EHS Spring 2022 Magazine

SPRING 2022

News The

Promise of Hope

Alumni Profiles: How Eagle Hill Made a Difference

Tom Cone & Sharon Pearlman to Retire

An Update from the Board of Trustees

The Parents Association on Coming Together Again SPRING 2022 . 1

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Contents

FROM THE HEAD OF SCHOOL

The Promise of Hope

FROM THE BOARD OF TRUSTEES

Who You Gonna Call?

FROM THE PARENTS ASSOCIATION

Gathering Together Again FACULTY SPOTLIGHTS

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Tom Cone & Sharon Pearlman to Retire FAMILY FUN DAY

Photos from the Big Celebration ALUMNI SPOTLIGHTS

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Graduates Reflect on the Significance of EHS ALUMNI UPDATES

Catch Up with Classmates

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FROM THE HEAD OF SCHOOL 2021-2022 BOARD OF TRUSTEES BOARD CHAIR Patricia Murphy BOARD MEMBERS Sonja Bartlett Kate Benett Dana Fields Amy Jo Frischling, Vice Chair Tom Halsch, Treasurer Brandon Lacoff Sloane Lederer Robert MacNaughton Kat Mattis, Secretary Sonia Sandhu, MD Lydia Soifer, Ph.D. Roxanne Vanderbilt

The Promise of Hope In my office hangs a wonderful quote from Maya Angelou that has always challenged me and my work. Angelou wrote: I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.

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

This issue of the EHS News is largely dedicated to testimonies from our graduates and their reflections on the teachers that mattered. Our alums rarely mention the skills and content of their learning (though we all agree it is essential), but they recall, with uncanny accuracy, the teacher who made them feel confident or challenged or inspired. Ask any adult to conduct this same exercise and we can all identify those seminal teachers and moments in time.

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 MANAGER Margaret McCaffrey M.McCaffrey@eaglehill.org DEVELOPMENT ASSOCIATE Maria Conforti M.Conforti@eaglehill.org PHOTOS CONTRIBUTED BY Rhonda Spevak 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 policies, admissions policies, scholarship and loan programs, and athletic and other schooladministered programs.

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EAGLE HILL NEWS

Success can be described in many ways here at Eagle Hill, but it is always measured against the backdrop of hope.

But here at Eagle Hill, I have noticed something different. These are not just statements of thanks for becoming a better writer, or being more organized or being a more accomplished athlete. These are expressions of thanks for giving them the promise of hope. Students often arrive here feeling they have failed at school and at life. Most did not have their needs met in their previous school and despite all the accommodations and strategies employed, they felt defeated by a system that couldn’t lift them up.

The Eagle Hill experience delivers on the promise of giving every child their chance to unlock the mystery of how their mind works. This is their opportunity to feel adequate and confident that they CAN learn and with unlimited patience, their teachers are their partners.

Success can be described in many ways here at Eagle Hill, but it is always measured against the backdrop of hope. I often share with teachers that our report card is written years after our students depart. Did our lessons and words of encouragement stick - Did they remain hopeful? The answer to that question will tell you everything you will ever need to know about this wonderful school.

JAMES P. HEUS Head of School

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FROM THE BOARD OF TRUSTEES

Who You Gonna Call?

BY SLOANE LEDERER, P’19

Your Eagle Hill child is old enough for a learner’s

permit, is applying to college or looking for an internship or first job. You contact friends for relevant advice and meaningful suggestions.

Your Eagle Hill child hits a milestone – or a road bump – and you want to laugh or commiserate with someone who understands the significance.

Your child may not have gone to Eagle Hill for very long, you haven’t seen each other in a long time and you have other demands on your time…so why are you reaching out to other Eagle Hill alum parents or making time to volunteer for Eagle Hill? Because other Eagle Hill parents—even alum parents— understand the quandaries, they are happy to share ideas or resources and are more than happy to celebrate your Eagle Hill child’s successes with you.

They “get it” when even your closest friends and family may not.

