Eagle Hill News Fall 2022

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EAGLEHILLSCHOOL.ORG

News

SPECIAL ALUMNI ISSUE

Transitions Life after Eagle Hill PLUS: Annual Report Graduation Report & much more

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SPECIAL ALUMNI ISSUE

3 FROM THE HEAD OF SCHOOL 4 FROM THE BOARD OF TRUSTEES 6 LOOKING FORWARD

Luke Withstandley, ‘17 9 TOOLS & RESOURCES 10 GRADUATION 2022

Award Winners Graduate Listing School Placements 14 THE TRANSITION

Life After EHS 20 LOOKING FORWARD

Contents

Looking Forward

Emely Yanes, ‘13 23 NCLD: THE STATE OF LD

Transitioning to Life After High School 24 HOW’D YOU GET THAT JOB?

Why Remote Work Suits My ADHD Brain 28 LOOKING FORWARD

A Parent’s Perspective 32 ALUMNI UPDATE 34 LOOKING FORWARD

Justin Abrams, ‘01 36 THANK YOU TO OUR DONORS

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2022-2023 BOARD OF TRUSTEES EXECUTIVE COMMITTEE Patty Murphy, Co-Chair Tom Halsch, Co-Chair/Treasurer Amy Jo Frischling, Vice Chair Kat Mattis, Secretary

From the Head of School

BOARD MEMBERS Sonja Bartlett Dana Fields Brandon Lacoff Sloane Lederer Robert MacNaughton Sonia Sandhu, MD Lydia Soifer, Ph.D. Alka Thukral

T

he common strand that runs through our school is that every student has demonstrated some measure of a language-based disability that requires immediate attention. Language-based learning anomalies is a catch-all phrase that covers a wide swath of challenges and, as you may well expect, few children exhibit the same profile. For nearly 50 years we have built an enviable reputation for our capacity to analyze, study and adapt our thinking to figure out how each child learns best and then help that same child understand how they can learn and adapt those strategies to matters that go well beyond Eagle Hill.

EX-OFFICIO Jim Heus, Head of School Jennifer Borak, Parents Association President

Eagle Hill News Eagle Hill News is published two times a year (fall and spring) by the Development Office of Eagle Hill School.

DIRECTOR OF DEVELOPMENT Lisa Ferraro L.Ferraro@eaglehill.org DEVELOPMENT OFFICER Dana H. Evans D.Evans@eaglehill.org COMMUNICATIONS ASSOCIATE Maria Conforti M.Conforti@eaglehill.org MAGAZINE EDITOR/WRITER Kathleen Rinaldi PHOTOS CONTRIBUTED BY Rhonda Spivek Chris Taggart DESIGN Philofect/Sarah Fey

NOTICE OF NONDISCRIMINATORY POLICY AS TO STUDENTS Eagle Hill School admits students of any race, color, religion, gender, sexual orientation, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, religion, sexual orientation, gender identity, national and ethnic origin in administration of its educational and admissions policies, scholarship and loan programs, and athletic and other schoolrelated administered programs.

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EAGLE HILL NEWS

...the foundational experience of an Eagle Hill education will continue to serve as a guide to success.

The Eagle Hill experience offers a fundamental platform of basic learning skills training that goes well beyond the classroom. Of course, the immediate goal should be to help our students learn to read fluently, or compute accurately or write fluidly, but the true measure of our success begins on the day those same students leave our care.

We are proud of our placement program that is deeply invested in each student’s success in high school. This issue of EHS News will further demonstrate this point.

But transitions will occur again and again with college, career and life itself, and the foundational experience of an Eagle Hill education will continue to serve as a guide to success.

In my short time here, I have spoken with many graduates and found that many give credit to Eagle Hill for giving them the confidence and strategies to learn. They are also keenly aware they often needed to out-work everyone else. But that level of acceptance is in itself a testimony to generations of students who now embrace their learning profile—and make no apologies!

In my long career I have worked in many schools, but none as mission-centric and successful as Eagle Hill. I am very proud of the work we perform every day and even more proud of our students’ capacity to capitalize on the ‘lessons learned’ throughout their lives.

JAMES P. HEUS Head of School

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From the Board of Trustees On behalf of the Board of Trustees, I hope you have had a joyful return to Eagle Hill School this fall. The promise of a new school year brings a renewed sense of optimism about what the future holds.

Just as our children transition to new opportunities, so does the Board need to evolve as we prepare for new leadership. Committed to ongoing professional development and Trustee best practices, the Board took several steps this past spring toward building key leadership capacities.

Patty Murphy Board Co-Chair

Tom Halsch Board Co-Chair

I would like to announce that Tom Halsch, Treasurer of the Board and a current parent, has joined me as Co-Chair of the Board of Trustees. Tom joined the board in 2020 and is currently Chair of the Transition Committee. He attended Seton Hall University in New Jersey where he studied math and economics with the intention of teaching high school. During his junior year, a professor asked him to assist with a systems design consulting project for Citicorp in New York. The rest is history. After 34 years, Tom retired from Citibank in June 2020. Most of his time was spent in the capital markets raising money for the firm’s large corporate clients. His career took place primarily in New York with stops in Atlanta, Los Angeles and Seoul. His son, Matthew, joined EHS in 2017 and is currently a dorm student in the Upper School.

In addition to succession planning, the Governance Committee was tasked with further Board development aiming to implement new practices, review and update committee structures, and assess future leadership needs. In April of 2022, the Board engaged Christina Drouin from the Center for Strategic Planning to facilitate a twoday retreat. Through open discussion and consensus building, the Board examined and identified our core values, mission, strategic drivers, vision, goals, strategies, initiatives, and performance outcomes. This work resulted in a Board-based strategic plan that defines our work in advancing Eagle Hill’s mission over the next three years, along with the structures and processes to accomplish the identified goals. This includes a new Board committee structure and written charters for each committee.

Each committee charter defines the purpose, scope, term, leadership, composition, reporting responsibilities, meeting frequency, decision making processes, and target outcomes for that committee in the year ahead. With the full endorsement of the Board, the Governance Committee adopted this new committee structure and the committee charters for the fiscal year that began in July 1, 2022.

We look forward to a productive year ahead!.

PATTY MURPHY TOM HALSCH Board, Co-chair Board, Co-chair

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Luke Withstandley ‘17

LO OKING

FORWARD

There’s an ease to Luke Withstandley... that comes with knowing he’s in the right place and on the right path for his career, and he credits it all the way back to Eagle Hill School.

Luke strongly believes that his self-advocacy skills and confidence in learning come from the tools he learned while at EHS.

Luke was identified with five learning differences while in school, primary among them an auditory processing disorder. For Luke, having auditory processing issues means that he needs directions repeated several times before he can accomplish an activity. In other instances, such as with physical directions, he needs visual cues (e.g., take a left at the stone dog sculpture) to ignite his brain. With reading, he becomes confused if the content flips back and forth in time, and he then has to retrace his steps and figure it out. He discovered that he “prefers to do the work first,” so that when he asks for a teacher’s help, he can show them that he’s not taking the easy way out.

“That’s where EHS comes in,” he explains. He strongly believes that his self-advocacy skills and confidence in learning come from the tools he learned while at EHS, but he also feels that it’s up to each student to take advantage of that education. “School gives you opportunities to learn, but you need to access them and put in the work. I took that seriously, and still do.” This focus on “doing the work” is something of a through-line when talking to Luke.

His first stop after Eagle Hill was at the Forman School in Litchfield, CT. “I like to think of Forman as an extension of EHS,” says Luke. “It felt as if they had the same basis of beliefs and teachings as EHS. I just had to adapt them to Forman and I ended up doing really well.”

Luke also discovered fairly quickly that if he became immersed in his school experience, he was more apt to become comfortable in his academic environment as well. For instance, at Forman he was a student

ambassador in his sophomore year, a prefect for freshmen in his junior and senior year, a member of the Athletic Leadership Council, captain of the Forman Rowing Team for two years, and ultimately inducted into the National Honors Society (junior year). “All of these opportunities helped me become the person I am, and I learned different skills from each one of them that helped me be successful in my first year at college.”

If Luke has a minor regret, it’s that he didn’t attend the boarding program at EHS prior to attending Forman (he lives in Greenwich). “I found it quite an adjustment. I couldn’t sleep for the first week due to nerves, not because they didn’t offer assistance but because I’d never really had a chance to live away from home before.” The adjustments – mental, social, academic, and athletic – were “a big shift,” but the school kept him busy enough that he eventually stopped missing home. His advice to parents? “I know it’s pricier to put your child into boarding school before heading off to a boarding college, but you’re so far ahead of the game if you have that.” For that reason, Luke is glad he attended Forman before UConn, where he now boards while attending classes.

He goes on to explain that at UConn, where he’s entering his sophomore year in Natural Resources: Fisheries and Wildlife Conservation, his selfadvocacy skills came to the fore, as it’s a large college with thousands of students, and he needed to be able to identify himself to his teachers if he wanted to get their assistance. “My parents told me to go up to each teacher at UConn (CSD – Center for Students with Disabilities) and tell them I was part of that program, I had accommodations, and this is the kind of learner I am.” For Luke, making that first step let teachers know he was serious about learning and doing the work it takes to succeed. “It also puts a face to your name, so if you put your hand up in a

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At EHS, Science Teacher Miss Glover ignited his passion with hands-on outdoor learning experiences. the high price of attending Forman. The offerings are exceptional, significant, and can lead, as with Luke, to a career choice.

“Doing the work” is a through-line for Luke lecture hall with 200 students, they know who you are. It makes me more motivated to learn, because I’ve made a personal connection with that teacher.”

When asked why the choice of Natural Resources, Luke becomes animated. It’s clear that he has a passion for this field. Growing up in the Adirondacks, he spent his summers hiking, and realized that the way nature works was a constant fascination. At Eagle Hill, Science Teacher Miss Glover further ignited that passion with hands-on outdoor learning experiences and experiments. Then, at Forman, he met Miss Welshans, a science teacher and Director of the Outdoor Leaderhsip and Rain Forest Project, who also ran the Boat Building Program. It became his winter activity for four years. When she exposed him to the idea of pursuing their accredited field research trip for two weeks in Costa Rica, he leaped at the chance. After Luke’s application to Costa Rica was accepted, he started a semester-long prep course to certify him as a trained field researcher. Then, for two weeks, the teams were hired by Panthera (the only organization in the world devoted exclusively to the conservation of the world’s 40 wild cat species and their landscapes) to find and document the big cats in three locations in Costa Rica.

“Costa Rica was the pivotal point for me,” he adds.

“Being surrounded by the plant life, the sounds, the animals in that environment was exhilarating.” As an aside, Luke, whose parents are educators, is quick to point out that trips like this are the trade-off for 8

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As for UConn, Luke selected it out of several from which he was offered admission (and scholarships).

While he loved the security and structure of attending smaller schools like Eagle Hill and Forman, where everyone knows everyone, he was ready for a “real college experience,” one with lots of school spirit, a great boarding experience, and opportunities that only a large college can offer. Not surprisingly, Luke immediately joined the Men’s Crew. By having to be at practice every day, he found the social support and sense of belonging that made his first year much more successful, and the structure that ensured he had somewhere to be every day.

This past summer, he worked for the Adirondack Watershed Institute, helping to prevent the spread of aquatic invasive species.

