful for our students. Our mission remains the same, that of helping students with language-based learning disabilities become successful learners. The sun rises each day signaling a new day for students, their families and our staff, and learning continues to transform children and adults alike!

DR. MARJORIE E. CASTRO

FROM THE BOARD

2016-2017 BOARD OF TRUSTEES BOARD CHAIR Jeremy Henderson

EAGLE HILL NEWS is published twice a year (fall and spring) by the Development & Communications Office of Eagle Hill School.

Director of Development: Lisa Ferraro Director of Communications & Events/ Magazine Editor: Kathleen Rinaldi Communications & Events Associate/Writer: Phil Pineau Development Officer: Boardie Kurz PHOTOS: Chris Taggart Dan Harkins Pam Fortin Maria DiPalma Phil Pineau

BOARD MEMBERS Laurel Asness Kim Augustine Sonja Bartlett Patrick Brogan Joe Burton Chris Clarke Lisa Eatroff Amy Jo Frischling Allen Haight Patsy Howard Derrel Mason, Esq. Lisa Miller Patty Murphy Sara Pelgrift Mark Plaumann, Vice-Chair David Portny Kathleen Redmond, Secretary Drew Saunders Lydia Soifer Ram Sundaram Barbara Walsh James Wendorf

EX-OFFICIO Marjorie E. Castro TRUSTEE EMERITI Jody Bellows Nancy Brookman Kenneth deRegt Caroline Hirschfeld Bradley S. Hvolbeck Dr. Betty B. Osman Audrey MacDonald Mary E. Quick Fred Poses

ONE WAY TO understand the profound impact that Eagle Hill has on the students who come here is to listen to their deeply appreciative parents. I am lucky as Board Chair to hear from mothers and fathers all the time about their children’s positive experiences at the school and what a difference it has made to their lives. As the Board pores over another detailed operating budget or construction drawing in our ongoing efforts to ensure the school has a vibrant campus and financial security well into the future, these testimonials inspire and energize us. Of all the schools and colleges, private and public, that I and other members of our extended family have attended, none has come close to Eagle Hill in generating such an emotional connection among teachers, students, and parents.

...ea of fe p co w

Perhaps the only better source for understanding Eagle Hill’s ability to transform learning is the students themselves. Some of you may have heard me quote my daughter Cate at the annual reception two years ago.

She graduated from Eagle Hill in 2007. I think her words, which we found in an old homework file, are worth repeating here. “ If you are coming to EHS you have to be a very lucky person. At EHS we have nice kids.

We also have a great Headmaster. If you are a fan of food you are in the right place.

Plus, the classes will have less kids. We also have very nice teachers who are superb at teaching. We have many sports to choose from as well. Therefore, I think you will love this school.”

I can’t think of a better testimonial to our unique strengths as a school. And, to be honest, the food is even better now than it was back then.

JEREMY HENDERSON, CHAIR SPRING FALL 2016

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NEWS FROM THE HILL

Science in Action

by Philip Pineau, Communications & Events Associate

PARENTS ASSOCIATION YEAR-END REVIEW

By Patty Murphy, President, 2015-2016 THE PARENTS ASSOCIATION wrapped up the year with a flurry of activities, all of which sustain our mission to build, support, celebrate and educate our unique Eagle Hill community. There were many opportunities this spring to come together and learn from each other. The Dads Support Group had its best attendance in years. At the final meeting, former EHS dad Peter Acker, MD, and his daughter, Jessica, joined the group as guest speakers to discuss medication and our children. The broader Parents Support Group also had exceptional attendance and participation, finishing the year by tackling such topics as Friendship, Pragmatics and Social Skills; Support without Enabling; and, Strategies for a Successful Summer.

The PA hosted its final parent seminar focusing on the transition process for families considering a public school option. In addition to parent education, we held our annual Book Fair (Wanted: Readers!) to help our children develop a life-long love of reading. But we’re not always so serious…

Celebrations were abundant! EHS moms gathered at the home of EHS parent Marian Hoffman to celebrate Spring Moms Night Out. The students came to school dressed in logo wear on Spirit Day and attended the spring parties at Kids U, Chelsea Piers and Bowlmor Lanes. The entire Eagle Hill community came together to clink our glasses, dance and try our luck at the games at the Brews, Boots & Bling! Benefit. Bringing closure to the year, the PA hosted a luncheon for all on a spectacularly sunny day at the Stamford Yacht Club. And our final fête celebrated our most critical constituents, the faculty and staff of Eagle Hill.

THE SCIENCE curriculum at Eagle Hill is designed to create an interest in, and an enthusiasm for science in even our youngest students. One of the ways this is accomplished is through experiential learning – students become involved in the earliest stages of a project and follow it through to completion.

EHS Girl Scouts Achieve Highest Award

For instance, during a three-week period this spring, Ms. DiCarlo’s Core Content class actively engaged in the life cycle of a butterfly – from caterpillar, to chrysalis, to butterfly.

Throughout the metamorposis, students studied the anatomy and behaviors of the insects. As the insects changed, so did the care the students gave. They helped transfer the cocoons into butterfly habitats and feed oranges to the butterflies. With the knowledge that the butterflies could help pollinate the flowers on campus, Ms. DiCarlo’s class set them free on the field.

by Cecilia Stanley, Troop Leader

Under the care of Ms. Sweeney, two call ducks were born over spring break. The newborn ducks became the subject of a number of lessons for Upper School, Lower School and Foundations students.

While observing the ducks in the Weed Science Center, faculty taught students about their growth and development and how their physical adaptations, such as their webbed feet, will enable the ducks to survive.

Gabby used what she had learned on her media Journey to create media to attract girls to a self- esteem program that was held in Greenwich. She spoke to parents at Perrott Library on what perils lie in social media, and she was part of a focus group that helped create a program for girls to safeguard their digital reputation. Sabrina taught her fellow classmates about dogs in shelters, their plight and the need to help them. She hosted craft sessions for Brownie and Junior Girl Scouts, organized collections of items for local shelters, joined in student visits to Adopt-aDog, and met with State Representative Fred Camillo about changing laws to better protect dogs that are kept tethered or in cages all day.

For many students, hands-on learning allows for better concentration, and bolsters their interest in the world around them. This helps to create learners who are thoughtful in the classroom and curious about life outside of school.

Both girls also received a CT State Proclamation

by Connecticut State Representative Fred Camillo, met with State Senator Peter Tesei, and received their awards from Mary Barneby, the CEO of Girl Scouts of CT. Gabby and Sabrina are looking forward to becoming Girl Scout Seniors this fall, and going for their Gold Awards.

ON TUESDAY, MAY 17, 2016, two Eagle Hill School Girl Scouts – Gabrielle (Gabby) Finn and Sabrina Stanley – were awarded the Silver Award, the highest level award for Girl Scout Cadettes (and the second highest award in the Girl Scouts of USA).

Gabby and Sabrina both completed a Cadette Journey prior to beginning their project. They explored the role of media in how girls view themselves. Both girls then had to identify an issue in their communities, research it and complete a 50-hour service project that leaves a lasting impact on their community.

If your daughter is interested in learning new skills, having adventures, and growing in confidence, contact Cecilia Stanley to see how to become a Girl Scout member: ceilstanley@mac.com 5

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EAGLE HILL NEWS

Eagle Hill Receives Certificate of Appreciation from Sweet Readers

SPRING 2016 ACTIVITIES REPORT

By Jeff Leonard, Director, Athletics & Activities

FIVE YEARS AGO, Eagle Hill selected Sweet Readers as part of their community service program for students. Upper School students were selected for their empathy and patience, as they would be spending an hour each week visiting elderly people with Alzheimer’s. Karen Young, founder of Sweet Readers, says that it’s been a great pleasure to watch as the students “open their hearts each week in order to discover their adult partners and bring them tremendous joy, while feeling themselves empowered.”

In May 2016, Sweet Readers celebrated their five-year anniversary with a special evening at the Jewish Museum in NY City. More than 120 people attended from the various schools, museums, and elder care centers who work with the Sweet Readers program. At the ceremony, the partners were acknowledged for their participation and commitment to this inspiring organization. Dave Kates, former Eagle Hill School Director of Athletics & Activities, accepted a Certificate of Appreciation on behalf of the school, and was joined by students who were currently part of the Sweet Readers program at EHS. This fall, Eagle Hill will proudly display a special framed certificate noting our five years of service.

Students greet Dallas, one of this year’s Adopt-a-Dogs

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hile more than half of our students choose to participate in our interscholastic sports offerings, we continue to offer a variety of physical and non-physical activity choices for those who prefer an alternative.

All students are required to partake in a physical activity at least two days a week. Our physical activity offerings this spring were: Physical Education, Sports Class, Run/ Walk, Karate, Gymnastics, Fitness, Yoga, Ultimate Frisbee and Hip Hop. We are blessed with faculty members who enjoy sharing their interests and expertise with the students during our afternoon activity periods. Some of the non-physical activities offered this spring were: Art, Gardening/Nature Study, Sewing, Dungeons and Dragons, Digital Photography, Legos, Board Games and Astronomy.

In addition to our regularly scheduled activity periods, we have continued to offer servicelearning opportunities with the help of faculty volunteers and community agencies such as Neighbor to Neighbor, Inspirica Inc., Sweet Readers, and Adopt-A-Dog. Thanks again to all of our dedicated faculty for making these expanded learning opportunities a reality for EHS students!