Because other Eagle Hill parents – even alum parents – understand the quandaries, they are happy to share ideas or resources and are more than happy to celebrate your Eagle Hill child’s successes with you.

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EAGLE HILL NEWS

Some of us discovered Eagle Hill early in our child’s academic journey; others had a more circuitous route. Our children were welcomed, made friends, struggled less and progressed academically.

As parents, we were also given opportunities to learn, in our case from experts at the various presentations on learning differences, executive function and ADHD, and to learn from each other at the Parent Support Group or Dads’ Nights. Now that we are alum parents, we continue to consult with experts, read books, and attend webinars or lectures. But when the latest dust storm arises or a new milestone appears on the horizon, many of us reach out to friends who understand our apprehension. As Catherine Salisbury P’18 puts it, “While the friends I made at Eagle Hill may not have had children with my son’s exact diagnosis, the journey we shared was similar. Now that my son is in high school, I remain in touch with a few of those friends. Our children have taken different high school paths, but we all understand the journey we took and are still on as our children age. My parental peer group from Eagle Hill understands my family’s journey so much more than my own

parents and brothers.” As Pam Grayson P’13 says, “As my son prepares to go out into the ‘real world,’ I feel I need these Eagle Hill moms more than ever because our academic safety nets are gone once college is over.”

Sometimes an article catches your eye or you hear about a new study. It may not pertain to your child now, but you recognize its importance. You want to talk about it, but who will care? Probably a friend from your Eagle Hill days. Just recently, in the course of a conversation, Charlotte Triefus P’15 mentioned a new test that is just what another friend needs to know about. Charlotte, who describes herself as “forever grateful” to Eagle Hill, remembers when some of the New York parents would get together.

One was involved in an organization for city children unable to go to a school such as Eagle Hill and the others rallied their support, understanding what a difference the right support can make.

Alum parents and board members often remember meeting each other through various EHS programs and PA volunteer opportunities. Many recommend that current parents find the time for some of the events, as they can lead to friendships and connections long after your child has left EHS. For alum parents who are interested in getting in touch with other alum parents, please contact alumni@ eaglehill.org or join the Eagle Hill Alumni Parents Network on Facebook.

All of us have advocated for our children, rallied them and celebrated with them along the way. As they become more independent, our focus shifts to other priorities. As alum parents, we may not be in touch with our Eagle Hill friends often, but we know who we will call at a moment’s notice, for a laugh, a referral, or a “can you believe it” moment.

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FROM THE PARENTS ASSOCIATION

Gathering Together Again

BY JENNIFER BORAK, PA PRESIDENT & MOM OF SPENCER SHARKANSKY

In many ways,

it feels like a new beginning at Eagle Hill. The Parents Association is thankful that with the support of parents, families, staff, and administrators, many of our beloved events and programs are being held again in person. We are excited and energized that the Eagle Hill community can finally gather together on campus and off, after two years of Covid-related changes.

The more parents who contribute their time and talents, the stronger our school community grows.

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EAGLE HILL NEWS

In recent months, the Parents Association has planned events such as the Upper School Dance Party, the Spring Coffee Truck Meet-N-Greet, and of course, everyone’s favorite, Family Fun Day. In addition, we are very excited to have our community come together for the 2022 in-person, “A Night of Magic” Benefit on Saturday, May 21, at 6 p.m. This year, we are celebrating and honoring Tom Cone, who will be retiring after 46 exceptional and inspiring years of service. This fundraiser/ silent auction is one of the most important annual events for EHS, and the Parents Association strongly supports this important cause in all facets.

Events are an integral part of Eagle Hill in helping the community at large stay connected; whether volunteering your time for an hour, or being on an event committee, there is no better way to stay connected with other parents, faculty, administrators, and even your child’s classmates.

Volunteering is an opportunity to share your skills, creativity, and interests. The more parents who contribute their time and talents, the stronger our school community grows. We all undoubtedly benefit from the skills, hobbies, and interests that are shared as well as listening to the ideas, concerns, and experiences of participants. In short, any amount of time spent volunteering is helping towards the greater goal of a strong and supportive community.