Luke is quick to credit EHS for providing him with most of the skills he needs to continue to be successful in pursuing higher education. For him, self-advocacy is first, followed by some very practical tools he turns to again and again. “The 2/3-1/3 rule is still something I use. 2/3 of your page is for notes, while the other 1/3 is to write notes or mnemonics to trigger your memory later.” His EHS teachers will love to know that he also uses the short forms for words, to make his note-taking easier, and reads everything before he takes a test. To this day, he remembers Miss Nisch, his Tutorial teacher, giving the class a test where she had written at the bottom “Answer only questions 2 and 6.” Lesson learned.

When asked about his dream job, Luke’s answer is representative of his appreciation for the education and support he has had from his parents and teachers. “Something that will make me happy but also pay the bills,” he first replies. However, when pushed, he admits that he’d love to be in a management position with the National Parks system. “People are so indoor-oriented these days.

We’re building a fear of exploring the outdoors and losing the connection to the environment.”

Tools & Resources NCLD: THE YOUNG ADULT LEADERSHIP COUNCIL NCLD wants to inspire a new generation of young leaders in the disability rights movement. If you have a child, or know of someone between the ages of 18 and 26 who has a learning disability or attention issue, and wants to use their voice to improve the lives of the 1 in 5, use the following link to learn more about the Young Adult Leadership Council. ncld.org/young-adults-initiatives

LEARNING DIFFERENTLY 101 For students entering or in grades 5-8, EyetoEyeNational.org has a free online program called Learning Differently 101. The program provides fun activities and helpful resources, and the student can move along at a pace that is comfortable. For instance, “how to talk about your learning disability,” hear from students who also have LD, and engage in fun games and brain breaks.

BOOKSHARE Bookshare® is a FREE, federallyfunded library of ebooks designed for students with learning differences. Students who struggle to read traditional books are empowered to read in ways that work for them with specialized ebooks in audio, audio with highlighted text, large font, and braille. When learning happens at home, parents can access books for their children online with ease and let their children read and learn with less parent intervention.

Students can read on their own with Bookshare’s assistive reading features and build reading independence.

FREE for U.S. students with qualifying disabilities

TUITION HELP While some EHS students graduating from high school may not attend university, or postpone it till later, this list of scholarships could potentially help with tuition: eyetoeyenational.org/update/ scholarships-for-students-withlearning-differences/

UNDERSTOOD.ORG: WUNDER APP FOR PARENTS The first community app for parents and caregivers of children who learn and think differently. Wunder is the only place where parents can safely connect while being supported by a team of leading experts all for free. Real talk, inclusive groups, personalized resources.

The app is available for Android and Apple phones.

NCLD SCHOLARSHIPS FOR GRADUATING HIGH SCHOOL STUDENTS The Allegra Ford Thomas Scholarship is a $5,000 scholarship awarded over two years ($2,500 each year) to a graduating high school senior who will enroll in a two-year community college, a vocational or technical training program, or a specialized program for students with LD and/or ADHD in the fall. Students must have a documented learning disability (LD) and/or ADHD. Applications typically become available in early October. To learn more, ncld.org/what-wedo/scholarships/allegra-fordthomas-scholarship.

The Anne Ford Scholarship is a $10,000 scholarship ($2,500/ year over four years) granted to a graduating high school senior who will be enrolled in a fulltime bachelor’s degree program in the fall. Students must have a documented learning disability (LD) and/or ADHD. Applications typically become available in early October. To learn more, ncld.org/what-wedo/scholarships/anne-fordscholarship.

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Congratulations Class of 2022!

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SAMAY VEER BAFANA

WESTON HOWE GILDERSLEEVE

JULIA RIES SAMELSON

CELIA BANKS

NOAH GITIG

MASON JEAN SAMMIS

MALAKI BENOTMANE

GABRIEL GOLDBERG

RANI KAUR SANDHU

JEREMY AUGUSTINE BREEN

GLENN J GUSTAVE JR

CHASE WILLIAM SANSONE

AINE CLAIRE BREEN

ELENA LILU HUNDORFEAN

TYLER MAXWELL SANSONE

JOHN C. BREW

ESTELLA KLARMAN

CARTER WILLIAM SENYEK

BRIAN DRISCOLL BROWN

SOPHIA ANN KOT

MIRAI SHRIKANT SETHI

DEVIN JEREMY BURGER

GRACIE LUPPINO

HARKEERITH (KEERITH) PRITAM SINGH

EMMA CARLSON CORNELL

ANDREW MICHAEL MARKOVICH

MARK JOSÉ SPIELVOGEL

JOSEPH DEKLERK

ISAIAH MCDONALD

NORAH SULLIVAN

KYLIEGH DE LA CRUZ

HENRY QUINT MELMED

KIRBY TOLLIVER

TIMUR GERALD DEMIRDELEN

SARAH MILNE

MATIAS ULLOA

DASHIEL DERMONT

DAVID MITCHELL

GRANT CHARLES WILLIAMS

ALLEGRA GIOVANNA DI PUPPO

TAYLOR MOGELOF

RAYNE WILLIAMS

LUNA GAIA DI PUPPO

MAJA OLSSON

CADEN WISELTIER

BROOKE PARIS DODAJ

LUCA PORTOLANO

DAVID M. DUSSAN

TOMMY RADKE

JASPER ISAAC FLAMENBAUM

KEELY KAI ROGERS

KELLAN GEYER

JACOB HARTLEY RUBENSTEIN FALL 2022

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2022 Graduation Awards

2022-2023 School Placements CONNECTICUT SCHOOLS

The Cedar School – Greenwich, CT Eastern Middle School – Greenwich, CT The Forman School - Litchfield, CT Franklin Academy - East Haddam, CT Fusion Academy - Stamford, CT Greenwich High School - Greenwich, CT Marvelwood School - Kent, CT New Canaan High School - New Canaan, CT Rectory School - Pomfret, CT Rumsey Hall - Washington Depot, CT Staples High School - Westport, CT Westhill High School - Stamford, CT Winston Preparatory School - Norwalk, CT Wooster School - Danbury, CT

HEAD OF SCHOOL AWARD

This award was established in memory of a former Eagle Hill student and recognizes a student who has the traits of effort, perseverance, and generosity.

This award is given to a student who possesses and demonstrates the qualities of outstanding academic performance and leadership. This student has made a positive impact as a citizen in the Eagle Hill community through academic effort, extracurricular participation, and peer interaction.

Recipient: Kirby Tolliver

Recipient: Rani Kaur Sandhu

SJ WALDMAN AWARD

NEW YORK SCHOOLS

SPORTS AWARDS

DAN CHAPIN AWARD This award is presented to a student who demonstrates social growth and a commitment to the Eagle Hill program. The recipient of this award has made outstanding contributions to the Eagle Hill community.

The Sports award is presented to an Upper School 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.

Recipients: Aine Claire Breen David Mitchell

Fox Lane High School - Bedford, NY The Gow School - South Wales, NY Pelham Middle School - Pelham, NY The Summit School - Queens, NY Westchester Hebrew School - Mamaroneck, NY York Preparatory School - New York, NY OTHER PLACEMENTS

Eaglebrook - Deerfield, MA Eagle Hill School - Hardwick, MA The Greenwood School - Putney, VT Middlebridge School - Narragansett, RI Solebury School - New Hope, PA Winston Preparatory School NJ - Whippany, NJ

Recipient: Jasper Isaac Flamenbaum

CITIZENSHIP AWARDS TRUSTEES AWARD ALUMNI ASSOCIATION AWARD This award is for a student who has already developed an appreciation and enthusiasm for the Eagle Hill experience that will remain with them in high school, college, and beyond. This student has enriched Eagle Hill while here and will serve as an example of the Eagle Hill values of respect, acceptance, responsibility, and resourcefulness.

Recipient: Tommy Radke

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This award is presented to a student who has made a significant contribution to the school community through their personal talents. Though the talents of the student vary from year to year, the award recipient’s contribution of time and talent to the Eagle Hill community is consistent.

Recipient: Sarah Milne

ACADEMIC ACHIEVEMENT AWARDS These are presented to students for outstanding academic improvement, perseverance and performance.

Recipients: Celia Banks Malaki Benotmane Jeremy Augustine Breen John C. Brew Devin Jeremy Burger Keely Kai Rogers

These are presented to students for outstanding citizenship qualities. This can include participation in community service activities, showing respect towards peers and faculty, and contributing to the well-being of the Eagle Hill community.

Recipients: Emma Carlson Cornell Glenn J. Gustave Jr. Karkeerith (Keerith) Pritam Singh Norah Sullivan Grant Charles Williams Rayne Williams

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THE TRANSITION

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we look at transition from a long-range perspective, leaving middle school for high school, and then eventually college is often a long and winding road (to lift a beloved phrase). We may start in the beginning with a very clear idea of how that path will go. However, as life intrudes, passions arise, and challenges ensue, we find that our vision has to change.

Maybe the career we initially loved has lost its luster. Maybe the school our parents imagined (often their alma mater) isn’t a good fit for us. Maybe, and this can be true for all of us, we just need time to figure out what we want out of life.

But what if you have a learning disability?

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might struggle in an environment where it’s difficult to reach out to teachers, find resources, and so on.

This can often be the time when reality meets the original vision of the parents. In-depth discussions address the level the graduate is working at versus what the school requires and can offer. Can your child manage at a school that has 60 students in each class? Can the student self-advocate if the support is more loosely offered (e.g., they have to seek it out)? Perhaps they need more tutoring resources, but the school has little to offer. Is this the high school experience you want for your child?

“At that first meeting with the Placement Office, parents often walk in with the expectation that a specialized education is ‘all done,’” says Ms. Rappaport. “They need to be shown how to recognize the requirements of the potential next school, and where their own child fits in that system.”

The question we ask at the time of placement is, “What does the student still need upon graduation?”

MS. RAPPAPORT, DIRECTOR OF PLACEMENT

How is your journey different?

Or is it? We had a conversation with Eagle Hill School (EHS) Director of Placement Sue Rappaport, administrators from some of the schools our graduates attend, plus alumni parents and students, who shared with us their thoughts about the transition from Eagle Hill, the schools our graduates attend, and how that process contributed to where they are now.

“What often happens is that the student has typically struggled for some years prior to entering EHS. Within a month or two, the parents see that progress is being made, that ‘it’s working,’ and start to believe in a world where their child no longer has a learning disability. The reality, of course, is that the LD will always be there,” explains Ms. Rappaport. What changes is the student’s ability to work with the disability, to learn the skills and tools needed for success – skills and tools that need to be rejigged at every step of their life.

“You have to have a great sense of humor, because nothing is going to go exactly the way you hoped it would,” laughs Trish Breede, alumni parent of three.

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Trish and her husband have been part of Eagle Hill School since their first child, Charlotte, started in 2011, followed by Hannah, and then Conrad. Each child has had their own path through and beyond EHS, and every step has been a learning experience for all of them.

Ms. Rappaport adds, “The question we ask at the time of placement is, ‘What does the student still need upon graduation? Is it small classes, language support, a big or small school, intensive or more student-driven support? Then, schools are suggested based on the academic, social, and emotional needs of the student.” Of course, it’s not enough to know that a graduate will need reading remediation. You need to know what the specifics are of that, and that’s when the Educational Coordinators at EHS and the Director of Placement work together to determine the best schools. For example, a graduate reading at the 4th grade level will need more intensive language work than someone reading at grade level. Sometimes it’s simply that they need smaller classes with little remediation. With the tools they’ve acquired at EHS, they have all they need to be successful, and yet

High schools each have their own process. They know their program and which students fit into their environment. They know what supports they can offer, and when a student might fare better at another school. Ultimately, they want each student to be successful until the end of the 12th grade, so their selection, while it can seem arbitrary, is really ensuring there is a high level of success expected for your child.