Dave Kates, former Director Athletics & Activities, with (L to R) Pim McCarthy, Taylor Colangelo, Tatiana Collins, and Gabby Finn.

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NEWS FROM THE HILL

SPRING TEAM AWARDS

VARSITY BASEBALL Most Improved: Wyatt Rosmus

SPRING 2016 ATHLETICS REPORT

By Jeff Leonard, Director, Athletics & Activities

DURING THIS YEAR’S spring term, Eagle Hill had a total of 135 students who participated on eight interscholastic athletic teams in the Fairchester Athletic Association: Varsity and Junior Varsity Baseball, Cross Country, Boys Lacrosse, Tennis, Girls Softball, 8-10 Year-Old Softball, and Ultimate Frisbee.

Despite some weather-related postponements, we were able to squeeze in the bulk of our games. The Varsity Baseball, Girls Softball and Cross Country teams wrapped up their seasons with our traditional faculty and parent competitions. Thanks to the parents and faculty who participated!

Most Valuable: Revan Lazarus and Josh Milstein Dave Kates Coaches Award: David Brusco and Jack Walsh

CROSS COUNTRY Most Improved: Fritz O’Connell and John Mikhail Most Valuable: Angus Lodge and Ryan Zaretzky Dave Kates Coaches Award: Charlie Chisholm and Jack Sibery WillPower Award: William deGraaf

BOYS LACROSSE Most Improved: Nick Kjekstad and Connor Redmond Most Valuable: Oliver La Du and Charlie Schulhof Dave Kates Coaches Award: Max Halpern and George Hildner

GIRLS SOFTBALL Most Improved: Gabi Ringlestein Most Valuable: Alex Golioto and Lexi LeSala Dave Kates Coaches Award: Kenzie Horecky and Alyssa Locke

JUNIOR VARSITY BASEBALL Most Improved: Max Zimmer and Armaan Bhaskar Most Valuable: Colin Keating Dave Kates Coaches Award: Joseph Napolitano

TENNIS Most Improved: Travis Zuckerman Most Valuable: Tatiana Collins Dave Kates Coaches Award: Taylor Colangelo and Brian Hamdan

ULTIMATE FRISBEE Most Improved: Zach Brois and Heather Mulholland Most Valuable: Bruno Camesselle Dave Kates Coaches Award: John Krafft and Cooper Treat

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EAGLE HILL NEWS

Encouraging Readers

by Ann Chase-Karel, Librarian

Saying Goodbye to Pam Fortin, Director of Technology

The most common question parents ask me is, “How can I make my child a reader?” As most of you have learned by now, however, it’s very hard to make your child do anything, so I prefer the gentler “How can I encourage my child to be a reader?”

Book Nook

Technology is nothing. What’s important is that you have a faith in people, that they’re basically good and smart, and if you give them tools, they’ll do wonderful things with them.

—Steve Jobs

PAM FORTIN has served our Eagle Hill Community in a wide range of roles – teacher, duty master, coach, advisor in both divisions, study skills department head and as our first Director of Technology – with extraordinary expertise and dedication. During her 30 years here, Pam consistently modeled the “Kids First” philosophy, as she spared no effort in identifying and fulfilling the needs of her students, players and advisees.

A strong and independent woman herself, Pam persistently encouraged her students – and her colleagues – to maximize their own potential for self-reliance, creativity and community citizenship.

Pam acted as a liaison between all the constituencies of our school, as she facilitated dialogues among students, parents, colleagues and outside professionals with her honest and forthright communication style. She possesses an acute sense of what is the right thing to do, and her contributions to our school have been consistently guided by her strong ethical foundation, keen insight and the power of her conviction. To her colleagues, Pam’s leadership is prized not just because she is responsible and innovative but also for her sense of humor and kindness.

Because of Pam Fortin’s legacy of selfless commitment, dogged perseverance and sound moral compass, Eagle Hill School has been immeasurably enriched.

Thank you, Pammo! Best wishes at your new school!

Here are a few suggestions that might work for you:

1. WIDEN YOUR EXPECTATIONS. My younger son, an Eagle Hill alumnus, has never met a fiction book he liked. He did, however, love the sports page, Sports Illustrated and Rolling Stone. Gradually, I realized that he was reading a lot, just not what I thought he “should.” Lesson learned. Comic books, graphic novels, cookbooks, joke books and magazines are just as much reading as War and Peace.

2. MODEL DAILY READING AND CARRY READING MATERIALS WITH YOU. It’s simple: children read more when they see the people around them reading (and not just their phones). And how often do we end up waiting in line at the doctor’s office or bank?

Having a book or magazine provides precious reading time.

3. READ OUT LOUD! Your children are never too old to read to, especially at night or on vacation. (And picture books aren’t just for preschoolers!!) Audio books shared as a family are great on car trips (just ignore all of the grumbling until they get into it.)

4. LIMIT SCREEN TIME. The more time children spend playing video games, the less they read.

Surfing the internet and reading blogs doesn’t provide the same reading stamina, vocabulary development or richness that reading books or magazines does. If your children read e-books, shut off internet access or limit other internet features for certain parts of the day.

5. USE YOUR PUBLIC LIBRARY!! They are a great source of FREE print and downloadable books and music, DVDs, Maker Spaces and other new and innovative programs.

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FEATURES

Congratulations 2016 Graduates!

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EAGLE HILL NEWS

2015-2016 EAGLE HILL SCHOOL PLACEMENTS CONNECTICUT SCHOOLS Central Middle School – Greenwich, CT Franklin Academy – East Haddam, CT Greenwich Education Group – Stamford, CT Greenwich High School – Greenwich, CT New Canaan High School – New Canaan, CT Parkway School – Greenwich, CT Rumsey Hall School – Washington, CT The Forman School – Litchfield, CT The Glenholme School – Washington, CT The Wooster School – Danbury, CT Western Middle School – Greenwich, CT Winston Preparatory School – Norwalk, CT NEW YORK SCHOOLS Brewster High School – Brewster, NY Columbia Preparatory School – New York, NY Greenacres Elementary School – Scarsdale, NY Horace Greeley High School – Chappaqua, NY Iona Preparatory School – New Rochelle, NY John Jay Middle/ High School – Katonah, NY Mahopac High School – Mahopac, NY Mamaroneck High School – Mamaroneck, NY SAR Academy – Riverdale, NY Scarsdale Middle/ High School – Scarsdale, NY Seven Bridges Middle School – Chappaqua, NY South Orangetown Middle School – Blauvelt, NY Southern Westchester BOCES – Irvington, NY Summit School – Nyack, NY The Gow School – South Wales, NY The Harvey School – Katonah, NY The Maplebrook School – Amenia, NY The School of the Holy Child – Rye, NY The Windward School – New York, NY Thornton-Donovan School – New Rochelle, NY Westfield Day School – Rye, NY Winston Preparatory School – New York, NY York Preparatory School – New York, NY 2016 Grad Trip

ADDITIONAL SCHOOLS Community High School – Teaneck, NJ Eagle Hill Hardwick – Hardwick, MA Northern Valley Regional High School – Demarest, NJ Stowe High School – Stowe, VT The American School Foundation – Mexico City, Mexico The Greenwood School – Putney, VT

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2016 GRADUATION AWARDS

HEAD OF SCHOOL TROPHY This award is given by the Head of School to the student who, in the opinion of the headmaster, possesses and demonstrates the qualities of outstanding academic performance and citizenship. The following traits are considered: citizenship, academic performance and effort, extracurricular participation, and peer interaction.

Recipient: Joshua Milstein

SJ WALDMAN AWARD This award, given by the Director of Education, was established in the memory of a former Eagle Hill student and recognizes the traits of goal-direction, effort, perseverance, and generosity.

Recipient: Taylor Colangelo

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EAGLE HILL NEWS

TRUSTEES AWARD This award is presented by the Chair of the Eagle Hill Board of Trustees to an Upper School student who has made a significant contribution to the school community through the use of personal talents (e.g., artistic, musical, dramatic, community service, etc.).

The talents recognized from year to year may vary; what is consistent is the unselfish contribution of time/talent to the EHS community.

Recipient: Tatiana Collins

CLASS SPOKESPERSONS: Sebastian Macotela and Revan Lazarus

HEAD OF SCHOOL SPORTS AWARD This award is given by the Head of School to a student who best represents the essence of sports at Eagle Hill – the joy of and dedication to being on a team, and the embodiment of the spirit of participation.

Recipient: Oliver La Du

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ACADEMIC ACHIEVEMENT AWARDS These awards are presented by the Head and Assistant Head of School to students for outstanding academic improvement and performance. Recipients: (1) Isabella Hiebaum, (2) Eamonn Redmond, (3) Charlie Schulhof, (4) Patryk Tomczak

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GREENWICH GOOD CITIZEN AWARD The Independence Day Association of Greenwich recognizes and rewards local students who demonstrate good citizenship qualities of dependability, service, leadership and patriotism in their homes, schools and communities by presenting them with a Good Citizens Award. The award winner was also recognized at a ceremony on July 4th at the Greenwich Town Hall. This award is given by a member of the Admissions & Placement Team.

Recipient: Gabrielle Finn

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ALUMNI ASSOCIATION AWARD During his/her years as a student at Eagle Hill, this student has already developed the kind of appreciation and enthusiasm for the Eagle Hill experience that sets him/her apart from others. This student has enriched Eagle Hill while he/she was here and has made EHS an even better place, just as our alumni do when they return to campus to give back through various ways to the place that made a difference in their lives. This award is given by the President of the EHS Alumni Association. Recipient: Angus Lodge

CITIZENSHIP AWARDS These awards are presented by the Head of Assistant Head of School to students for outstanding citizenship qualities.