Eagle Hill has been such a perfect environment for my son, so being a part of the Parents Association is my way of saying “thank you” to the school that has done so much for him. In addition, I feel as though I’ve gained so much knowledge since being involved in the PA; it’s been a way for me to meet other parents of children with learning differences and hear of their personal experiences. This has been invaluable for my family and me.

As we move towards the 2022-2023 academic year, the PA continues its work to foster and provide an atmosphere that will encourage all families to feel welcome and in turn come together again.

We are excited about the many activities that are in the planning stages already for the next school year - stay tuned for more information! Please look for the EHS School News that is emailed Thursdays at 9 p.m. from the Development Office. It features details on educational offerings, such as the Virtual Speaker Series, the Parent Support Group, as well as fun goings-on, complete with online sign-up sheets.

We hope you join us for what is shaping up to be a memorable new chapter!

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FACULTY PROFILES

Talk about destiny.

Tom Cone’s journey to Eagle Hill began on a beach in Scarborough, Maine. It was in the mid-1970s and Cone’s dog had gotten into a scuffle with another dog.

He soon found himself chatting with the other pup’s owners, Rayma and Mark Griffin, who told him how they were starting a school in Connecticut for children with learning differences.

“I mentioned I was working as a resource room teacher at a public elementary school in Cape Elizabeth, Maine,” recalls Cone. “I trained as a teacher for kids with learning disabilities. They invited me to come down to Greenwich and the rest is history.”

When Cone first arrived, there were just two buildings on the school’s grounds.

Like himself, many of his new colleagues were in their twenties. Cone grew up in Manchester, Connecticut. His parents and grandparents were all educators, so he felt it was his calling to become a teacher. He graduated from Keene State College in New Hampshire where the curriculum explored the new advancements in special education, a perfect prerequisite for his work at Eagle Hill.

“One of the challenges was to bring an independent school for children with learning disabilities into Greenwich,” Cone said. “We had to focus on all of the different community building efforts, as well as the relationships that needed to be built both internally and with families, colleagues and other schools.”

We weren’t and never advertised as a one size fits all program. No cookie cutters in our drawers.

Over the years, he served in many roles, including teacher, sports coach, administrator, Director of Admissions and Placement, and now as the Assistant Head of School. All of the positions involved collaborating with colleagues to guide the growth of the school. (CONTINUED)

Mission Accomplished After 46 years of helping students succeed, Tom Cone is retiring from Eagle Hill.

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FACULTY PROFILES

We made no excuses for being completely different than almost every other school.

I don’t stand alone. There was consensus about what we were meant to do from the very start.

“I don’t stand alone,” he emphasized. “There was consensus about what we were meant to do from the very start. Did that evolve? Yes. Did the program grow in areas we never dreamed of? Yes. But the essence of the school has remained the same, and that is we were meant to be the place for kids to have that second chance opportunity to realize what their potential really was.”

Their initial objectives were consistent with the first Eagle Hill School in Hardwick, Massachusetts. “The goals were to provide for a group of kids that were being underserved in the schools that they presently attended during a time when special education services for kids with learning disabilities were hard to come by both in public and private schools,” Cone recalled. It was the dawn of creating effective education for children who were challenged in school.

“We recognized that there were many places all over the country where there were many kids struggling in school because they weren’t being taught properly,” Cone observed. There was a lot of new, cutting-edge research coming out of universities that they used to implement different educational programs, such as reading programs.

“Those of us working here were developing our own professional interests and we were committed to being educated in terms of what were these new practices and how they intertwined with what we were doing,” Cone observed.

The focus was on the child with language-based learning differences. Students were respected to have individual learning styles. “It allowed for us to make the changes over the years that were ones that made us more effective in teaching kids,” he continued. “We weren’t and never advertised as a one size fits all program. No cookie cutters in our drawers.”

Cone’s patient, optimistic, and approachable disposition has set an inspiring example.

His generous spirit and passion for each student’s success further proved to shape the school’s culture.