Sugarman, MS CCC-SLP. “Each student receives a daily 1:1 remedial 45-minute session as part of their daily schedule. The student/Focus teacher pairings and goals are based upon the greatest areas in need of skill development. The families appreciate the weekly communication from their Focus teacher, when objectives, strategies, resources, and academic/social-emotional skill development is reviewed.”

Some high schools visit EHS to watch potential students in their own environment, asking “What can we do to help this child be successful at our school?” Some schools, like Greenwich High, organize a special orientation for all EHS students entering 9th grade. Some, like Harvey, visit with the Placement Office to conduct in-depth interviews and class visits prior to accepting a student.

Charlotte Breede, who will be entering her second year of college at Riverview, had a seamless transition to Winston Prep after leaving Eagle Hill. The small classes and small campus, plus a focus teacher at the end of each day, provided a structured environment that she required for a smooth transition. As for Riverview, which she now attends, the GROW Program allows her to live in a dorm where she is expected to help maintain the environment while taking courses and enjoying paid internships at local hospitals, restaurants, and more.

“Students who do well at The Harvey School are willing to reach outside their comfort zone. We want them to share their passion and then find out how we can support that,” explains William (Bill) Mena, Director of Admissions and Financial Aid. The Harvey School is a co-educational college preparatory school near Katonah, NY, for students in grades six through 12. The school provides an environment that is supportive for all of its students, as there are smaller group settings and thus more individual attention. In the end, says Mr. Mena, “Students that thrive are those who are typically strong self-advocates, who have the tools to handle their academic learning differences, are curious about trying new things, and are willing to work hard to overcome any barriers they might face.”

While there are an inordinate number of independent schools in Connecticut where EHS is located, there are few specialized programs.

That means a parent might have to be open to boarding schools, or, in extreme cases, move to another city that offers the resources their child needs. The high school experience itself can also affect the decision. If your child is an athlete and wants to continue pursuing that, who offers the sport and level they need? The family dynamic can impact the choice as well. Perhaps a boarding school is the right choice; however, many parents prefer their child attend high school at home, or want the school to at least be within a reasonable drive so they can come home every weekend.

Much like Eagle Hill, Winston Prep students present with language-based, non-verbal learning disorders and executive function deficits. They are then grouped with those with similar learning profiles, with an average class size of 10-12 students. “EHS parents and families find our ‘Focus Program’ invaluable,” states Head of School Beth

At Eagle Hill-Hardwick in Massachusetts, the environment and curriculum are very similar to Eagle Hill, although it is located more than four hours away. “We offer an incredibly tight community that allows students to spread their wings and experience all that a full high school experience should be, while still providing a

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STUDENTS PLACED

1/3 RETURNED TO A PUBLIC SCHOOL IN THEIR AREA

1/3 SELECTED A BOARDING SCHOOL OPTION

1/3 WENT TO PRIVATE DAY SCHOOLS OFFERING VARYING LEVELS OF SUPPORT

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small classroom environment,” says Susan Cranford, Associate Director of Admission. “Our teachers are skilled at working with students with diverse learning styles, including dyslexia, ADHD, dysgraphia, slow processing speed, working memory challenges, and executive function deficits.” She understands the challenge of attending a school so far away from home.

“Coming from the community in Greenwich, EHS students have been surrounded by caring and skilled adults who have gotten to know them and helped them to believe in themselves. At Hardwick, we continue that positive trajectory, and it is a great advantage to the students that they come to us with that sense of trust.”

EHS students have been surrounded by caring and skilled adults who have gotten to know them and helped them to believe in themselves.

SUSAN CRANFORD, ASSOCIATE DIRECTOR OF ADMISSION, EAGLE HILL-HARDWICK

For Victoria and Benjamin Carlin, the process with both Eagle Hill and their own research resulted in them finding the place they felt was best for their son Alex, who is now 18. Alex preferred not to board in his freshman year so ended up going to Marvelwood, where there was an opportunity for him to stay over a night or two to try it out, at his own discretion. “We wanted him to ultimately get comfortable with boarding because we knew that would open up more options for him in college.

Marvelwood had a really nice way of providing him with a full roommate experience, and he could come and go as he pleased. There was a lot of flexibility with staying one day or two, or deciding at the last minute.”

Finally, finances are often a factor in continuing with a school that offers significant support.

While EHS has an abundant scholarship program, most high schools do not. Specialized schools typically have high academic fees, and after several years at EHS, many parents are hoping that the next step will require few, if any, fees. Public schools are often selected for this reason, even though a boarding school might be a better academic option.

For Hannah Breede, having a social group of 10 peers from Eagle Hill allowed her to feel instantly more comfortable. She attended Winston Prep, where she traveled throughout her school day with the same 12 students, which also reinforced her desire for a socially-supportive school experience. Now, she is attending Beacon College, in their Anthrozoology program.

Visiting potential schools is critical to making an informed decision. “On paper, statistics are

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dry,” agrees Ms. Rappaport. “A huge factor in the selection of a school is the intangibles – are there are lot of smiles and happy chatter? Is there interaction between students, teachers, others?

Is there a comfort level among the students?

What’s the ‘flavor’ of the environment?”

Alex has come so far and EHS was an instrumental part of it!

Amy Jo Frischling, alumni parent, agrees. “Every parent knows their child and can see their child in the right environment.” The challenge is when the student has a differing opinion. As a parent, you need your child’s input but ultimately, that decision has to be made by those responsible for their success. If you ask a student why they prefer a certain school, and the answer is that the school allows them to keep their phones with them during the day, or has a dress code/uniform, then that’s a fairly easy decision. What about when it’s more challenging? The school doesn’t include the sports team they love, it’s in the country rather than the city, requires a four-hour drive for visits, or allows seniors to go on month-long trips as part of their education. This is when you need to determine, as parents, your own criteria for selection. “Here are our two choices. What’s your preference?” can be a great conversation-starter, and perhaps allow the graduate to feel as if they’re making the final decision.

But what if the first choice doesn’t work out?

The Frischlings, whose son Robert attended Marvelwood, share that while the first year was fine, it was more difficult as the supports lessened.

“Ultimately, you’re the parent. Choose a school that offers the amount of support your child needs, where they can continue to make progress and find ways to compensate for their LD.” Or, as Victoria and Benjamin Carlin, added, “All kids have different interests, but when they’re neurodiverse, you have to be careful about their school choices, as you would with any of your children; however, the risk intensifies with a child with LD.” As for the high school to college transition, that has become much easier than in the past.

These days, most colleges offer a systematic level of support that is often integrated into the regular school experience instead of a standalone option which makes it difficult for students who wish to “fit in.” Many high schools also prepare their graduating students by including targeted transition programs. At Winston Prep, for example, many of the junior and senior students participate in their Landmark College

VICTORIA & BENJAMIN CARLIN ON THEIR ALUMNI SON ATTAINING HIS PILOT LICENSE AT THE AGE OF 18

online class, and take in-person classes at the local Norwalk Community College via their High School Partnership Program.

What happens when your high school student isn’t ready for college? For alumni parent Amy Jo Frischling, this is common among all of her children. “One of our sons, who attends a highly competitive New York City high school, has a lot of angst about choosing a career at 17.” In her opinion, that only becomes more difficult when your child has a learning difference that must also be accommodated. It then becomes important to ensure that the school offers the amount of support they need, while also providing the kind of atmosphere and potentially the career path they need. Ben Carlin confirms. “Every step requires a more serious time investment.”

Alumnus Luke Withstandley, when questioned about college, remarked that he had to be reminded to self-advocate for the resources he needed, and joining the men’s crew immediately placed a structure on his days. Joey Walsh ultimately found

his passion in computer technology, attended Valencia College for a program in IT Support, and now works in his chosen field with a major merchandiser. Alex Carlin is in his first year at Lynn College, in the College of Aeronautics, where he plans to pursue a career as a professional pilot.

He still feels more comfortable with resources on hand in case he needs them, such as tutoring.

The difference now is that he understands when, and if, he needs the assistance. “We kept hearing from Alex’s schools and services that the students have to advocate for themselves, and Eagle Hill taught him that,” says Victoria Carlin. Being able to regroup, take notes, that’s all Eagle Hill. His writing, his ability to comprehend – there are so many takeaways from EHS.”

Every parent knows their child and can see their child in the right environment.

AMY JO FRISCHLING, ALUMNI PARENT/ EHS BOARD MEMBER

For Kim and Neil Augustine, EHS alumni parents, it’s the end result that matters. “Success” is measured in so many different ways. It doesn’t matter where they go to school, what job they have or what path they take, it is different for all kids, learning differences or not. At the end of the day, you just want your child to be happy, fulfilled and loved.”

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Is there anything more gratifying...

Emely Yanes ‘13

than to know that someone chose a career path because of the effect you had on them? Emely Yanes (2013), is proud to admit that she emphatically decided to be a school psychologist from the time she attended Eagle Hill, because of one person in particular – Mr. Dave Sylvestro, former Head of Psychological Services!

“He was so present in the students’ day-to-day activities. He seemed to always be around talking to people and I wondered what his job was. I knew he wasn’t a teacher, so why did he know everyone so well?” For Emely, that was her inspiration, the drive that pushed her to study Psychology as a minor at St. John’s University. Still, it didn’t seem to be the path she wanted. “They kept talking about social services, but I knew that wasn’t quite right,” she explains. It was only when she applied to Fairfield University that it all came together.

Since the time Emely was young, her mother told her that she had a natural empathy for others. The disabled child alone on the playground, the child in the corner who no-one noticed – Emely gravitated towards them. Her mother explained to her, “You could have played with anyone, but you always went to the child with needs.” For Emely, it seems clear.

“I think it’s because I understand, having struggled through my own life.”

When she got older, she was part of an Autism group, helping produce activities and trips, and taking care of children with autism and schizophrenia. Even in college, she found that she wanted to help the people who were left out. “People are mean in college, too.”

As she explains, while she’s in the right program now, the road there wasn’t smooth. Emely has dyslexia, and was quite shy when she was younger.

When she first left Eagle Hill for Trinity Catholic High School, she protested that she wasn’t ready.

The classes were bigger, she had to seek out help, and it was only after her mother insisted she had the tools she needed, that she realized she needed to self-advocate. “It was the tools I learned at EHS that finally helped me,” she says. “Breaking down the rubrics of how to write an essay is something I still use to this day.” She remembers Miss Nisch suggesting she write a title for each paragraph in an essay, with a short intro, and then begin writing. She also had kept her old computer from EHS, with all the programs she was comfortable using. “I’d open my school desktop, and then have my EHS laptop open as well, so that I could review my notes and remind myself things like how to do math problems.”

“I was the quiet, shy girl at EHS,” she adds. ”It was challenging to ask for help, but my mom convinced me that the teachers were there for me. I had an IEP but they didn’t know that until I told them.” In her self-advocacy, she explained that she didn’t learn as fast as other students, didn’t take notes as fast as they did, and might stumble on words now and then, but she was going to take her time and figure it out.

Moving to West Hill (the public school in Stamford) to finish high school was a boon, as they had a specialized class at the end of each day for students with IEPs, which really helped. Her grades improved, and her confidence with self-advocacy grew.

Emely’s transition to college was a bit circuitous as her initial program wasn’t the best fit. She had decided to study nursing, especially the science of

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Since 1977, NCLD has improved the lives of those with learning and attention issues by empowering parents and young adults, transforming schools, and advocting for equal rights and opportunities. This is an excerpt from their Executive Summary, addressing the Transition to Life After High School.