Recipients: (1) Marcus Duell (2) Riley Dubilier (3) Alyssa Locke (4) Samuel Tabs (5) Travis Zuckerman

DAN CHAPIN AWARD This award is given by the Assistant Head of School to a student who demonstrates social growth and quiet commitment to the total Eagle Hill program. This student may not be specifically recognized for individual achievement, but has made outstanding contributions to the program in general.

Recipient: Cristian Triay

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FEATURES

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EAGLE HILL NEWS

By Director of Education

WENDY SALISBURY

Research Based Interventions WHAT ARE THEY AND HOW ARE THEY INCORPORATED INTO THE EAGLE HILL PROGRAM?

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hile educational policy at the state and national level undergoes changes that often impact the curriculum and strategies utilized in public school settings, without always

being supported by research, at Eagle Hill we have the luxury of creating instructional programs that are individualized for each student and that are founded in solid research indicating the best practices in the field of special education. This luxury comes with a significant responsibility, as the educational team is accountable for selecting interventions that have been proven to be effective for children with learning disabilities.

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How are these selections made? Long before the terms ‘scientifically research based’ or ‘evidence based’ became ‘au courant’ in educational terminology, Eagle Hill exemplified curriculum selection using these guidelines, looking specifically for interventions whose efficacy was supported by high quality research conducted at the university level. We look for interventions that have been ‘vetted’ in research studies that meet the ‘gold standard’ for research design. These include the following characteristics: • clear statement of hypothesis • a study design that includes control and sample groups matched for variables such as IQ, socio-economic status, academic performance level, etc.

• sample of ample size (typically in the hundreds of participants) • intervention provided with fidelity (each person who is administering an experimental intervention is trained so that there is consistency between testers) • intervention provided for an appropriate length of time • potential conflict of interest minimized In the field of education, effective research studies are most often conducted at the university level. Findings are published in reputable peer-reviewed journals. Before promising findings are ‘translated’ into classroom practice, studies are replicated (either by the original researcher or by other institutions) to increase the probability that the intervention being studied is effective. Studies that are conducted by publishing companies or other entities with vested interest require careful design and review to ensure that any potential bias is minimized. Studies with small sample sizes, or those based on testimonials, can indicate promising practices, but do not meet the ‘gold standard’ of a scientifically designed research study.

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EAGLE HILL NEWS

Educational practitioners typically learn about promising research findings at conferences and in print or online journals. A variety of websites (e.g. What Works Clearinghouse–funded by the Department of Education and The Best Evidence–published by the Center for Research and Reform in Education at Johns Hopkins) also conduct meta-analysis of research in specific curricular areas (e.g., reading comprehension, spelling, math) and provide guidance in selecting interventions or published materials that have proven to be more effective for certain populations based on high quality research. At

Ensuring that we take advantage of the most current research-based interventions and strategies is a primary concern of our educational administration.

Eagle Hill we take advantage of all of these sources, using them to learn of new interventions and to ensure that strategies and techniques used in our program continue to enjoy research backing.

Ensuring that we take advantage of the most current research-based interventions and strategies is a primary concern of our educational administration. Long-standing elements of our program (explicit and systematic skills based instruction across curricular areas, multisensory, hands-on, and individualized instruction) have been supported by varied research studies. As the efficacy

Letting Go...

by Residential Director Joy Delisle

In the past 17 years at Eagle Hill, I have seen a lot of changes, especially with technology. When I first arrived here, a new Toshiba laptop program was just being introduced. A year or two later, Apple laptops arrived, and then the technology at Eagle Hill changed quickly – laptops, iPads, iPods, nanos, cell phones – and each one has become not only smaller but faster. Each new piece of technology can be used anywhere.

The dorm students have been showing us new things every night, and as they have become more facile at keeping their tech use private, the dorm team has had to stay one step ahead.

From the Dorm

of new interventions is supported by multiple research studies, they are incorporated into the Eagle Hill program.

Examples include the creation of our study skills program based on the work piloted by the University of Kansas, and integration of phonemic awareness into our reading and spelling program based on research funded by the National Institute of Child Health and Development (NICHD).

This reading research also indicated the importance of increasing reading fluency, another intensified focus of our tutorial classes. At times, teachers may pilot the use of strategies or programs to see if interventions that have been successful in other school environments will also be effective with our students. Examples here include the use of Co-Writer (successful for some students), Font Dyslexie (helpful for a few of our students, but certainly not for most), and Brain Gym ‘brain breaks’ (helpful for many students in both school divisions). The combination of using research-based practices and careful classroom observation allows our teachers to continue to expand their knowledge of interventions and individualize most successfully for students.

Over the years, Eagle Hill has been approached to consider utilizing interventions that may show promise based on small group studies or testimonials. Ethically, we feel strongly that it is our shared professional responsibility to provide our students with interventions that have met the ‘gold standard’ of educational research; that studies have been reviewed by peers and replicated several times with similar results. Given the recent proliferation of programs that purport to increase aspects of cognitive function, and are supported by compelling testimony from families, it is especially important to ensure that scientifically based research is used to make programming decisions.

The laptop program continues to grow and so does the knowledge of the teachers and students, especially when it comes to assistive use of the computers. The dorm team is continuing to be vigilant and learn the tricks and shortcuts that students use when completing their homework. If an assignment seems to be taking a bit longer than expected, we will spend extra time assisting the student.

However, sometimes it’s not homework that’s taking all of their time. Then, all it needs is an assessment statement such as, “That project seems to be taking too long,” and within minutes the project is complete and the computer is in the cart for the night.

Returning from summer, a lot of students go through “withdrawals” because of all the electronics time they have had. When dorm students move in, they have to turn over their electronics completely, and often feel as if they’re going “cold turkey.” However, we find that within a few hours the students don’t even notice that they haven’t had their phones or computers. They realize that they are having fun, and don’t need their electronics to survive and communicate.

We like to keep the students active, both physically and mentally, and this can be a useful focus at home too. New games, crafts and activities can be introduced to keep them interested and excited. They also like what they know and what they feel they are good at, so include things they enjoy.

We often find that while the dorm students are content with the variety of things to do that exclude electronics, visitors are often surprised. They will ask a dorm student, “Aren’t you bored without your electronics?”

The dorm student always replies, “No, I’m too busy, and like being with my friends too much to miss it. It’s nice to let go!”

SPRING FALL 2016

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FEATURES

By EHS Speech Language Pathologist

LAUREN POLINSKY M.S.., CCC/SLP and Upper School Teacher/Co-Head, Study Skills Department

CASEY WILKINSON

What’s the plan IMPLEMENTING STRATEGIES TO IMPROVE EXECUTIVE FUNCTION

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EAGLE HILL NEWS

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The executive function system is responsible for a variety of cognitive skills such as: response inhibition; working memory; emotional control; sustained attention; task initiation; planning; organization; time management goal directed persistence; flexibility; and, metacognition.

SPRING 2016

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According to research, response inhibition, working memory, emotional control, and sustained attention develop in the first six to 12 months of a child’s life. By the time children arrive at school, they should have the capacity to complete homework assignments, exhibit expected behaviors in the classroom (i.e. raise hand to answer a question, use appropriate language), and follow two-to-three step directions. As educators and parents, it is our job to provide explicit instruction and strategies so that students can assess and navigate their space; plan, initiate, and complete their tasks; and manage their time.

Eagle Hill has been incorporating instruction through specific strategies to support students who struggle with executive function skills. These strategies help students build their independence, both academically and socially.

Executive functioning is a complex process that allows individuals to organize and act on information. It is important that children have a solid foundation of social and emotional skills that help to shape their decisions and actions when in the presence of others. As students enter school, there are a tremendous number of unspoken expectations that are often not explicitly instructed. For example, students must arrive to class on time, complete assignments, organize their materials, and regulate their emotions and energy levels to match the atmosphere.

Many children develop these skills innately, yet there are many that struggle to effectively use their frontal lobe to address all of these tasks. Specific strategies adapted from Sara Ward M.S., CCC/SLP were incorporated at Eagle Hill to target task execution, reading the environment, time management, and self-regulation in a variety of contexts.

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For a majority of typical students, planning for tasks occurs outside the space of that task (i.e. thinking about an afternoon meeting during breakfast, picking out an outfit the night before, etc.). As “planners,” we often play a movie in our minds of the events we are anticipating. A lot of children with executive function difficulties do not mentally visualize these tasks or picture the end result; therefore, planning for and executing them to completion becomes more ambiguous and challenging. Using the “Get Ready-Do-Done” chart created by Ward, students can plan a task backwards so that they start visualizing the end product and have a clearer direction for their action.

A copy of the chart that was used to aid in homework completion is illustrated on the opposite page. Even the most basic tasks can be comprised of multiple steps that must be sequenced accurately in order to accomplish a goal. This chart can be used for academic, social, and daily routines. It encourages independent planning and executing of tasks, as well as building a child’s visualization skills.

Situational intelligence is the capacity to assess, analyze, and navigate one’s environment. The acronym “STOP” stands for Space-Time-Objects-People, which are four components anyone who is entering an environment

It can be helpful for students to plan a task backwards so that they start visualizing the end product and have a clearer direction for their action.

needs to consider. Children are instructed to use this word as a reminder to pause before entering a space, reading the room, discovering what is occurring in this space (i.e. a meeting, recess), and identifying the function of the space (i.e. it is a large room that could fit a big presentation).