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Cone’s legacy includes his dedication to “the whole child” – an Eagle Hill value about caring for a child’s academic and personal growth. It is a cornerstone of the school.

Indeed, instilling a young person with self-confidence and developing character are vital to him. “Part of the inspiring aspect of the school is it’s not just about academics,” Cone said. “We celebrate the unique talents of our kids that in many cases have been unrecognized before they come to us. Here, they get to build themselves up and experience success after success.”

When asked which endeavor he has felt most fulfilled by, Cone finds it hard to choose one. Counseling students and coaching sports are on the list. The boarding program is close to his heart too. It provides what he considers the best that Eagle Hill has to offer. “For the vast majority of kids, boarding here has combined the structure that they continue to need to be successful students academically with the wonderful experience of a peer group where they can develop interpersonal skills that for many of them were hard to come by.”

Reflecting back, he has fond memories for his colleagues who guided Eagle Hill to become “that special different place.” “We made no excuses for being completely different than almost every other school,” Cone said. “It was always directed toward the language-based learning-disabled kid. We never parted from working with that group of children, and yes, I have been a champion of those kids.”

As for retirement, he looks forward to spending more time with family. His daughter, Tracy, continues the family tradition and is a teacher in the Upper School. He envisions working in some capacity with families or kids in crisis, as well as volunteering where there are people in need. “I kind of want to treat myself to being wide open,” Cone said.

“I’m going to wait and leave it out there. I’m excited.”

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FACULTY PROFILES

A Woman of Many Talents When Sharon Pearlman was first offered a teaching position at Eagle Hill, it was just supposed to be a temporary one lasting three months.

“My first day was April 1, 1986, and here I am about to retire,” she recalled. “This is where I was meant to be.”

Pearlman still finds it amusing that she initially thought “a dorm school” like Eagle Hill would not be a good fit for her. “I remember thinking, ‘Oh, I want to be home at night,’ ” Pearlman said with a laugh. “I will just get some experience here and move on. Well, I’ve been nowhere else since.”

She quickly found that the residential program is what helps make Eagle Hill very special. “I actually loved being in the dorm, because it was a different way to interact with the kids,” she said. “You could really build relationships. And I loved that. It wasn’t teachers above kids. It was teachers and kids coming together to figure out how this learning thing is going to happen.”

For Pearlman, there was never a doubt she would become a teacher. She grew up in Redding, Connecticut, in a family of educators. Her grandmother even taught in a one-room schoolhouse and rode to work on a horse. Pearlman earned a Bachelor’s Degree in Elementary Education from Bucknell University and a Master’s Degree in Special Education and Reading from Manhattanville College.

At her Eagle Hill interview, she knew that this was the place for her. One of the school’s goals discussed really resonated with her. It concerned the value of understanding a student, both academically and personally. “I have always believed that you are not teaching reading or math, you are teaching a kid,” she emphasized. “And you need to get to know these kids.” Parents are then helped too, Pearlman added. They feel their child is finally being “seen,” and kids feel seen, too.

In the dorm...It wasn’t teachers above kids. It was teachers and kids coming together to figure out how this learning thing is going to happen.

“It’s so important to listen to students, and it’s especially helpful with the older students,” she said. “They can come to us almost traumatized after having been unsuccessful at their other schools, so they get guarded and scared to trust.

Helping them to feel safe, to let down their guard is crucial. I have always tried to see children and figure out how to help them.”

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FAMILY FUN DAY Is BACK!

FACULTY PROFILES

When she arrived, there were fewer than 100 students. In her early years, she taught most subjects to an array of ages. “There was a sense that we teachers were all in this together, trying to forge a path in the field of LD,” Pearlman said. “Eagle Hill School was known as an outstanding school in the field at that point even then.”

There wasn’t as much published about language-based learning differences as there is now. That empowered teachers to get creative. “I made a lot of my materials in those days,” Pearlman recalled.

Over the years, Pearlman has worn many hats: Teacher, Advisor, Dorm Duty Master, Tutorial Department Co-Head, Summer Program Co-Director, Mentor.