I’m very grateful to EHS and so glad my mom sent me there.

children with disabilities. When that didn’t work, she transferred to Forensic Psychology, where she completed her four-year degree studying the brain and especially abnormalities. Still, it wasn’t the career she had dreamed of since her childhood.

The State of Learning Disabilities: Understanding the 1 in 5 – Executive Summary

Chapter 5: Transitioning to Life After High School

OPPORTUNITIES

After 12th grade, individuals with learning and attention issues will only

Self-advocacy and other factors that help students stay in college can be taught, practiced and supported. To ask for and receive accommodations in college and the workplace, young adults must not only understand their needs but also be able to explain them to others. Developing K–12 and community-based programs that provide more opportunities to work on self-advocacy skills—and the confidence to use them—will contribute greatly to social and emotional well-being, academic success and career readiness.

receive accommodations in college or the workplace if they disclose their disabilities. But many students leave high school without the selfawareness, self-advocacy skills or self-confidence to successfully navigate their new independence and seek out support when needed.

COLLEGE ENROLLMENT AND COMPLETION Finally, she found what she was seeking at Fairfield University, where they offered a Master’s program in School Psychology. “I’m finally with my people,” she laughs, expanding on the great story that will forever link her to Mr. Sylvestro. “When I went for my interview, they asked me why I wanted to take the program. I told them about EHS, and about Mr. Sylvestro and his big connection with everyone, even the parents. He always knew kids’ names and was welcoming and nice. The interviewer asked his name and when she heard, she told me he was not only my inspiration but an alumnus of Fairfield.

My head blew up! I ran back to the car and told my mom it was meant to be!”

These days, because of her dyslexia, note-taking in lectures remains difficult. “I use audio recordings.

A teacher in sophomore year told me about them, and what I have trouble understanding in a book is easy to understand when I hear it.”

Emely, now 23, remembers EHS fondly, and is quick to refer students there who she feels could benefit from the specialized education. “Just because it’s a school that helps people with LD doesn’t make you different from anyone else.”

She adds, “I’m very grateful for EHS, and so glad my mom sent me there.”

Success in college and the workplace is heavily influenced by internal resilience factors such as temperament and self-perception. Low self-esteem and stigma help explain why young adults with learning disabilities—who are as smart as their peers—enroll in four-year colleges at half the rate of all young adults.

Lack of self-advocacy and self-regulation skills may explain why students with learning disabilities who attend any type of postsecondary school are less likely to graduate than students without disabilities.

LACK OF DISCLOSURE Stigma and other factors deter many undergraduates from accessing key resources in college, where only one-fourth of students with learning disabilities disclose that they have a disability. Reasons for low disclosure rates may include: • Wanting to establish an identity independent of disability status • Shame or fear of being perceived as lazy or unintelligent • Underestimating how important accommodations are to their academic success • Not knowing what kinds of disability services are available in college or not having the paperwork needed to access them

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EAGLE HILL NEWS

of students with learning disabilities informed their college they have a learning disability

7%

did not inform their college even though they still considered themselves to have a learning disability

69%

did not inform their college because they no longer considered themselves to have a learning disability (even though people don’t “grow out” of learning disabilities)

EMPLOYMENT Working-age adults with learning disabilities are twice as likely to be jobless as their peers who do not have disabilities. Stigma, low rates of college completion, and lack of awareness about workplace accommodations may all contribute to difficulty attaining employment and succeeding in the workplace. Research shows: • 19% of young adults with learning disabilities reported that their employers were aware of their disability • 5% of young adults with learning disabilities reported that they were receiving accommodations in the workplace Read the full report online: ncld.org/StateofLD

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24%

Transition planning is critical to preparing students with disabilities for life after high school. New research shows that when transition plans specify the accommodations students will need in college, the odds of students seeking and using postsecondary supports increase significantly.

Recent changes in standardized testing like the SAT and legislative proposals like the RISE Act, which was introduced in December 2016, may remove barriers to receiving accommodations and increase college and workforce opportunities for students with disabilities.

The Workforce Innovation and Opportunity Act (WIOA), which became law in 2014, provides preemployment transition planning, job training and employment services for students with disabilities, including those with 504 plans.

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Eleni: Oh, that’s what my friends call me. That’s really funny. How does that show up for you? Like, in what ways is that also related to ADHD, do you think?

Why Remote Work Suits My ADHD Brain Alonna Nicole Williams calls herself an “Energizer Bunny” with ADHD. She says she’s been bouncing off the walls since she was a little girl, all the way into the modern workplace. Mini breaks, flexible scheduling, and work accommodations have helped her create a work life that matches her ADHD needs. But it hasn’t been easy.

A TRANSCRIPT FROM THE “HOW’D YOU GET THAT JOB” PODCAST FROM UNDERSTOOD.COM

In this episode, Alonna opens up about crying at work and being anxious about rigid in-person offices. She explains why working remotely in cyber fraud insurance fits how her brain works.

And she shares her thoughts on how to survive Zoom calls with ADHD, as well as the changing views of mental health in the Black community. Listen in for tips on how to create the best ADHD environment for you.

EPISODE TRANSCRIPT Alonna: Doing a Zoom training for someone with ADHD is so difficult. I couldn’t keep up. I could see everybody on their camera doing different things, you know, I see a girl with this cute “Star Wars” poster in the back, and I’m missing what my boss was saying. It was overwhelming. So I ended up, like, crying.

I was so, like, in tears because I felt stupid. Like, I’m not, I’m not getting it.

Reprinted courtesy of Understood.org. © 2022 Understood for All, Inc. All rights reserved.

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Eleni: From the Understood Podcast Network, this is “How’d You Get THAT Job?!,” a podcast that explores the unique and often unexpected career paths of people with learning and

thinking differences. My name is Eleni Matheou, and I’m a user researcher here at Understood. That means I spend a lot of time thinking about how we find jobs we love that reflect how we learn and who we are. I’ll be your host.

These days, getting hacked and scammed online seems to be a risk all of us run, whether we’re on social media or on email. Today’s guest, Alonna Williams, works in Los Angeles in an industry that deals with those threats: cyber insurance. What we’re going to talk about with Alonna today is not only her job but the environment that she works in and how that can be just as important. Welcome to the show, Alonna.

Alonna: Thank you for having me.

Eleni: So your mum thinks that the HD part of ADHD stands for “highdefinition.” And I wondered, what does she mean by that and how does that apply to you and your life?

Alonna: Well, she thinks the HD applies to me specifically. My energy is, like, go, go, go, go, go, all the time. Like, energetic. A lot of my friends call me Energizer Bunny, um, and so —

Alonna: I think it’s pretty spot-on.

I think if there was going to be one person that could ever characterize you spot-on, it would always be your mom, right? She’s known me from the womb.

And she says, even in the womb, I was constant nonstop, like, move, move, move, move, move. So much so that when she was pregnant with my brother, she thought there was something wrong with him because he didn’t move. So she says from the time I was born, even in the womb, it’s been high-definition.

I’ve been on 10 since day one. And that is me. That’s me. I would say my friends classify me that, everyone that I know.

My friends said they wish they had ADHD — this energy, like, the energy that comes with it — because I don’t need to drink coffee or Red Bull or any of it. I’m just ready to go at all times.

Eleni: That’s amazing. I think the name is more warranted for you than it is for me.

Alonna: I’ll take that. I’ll take that badge of honor.

Eleni: Well, I love the way that you talk about that, because already you’re talking about it in a really positive light, you know. It gives you this energy, and a lot of people are actually really envious of it, it sounds like. So, Alonna, I know you work in cyber insurance. What is that?

Alonna: OK, yes, let’s break it down.

We will cover a business, most likely a bank, a university, any type of website where they’re going to collect personal information from somebody. So, like, the website Shein or another clothing´— the Gap, or anything like that. We’re also going to insure stores like Target because we swipe our card at Target, right? So that’s personal information. We’re going to insure places like Google because, of course, you know, right? Huge cyber, they’ve got everybody’s information.

We’re going to insure the government or whatever. And so that’s what we do.

And we insure them from hacks. And what that means is, for instance, we were actually on the Target hack that happened a few years ago, where a million people’s identities were exposed.

We paid out on that claim. And with that claim, that means that we’re gonna, Target had to shut down, right, their entire services. So we’re going to pay them for the money that they lost for that day.

We’re going to pay out to the individual that lost money because a hacker, you know, whatever they do, they can go and take your whole savings, right? That would be devastating. So we insure that as well, especially in the age that we’re in.

With COVID, the amount of hacks went up astronomically. Like, we saw a 300 percent increase. You never think you’ll be exposed. And after COVID, the world saw how exposed we were because everyone was at home. The hackers had nothing to do. It was their — they were living their best life, right? Because everybody was online shopping. Um, so, primarily it’s definitely from being hacked.

Well, there is one more thing that we do cover — ransom, like ransomware, because people will hold your, go into, hack your account, right? So you can get it back for a certain amount of money.

So that also is a part of it too.

Eleni: And you mentioned a lot of organizations. What about individuals?

Like, do I need cyber insurance? Is that something I should be worried about?

Alonna: Yes, you absolutely should be, but we do commercial insurance, cyber insurance, so you would need, like, a smaller one. But that is a thing, especially if you’re highly exposed.

Someone like Beyoncé would definitely want to be protected from a cyber hack.

Eleni: Oh, I wish I was Beyoncé.

Alonna: Don’t we all? I tell myself I am every day.

Eleni: Beyoncé Energizer Bunny. So we talked about what cyber insurance is, but what do you do specifically in that space?

Alonna: I am an underwriting assistant.

So Target would go to a broker. The broker would come to us saying this person needs coverage. So my underwriter is the person that’s going to determine how much premium’s going to be, based on the type of risk that it is. So once my underwriter determines that, he or she pushes it down to me, and then I will quote it. If the insured, if Target likes the price that we get them — I also work in big middle market, so I don’t see anything under $35 million in premium. There is a smaller market, too, but I only do the higher one. They’ll give it to me if Target likes the price premium that we’re offering them and the limit and the coverage that they’re giving, they’ll come back and they’ll be like, they want to bind it. And I’m sure everyone knows what a binder is, because we’ve all got car insurance, you know, the little thing that we keep in our car. I’m going to send them that. And then if there are subjectivities, something that they may need to fill out an application, my underwriter may want more information on how the company has implemented their own security, protect themselves from a hack, that’s all going to determine the premium and what type of endorsements are on their policy. And so once all that’s done, then I’ll send out the policy, and that’s primarily what I do. I do quoting and binding. It’s pretty much 98 percent of my job.

Eleni: And do you like it?

Alonna: I like it for what it brings to me in terms of my life. It is probably the most flexible job I could ever imagine. I just, I honestly think of it as an absolute blessing from Jesus himself, because there are not a lot of people that can work from their bed every single day with flexible hours. So my job, they don’t have set hours or set times that you have to work, just as long as you hit FALL 2022

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37.5 in the week. So I often take twoto four-hour breaks in between, then start working again. I just got back from Atlanta because I was at my cousin’s bachelorette party, and I was able to work from Atlanta. I didn’t have to take any time off. They also, it’s a really fun company, I mean, they brought comedians in, they did a Zoom with us, so that’s what I like about it. It’s a very flexible job.

Eleni: Yeah. I think it’s really refreshing to hear that, you know, sometimes it’s not necessarily about the work itself, but perhaps, like, the environment or other factors that make you enjoy it.

Alonna: The work-life balance.

Eleni: Yeah, exactly. Workplace balance.