Assessing the time markers, such as a clock or window, identifying the objects (i.e. desks, books), and recognizing the people in the room, allows us to recognize the purpose of the space in front of us and flexibly navigate through its many components.

Time management is an incredibly difficult and abstract task for those with executive function weaknesses.

Understanding the concept of time is required before estimation and management can be targeted. Encouraging children to be comfortable with analog clocks allows them to visualize the passage of time as the minute hand progresses. At Eagle Hill, analog clocks are in all visible environments so that students become accustomed to the visual representation of time. Marking the clock with a start time, halfway point, and end time allow for children

to plan enough time for tasks to be completed fully. This also provides an opportunity for reflection on whether more or less time is required when performing the same task again. Marking the clock and reflectively using it can be a collaborative process that is facilitated by adults.

Visual monthly and daily schedules are another beneficial tool to use during less structured times (i.e. vacation, weekend), so that children understand that time does not only exist when specific tasks are performed.

In an effort to support our students who struggle with executive function skills, teachers across divisions and contents will be implementing the strategies previously mentioned in and outside of the classroom. This year, students will practice planning backwards to execute a task, manage and estimate their time, and assess and analyze their space across environments.

For more information on executive function and useful strategies, please feel free to contact Lauren Polinsky or Casey Wilkinson.

GET READY-DO-DONE CHART

GET READY

DO

DONE

1. Make a clear space at the table.

1. Take hw (one at a time) from

1. When all hw is in “done” pile,

2. Pull out binder and “to do” + ”done” notecards on table.

3. Look at assignment pad.

4. Write numbers on subjects to put them in order (1st, 2nd,...).

5. Pull out each subject’s work together.

6. Put all hw in “to do” pile in their

“to do” pile.

2. Work on each subject in the order they are placed.

double check that all hw is done.

2. Put “done” pile in binder.

3. Put binder in backpack

3. When finished with each subject, put it in “done” pile.

4. Check off completed subject in assignment pad.

order (1st on top).

GET DONE 1. Zip up backpack.

2. Put backpack on bedroom floor.

© Copyright April 2015 Sarah Ward, M.S., CCC/SLP & Kristen Jacobsen, M.S., CCC/SLP. All Rights Reserved.

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g n a aD

FEATURES

fine benefit

. brews, bootS

T .  Bling

By Maura Craig, Co-Chair, Benefit Planning Committee

Joe Kim

his year’s Eagle Hill benefit, “Brews, Boots & Bling,” changed course from formal gala to casual western-inspired party with the perfect backdrop of The Heartland B&G in Port Chester, NY. Held on Saturday, May 21, it was a night filled with twinkling lights and lanterns and as the invitation promised, there were no endless speeches, stagnant tables or ties - unless you were wearing a bolo!

The restaurant and beer garden were filled with fun games, from darts to beanbag toss, roaming dice games to chandelier “quarters,” to a roulette wheel full of prizes! All of the games were made more

Co-C Triay

fun by the EHS faculty and staff who took turns running them! The guests, resplendent in their cowboy boots and hats, played games while enjoying a variety of sumptuous foods including beef and pork sliders, fish tacos and Heartland’s signature pretzels. And once you’d tried your luck at the games, there were plenty of tables and two bars at which to relax with friends.

While the venue was different and more informal this year, the silent and live auctions and paddle raise were in full swing as usual, raising essential funds for Eagle Hill as well as a special initiative to help expand the Foundations Program. And what western party is complete without an authentic line When where caller? She topped off the night of fun, friendship and fund raising. It was a night for all gathered to

Drew

sat ur day, champion our beloved Eagle Hill; it really was the best dang benefit this side of the Hudson River! m ay 2 1 , 2 0 1 6 7- 1 0 p.m .

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Mau Vict

Joe & Barb Walsh, Amy Jo Frischling, Kim & Neil Augustine, Jeff Murphy

Co-Chairs Maura Craig & Ariane Triay w/Dr. Castro (center)

Marian Hoffman, Glenn & Maura Carlin

Drew & Kat Saunders

Bob & Lisa Eatroff with Dr. Castro

Maureen Thesseling, Cami Luppino, Victoria Tillotson, JoAnn Weinig

Kat & Peter Mattis

Chris Craig, Catherine & Vincent Mazzaro

Jeff & Patty Murphy

SPRING FALL 2016

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LOWER SCHOOL CONTRACTS

The Living Museum THE MONTH of May at Eagle Hill marks the start of Contracts for students in Tutorial classes in the Lower School, and indeed, these are just as the name suggests – contracts that are signed by both the student and the advisor, agreeing to produce a particular project within a certain time frame (executive function). The Contracts are a culmination of all of the skills that the students have worked on throughout the year, and the options reflect this: Reading & Research, Writing, Oral Expression, or Art & Design, with additional choices within each area, modified to suit each group’s level of ability.

For one group of students, their Contracts became a comprehensive approach to showcasing their skills – the Living Museum. The students were asked to select a deceased person, research their lives, write up a report, prepare a display board, and then deliver a prepared presentation to visitors who came by during “museum hours.” Other classes selected similar projects with topics such as “Powerful Women,” while some classes worked on iMovies, and taped or oral presentations.

Whatever the selection, the students relished the opportunity to work independently, using their own learned strategies and skills. With the assistance of Librarian Ann Chase, who helped select age-appropriate research materials, and guidance from their Tutorial teachers, the students were able to not only complete their contracts but gain confidence in their abilities.

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Get Psyched

How to Talk with Your Child About His/Her Learning Disability

“

I first noticed I was different in preschool, that I wasn’t like the rest of the kids. I was seven when my mom first told me I had a learning disability. I remember I was playing a video game, and after my mom told me, I went right back to playing. Everyone has things that are hard for them. It didn’t change me, it is just a small part of me, and I accept who I am.

By Rebecca Ross, P.D., M.S.Ed. School Psychologist

“

THIS QUOTE CAPTURES some of the first thoughts shared by a 13-year old student at Eagle Hill School when he was asked to talk about his learning disability for this article.

disabilities is something that teachers or other students might be discussing, and how you can prepare yourself if your child comes home from school one day and asks you questions.

The start of the school year is a time known for change and new beginnings. For those parents that are new to Eagle Hill this year, your child might be feeling confused, angry, or sad as to why they had to leave their previous school. They might be questioning why they have to go to a new school, and if they are to blame.

Many complex emotions can arise for parents grappling with the idea of having this conversation. When it comes to answering these questions, there is no specific right or wrong answer to provide, or one opportunity to have this discussion.

This conversation is a journey, one that will evolve over time. Each family’s experience is unique, depending upon your child’s development; i.e. emotional maturity, level of self- awareness, and individualized needs. As a child matures, and their language skills develop, so does the depth of information that you are able to discuss.

A parent or teacher may refer to a six-year old’s hyperactivity as “body feeling wiggly and hard to sit and listen for a long time,” while an adolescent may be expected to comprehend the terms “distractible” or

As an Eagle Hill parent ready to embark on a new school year, the question, “Do I tell my child he/she has a learning disability?” might be on the forefront of your minds. If the answer to this question happens to be “yes!” then the next question you might also be asking yourself is, “How do I even begin such a conversation, and if they do find out, how will they feel and/or react?” You might also be wondering whether the topic of learning

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“impulsive” and ask his or her teachers for a movement break when needed.

At Eagle Hill, we have encountered innumerable children whose self-concept is impacted by the misconception that they are not capable or successful learners. Often this inaccurate conclusion is drawn when children have no other explanation for their learning differences. Research has suggested that many children often have an inherent awareness, at around ages five or six, of their differences from others. Most often this occurs even if they do not have the adequate language skills to fully express their thoughts and feelings stemming from these differences. Many times the ideas that children have attributed and internalized about their difficulties in school tend to be far worse than reality. When we can “demystify” a child’s daily struggles, and engage them in open and honest discussions, they are more likely to feel empowered, supported, and understood.

This, in turn, provides children with the confidence and motivation to learn how to

about their disabilities. Catherine Salisbury, an Eagle Hill mother of the student quoted above, remembers feeling confused and overwhelmed upon first receiving her son’s 25-page neuropsychological evaluation.

She thought to herself, “If I am having such a hard time understanding this, how can my child possibly begin to understand it?”

She was immediately thrust into a new and unexpected world, spending countless hours reading the latest research and attending conferences. She recalls the first conversation she had with her son about his disability at age seven, and how it only lasted five minutes. She felt that because the topic was normalized at such an early age, it opened the door for many future conversations.

She shares, “It is important to recognize that this is not just one conversation, but the beginning of a dialogue, back and forth.

Talking to your child about his or her learning disability is no different from talking to your child about puberty, death, or money. By beginning at an early age and continuing the discussion, your child will feel empowered to

When we can “demystify” a child’s daily struggles, and engage them in open and honest discussions, they are more likely to feel empowered, supported, and understood. advocate for themselves, and to verbalize their own individualized areas of strengths and difficulties, learning styles, and the strategies that help them learn best. Parents can reinforce the idea of advocating with your child, rather than for your child, to help them develop problem solving and self-advocacy skills to foster independence for the future.

Explaining the nature of learning disabilities to a child is admittedly not an easy task for parents. It requires knowledge and acceptance of your child’s particular disability, as well as an understanding of your child’s strengths, learning styles, needs, and interests.

As a parent, you are the expert on your child, and the best person to help guide this process.