A big concern of hers has always been to emotionally support the students. –“We strive to help them see that they matter, that they are capable, and that we believe in them,” Pearlman said. “Maybe we believe in them before they believe in themselves.”

In retirement, she’d like to return to many interests, perhaps learn a language and a musical instrument. Her primary focus will be her family, including grandchild, Maddy, daughter, Jessica and son, Michael. Both Pearlman’s children also work with kids, which makes her feel good.

“It’s nice to see my passion for teaching may have had some influence on my own children,” she noted. “Sometimes with teaching, you get to witness some Aha moments.

I do believe you are planting seeds. I’m in 100 percent. I don’t think you can sustain working as a teacher if you don’t feel you make a difference.”

JENN HARKINS

REFLECTIONS BY COLLEAGUES ABBY HANRAHAN Lower School Teacher

GINA BURKE

Upper School Teacher “ I appreciate how profound and how deeply Sharon cares about our students and the entire Eagle Hill program. She establishes sincerity in everything she does - teaching students that they can read and enjoy it, understand math, and be successful with social relationships. Not only does she build confidence in all these areas of that child, but she is an advocate to the Eagle Hill community and parents to share her incredible insights into the challenges and how to help the child to be their best self.

Sharon is the epitome of our successes at Eagle Hill. I am so fortunate to have learned and worked alongside such a special person. Thank you, Sharon, for being such a solid figure of the foundation of the school.”

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“ Some of my most favorite memories of Sharon are from our time together running the Summer Program.

Who knew that working in the summer could be so much fun! But those were truly the ‘good old days.’

I learned something from Sharon every single day.

While she has worn MANY hats Eagle Hill over the years, she is a teacher at heart and a lifelong learner. She has worked her magic to teach some of our most challenging students to read, and there’s no greater gift than that. Her love for teaching is infectious. That is her SUPERPOWER. Sharon is an eternal optimist. I’ve learned from Sharon that when you’re presented with a challenging situation, to take a moment, don’t panic. Breathe. Weigh the pros and the cons, go through the ‘what ifs’ and don’t be afraid to ask for help. She’s not only been my colleague but also a dear friend.”

Upper School Division Head “ Sharon takes incredible ownership of her students and works tirelessly to find the right creative instruction and strategies that will make reading, particularly the decoding aspect of reading, ‘click’ for our students. She has often worked with our oldest students who are still struggling to read and she is able to masterfully work on the hardest academic area for them while building their self-esteem, no easy feat! Sharon understands how important it is to help students to feel good about themselves so that they are open to learning. She goes out of her way to attend games and to show interest in their lives outside of Eagle Hill in order to form relationships in which they trust her completely.

Sharon has served as a mentor and the head of our Tutorial Department so she has also taught our faculty so much. She is a valuable resource and is always willing to take time out of her busy day to talk about reading and students. It is no wonder that parents request Sharon year after year. Her dedication to Eagle Hill’s students and faculty has been incredible.”

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ALUMNI PROFILES

Graham Miller ’04

What a Difference EHS Makes Perspectives from Alumni Graham Miller, Eagle Hill Class of 2004, is an assistant coach of the rowing team at the Brunswick School in Greenwich.

His position there comes after an illustrious career in the sport that includes training for the Olympics with the U.S. Rowing Team. He earned a Bachelor of Arts Degree in Political Economics from Georgetown University.

WHAT FIRST BROUGHT YOU TO EAGLE HILL? I was at Brunswick for first and second grade, and I was slow to learn how to read. I had a reading disability, and I had poor organizational skills.

I attended Eagle Hill for third and fourth grade.

[Faculty] were instrumental in my development.

Reading continued to be an issue, but the organizational skills I learned helped me to read more proficiently. The organizational components to each classroom and the small classroom dynamics were amazing.

I have social anxiety and I was very introverted.

I was able to find friends in an unfamiliar environment thanks to the structure of the school.