Actually, one thing that we talk about a lot at Understood is this idea of environments being either enabling or disabling, so people can often feel more or less disabled depending on how accommodating the environment is or not. And I think it’s really interesting that you talked about flexibility and, like, taking really long breaks. I would love to hear more about how that might relate to your ADHD or not.

Alonna: I started working in Atlanta at an insurance company. And it was a more rigid, strict schedule. You had to come in every single day, 7 to 3, you had a 30-minute break, you had two 15-minute breaks, and you had to sit at your seat.

That was not conducive to my ADHD. I cannot sit for longer than two to three hours. Like, my mind’s going crazy.

And then I started zoning in on other things, and I always have to listen to music when I’m working, otherwise I’ll get distracted. Instantly. And so I would have to force myself to take breaks because it wasn’t ingrained in that particular work culture.

Versus now that I’m in California at this particular company, where you can go 26

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into office or work from home, it’s a lot more accommodating to someone that has ADHD, because I can work for an hour, take a 10-minute break, get up from my bed, go walk around, do something else, snack on something, then come back to work. I don’t feel the pressure that I felt at my previous company, and that helps. They have a huge mental health program where I work, and so that helps too. They make sure you don’t feel disabled at this job.

Like, no matter what your disability is, they are super accommodating, and it works for me. And also with it being a fun environment, when I do go into the office in LA, oh my God. They have, like, you can play golf. We have, like, an espresso machine. And then being in downtown LA, I can go out, and go out and walk and breathe, and give my mind the break that it needs. Clarity. Yes. Eleni: Yeah, I love to hear that enthusiasm. Was that an intentional shift, like, talking about the job in Atlanta compared to the job in California, were you aware that the previous job was negatively impacting you in that way, and did you make an intentional transition to something different? Or was this something you discovered afterwards, like upon reflecting or comparing the two.

Alonna: A lot of jobs are definitely not accommodating to ADHD. When I first moved to California, I got this job at this brokerage, which I hated. I was only there for six weeks. It was dreadful, super boring. But I kept having to get up, like, I would go on my walks or whatever, and everybody sat down the entire time. They didn’t even take their breaks at this job. So one of the girls that sat next to me, she was like, “I just want you to know that as much as you get up, they’re taking notes, like, they can tell that you’re always getting up from your seat, that you’re always going on break.” I was shook! I couldn’t believe it, because number one, it’s legal to take a break, right? Like, what? Um, it was not an accommodating job to ADHD, versus

now, where I already mentioned how I’m able to get up and do what I want, so it was a complete shock to me how accommodating they were.

Eleni: We do talk about this a lot in my research, this idea of kind of being aware of what environments work for you and don’t work for you, and, you know, acknowledging that not every environment works for every person. So you mentioned that you find it difficult to sit in one place and, you know, I think being really super self-aware of that, I guess — do you have any advice for other people with ADHD in terms of thinking about what kind of environments to look out for, or, you know, what might be, like, helpful or accommodating for them in a workplace environment?

Alonna: A lot of us are extroverted people, so being in that type of environment, where we’re able to talk with people, connect with people, typically is key for us. Even when I worked as a server, that was ideal for me because I was seeing, talking to multiple people all day long, seeing different people. And every time I hit a table, it was something different. And I think that is important for someone like me.

Eleni: It sounds like you found a workplace that, as you said, you know, is really accommodating. Like, are there any challenges that come up at work or in other ways that, you know, ADHD might impact you in your life?

Alonna: So we have training, right, for work because everything’s on digital now. Doing a Zoom training for someone with ADHD is so difficult.

Because number one, I’m doing it at my home. And I literally live in a twobedroom zoo, with six people and a dog.

So there’s always something going on.

That’s the price of living in LA. So we were doing this — they wanted us to take on rating as, um, that’s something that the underwriter normally does.

Like, remember I was talking about how

the underwriter will give the broker the premium that they want to, based on the risk? They wanted to bring that task on down to us UAs. So when I say UA, I mean underwriting assistant, which is my job.

Alonna: Yes. They do. They should.

And the training for that with — there’s, like, 20 UAs on our team — was so complex. I couldn’t keep up. I mean, for one, I feel like my manager’s running through it and, and, and I’m, I’m on the older side. I’m 36, right? And a lot of my team is young. Um, so they’re just out of college and fresh and they can get things. And I’m not getting that at this age, number one. Number two, you’re talking too fast. Number three, everybody’s, I could see everybody in their camera doing different things.

You know, I see a girl with this cute “Star Wars” poster in the back and I’m missing what my boss was saying about how to rate. It was overwhelming. So I ended up, like, crying, like, like, I was so, like, in tears because I felt stupid. Like, I’m not, I’m not getting it.

Alonna: In addition to taking a break, taking many breaks, I am on medication.

I was a handful to my parents until I got to college. They didn’t know what to do with me. And that’s when I got diagnosed that I had ADHD because being an ‘80s baby, that was not a thing, OK? You were just a problem child.

Getting on the medication, getting on Adderall changed everything for me.

It was the first time that I had ever, I didn’t know that you were able to sit in class and, and, and pay attention to the teacher by itself. Up until that point, that was never a thing in my life. I didn’t know that I could have the ability to write a 10-page paper. Seriously, before it would take me two weeks to write a paper, because I just could never sit that long in a library, doing the research.

I was busting out these papers in two days. That was a new thing. And so I still am on medication to this day because that’s, um, it’s how I get by.

So, um, my boss knew, like — this, my God, it speak volumes of her. She could just feel it. So she IMs me on the side, and she was like, “Are you, how are you doing with this?” And I was like, I’m not, I’m not, I’m not getting this at all. I can’t keep up. And she was like, “Don’t worry about it. We, you and I will do a private,” like a private training. And that’s what we did, and I was able to get it. And so now, it’s, now because she knows I can’t do training that way, whenever she teaches something to the group, I just have my own separate session with her so that I can get on the same page.

Eleni: Yeah, that’s such a beautiful demonstration of a workplace accommodation that I think a lot of people might never even think of asking for. So I love that you shared that. And also how amazingly, like, empathetic and, like, responsive of your boss to — yeah, like, what all bosses should aspire to, right?

Eleni: Yeah. What are some other ways that you’re able to get through your workday and, like, cope with some of the ADHD challenges?

Eleni: I think it’s worth noting at Understood, we’re not necessarily for or against medication; we’re just super supportive of whatever works for you. So I’m glad that you found something that works for you. And it sounds like you didn’t get a diagnosis until college, you said. That was the first time that you were on medication. And it’s kind of interesting because, you were saying, you know, your mom had made a lot of these observations about you from a really young age. So why do you think it took so long to get that diagnosis and that acknowledgment of what might be going on?

Alonna: I would say probably a couple of reasons. I grew up in the ‘90s and the 2000s. It was still — ADHD was still very much undercover at that time. And then two, um, mental health, especially

in the Black community, is something that is not talking about. Um, so rather than seeing if maybe there was a reason why I was all over the place as a kid, it was just easier for them just to let me do my own crazy things and, um, deal with the teacher whenever the teacher came in with some new disciplinary thing, some new plan where I had to sit in the front and whatever. Um, so I would say that would be the two reasons would be the delay in my diagnosis.

Eleni: Yeah. And do you think that’s shifting at all?

Alonna: Definitely. Yeah.

Eleni: Like, what, what changes have you observed, like, in your own community?

Alonna: Just the fact that we’re talking about it. I mean, just the open conversation is something that was so taboo just 10 years ago. And I think that’s the good thing about living now is that you just can be who you are, you know, whether it’s ADHD or, I don’t know, just be you, right?

Eleni: Yeah. You know, I think that I had imagined, you know, insurance to be not very interesting. And even the way that you’re describing it, you’ve added this layer of excitement and made it sound really interesting. And a lot of your stories are very visceral. I think you’re, you sound like an incredibly smart and interesting person. So I hope that you see that.

Alonna: Keep going, keep going, just keep going, you don’t have to stop. No, thank you — seriously, thank you.

Eleni Matheou leads user research for Understood. She helps Understood to center its work on the lived experiences and voices of people who learn and think differently.

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A Parent’s Perspective

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By Kim Augustine (with Neal Agustine)

It all started in third grade...

Kim (center, in yellow top) and Neal (far right) Augustine, former EHS parents, with their family.

Alexa, a former EHS student, is standing beside her father, Neal.

Our daughter Alexa attended Eagle Hill School (EHS) from third through eighth grade. She was our first-born child and my husband and I moved out of NYC to raise our family in Greenwich, where we believed that all of our children would all attend the local public schools. That notion quickly got derailed when Alexa was diagnosed with a language processing disorder. We felt fortunate that we found Eagle Hill right in our back yard! We have no doubt that the decision to send her there shaped who she is today. As their motto states, it is life changing.

Alexa spent six amazing years there and then transitioned to Greenwich High for her four years of high school. She made the decision to stay local as she didn’t want to attend a boarding school.

There were pros and cons to Greenwich High School (GHS). First, it is daunting with 650 students per grade, compared to the intimate school she had grown to love. The upside was that she could live at home and have the comfort she found there with her family; to this day, her favorite thing to do is spend time with her three younger siblings and two dogs.

However, GHS is well-equipped to help kids with learning differences.

Because she had an IEP, they offered several accommodations which made school very manageable for her. The social aspect at such a large school is also tricky. Alexa joined the track team, and had a very small group of friends, which was exactly right for her. She is an extremely conscientious, hard-working person with a very bright and happy disposition; we have always told her that those life skills will take her far in life - and they have.

The college process wasn’t as intimidating as we had imagined when she was younger. We did research with the help of Greenwich High, and found schools that had programs that supported learning

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differences, as we knew she would continue to need support through college. We visited several schools in the Northeast because she knew she wanted to be close to home. She loved her visit to Curry College immediately and that quickly became her number one choice. Just like with all of our kids, learning differences or not….the hard part in the college process is waiting and hoping they get in! Curry was an excellent school for Alexa. It was about the same size as her high school and she took full advantage of a program called PAL – “Program for Advancement of Learning.” She found her place there, made great friends, and majored in Early Childhood Education.

The decision on her major came easily, as it was aided by an internship she did while she was a senior in high school. Each GHS senior is required to do a 6-week internship in a field they may be interested in pursuing. Alexa worked at her former preschool and discovered she loved working with young children.

Again, socially, college was challenging as Alexa is emotionally young for her age, and doesn’t fully understand or read social cues. She learned to navigate through the social issues for the first time, on her own. As parents, we still think that was the hardest part of college for her. She was used to having her family there to lean on every day, and that was a hard transition. Thankfully, she found a small group of friends, “her people,” which is always important in life. She got involved on campus and because it was small, she was friendly with many of her peers. Looking back, of all of the incredible take-aways from EHS, the best thing she may have learned is to advocate for herself. She’s never afraid to ask for help.

Then came the job search: We remember stressing about how challenging it would be for her to find a job. Alexa freezes when she has to answer questions

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She used to joke with us that she would live with us her whole life and take care of us when we got old. Now we wonder, will she still promise to be our caretaker??

on the spot. She gets nervous and her interviews were during Covid, when everything was on Zoom.

In person, she’s much more comfortable. Even a reassuring smile puts her at ease. That said, her conscientious work ethic and positive personality came through to Bright Horizons, a preschool/ daycare. They offered her a job as an assistant preschool teacher and have provided training hours for her to become a lead teacher. She’s been there for two years now and is doing well.