We had the privilege of gaining insight from two Eagle Hill parents about their own journey in speaking with their children

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self-advocate as they grow and become more independent. They will learn not to blame their performance on their disability but rather to explain their performance because of their disability.”

Many of these discussions will be unplanned and will occur spontaneously, most often in response to incidents that have occurred at home or at school. Patty Murphy, a mother of a 13-year-old boy who has been attending Eagle Hill for five years, recounts that her dialogues with her child went quite differently than how she planned and anticipated. She has learned that it is important to take cues from your child, and let the conversation evolve naturally as they begin to ask questions and process the information. She remembers preparing for months for the first time she was going to have “the talk” with her son, when he completely caught her off

guard one afternoon as they were standing in the waiting area after his tennis lesson.

Throughout his experiences at Eagle Hill, he had developed his own awareness that it was a school for children with learning disabilities, and he wanted to know more about his specific diagnosis. Patty was able to utilize this impromptu teachable moment to start the discussion, and she was incredibly grateful for how well it turned out. She felt the informality and matter-of-fact nature of the conversation actually helped to normalize the topic, and that her son accepted and “owned” his disability much more quickly than she expected. Patty shared an anecdotal piece of advice that particularly resonated with her, “If you name it, you tame it!” This phrase emphasizes the importance that the more an individual understands their disability, the greater their ability will be to recognize and advocate for the specific strategies and supports that they will need.

It is important to remind parents that at Eagle Hill, they are never alone throughout what can seem like an overwhelming process. Members from psychological services, and our educational advisors are readily available at any time of the year to offer support and to answer questions or discuss concerns. Most importantly, others within the parent community can be invaluable resources for sharing their own personal experiences and insights. For children 10 years of age and above, Eagle Hill offers a small group discussion-based program, called Coping With, a program that develops each child’s awareness of his/ her unique learning profile, and promotes the positive strategies that come from understanding one’s own learning style and needs.

A learning disability does not need to define who you are. Some children take ownership of their disability and become strong advocates who are inspired by their diagnosis, and use their experiences to empower others.

Other children may take time to accept the support that they may need, and to recognize their own strengths and abilities. Our role as parents and educators is to support them throughout their journey and to help them realize their potential and build a foundation for lifelong success.

FACULTY & ALUMNI TURN OUT IN FORCE FOR ALUMNI REUNION 2016!

Alumni GAZETTE

More than 100 alumni, parents, and 2016 graduating students were joined by EHS faculty and administrators to renew friendships and share memories at this year’s Alumni Reunion. A picnic box lunch was highlighted with ice cream generously donated by Longford’s, an alumni family.

Jim Dunn,‘77

Dr. Castro, Head of School, and Drew Saunders ’88, President of the Alumni Association and member of the Board of Trustees, welcomed everyone and explained the importance of the Alumni Association to the EHS class of 2016. Graduates representing many years attended, including Jim Dunn, class of ’77 and one of Eagle Hill’s first students. Tours of the new Community Room and the renovated classrooms in the Griffin Academic Center allowed the alumni to view the major construction projects that have been completed on campus since last year’s reunion. Many stopped in awe as they walked through the stunning new spaces.

The Alumni Reunion provides an opportunity for former students to reconnect with their classmates and their favorite teachers.

It’s also a chance for them to share their stories and memories about Eagle Hill, where they are now and how their time here changed the way they learn. These stories make the reunion a true celebration of what is accomplished at this school. Eagle Hill is proud to serve as a continued resource to alumni and their families.

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PANELISTS DR. MICHELLE BERG Berg Advising & Placement drmichelleberg.com DAVID FINKELSTEIN Giant Step Services giantstepservices.com

PARENTS ALUMNI NETWORK SPRING 2016 SEMINAR

Beyond Eagle Hill Preparing for College & Other Educational Options

SHARON EPSTEIN First Impressions College Consulting firstimpressionscollegeconsulting.com LIZ EVANS EHS Alumni Parent

By Catherine Salisbury, Current Parent

ON THE EVENING of Wednesday, April 20, the EHS Parents Alumni Network (co-chaired by Lisa Eatroff, Lisa Miller, and Carol Nicholson), sponsored a fascinating panel exploring college and other options for students with learning disabilities. The panelists included Dr. Michelle Berg, Sharon Epstein, David Finkelstein, and Liz Evans.

As a new Eagle Hill parent of Alex Nunn, a 13-year-old in seventh grade, I appreciated the long view that Eagle Hill takes by allowing current parents to attend informative seminars for parents at all stages of the educational process. The panelists raised very interesting issues and I found their insights to be very useful and pertinent to not only the college process but also for the high school process all Eagle Hill students will go through.

Dr. Berg addressed what to consider when applying to college, Ms. Epstein reviewed the college essay and interview, while Mr. Finkelstein described his program, Giant Step Services, and Liz Evans, an EHS alumni parent of three and mom of six, outlined 10 tips to keep in mind as you and your children with LD explore college after high school (see page 28).

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Dr. Berg’s three top questions to parents were: Do your children understand their needs and are they able to identify their learning issues and advocate for themselves?

Is there a diagnosis of ALL the academic, social and emotional issues that exist? Does the diagnosis accurately reflect where your child is today? She also had the audience question where our children were not only in relation to their academic skills, but also their executive function skills, their independent living skills, and their social skills – all necessary for successful living away from home.

Ms. Epstein examined how students should approach a college essay. First, should they disclose the learning disability? If they disclose, do they write about the disability in their essay? When determining what to write, they need to ask themselves what they want schools to know about them, what their passions are, and how they’ve shown resilience. Colleges like to see a student’s thought process, how they think, and how they get from point A to B to C. Epstein recommends students look for an original approach and explore what’s not so obvious.

Mr. Finkelstein emphasized that the timing of going away is so important. Your child does not have to go away at 18 but when he or she is ready to become independent. His program Giant Step Services is aimed at supporting young adults in their growing independence from home as they attend college or begin a job. His goals are to foster independence and college preparation and to provide very structured activities every day while building a community among the students enrolled.

The best advice I took away from Liz Evans was to recognize that college will not necessarily follow a four-year plan but possibly take five or more years if you allow for time to explore jobs or different colleges. In addition, she reminded us of the importance of having a positive loving relationship with our child during this time.

If we are having trouble communicating, she recommended recruiting trusted adults and mentors to speak with our child. Having an alumni parent like Liz Evans, who was so articulate and empathic and who had once stood in the audience’s shoes, was so important in giving hope and encouragement to the parents who attended. Thank you, Eagle Hill, for a stellar presentation!

Alumni GAZETTE

My Ten Tips for Parents of Students with LD Who Are About to Embark on a College Search

By Liz Evans, alumni parent of three EHS students

BONUS QUESTIONS TO ASK A COLLEGE’S LEARNING SUPPORT CENTER:

Independently from your children’s interviews, I would discuss with the school what you see as important support tactics for your child. For example, it is helpful to know whether the school will talk to you if things are not going well academically for your child. Can your child sign a waiver allowing them to speak with you?

Again, this is just in my personal experience, but our kids who chose schools that were a little lower on the competitive scale than others to which they were accepted did better.

Ask probing questions of the support program:

From my vantage point as a parent, if your kids are transitioning from a supportive, specialized LD program, they may not realize that the teaching methods and support they are accustomed to is not typical at college.

So, while they may recognize they qualify for extra help, they have a wake-up call when the college’s instructional techniques are very different from the techniques that have been used in their LD high school.

• How are accommodations explained to

My comments are totally anecdotal. I’m not a professional; I’m a mom of six kids, five of whom have diagnosed learning differences. Each case was unique. The kinds and amounts of support required were different for each. Each child’s understanding of his or her needs was unique. Here is what we learned:

1

2) 2

3) 3

4) 4

Before your children begin the search process, make sure they are familiar with the specific recommendations from their educational evaluations. Then, when the students interview with the school’s support program, they should go over each recommendation on the list with the school and write down how they will access that support at the school.

We found that our kids who had internalized their need for support were the most successful. As parents, you can try (their high school teachers and counselors, and their educational consultants can try) to convince students of their need for support, but your child has to believe it and be willing to make accepting that support a high priority.

Those students who had grappled with failure were more successful. They weren’t dejected by the challenges college presented. I believe the ability for a student to allow him or herself to be vulnerable correlates with success.

Having a soft landing for those difficult blows helps; however, that is where the support system that your child will utilize is important.

If your children are coming from a high school that caters to students with learning disabilities, they need to be ready for the reality that their college roommates and friends will spend much less time on their work and nevertheless be successful.

5) 5 6 7

8) 8

9) 9

10

Students who had a strong work ethic were most successful.

Students have to believe that they will be successful.

Visit each school more than once. Revisit the school’s support program. Have your child spend the night.

• How many staff members for how many students?

professors?

• Are tutoring and note taking part of the

support program or available to anyone?

That’s important, because if tutoring is available to anyone, there is often a long lead-time to get an appointment.

• Is it professional or peer tutoring?

• If tests are to be taken at a different

location, what is the process for making those arrangements?

• Will your child have one main contact or just the office at large?

If the school your children decide to attend offers a summer program, I highly recommend their taking advantage of that opportunity.

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Alumni GAZETTE

ALUMNI NEWS

JIM DUNN Class of 1977 Jim has recently moved from Maine back to Connecticut. He is pleased that the proximity to Greenwich will allow him to re-connect with Eagle Hill and fellow alums.