And I’m still in touch with two friends from the school after all these years. There was this sense of equality between students. A large portion of it had to do with acceptance. Everyone was there for different reasons, which is great. It was such a healthy environment, and the students embodied that too. I went on to Brunswick in fifth grade. I just tried to apply everything I learned at Eagle Hill there.

Eagle Hill provided me with those tools to apply when the going gets tough.

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WHAT DID YOU LEARN AT EAGLE HILL THAT HELPED YOU MANAGE YOUR LEARNING DIFFERENCES? I learned to ask more questions and be okay with that. I used to be so afraid and timid if I was confused. I just never would ask a question. Eagle Hill created an environment where asking questions was really accepted. It took some time, but I equate most of my learning at Eagle Hill with being able to ask questions and being able to have a voice at a young age. Even though you are different, you can have a voice and someone hopefully will listen. I think that is beautiful.

BEYOND ACADEMICS, WHAT MADE EAGLE HILL DIFFERENT FROM OTHER SCHOOLS YOU HAVE ATTENDED? A portion of it was the student body. The school provides an environment that isn’t cutthroat. I never felt like there were students at the school who were hurtful to each other. In the grand scheme of things, the student body never diminished each other.

WHAT ARE YOUR FAVORITE EAGLE HILL MEMORIES? I loved working at the school’s sort of hip alternative rock radio station. Every morning from eight to nine o’clock, a few of us would host a radio show. I got outside of my comfort zone. Eagle Hill was also where I continued on with music. I was learning to play the drums, but a teacher got me into playing the piano. I’ve been playing classical piano for sixteen years.

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ALUMNI PROFILES

GRAHAM MILLER ‘04 CONTINUED

TELL ME ABOUT YOUR JOURNEY AFTER EAGLE HILL? Sports became a huge thing for me. I became a professional Olympic athlete. I began rowing in high school and made varsity when I was a freshman.

I was the captain of the Brunswick rowing team when I was a senior. I got recruited to Georgetown.

I was the first freshman in Georgetown history to make the varsity team the first year. I was part of the U.S.A. National Team. I graduated from Georgetown, where I majored in Political Economics. I went to work for UBS Wealth Management. Then the U.S.A. Olympic coach called me and said that he wanted me on the team. So I left UBS and went to the Olympic team. I trained there for two years until I had some injuries. I still wanted to row but I couldn’t physically, so I became a head coach for three years in Washington, D.C. I worked with children and adults. I loved interacting. It has to do with my interactions at Eagle Hill and how helpful they were.

WHAT DO YOU LOVE ABOUT ROWING? Given somewhat of my tendency to avoid reading or working behind a computer, rowing freed my mind where I didn’t feel anxiety. I felt anxiety in a different way. It was more of a feeling, like I can apply myself and not second guess I could do it. I was confident.

And the rowing provided me structure.

I’m an only child and adopted. I’ve always wanted to have a sibling. Rowing really showed me something about brotherhood and comradery, and about being part of a team dynamic. It’s something I yearned for.

High School was terrifying for me with my social anxiety, and because of being with all these older, smart guys. I wanted to have something I was good at, and something I could say, this is my identity. I also hoped to be around guys I could trust. Sports engrains trust between people. I knew I would go to school each day and have at least one person who I could talk to if I needed to.

WHAT WORDS OF ADVICE WOULD YOU GIVE TO CURRENT STUDENTS OF EAGLE HILL? Ask a lot of questions. Don’t be afraid to be wrong. At Eagle Hill, I learned that I have a voice.

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Rebecca Karnani ’11 Rebecca Karnani, also known as Bec, Eagle Hill Class of 2011, is a junior at the University of California San Diego, where she is majoring in Economics and Mathematics and minoring in Critical Gender Studies. She hopes to work in finance, with the goal of helping women.

WHAT DID YOU LEARN AT EAGLE HILL THAT HELPED YOU MANAGE YOUR LEARNING DIFFERENCES? The biggest thing that I learned was to ask for help.

I had amazing teachers who really empowered me with my education. I came to Eagle Hill from a public school, so that transition was a little bit tough at times due to having to leave my friends. But everyone was so welcoming.