(Alexa, in a recent Zoom call, proudly added, “I’ve had four raises since I started here!”) She has no accommodations at work, but there are instances where things come up and, like many of us, she isn’t always sure how to handle them. Using her self-advocacy skills, she has been open with her coworkers about these unexpected situations. She has done well at her job and they appreciate that she is a very dedicated, hard-working and flexible person who always has a smile and a positive outlook.

Alexa is living on her own in an apartment in Massachusetts now, and working in Cambridge.

We talk to her at least four times a day. I don’t ever expect that to change. She leans on us (my husband and me) a lot, but so do all of our kids. Alexa, a little more than the others.

We are thrilled that she’s on her own, she’s happy, she has a great job and a nice boyfriend. If you had asked us 10 years ago where we would see her when she was 25, we never would have predicted this.

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If we can offer some insight that we wish we had been given at the start of Alexa’s journey, here is what we would have wanted to know. We will add that these themes carry over to all of our children, not just the ones with learning differences, which makes you realize they aren’t so different after all!

Mark Griffin, the founder of Eagle Hill, once told us not to wait for the “lightbulb” to go on.

For some kids it does, for many, it doesn’t.

EHS cannot take away learning difficulties, but they do teach kids how to thrive with the tools they have learned.

Find your people: Being happy is all about finding people who make you happy.

Advocate for yourself: Nobody knows you better than you. Don’t ever be afraid to ask for help or tell people that you don’t understand something. It is much better than pretending you understand and being overwhelmed on your own.

Find one thing that your child is good at or really enjoys. While it doesn’t have to define who they are, it provides self-confidence.

Our family is stronger because of Alexa. It has been good for her younger siblings to see how hard she works, and she never complains. She is her siblings’ biggest cheerleader. She always sees the good in everyone and she brings so much joy and love to everyone she knows.

The journey through Eagle Hill begins with the first step - Orientation Day! Here, a few of our youngest students meet some new friends.

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Alumni Updates JACK CARLIN, 2017

ZACHARY GREENFIELD, 2003

Jack moved on to Mamaroneck High School after Eagle Hill. He is now in his junior year at Marist College.

Baseball is Zachary’s life! His journey started at Soundview Prep before he moved on to the University of Tampa.

He now works as the Replay Operator for Major League Baseball (MLB).

CRISTINA CARR, 2005 Cristina completed her education at Greenwich High School and Dean College, before finding her perfect job as a library assistant at the Ferguson Library in Stamford. After six years, she still loves every minute of it. In her spare time, Cristina is a self-proclaimed “Disney nerd,” and is a fan of every movie in that genre. To round out a very full life, she also loves dance, Harry Potter, Stranger Things, and remembering the 90s. As she says, “You really feel nostalgic when you’re in your 30s!”

WILL MICCICHI, 2021 CHLOE LIEB, 2018 Chloe is pleased to report that she graduated from Horace Greeley High School this past June.

ALYSSA LOCKE, 2016 After graduating from EHS in 2016, Alyssa attended Mamaroneck High School before proceeding to the University of Hartford, where she attained her associates degree in Liberal Arts. During this next year, Alyssa will be working while determining the field in which she wishes to major for her bachelor’s degree.

JIM DUNN, 1977 One of the early graduates of Eagle Hill, Jim is now happily retired.

MELISSSA LUNDQUIST, 2005

JANE GERSON, 2018 Now that Jane has graduated from Eagle Hill Hardwick, she is happily attending Dean College in Massachusetts.

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JORDAN POSNER, 2003

Melissa has been busy since graduating from both EHS Hardwick, and Dean College. In May, she had just moved in with her boyfriend of seven years, and completed a course to become a Canine Specialist. She now enjoys her days working at Wagging Tails, a dog daycare and boarding establishment. As for EHS, her favorite memories are of the great times in the dorm!

At the recent Alumni Day, Will updated us with his news that he just finished eighth grade at the Wooster School, and is attending high school this fall.

When Jordan left EHS, he spent his teenage years at Rice Memorial High School in Burlington VT, and then pursued his undergraduate degree at Keene State. Following that, he attended UVM for graduate school, and is now Executive Director of Champlain Islanders Developing Essential Resources (CiDER), a communitybased organization serving older adults and persons with disabilities living in Grand Isle, VT. When not working, Jordan enjoys his life with his wife and dachsund in Colchester, VT. “All of my dorm memories are special to me,” he says. “The dorm parents created a great culture that made living away from home at such a young age fun!”

VINCENT SCARDINO, 2017 Vincent is proud to report that he is entering his second year at Manhattanville College.

RYAN SEIDES, 2019 Ryan reports that he attended Central Middle School after EHS, and is now at Greenwich High.

MARIBELLE SLANSKY, 2019 Maribelle is currently attending North Salem High School, and deciding where to attend college.

JACK McMULLEN, 2014

MATTHEW STANLEY, 2014

Jack moved on to Mamaroneck High School after leaving EHS, and then pursued a degree in Secondary Education Math at the University of Vermont. Since the alumni reunion this past May, Jack has secured a job placement as a Math Interventionist at Middlebury Union Middle School in Vermont.

When Matt graduated from EHS, he furthered his education at Millbook and Forman before pursuing a Mechanical Engineering degree at Texas A&M. This past summer, he enjoyed a summer internship at Garmin.

KRISTEN ROMNEY, 2007 After attending Horace Greeley High School and then Muhlenberg College, Kristen is now the Social Media Coordinator and a Contributing Writer at HGTV. She lives in Astoria, NY, where she is pursuing her passion for television writing (which she discovered while at EHS!), and stand-up comedy.

In fact, Kristen has performed all over New York city, including Comic Strip Live, the Broadway Comedy Club, and the Westside Comedy Club. Kristen was at EHS from 1999-2007, and says that’s where she made some great friendships she’s kept to this day!

OSCAR TAPIERO, 2015 Oscar is a senior at the University of Vermont.

BECKETT WALTERS, 2017 (As reported by Mr. Aamodt) Beck stopped by today out of the blue to say hello! Beck graduated from King this week and is off to UC-Irvine in the fall to study Game Development (he took as many coding classes as King had to offer and did a collegelevel course this year). He also took AP Lang and AP Chemistry last year and aced the tests! His hair is down to the middle of his back and he spends time rocking and rolling with School of Rock in New Canaan (he’s got a show tonight where they’ll be doing a selection of Heavy Metal covers). He remains the adorable, sweet, and personable kid we knew five years ago - it was so great to see him and he looks upon his years at EHS very fondly. We also learned that he was elected into the King Chapter of the Cum Laude Society, too.

WE WOULD LOVE TO HEAR FROM YOU TOO! SUBMIT AN ALUMNI UPDATE AT: EAGLEHILLSCHOOL.ORG/ALUMNI

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LO OKING

FORWARD

Justin Abrams ‘01

For Justin Abrams, the journey to... his current career started early, thanks to his mother.

“She was my foundation for my love of the outdoors,” he explains. “I have a lot to thank her for.” Justin is a Forest/Park Ranger, a position that few of us encounter on a daily basis, but for him, “every day is different and I could not be happier.”

When Justin first left Eagle Hill, he attended York Prep, an independent private school in New York City. He found it challenging but a “doable” challenge thanks to EHS. “They made it easy and fun to learn, taught me how to put those practices into my class work, and built my confidence.” In his words, EHS provided him with the foundation for learning, and York Prep provided him with the walls on which to build. It’s a poetic take on “living a life that is mine,” he is proud to assert.

After York Prep, Justin pursued two different fields of study that he considers polar opposites. At Green Mountain, he enrolled in Environmental Studies with a Law & Policy concentration. Then, at Santa Rosa, he attended a Law Enforcement Ranger Academy certificate program. “It had been a long-time dream of mine to work outside and enforce rules and regulations and state law, in a park or forest setting.”

On those long hikes and day trips with his mom, throughout his childhood, he felt as if he was guided to work outside while also protecting natural resources and park visitors.

When asked if his educational foundation from Eagle Hill helped him handle the challenges of a college education, Justin is quick to answer. “Like peanut butter and jelly. It was because of Eagle Hill that I had

the confidence to advocate for myself and my way of learning. I had the foundation and the confidence, but it was Eagle Hill that allowed me to continue on that path.”

As for advice, Justin alludes to both his upbringing, and the resources he learned from Eagle Hill: Advocate for your children. But avoid pressuring them. There’s a fine line.

Give them the tools so they are successful.

Resist as much as you can on holding them back from their dream(s).

Still, it’s the students Justin wishes to reach with these final thoughts: Find something you like doing and are good at, and work to the bone to make that a reality. Don’t get pressured into finding something; it’ll come to you when you least expect it (you’ll know because of the way it makes you feel).

Live. Explore the unknown.

Have some grit: Get yourself dirty, scraped up, sweaty.

Learn what it feels like to work hard, either at climbing a summit, working at a farm, or cleaning toilets. All these will build character and toughen you up.

As for his mother? “There is nothing I can do to express my level of appreciation, except doing the best job I can do while on duty.”

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Thank you to our Donors

AN ALUMNUS SAYS THANK YOU DEAR DONORS, Eagle Hill School was the biggest gift I’ve ever received in my life.

My name is Christian Marchand, and I attended Eagle Hill School more than 20 years ago. I remain grateful for the life lessons I learned there. I am also beyond grateful for the financial assistance I received and for the donors who made that possible. I don’t know if they can truly understand how much it means to people like me.

I always struggled in school, and by age eight, it was clear that I had a learning disability. I could not spell the simplest of words, and I could learn only one word at a time while the rest of my classmates learned 10 words each week. I still remember teachers like Mrs. Hanrahan, who worked with me for four years at Eagle Hill. She made sure that by the end of my first year I would be able to spell the word cat. And I did. I know that doesn’t sound like much but to a dyslexic kid who couldn’t spell or read, it was a big deal.

I needed Eagle Hill School. My mother is a hard-working, middle-class woman, and she sacrificed a lot to get me into the school. But it was the financial aid I received from the school that really opened the doors. I fully appreciate everything my mother did for me and everything the donors did for me.

“I have so much appreciation for all of the teachers [at EHS]. They are dedicated, loving people who care for their students like they were their own children.”

I am now 33 years old and an employee for the Greenwich Highway Department.

Eagle Hill gave me the roots and foundation that made me the person I am today.

I have two daughters and I have no doubt that the lessons I learned at Eagle Hill have made me a better father.

It’s so true when they say that the foundation of being an adult comes from when you are a child. If it weren’t for Eagle Hill’s dedication and love for me, I wouldn’t be the father and human I am today.