CYNTHIA DEAN Class of 1981 Cynthia Dean reports that she has a new rescue dog, and has been enjoying trips to Mystic CT and Hershey PA recently.

PETER TAMALONIS Class of 1995 Peter is currently studying computer science at SUNY WCC (Westchester Community College) JENNIFER QUINN Class of 1996 Jennifer has been married for four years, and has two children, a boy and a girl. Sadly, Jennifer had an allergic reaction to medication when her daughter was born, resulting in Steven Johnson Syndrome.

Jennifer now has to deal with blindness in one eye and burn-like scars on her body. As she says, “I am alive and beat the million to one odds against survival!”

HASTINGS LANE Class of 1999 In the spring, Hastings was working as a registered nurse (RN) BSN while attaining an Advanced Practice Registered Nurse (APRN) MSN, and graduated in May 2016. Upon graduation, Hastings hoped to work in a primary or urgent care setting coordinating acute and chronic disease management. Free time is devoted to working out, travelling, and following a healthy lifestyle. In Hastings’ own words, “I am very grateful to have had an opportunity to go to a place like Eagle Hill school and the values and skills that I have learned during the two years that I attended have helped me to continue to achieve my goals. I cannot stress enough how important Eagle Hill has been in my development and the large role this school has played in my success to this very day.”

MOLLY STANGER Class of 2002 Molly recently graduated from the Community College of Denver and is working at the Tattered Cover bookstore. For fun, she rides horses and takes ceramics classes.

JORDAN POSNER Class of 2003 Jordan lives in VT and graduated with a Master’s degree in Public Administration from the University of Vermont. He currently manages Burlington Transit Authority’s transportation programs for individuals with disabilities and the elderly. He and his wife, Kerry, live in the Burlington suburbs with their dachshund, Walter.

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CRISTINA CARR Class of 2005 Cristina attended the Alumni reunion and shared she has a part time job at the Ferguson Library in Stamford.

MELISSA LUNDQUIST Class of 2005 Melissa now works at the YWCA Hartford Region.

KRISTEN ROMNEY Class of 2007 Kristen attended the Alumni Reunion where she shared that she graduated from Muhlenberg College in PA and has been engaged in video editing internships since.

DAVID NATHANSON Class of 2008 David attended the Alumni Reunion and was very pleased to report that he is a rising senior at Mitchell College where his “last report card had all grades in the A and B range.”

MATTHEW McMORROW Class of 2009 Matthew just completed his junior year at the University of Hartford, where he is studying Web Design and Development and earned an award for outstanding achievement. His summer internship was in digital marketing.

JEREMY KUBAK Class of 2010 Jeremy will be transferring from Landmark College to Marymount in Manhattan this fall. He shared that he is interested in pursuing theatre and wants to be closer to the NY theatre scene.

AIDAN NOVINS Class of 2010 Aidan attended the Alumni Reunion where he shared that he has just transferred to the University of Richmond.

EVAN EMANUEL Class of 2011 Evan graduated in 2015 from Hendrick Hudson High School and proceeded to cosmetology school at Empire Beauty in Peekskill, where he enjoys every aspect of hair care and will soon have his cosmetology license.

NICHOLAS BLUE Class of 2012 Nick just completed four years at Marvelwood and graduated in May 2016. This fall, he is attending Muhlenberg College, pursuing a degree in Public Health.

ROBERT COAKLEY Class of 2013 Robert will be a junior this fall at Kents High School in Maine. Last year, he made the honor roll, and played JV soccer, hockey and lacrosse. He loves school, especially English!

MATTHEW GOLDSTEIN Class of 2013 Matthew will be getting academic awards in History and English this year.

KELLY McMORROW Class of 2013 Still an avid athlete, Kelly plays for the Lady Brewster Bulldogs (travel ice hockey), who won the NY State Girls U16 Tier 2 Championship and played at the Nationals in VT. Kelly will be heading into her senior year at The Harvey School. In her sophomore year, she was on the Headmasters List, took honors-level history, and played goalie for the girls’ varsity lacrosse and varsity soccer teams.

ROBERT (Bobby) PARISI Class of 2013 After Eagle Hill, Bobby attended Iona Prep with all of the tools and confidence he needed to succeed. This past spring, he was inducted in the National Honor Society, and was exploring programs at schools for architecture.

ANNUAL REPORT 2015-2016

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ANNUAL FUND DONORS $25,000+ Mr. and Mrs. Dwight Anderson Cliff and Laurel Asness* Mr. and Mrs. James Bartlett Benjamin Duell‡ Fidelity Charitable Gift Fund Mr. and Mrs. Larry Hamdan Mr. and Mrs. Thomas B. Ketchum‡ Schwab Fund for Charitable Giving Joseph R. Zimmel‡ Roy J. Zuckerberg Family Foundation

$20,000+ Mr. and Mrs. Peter Mattis Pershing R.T. Vanderbilt Trust Mr. and Mrs. Hugh B. Vanderbilt, Jr.

$15,000+

been an essential factor in the growth and success of Eagle Hill School for

Allen and Franziska Haight* High Rise Basketball Academy* Richard and Robin Jones* Mark Plaumann and Marilyn Wilson* Mr. and Mrs. Joseph Walsh, III*

41 years. It is through your generosity–parents, grandparents, alumni, faculty,

$10,000+

Thank you for your support! Philanthropy has and friends–that the School is where it is today. “ Eagle Hill has been here for years, and countless donors before us contributed in ways that benefitted our son,” one parent observed. “Our son’s educational journey was transformed thanks to Eagle Hill; we want to pay it forward for Eagle Hill families to come.”

This spirit of philanthropy continues to be a vital component in the fiscal health and breadth of the Eagle Hill experience. Thanks to the Annual Fund we are able to: • Maintain an average 4:1 student teacher ratio in the classroom; • Deliver services beyond the core classroom experience that are integral to providing our students with a well-rounded education; • Invite speakers and educational counselors to share their knowledge with our whole community, as well as support professional development for our teachers in the rapidly developing field of LD; • Maintain a unique and dynamic library and media center that engage our readers at all levels of content and literary maturity; • Continue to offer the opportunity for qualified students of all financial backgrounds to access this individualized educational experience.

Thank you for your contribution to Eagle Hill’s Annual Fund.

Together we are turning imagine into action!

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Edward S. Breakell* Bob and Lisa Eatroff‡ Jeremy Henderson and Catherine Samuels‡ Jewish Communal Fund Mr. and Mrs. David Portny Nancy and Fred Poses, in honor of Max Poses, ‘04 Ms. Sandra Saiger Mr. and Mrs. Joost Thesseling Nina W. Werblow Charitable Trust

$5,000+ Neil and Kim Augustine‡ The Boston Foundation Mr. Carlos Brito and Ms. Belinda Badcock* Joseph O. Brusco and MaryLou Brusco, in honor of the entire Eagle Hill staff Caplan Family Foundation Trust Mr. and Mrs. Gordon Caplan Anonymous Marjorie and Ray Castro* Mr. and Mrs. Gerald Esposito Mr. and Mrs. Joseph P. Faughnan Ms. Megan Flanigan Stephanie and Lawrence Flinn, Jr. Charitable Trust* Mr. and Mrs. Alexander Grinberg Dr. and Mrs. Nicholas Herne Ms. Caroline Hirschfeld‡ Katie Kidder* The Stefano LaSala Foundation, Inc. Mr. and Mrs. Mark LaSala Joy and Marc B. Lautenbach Mr. and Mrs. Robert MacNaughton Mr. George Nunn and Ms. Catherine Salisbury Mr. and Mrs. Glenn Pollner, in honor of all Danielle’s teachers Mr. and Mrs. H. Lewis Rapaport Anonymous* Sheryl and Dan Tishman‡ Christopher and Tracy Turner

$2,500+ Peter and Gila Acker‡ Bank Of America Charitable Gift Fund Peter and Sarah Diamond‡ Mr. and Mrs. William Frischling Anonymous IBM Employee Services Center Industry Prom Fund for the Wall Ceiling and Carp Ind Justin Enterprises, Inc. Alexandros and Maria Kedros* Mr. and Mrs. Kevin Lorenz Mr. and Mrs. Joseph Luppino in honor of Gracie Luppino Mr. and Mrs. Jeffrey Murphy Mr. and Mrs. Joshua Neren The William A. Barbe Family‡

Andrea Tessler and Michael Scarsella* Jonathan and Hannah Shapiro, in honor of all the wonderful teachers and staff at Eagle Hill Jeremy and Kathy Treat Mr. and Mrs. Brodie Van Wagenen Mr. and Mrs. Mark Wachen in honor of Rebecca ‘15 and Lexi Wachen Mr. and Mrs. Lee Zaretzky Carrie and Keith Zuckerman