WHAT LEARNING DIFFERENCES DID YOUR TEACHERS SPECIFICALLY HELP YOU WITH? I have ADHD, so definitely learning how to focus in class and learning what I had to do to focus were important. When I went to school in Australia [after attending Eagle Hill], I would really try hard to sit in the front of the classroom, because I think that is where I focus better. I also knew that for me to be able to study effectively, I had to be alone.

That’s because I found studying with other people distracting. I remember my Eagle Hill study skills class was one that stood out to me, because we did a lot of work on ways that would help us learn the best. I definitely took those skills with me. I still do things that I learned at Eagle Hill.

DO YOU HAVE ANY WORDS OF ADVICE FOR CURRENT EAGLE HILL STUDENTS? Take what you learn at Eagle Hill and really try to apply it to the rest of your life. For me, it was about learning not to let my ADHD stop me from doing what I wanted to do. I knew that if I really wanted to achieve what I wanted to, I could. I just had to figure out ways for that to happen. If that meant having to study a little extra than my friends, or figuring out ways to study more effectively, then that is what I have had to do. Just make sure you are not having a mental block like, “Oh I have learning difficulties, so I can’t be this sort of person.”

Today when I tell friends that I have ADHD, they are always so shocked. Well, I spent the last twentyone years learning how to navigate around that and figure out the best way to learn for me. I really don’t know what my life would be like without having attended Eagle Hill. It is exciting to learn that students are getting the same help that I did.

It’s important for students to know that they can achieve anything they want to.

WHAT WERE YOU TAUGHT AT EAGLE HILL THAT REALLY RESONATED WITH YOU? LEARNING TO ADVOCATE FOR YOURSELF WAS ONE – IS THAT RIGHT? Yes definitely. Ms. Kimberg, my science teacher, took us for walks around campus and let us explore and learn about topics that interested us. I think that was really unique. I think she would love where I am now. Miss Martin, my math teacher, laid the groundwork for my becoming a math major. I had a really tough time with having to move to Australia and Ms. Quinn helped me get through it.

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ALUMNI PROFILES

Julia Karnani ’06

Julia Karnani, Eagle Hill Class of 2006, earned a Bachelor of Science degree in Chemistry and Biomolecular science from Macquarie University. She works in a pathology laboratory in the biochemistry department.

WHAT DO YOU REMEMBER MOST OF THE BOARDING PROGRAM? I lived close by, so I was not boarding because of the distance. Joy Delisle and the staff made a huge difference in my life. They helped not just with my confidence, but they understood my feelings and helped me understand them too. I would have anxiety and emotional episodes where I didn’t know what was happening with me. Joy helped me develop coping mechanisms, and helped me understand that it’s okay to have these emotions. I learned I shouldn’t have to hide from them. I should embrace them and work through them. If I had a particularly anxious day and wanted to block everyone out, the boarding program taught me how to work through that, fight that, and process those emotions. I still carry that with me.

WHAT ORIGINALLY BROUGHT YOU TO EAGLE HILL? I went to an all-girls school when I was little. I just thought it was normal how I learned, how I was being treated in class, and how I was being tutored.

When I struggled with reading aloud, kids laughed at me. I came to Eagle Hill, and there was no bullying. It’s a very accepting place. A lot of kids get bullied before they come to Eagle Hill because they are different. Kids at other schools don’t understand that people learn differently. It can be traumatizing.

It can be heartbreaking not fitting in. I really felt I fit in at Eagle Hill.

WHAT WOULD YOU TELL KIDS TODAY ABOUT HOW THE BOARDING PROGRAM HELPED YOU? It is a great program for getting yourself out of your comfort zone, learning to adapt to people your own age, and gaining social skills. I encourage the school to expand it, because so many kids would benefit from it. Not seeing your parents [on weekdays] is a small price to pay for getting skills you can use not just in adolescence but for the rest of your life.

Those skills include learning how to coexist with your peers, as well as learning how to negotiate and compromise.