CHRISTIAN M ALUMNI ‘04

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BENEFACTORS

SPONSORS

Paul & Catherine Aaron William & Sarah Aaronsona Joanna Abrahamsa Joe Berry & Emily Bailey Berry Bessemer Trust Company Kevin Charlton & Amy Thorntona Tim & Debbie Connolly Kenneth deRegt & Alison Oversethp Jared & Heather Dermont Robert & Lisa Eatroff🍏 William & Amy Frischling🍏 Nita Glickbergp Neil & Jillian Goldfarb Allen & Franziska Haight🍏 Eric Lauerwald & Christina Simona Cami Luppinoa Jonathan Melmed & Shoshana Quint Jeffrey & Patricia Murphy🍏 Marianne & Brian O’Dwyera Matthew & Blaine Peck Michael Russo ‘85 Sidney Kutler Family Foundationa Scott & Rachelle Spielvogela The Howard Bayne Fundk The River Trust Helene Walisever🍏 Alex ‘78 & Bonnie Wattlesk Stan & Jill Wattlesk Jacob & Allison Wolfson

Peter & Gila Ackerp Charlie & Katie Adams Kimberley & Neil Augustine🍏 John Banks & Lisa Gomez David & Denaye Barahona Nancy Barbe🍏 David & Jessica Beatus The Blau Family Theodore & Beth Bonanno Anonymous Bill & Grace Brew Joseph & MaryLou Brusco🍏 Robert & Laurie Casper Marjorie & Ray Castro🍏 Tomas & Ana Chadwicka Daniel Chapin ‘78 Bryan Circelli Jennifer Como Tom & Toby Conep Tiffany Costanzo Christopher & Maura Craiga Bill & Sharon Craink John & Sonya Cronin Antonino Daloiso & Belinda Pickford Erik De Pol & Anne Chorbajian John & Kathleen Del Col🍏 Joseph & Ashley DeSimone Maria DiPalma🍏 Giuseppe & Francesca DiPuppo John DiRocco & Maria Rutana Jesse & Emily Edelman Jay & Carol Ehlen David & Jamie Eisenberg Chad & Shelly Estep Lisa & Joseph Ferraro🍏 Tamara Fink-Goldman Mr. & Mrs. Antonio Follo Beth Gardner Evan ‘97 & Ashley Geronemus Kane Geyer & Heather Cotter Jeffrey & Emily Gildersleeve Barry Goldstein & Marcy Berman-Goldstein Michael & Annmarie Golioto Google David & Elizabeth Grasso Anonymousa Jennafer Heibeck🍏 Arlen Henock & Mary Buonsante-Henock🍏 Ed Higham & Jean Tostanoskia Leigh & Eleanor Hoagland Robert & Elizabeth Husted JP Morgan Charitable Giving Fund Elie & Denise Jacobs Matthew & Elizabeth Janigaa Maxwell Janosky & Arianna Ayers Anonymous

$5,000–$9,999

Gifts received between July 1, 2021–June 30, 2022

Thank you!

PATRONS FOUNDERS CIRCLE

HEAD OF SCHOOL CIRCLE

Stephen & Elizabeth Chbosky James & Jacqueline Dimitri Fidelity Charitable Gift Fund Kenny & Kimberley Habul Anonymous Peter & Kat Mattis a

Darren & Rebecca Anikstein Garrett & Melissa Baker Sonja & Jim Bartlett🍏 Jody Bellowsk Phyllis & Marc Borak Robert & Paula Burtonp Marie B. D’Elia Geoffrey & Deborah Erickson Kenneth & Susan Fuirst🍏 Celine & Brett Grabel & Family Jeremy Henderson & Catherine Samuelsp High Rise Basketball Academy Jewish Communal Fund Mr. & Mrs. Thomas B. Ketchump Brandon ‘87 & Allison Lacoff Robert & Dana MacNaughtona Paul Madel & Jennifer Morrison Michael & Susan Dell Foundationa National Philanthropic Trust Anonymous Michael Sharkansky & Jennifer Boraka Michael & Susannah Sung Your Cause Michael & Jennifer Zicari

$50,000+

TRUSTEE CIRCLE $20,000–49,999

Stuart & Ashlea Brown Joe ‘90 & Calico Burton a Collins Family Memorial Fund Margaret Falco-Price & Nicholas Falco Dan & Stephanie Fougere Allen Grubman Lizzie Grubman Pershing Brendan & Brigid Rogersa Harvinder & Sonia Sandhua Christopher Stern Nikhil & Alka Thukrala Roxanne Vanderbilta

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$10,000–$19,999

$2,500-$4,999 William Burkoth & Jennifer Livingstone Dana Fields & Daniel Gearonp Matthew Finnerty & Victoria La Mura-Finnertya Roy & Gail Geronemus David Greenspun & Rachel Schneider Greenwich Youth Cheerleading League James & Melissa Heus Caroline Hirschfeldp George Holzera Anthony & Laura Klarmana Lucius Palmer & Sloane Lederera Paul & Karen McCulleya Meno Lissauer Foundation Gregory & Valerie Mouracade Norman Foundation Mark Plaumann & Marilyn Wilson🍏 David & Alyssa Portnya Michael Scarsella & Andrea Tessler🍏 Schwab Charitable Gift Fund Richard & Nicole Searles Meghann Smith Jeffrey & Julie Stein James & Lindsay Tucker Viking Global Foundation Sandison & Terry Ann Weila Kristian & Emma West

$500–$2,499

EHS was such a wonderful, enriching, advantageous and very important experience for Justin and the whole family!

A Special Thank You to Our Long-Time Donors

k

30+ consecutive years of giving

p

20+ consecutive years of giving

🍏

10+ consecutive years of giving

a

5+ consecutive years of giving

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Thank you very much for all of your hard work in helping Ryan have another successful year at Eagle Hill. We are so pleased with his progress and increased confidence this year.

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Andrew & Carrie Kreisberg Scott & Jamie Krug Clifford & Dorothy Laniera Tom & Meg Lasley🍏 Michael & Martha Liebowitza Lord, Abbett & Co. Christopher & Amanda Lovejoy Dr. & Mrs. Francis X. Mendoza Michael-Joseph Mercanti-Anthony & Catherine Berzolla Morgan Stanley Global Impact Funding Trust Raymond & Diane Morton George Nunn & Catherine Salisburya Charles & Pouli Otton🍏 Pfizer, Inc. Stephen & Hilary Phillips Mr. & Mrs. Kenneth A. Plevank Antonio Muinos & Kathryn Plunkett Glenn & Ayelet Pollner🍏 Charles & Carole Purse Kirk & Elizabeth Radke Ronald & Kathleen Redmond🍏 Robert & Lorraine Reederp Joseph Rinaldi ’09 Matthew & Jenna Roach Erwin Castellanos & Shannon Rock Arthur & Jane Rosenbloom Gayle & Howard Rothmanp Lee Rust '01 🍏 Doug Sabo Turandot Saul Drew ‘88 & Katherine Saunders🍏 David & Lisa Schlakman🍏 Leon & Lisa Seidman Christopher & Amber Senyeka Lydia Soifera Anonymousa Bill & Kate Stempel Christian & Margot Sturz Paul & Laura Sturz Charles Teissonniere ‘11 Elviliana Tena Jeff Thane & Sharon Donohue The Eisner Charitable Fund The Rust Foundationa Toro Sports Fitness Mark & Hallie Wachena James & Cari Walker Lucas & Lindsay Warford Brad Weckstein & Dana Hork Amy Whitlaw Andrew & Elizabeth Whittakera Peter & Susan Williams Vanessa Wilson🍏 Cary Zateslo & Jonathan Tolins Keith & Carrie Zuckermana The Zykorie Family🍏

FRIENDS Conrad Aamodt🍏 Justin Abrams ‘01 Larry Abrams & Janet West Dorothy Adolph AIG Bruce & Elisa Akrongold Craig & Michelle Albanese Margie Alleyp Amazon Smile Winifred Amiesimaka Lisa Anderson Jose Arroyave & Yolanda Echeverri🍏 Shenika Aspinall Edward & Julie Babilot Kavita & Nik Bafana Steven & Erica Baker Anonymous Paige Baldwin Bank of America W. Allen Barnett & JoAnn Hanson Timothy & Eloise Barron Wendy Baruchowitz Scott Beatrice & Ruth Auchincloss Janet Bein Jeff & Kaori Bell Andrew & Kate Benetta Steven & Wendy Bennett Joshua & Caroline Berman Richard Blackwell & Mary Desmond David & Wendy Blanka Shari Bloomer🍏 Mrs. Donna Bonfiglio Jennifer Booth🍏 Justin & Sarah Breiner Craig & Lisa Brommers Peter & Harriet Brooksk Robert & Judy Bruguiere Henry & Amy Bubelp Lauren Bumby Nancy Bumby Michael & Jodi Burger Regina & Andrew Burke🍏 Monicka Burl-Gustave David Buttigieg & Kristen Beirne Aimee & Andrew Byrne🍏 Alexandra Byrne Andrea Calise & Linda McLeoda Benjamin & Vicky Carlina Shane Caroppoli Sumner Case Ruth Catanese Alex Chadwick ‘20 John Cipollinaa Deanna Cohna Patricia Cole James & Hilleary Colemanp Megan Colvina Jesse Cone Tracy Cone🍏 Maria & Ted Confortia Alexandra & Kevin Connollyp Craig Cornell & Amanda Carlson Robert & Kelly Corwen

Brittne Davisa Christina DeBellis Audrey DeCosmo ‘04 Jon & Christine Deklerka Eric & Clara DeLamarter Sydney Delfico Anonymous🍏 Serdar & Kit Demirdelen Greg & Ellen Dumark James Dunn ‘77 Mauricio & Lina Dussan Donald Ende & Janice Capuana Dana & CJ Evans Mary & Eamonn Fayp Daniel Feldman & Emily Rubin Gloria Feldman Sharon Ferko Johnna Ferreri James & Carmel Fitzpatrick🍏 FJC A Foundation Miles & Robin Flamenbauma Deane & Deidre Flood🍏 Alexa Foleya Wendie Force Amy & Michael Frenklakha Barry Friedbergp The Fulks Gail Gaisera Alexandra Ganza

John & JoAnn Gardella Anonymous🍏 Corey Gelbstein ’06 Steven & Terri Gelbstein Sean Gilligan & Lara Casano Howard & Janet Ginsburga Santo Giordano & Andrea Carriere Alon & Lori Gitig Nili Gitig Glenville Mavericks Cheerleading Jamaine Glover ‘96 Jeanette Glover🍏 Darius Goldman David Goldstein ‘92 Anonymous Michael Goodfriend & Nancy Rodriguez Theresa Gottlieba Anonymous Billy & Katherine Gramajo Denise Grasso James Brooks & Laura Graves Maria Guarascio & Robert Mahoney Mark & Krista Guarini Anonymous Kevin & Jen Halliday Patrick & Abigail Hanrahanp Jennifer & Richard Harkins🍏 Brett & Monica Harriss Jeffrey & Adrienne Henkes

Eagle Hill was transformative for Mikey. It has given him the fundamental tools to thrive in a regular high school classroom, which was extraordinary from his starting point (non-reader). He was awarded to the National Honors Society too!