$1,000+ Mr. and Mrs. David Alexander The Howard Bayne Fund‡ Mr. Vikram Bhaskar and Ms. Mridu Gulati The Brusco Family, in honor of the entire Eagle Hill staff Tom and Anh Cahill Rob and Laurie Casper* Mary Lou Cassone‡ Sharon and Bill Crain* Jeff and Lynette deGraaf, in honor of William deGraaf ‘16 Elias and Roubi Eliopoulos* Lisa and Joe Ferraro* The Finn Family Foundation‡ Dan and Phyllis Finn‡ David and Mairead Finn‡ Mr. Chris Finn ‘85‡ Mr. and Mrs. Erik Friedman Lena and Joseph Gershenov‡ Lisa and Jeff Gerson Patsy Howard* Brad Hvolbeck The Landegger Charitable Foundation, Inc. Ms. Eva Landegger Valerie and Ron Lauderdale Mr. and Mrs. Christopher M. Lodge in honor of Angus K. Lodge ‘16 Mr. and Mrs. Michael Meyer in honor of Ben Meyer Mr. and Mrs. Joel Meyer in honor of Ben Meyer Lisa and Terran Miller‡ Mr. and Mrs. Philip B. Miller‡ Mr. and Mrs. Matt Mulhern‡ Norman Foundation Lorraine and Robert W. Reeder III‡ Ellis and Rose Rinaldi, in honor of Joseph Rinaldi ‘09 Dr. and Dr. Harvinder Singh Sandhu Drew Saunders ‘88* David and Lisa Schlakman, in honor of Steven Schlakman ‘06* Peter J. Sellon 1997 Charitable Lead Trust‡ Mr. James H. Wendorf Vanessa Wilson* Jim and Emily Zhao Mr. and Mrs. Michael Zicari Mr. and Mrs. Brian Zuro

$500+ Appleby Charitable Lead Trust‡ Chris and Maura Craig* Ms. Colleen Cunniffe Mr. and Mrs. Rafael de la Sierra Deutsche Bank Americas Foundation Mr. Penn P. Eichorn GE Foundation Ms. Suzanne Smith Guerin Mr. and Mrs. Arlen F. Henock‡ Jean and Edward Higham* Mr. and Mrs. Robert H. Husted* Mr. and Mrs. Richard Lavoie Doug and Maureen McDermott Laura and Michael Miller A.B. and J. Noyes Foundation, Inc Jansen Noyes IV ‘94 Laura and Steve Paulus Howard and Gayle Rothman‡ The Rust Foundation* Lee C. Rust ‘01* The Studnitzer Family* Brook and Michael Urban‡

Andrew Vindigni‡ Torrance York and Greg Walters Anonymous‡ Sandy and Terry Weil* XL Global Services Roy J. Zuckerberg Family Foundation* Lloyd Zuckerberg and Charlotte Triefus* Janet Zykorie*

FRIEND Anonymous gift in honor of Aileen Ryan and the EHS kitchen staff Anonymous gift in honor of Ed Schmidt and the EHS Maintenance staff Conrad Aamodt* Ms. Deanna Abbondola Ms. Herlinda Alejandro, in honor of Pamela M. Weckessar Margie and Scott Alley‡ AllianceBernstein Mr. and Mrs. Mark Altschul Amazon Smile Kurt and Lisa Anderson Mr. Jose Arroyave and Ms. Yolanda Echeverri* Mr. Daniel Baker* Mary K. Barber Mr. Joseph Baynes Mr. and Mrs. Robert Bellinson Maggie Bergmann Berkshire Taconic Community Foundation Shari Bloomer‡ Ben and Sue Blumberg Jen Booth* Mr. and Mrs. Frank Bosco* Wendy and Rob Breakell, in honor of Rogers Harper‡ Nancy and Larry Brookman Mr. and Mrs. Peter K. Brooks‡ Amy and Henry Bubel, in honor of Alissa Bubel ‘97* Mr. and Mrs. Giuiseppe Bueti, in honor of Maribelle Slansky Gina Burke* Michele Burns‡ Mr. and Mrs. Andrew Byrne‡ Benjamin and Victoria Carlin Ms. Ashleigh Carlucci Ann Chase-Karel‡ Ms. Tara Clancy Mr. and Mrs. Daniel Clemons Ms. Danielle Cohen James and Hilleary Coleman‡ Ms. Megan Colvin Tom and Toby Cone* Ms. Tracy Cone* Mr. and Mrs. Kevin W. Connolly‡ Janice Curtin* Ms. Jillian Davis Brian and Colleen Dayton* Brandon and Joy Delisle* Maureen and James DePonte Candace DiCarlo* Maria T. DiPalma‡ Bridget Donnelly* Mr. David Dudics* Mr. James Dunn, III ‘78 Ms. Alexandra Dunning* Mr. Ian Dunning Margot and Eric Egan, in honor of Ed Moore Carol and Jay Ehlen‡ Mary Fay* James and Carmel Fitzpatrick, in honor of Lily Fitzpatrick ‘12* Mr. and Mrs. Miles Flamenbaum Deane Flood in honor of Eric Flood ‘93* Pam Fortin, in honor of Suzy Fessenden‡ Mr. and Mrs. H. Andrew Fox* Theresa Fox* Barry Friedberg‡ Matthew Fuirst ‘07

Ms. Gail Gaiser Cary and Cruger Gallaudet‡ Ms. Carolyn Gamanos* E. Gartner‡ Mrs. Fanny Gelpieryn Ms. Amanda Gershman Mr. and Mrs. Howard Ginsburg Jeanette Glover* Denise Grasso, in honor of the class of 2016 Deb Graves* Mr. Marco Greenberg and Ms. Stacey Nelkin Gregory and Adams, P.C. Ms. Alasia Griebel Mr. and Mrs. Mark S. Guarini DW Haber & Son Mr. and Mrs. David Haber Abby and Packy Hanrahan‡ JoAnn, Allen, and Cameron ‘07 Barnett* Mrs. Jennifer Harkins and Mr. Dan Harkins* Ms. Sarah Heffernan Mr. David Henkel and Ms. Lisa Cooper Mr. and Mrs. Neil Hindle Ginny & Tom Hughes William and Sarah Ings* Mr. Robert A. Ittner, Sr.* Liza Jarombek* Nicole Josiger Jonathan and Laura Kalmanoff, in honor of William Kalmanoff ‘16 Mr. Peter Kaminsky Jen Kannengeiser* Mr. and Mrs. Matthew Kapklein Dave and Ann Kates‡ Anonymous‡ Shaun and Wendy Kelly* Ms. Kaitlin Kennedy Mr. Demian Kosofsky and Ms. Kimberly Stiner Douglas A. Krajewski* Joel and Diana S. Krosnick* Mr. and Mrs. Kenneth Kubie* Ms. Nicole Kumar Boardie and Tom Kurz Sarah Kwiatkowski* Sara and Len LaPorta Mr. and Mrs. Tom Lasley* Jeff Leonard* Ms. Deanne Levi ‘87 Dr. Mark Lieb and Dr. Christine Grimaldi Emma Lipman Pamela and John Little Antonietta Lovett* Patrick Maguire* Joanne and Anthony Maida* Mr. and Mrs. Tristan Margot* Ms. Patrice Martin* Derrel Mason Ms. Randi Mason* Catherine and Vincent Mazzaro* Mr. and Mrs. Jeffrey McCarthy Mr. and Mrs. Robert McDonald Barbara McHale* Mrs. Lorna McKeithan-Pausig and Mr. Ralph Pausig‡ Jenny and Kevin McMorrow EHS Teacher* Erica and Andrew Merrill Mr. and Mrs. Thomas Mitchell Mr. and Mrs. Edward Moore* Ms. Joanna Napolitano Audrey and Bruce Nathanson‡ Mr. David Nathanson ‘08 Maureen Nisch* Mr. and Mrs. Mitchell Nussbaum Ms. Deborah O’Neill Dr. Betty B. Osman‡ Mr. Kevin Oxer* Mr. and Mrs. Harry F. Pagel, III Renata Papone* Mr. and Mrs. Reginald Patterson Sharon Pearlman‡ Mr. Paul Pearson Jim and Sara Pelgrift

INCOME

Tuition 86.9%

Annual Fund & Benefit Event 5.6% Endowment income 3.9% Summer program 2.6% Other income 1.0%

EXPENSES

Financial Aid 12.6%

Salaries & Benefits 70.4%

Academic Programming & Operations 10.2% Capital Improvement & Facilities 5.0% Debt Service 1.8%

15-16 Unaudited Actuals as of July 12, 2016 FALL 2016

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Daniel Pelgrift ‘08 John and Judene Pendergast* Mr. Hector Perez and Ms. Andrea Tolliver Mr. Phil Pineau Roy Piskadlo and Ellen Tolstad* Betsy and Ken Plevan Ms. Lauren Polinsky Carol Puglia* Quality Printing Co., Inc. Katherine Quinn‡ Ms. Marissa Ramirez Ms. Chelsea Ranck Mr. and Mrs. John Rapaport Ms. Susan Rappaport Ron and Kathy Redmond* Maria Reed* Joan Hochman and Christopher Reid Mr. and Mrs. William Reid* Ms. Kristina Remy Sarah Restrepo* Mr. Kenneth Ricci and Mrs. Anne Ricci Mr. William Rill Kathleen and Joseph Rinaldi* Jeanette Rodriguez Ed and Janette Root Mr. and Mrs. Juan Rosario Stuart and Wendy Ross Ms. Rebecca Ross James Roth Ms. Beth Ryan Wendy Salisbury‡ Mr. and Mrs. Glen Sansone Mr. and Mrs. Richard Scardino Mr. Marc-Thomas Schmidt and Dr. Birgit Schmidt-Wesche Mr. and Mrs. Edward A. Schmidt* Mr. and Mrs. Skovran Schreder Lisa and Keith Schuman Mr. and Mrs. Sam Schwartzman Ms. Kelly Scopelliti Ms. Natalie Semel ‘10 Chris and Amber Senyek Ms. Alexandra Shabman Mr. Mark Shapiro Dr. and Mrs. David M. Shipper* David Shupe and Victoria Tillotson Anonymous Mr. and Mrs. Stephen Slansky, in honor of Maribelle Slansky Mr. and Mrs. Michael Smolak* Ashley Snyder* The Soifer Center for Learning & Child Development Dr. Lydia Soifer Mr. and Mrs. Mike Stanitski Mr. Steve Stern ‘84* Mr. and Mrs. Mark Stewart Christine Sweeney* Mr. and Mrs. Matthew Swift Dave and Lea Sylvestro‡ Ms. Carolyn Tarpey Mrs. Elvira Tate, in honor of Riley Dubilier ‘16* Mr. Dean Tomasula and Ms. Sandra Gelpieryn Don and Cathleen Tone‡ Anonymous Ms. Christine Ullrich* Ms. Lyda Villegas Dr. and Mrs. John Wang Anonymous Mr. and Mrs. Yosef Weberman Mr. and Mrs. Howard Weinberg Barry and Judy Weiss‡ Tim and Carol Welch Berta, Carroll, and Evan Wetzel‡ Casey Wilkinson* Mr. David Wiskind ‘11 Dave and Elise Young Ms. Jessica Zager* Arnold and Jean Zimmerman * Five years consecutive giving to the annual fund ‡ Ten years consecutive giving to the annual fund 33