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Tribute Gifts IN HONOR Cameron Barnett Desi Beatus Shari Bloomer Tom Cone Emma Cornell Joy & Brandon Delisle Eagle Hill Faculty Alexa Foley Corey Gelbstein Deborah Graves Abigail Hanrahan Jennifer Harkins Jim Heus Eli Kalt Rudy Kelly Stuart MacNaughton Gavin Malice Taylor Mogelof Ryan Murtagh Lucian Nakazato Patterson Sarah Roth Steven Schlakman Merritt Seymour Spencer Sharkansky Henry Tolins-Cary CJ Young IN MEMORY Nancy Brookman Joshua Jacobs Leonard Pastolove Charles Semel

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Anonymous David Hoffman Scott & Sally Hoffman Thomas & Virginia Hughes Gabriela Hundorfean Liza & James Jarombek🍏 Hannah Jupiter Sam Kallet ‘04 Steven & Carol Kallet The Kalt Family David & Ann Katesp Christopher & Margaret Katucki Rob & Wendy Katz Marc & Jill Katzmana Alexandros & Maria Kedros🍏 Christopher Kelly Max Kelly ‘09 Scott & Caryn Kelly Shaun & Wendy Kelly Kayvan & Sandra Keyhania Amy Knox Jillian Kozela Douglas Krajewski🍏 Kenneth & Olivia Kubie🍏 Martin & Cheryl Lacoff Libby Lane Julien Laveyssieresa Elanit Lebel Frank Richard Lee & Karen Smith Jeffery & Laura Leonard🍏 Christopher & Angela Lodge🍏 Elizabeth Marcus William & Dominique Marder Melyssa Mardita Steven & Virginia Markovich Jenna Mason Margaret McCaffrey Jeffrey & JoAnn McCarthy Robert & Marcie McDonald Barbara McHale🍏 Ralph Pausig & Lorna McKeithan-Pausig Edward & Dawn McLaren Sharon Mechaleyp Andrew & Erica Merrilla Linda & Steven Millera Terran & Lisa Miller🍏 Philip & Anne Miller Robert Milne & Erin Ringham David Mitchell ‘22 Thomas & Christina Mitchella Allison Modicaa Scott & Deborah Mogelof Holly Moniz Natasha & Robert Moorea Angelina & Danny Morales Carolyn Mullinsa Thomas Mulvihill Sean Murtagh Maureen Nisch🍏 Willis & Jim O’Brien🍏 Anthony O’Connor ‘13 Kevin Oxer '11 a Alan Pagano & Evan Wells🍏 Luke Pagano ‘15

Saige Pagano ‘12 Samuel Pagano ‘10 Fotios Papaioannou & Gesthimani Kouloukis Papaioannou Renata Papone & Chris Lally🍏 Renee Pastolovea Steve & Laura Paulus🍏 Lynn & Alan Pearce Sharon Pearlmanp Sara & James Pelgrift🍏 Kermit Perlmutter & Janet Ozzard Chris & Jennifer Pignataro Philip Pineaua Roy Piskadlo & Ellen Tolstad🍏 Pledgeling Foundation Lauren Polinskya Vittorio Portolano & Lisa Cavallini Max Poses ‘04 Gary Pretsfelder & Nina Bruder Danny & Maria Prospero Carol Puglia Brian & Kate Pyle🍏 Katherine Quinnp Melissa Ragana Paul Ragonesi Susan Rappaporta Anonymous🍏 Jason & Shannon Reynolds Kenneth & Anne Riccia Marisa Rosa-Donch

Bruce Rosa Julie & Remi Rosenberg🍏 James Roth🍏 Lewis Samet Glen & Daniela Sansonea Elviliana Tena Christopher Sawyer Marc-Thomas & Birgit Schmidt-Weschea Edward & Lisa Schmidt🍏 Bobbi Schmitz Sam & Lori Schwartzmana Mitchell Semel & Colleen Carroll🍏 Jesse Shalett June Shapiro David & Mary Lou Shipperp Jennifer Shirazi David Shupe & Victoria Tillotson🍏 Anonymous Evon & Celia Simms Avtar & Baldev Kaur Singh Anonymousa Patricia Skurja Alyce & Michael Smolak🍏 Steven Sternp Sarah Stewart Jared & Michelle Sturner Shannon Summers Christine Sweeneyp Justin & Lily Tausig Michael Terranova & Mary Valentine-Terranova

Patrick Thane ‘09 James Tole Andrea Tolliver Dina Tolliver Cathleen & Donald Tone🍏 Christine Tripodi Rafael Ulloa & Myriam Mayorga Michael & Brook Urbank Theo Van Roijen Hugh Vanderbilta Dominic Vigale & Amanda Frost-Vigale Anonymousa Ali Walsh Greg Walters & Torrance York Elaine Wanderer John & Amanda Wanga Christine Wardell🍏 Roz Weinman Barrett & Judy Weissk Timothy & Carol Welch Emily Wierdsma Beverly & Gary Willson Paul & Erin Withstandley Carleen Wood Wooster School Ted & Cynthia Younga Nicole Zazzero Arnold & Jean Zimmermana Lloyd Zuckerberg & Charlotte Triefusa

Thank you Eagle Hill for all that you do. This is my daughter’s first year at EHS and her confidence has jumped so high since school. She raises her hand to read out loud. How amazing is that!!

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Special thanks to the generosity and support of a Night of Magic, which honored

Tom Cone

and his 46 years of service to Eagle Hill.

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EAGLE HILL NEWS

Conrad Aamodt Advanced Rejuvenation Centers Bruce & Elisa Akrongold Alessia’s Floral Decorator Winifred Amiesimaka Darren & Rebecca Anikstein Paige Baldwin David & Denaye Barahona Sonja & Jim Bartlett Bassman Fishing Tours Kristen Beirne & David Buttigieg Joshua & Caroline Berman Joe Berry & Emily Bailey Berry The Blau Family The Booth Family Bill & Grace Brew Craig & Lisa Brommers Stuart & Ashlea Brown Gary Pretsfelder & Nina Bruder Joseph & MaryLou Brusco Michael & Jodi Burger William Burkoth & Jennifer Livingstone Monicka Burl-Gustave Aimee & Andrew Byrne Caffe Bon Mobile Truck Calme Infrared Sauna Janice Capuana & Donald Ende Tomas & Ana Chadwick Stephen & Elizabeth Chbosky Bryan Circelli Jennifer Como Jesse Cone Tom & Toby Cone Tracy Cone Maria & Ted Conforti Tim & Debbie Connolly Cos Cob Volunteer Fire Company Tiffany Costanzo Serdar & Kit Demirdelen Joseph & Ashley DeSimone James & Jacqueline Dimitri Maria DiPalma Giuseppe & Francesca DiPuppo Sharon Donohue & Jeff Thane Douro Mauricio & Lina Dussan Jesse & Emily Edelman David & Jamie Eisenberg Geoffrey & Deborah Erickson Dana & CJ Evans Fairfield & Greenwich Cheese Company Margaret Falco-Price & Nicholas Falco Lisa & Joe Ferraro Dana Fields & Daniel Gearon Tamara Fink-Goldman Matthew Finnerty & Victoria La Mura-Finnerty Fjord Fish Market Miles & Robin Flamenbaum Dan & Stephanie Fougere Friedmans Restaurant William & Amy Frischling Allie Ganz Beth Gardner Evan & Ashley Geronemus

Roy & Gail Geronemus Alon & Lori Gitig Nili Gitig Jamaine Glover Neil & Jillian Goldfarb David Goldstein Michael Goodfriend & Nancy Rodriguez Theresa Gottlieb Denise Grasso Green & Tonic The Greenwich Cakery Greenwich Police Department Maria Guarascio & Robert Mahoney Kenny & Kimberley Habul Thomas & Shepard Halsch Jennifer & Richard Harkins Jennafer Heibeck Jeremy Henderson & Catherine Samuels James & Melissa Heus George & Marsha Holzer Brad Weckstein & Dana Hork Gabriela Hundorfean Il Pastaficio Liza & James Jarombek Hannah Jupiter David & Ann Kates Alexandros & Maria Kedros Anthony & Laura Klarman Scott & Jamie Krug Brandon & Allison Lacoff Tom & Meg Lasley Eric Lauerwald & Christina Simon Sloane Lederer & Lucius Palmer Jeffery & Laura Leonard Little Black Business Book Christopher & Amanda Lovejoy Luneau USA Cami Luppino Robert & Dana MacNaughton Maison D’Alexandre William & Dominique Marder Steven & Virginia Markovich Peter & Kat Mattis Myriam Mayorga & Rafael Ulloa McArdle’s Margaret McCaffrey Robert & Marcie McDonald Terran & Lisa Miller Robert Milne & Erin Ringham Thomas & Christina Mitchell Scott & Deborah Mogelof Natasha & Robert Moore Paul Madel & Jennifer Morrison Raymond & Diane Morton Gregory & Valerie Mouracade Jeffrey & Patricia Murphy New York Yankees Marianne & Brian O’Dwyer Kermit Perlmutter & Janet Ozzard Pamela Einarsen Photography Chris Lally & Renata Papone Matthew & Blaine Peck Sara & James Pelgrift Stephen & Hilary Phillips Chris & Jennifer Pignataro

Mr. & Mrs. Kenneth A. Plevan Antonio Muinos & Kathryn Plunkett David & Alyssa Portny Private Prep Danny & Maria Prospero Carol Puglia The Quick Center for the Arts Shoshana Quint & Jonathan Melmed Kirk & Elizabeth Radke Jamal Raghei & Britt-Louise Gilder Ronald & Kathleen Redmond Jason & Shannon Reynolds Rhonda Smith Photography Matthew & Jenna Roach Erwin Castellanos & Shannon Rock Rockrimmon Country Club Tara Rodriguez Brendan & Brigid Rogers Arthur & Jane Rosenbloom Gayle & Howard Rothman Doug Sabo Sam Bridge Nursery & Greenhouse Harvinder & Sonia Sandhu Glen & Daniela Sansone Turandot Saul Drew & Katherine Saunders Christopher Sawyer Bobbi Schmitz Christopher & Amber Senyek Michael Sharkansky & Jennifer Borak David & Mary Lou Shipper Jennifer Shirazi Meghann Smith Alyce & Michael Smolak Lydia Soifer Scott & Rachelle Spielvogel Stamford Museum & Nature Center Jeffrey & Julie Stein Steven Stern Christian & Margot Sturz Michael & Susannah Sung Elviliana Tena Patrick Thane Cary Zateslo & Jonathan Tolins Andrea Tolliver Dina Tolliver The Tucker Family Theo Van Roijen Roxanne Vanderbilt The Vintage Horse James & Cari Walker Elaine Wanderer Christine Wardell Lucas & Lindsay Warford Timothy & Carol Welch Kristian & Emma West Amy Whitlaw Peter & Susan Williams Paul & Erin Withstandley Jacob & Allison Wolfson Carleen Wood Wooster School Michael & Jennifer Zicari Keith & Carrie Zuckerman

FALL 2022

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45 Glenville Road Greenwich, CT 06831 eaglehillschool.org @eaglehillgreenwich EHSGreenwich EHSGreenwich

Change Service Requested

Eagle Hill School

2022-2023 SPEAKER SERIES

OCTOBER 20, 2022

NOVEMBER 7, 2022

JANUARY 26, 2023

Author of Building Happier Kids: Stress-Busting Tools for Parents

Founder: Cyber Safety Consulting

Author of The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students

DR. HANSA BHARGAVA

Dr. Hansa, a renowned parenting and youth mental health expert, Chief Medical Officer at Medscape Education, mom of two teens, and author of Building Happier Kids: Stress-Busting Tools for Parents published by the American Academy of Pediatrics in March.

Dr. Bhargava also teaches at the Emory University Cognitive Based Compassion Training.

This speaker is presented in partnership with the India Cultural Center.

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EAGLE HILL NEWS

LIZ REPKING

Liz Repking, founder and senior Cyber Safety Expert, is also the mother of three children. After entering the workforce over 20 years ago, she spent a majority of her career working as a technical consultant, developing and delivering a variety of training courses for clients. Many years ago, Liz became acutely aware of the dangers the Internet posed to children like her own. While parents recognize these dangers, they are uncomfortable and even intimidated by the depth and breadth of the technology their children use. This led Liz to create Cyber Safety Consulting with the goal of educating parents, children, and school educators on the safe, savvy, and ethical use of the digital world.

JESSICA MINAHAN, M. Ed, BCBA

Jessica Minahan is a licensed and boardcertified behavior analyst (BCBA), 11.6 author, special educator, and consultant to schools internationally. Since 2000 she has worked with students who struggle with mental health issues and challenging behavior in public school systems. She is the author of The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students, and author of The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related or Oppositional Behaviors (Harvard Education Press, 2014).

All presentations begin at 7 p.m., EHS Community Room

For more information and to RSVP, please visit eaglehillschool.org/speaker-series