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EAGLE HILL NEWS

CAPITAL CAMPAIGN DONORS Anonymous Cliff and Laurel Asness Neil and Kim Augustine Jim and Sonja Bartlett Mrs. Jody Bellows Steven Berkson and Helene Walisever Edward S. Breakell Anonymous Bob & Paula Burton Mr. and Mrs. Gordon Caplan Anonymous Mr. and Mrs. Kenneth Carmel Marjorie and Ray Castro Mr. and Mrs. Thomas Celiberti Mr. and Mrs. Stephane Charbonnier Chris and Kimberly Clarke Ms. Dana Comfort Ken deRegt Anton and Betina Douglas Benjamin Duell Bob and Lisa Eatroff Margot and Eric Egan Mr. and Mrs. Mack Faulkner Lisa and Joe Ferraro The Finn Family Foundation Ms. Megan Flanigan Mr. and Mrs. Bill Frischling Mr. Martin Anidjar and Ms. Veronica Grinstein Allen and Franziska Haight Mr. Jason Halperin Mr. and Mrs. Larry Hamdan Jeremy Henderson and Catherine Samuels Mr. and Mrs. Nicholas Herne Ms. Caroline Hirschfeld Mr. and Mrs. John Howard Mr. and Mrs. Stephen Iorio Mr. Ken Jacobs and Ms. Agnes Mentre Alexandros and Maria Kedros Katie Kidder and Tom Kent Cami and Joe Luppino Philip A. Mactaggart Matt & Derrel Mason Lisa and Terran Miller Jeff and Patty Murphy Audrey and Bruce Nathanson Charles and Pouli Otton The Pagano Family Jim and Sara Pelgrift John and Judene Pendergast Mark Plaumann and Marilyn Wilson Mr. and Mrs. Glenn Pollner Mr. and Mrs. David Portny Nancy and Fred Poses The Pedersen Family Susan and Lewis Rapaport Ron and Kathy Redmond Kathleen and Joseph Rinaldi Michael and Patricia Roberts Mr. and Mrs. Peter Rothschild Drew Saunders ‘88 Lydia H. Soifer, Ph.D Craig M. Stanley Mr. Ram Sundaram and Ms. Preethi Krishna Samantha Reiss and Jeffrey Szymanski Mr. and Mrs. Miguel Triay Turner Construction Michael and Brook Urban Jack M. Van Wagenen Hugh and Roxanne Vanderbilt Mr. and Mrs. Joseph Walsh, III Ms. Amy Winikoff Mr. and Mrs. Lee Zaretzky The Zimmel Family Foundation

BENEFIT DONORS Abigail Fox Designs Kimberlee & Robert Ageloff Edward Ament & Mary Rogers American Portrait Artist Andrew Carney Photography Andrew Stefanou Salon & Spa Art & Soul Laurel & Cliff Asness Kim & Neil Augustine Back 40 Mercantile Baldanza Cafe Sonja & Jim Bartlett Beach House Cafe Benefit Boutique Steven Berkson & Helene Walisever Best Time Ever Arts & Crafts Studio Betteridge Vikram Bhaskat & Mridu Gulati Andrea & Frank Bosco Anonymous Bridgeport Sound Tigers Brunswick & Co. Melody & Jon Bryant Gina Burke Camp Cody The Capital Grille Maura & Glenn Carlin Victoria & Benjamin Carlin Marjorie Castro Lindsay & Tom Celiberti The Chappy Kitchen Chelsea Piers Kiki & Rupert Chisholm Chocolate Works Experience Kate & Paul Conn Courtyard Farms Maura & Chris Craig Curtain Call Darien Sports Shop Amy & Paul Davis Lynette & Jeff deGraaf Laura & Gordon Devens Maria DiPalma Dirt Dooney Woodworks Douro Dream Spa Earth Garden Lisa & Bob Eatroff Elias & Roubi Eliopoulos James & Leora Elliot Elm Exhale Spa Lisa & Joe Ferraro Ferre Dana Fields & Dan Gearon Mairead & David Finn Fjord Fisheries Fortina Maria & Alex Kedros Frederic Fekkai Heather & Erik Friedman Amy Jo & Bill Frischling Carolyn Gamanos

gamechanger, LLC Catherine & David Gedney Gem Platinum/Jeffrey Daniels Unique Designs Glenville Wine & Spirits Jeanette Glover Garett & Mara Goldberg Micah & Marla Goodman Paul Gordin & Sheri RabinerGordon Gramercy Tavern Grand Prix NY Greenwich Historical Society Greenwich Police Department Suzanne Guerin Gumuchian Fils Ltd. Allen & Franziska Haight The Hairy Barker Inn & Spa Robert Harteveldt Stephen & Michelle Hayes Helicopter Flight Services Jeremy Henderson & Catherine Samuels The Hermitage Club Claire & Nicholas Herne Marian & Michael Hoffman Margie & Wendell Hollis House of Fins Housewarmings Jaafar Tazi Salon Jeffrey Shaw Photography Jolie Gotique Jonathan Rios, LMT Robin & Richard Jones Laura & Jonathan Kalmanoff Jill & Marc Katzman Kaufman Astoria Studios Shan & Rob Kay Barbara & Bill Kenealy KG&D Architects, PC Kids U Stamford Kirby and Company John and Hilde Kjekstad Knickerbocker Hotel Amy Krafft Dorothy & Cliff Lanier Claudia & Mark LaSala Tom & Meg Lasley Launch Pad Paul Laveris Holly & Andrew Lehman Leo Pizzo Martha & Michael Liebowitz Emma Lipman Angela & Christopher Lodge Laura & Ian Londin Long Ridge Day Camp Lucy Loor & Michael Steinberg Cami & Joe Luppino Audrey & Grant MacDonald Dana & Rob MacNaughton Manfredi of New Canaan Maria Livesay Salon Market North Mastoloni Pearl Mattioli

Kathryn & Peter Mattis The Mazza Company Catherine & Vincent Mazzaro Meatball & Co. Sharon Mechaley MEF Limited Michael Meyer Lisa & Terran Miller Miseno Eric & Natalie Modell Patty & Jeff Murphy Stacy Nelkin & Marco Greenberg New Canaan Nature Center News 12 Networks Carol & John Nicholson Noble Salon George Nunn & Catherine Salisbury Oxygen Fitness Renata Papone Kristin & Bob Peck Petticoat Lane Phil Pineau Pinot’s Palette Mark & Marilyn Plaumann David & Alyssa Portny Posh Spa & Nail Gail & Stewart Rauner Kathy & Ron Redmond Charles E. Reid & Ellen Christian-Reid Karyn & Michael Richman Will Rill Kathleen & Joseph Rinaldi Jennifer & Geoffrey Ringelstein Roberto Coin Inc. Forest Rodts Rosie (New Canaan) Rudy’s Executive Transportation Beth Ryan Cheryl & Gregory Saba Salon Shahin Sonia & Harvinder Sandhu Cristina Santoriella Drew & Kat Saunders Joanne & Richard Scardino

Suzy & Howard Seymour She-la-la David Shupe & Victoria Tillotson Carol & Christopher Siege Ashley Snyder David Solomon Soundview Millworks Space NK Cecilia Stanley Julie & Jeffrey Stein Nevin Steiner Stella and Dot Steve deMasco’s Kung Fu Jen Steven Debbie & Steve Stickler Stone Harbor Project Advisors Sweet Lisa’s Exquisite Cakes Kim & Matthew Swift David & Lea Sylvestro Lisa Tannebaum Beau & Beth Taylor Ten Twenty Post Michael Terranova & Mary Valentine-Terranova Tanya & Scott Therrien Maureen & Joost Thesseling Togs Torrance York Studio Ariane & Miguel Triay Tracy & Christopher Turner Turner Construction Uneek Jewelry, Inc. United Nations Upper Crust Bagel Company Roxanne & Hugh Vanderbilt Vineyard Vines Savina & Paul Waldron Barbara & Joe Walsh Torrance York & Greg Walters Wave Boutique JoAnn & Mark Weinig Susan and Peter Williams Xerox Business Services LLC Yourdriverishere.com Carrie & Keith Zuckerman

FALL 2016

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34

Non Profit U.S. Postage Paid White Plains, NY Permit No. 825

45 Glenville Road Greenwich, CT 06831

Change Service Requested

Congratulations to the Lower School Graduation Class of 2016!