HOW DID EAGLE HILL HELP YOU MANAGE YOUR LEARNING DIFFERENCES? I started to get more confident in reading. English class was very good. It was the independent reading aspect that really helped me. Being able to choose my own books that were based on my interests really made a difference. I started getting into mysteries, and now I’m into reading crime novels! Before that, I was struggling with reading, but [at Eagle Hill] I gained confidence and started to read at my grade level.

WHAT ADVICE WOULD YOU LIKE TO SHARE WITH CURRENT STUDENTS? To a lot of first year students who are not coming from an ideal situation - don’t get discouraged.

If you struggle, identify those struggles. Identify what is bothering you and work through it. You can reach the light at the end of the tunnel. There is no darkness. Persevering and seeing it through is the key to a lot of great outcomes even with learning disabilities. If it takes you five tries, that sixth try is when you are going to get it done. And then you accomplish what you wanted to do. See the light.

I always did well with mathematics. Being in a class that was at my level was so helpful. That is why Eagle Hill works. Programs are designed for the individual. I started to play field hockey. I started getting social. I started to come out of my shell.

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WHAT BROUGHT YOU TO EAGLE HILL? Lucy: Julia was attending another school, and it became apparent that she had some learning difficulties. We started to implement a whole variety of interventions, but it became clear that the traditional school environment was not the right fit for her. She was having tutoring almost every day. What they created was a “patchworkquilt” solution, which was both inadequate and exhausting for Julia. We are eternally grateful that we found Eagle Hill.

Ramesh: She wasn’t happy at school and all the extra-curricular work required to try and keep up.

That is why we decided that we needed to find a school that understood her learning differences and could support her more effectively.

HOW DID EAGLE HILL HELP JULIA? Lucy: The first year, grade five, was very difficult for her. There was a lot we still needed to learn about how Julia saw the world and functioned within it.

The Eagle Hill faculty were invaluable in helping us. We went through an extensive assessment process that included daily reports from each of her teachers for weeks on end to which everyone contributed so willingly. As a result, we gained a far greater insight not only about her learning needs but also her environmental needs.

The Parent Perspective Lucy and Ramesh Karnani, a former member of the Board of Trustees, are the parents of two Eagle Hill School graduates, Julia, Class of 2006, and Rebecca, Class of 2011.

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TELL ME ABOUT JULIA’S TRANSITION INTO THE BOARDING PROGRAM IN GRADE SIX? Ramesh: For me, the most difficult moment was explaining to Julia why we thought that a boarding program would be good for her when we lived less than three miles from the school. Eagle Hill did a great job explaining it to Julia and convincing her that she would benefit from living at Eagle Hill— the structure the boarding program provides, the environment, the supportive ambience. Helping Julia understand she needed that structure was invaluable. We are big fans of the boarding program.

WHAT KIND OF GROWTH DID YOU SEE IN JULIA WHEN SHE WAS IN THE BOARDING PROGRAM? Lucy: She was 12 when she began in the program.

We had learned she had a nonverbal learning disorder as well as various learning differences, and that manifested for her as social anxiety and other behavioral challenges. By the time she left the boarding program, she was very typical for a 14- or 15-year-old – socially and emotionally. I absolutely

credit the boarding program for that. Interestingly, when we were talking to Julia last night about the program, she brought up the benefit of the structure.

We were told at the time, it is very difficult to provide a clear, absolute structure in a family environment where there are complex dynamics because we have other children…. If it’s what your child needs, [the boarding program] is probably the most outstanding program of its kind.

TELL US ABOUT YOUR DAUGHTERS’ EDUCATIONAL JOURNEYS AFTER EAGLE HILL? Lucy: Eagle Hill has been very helpful in advising and guiding us in terms of where Julia attended after Eagle Hill. She went to the Forman School, which was an excellent fit for her needs. In Bec’s case, we recognized there was something not typical in her learning style at a very early age and so we had her assessed. She attended kindergarten through grade two at another school, but she needed tutoring to stay a pace. And so, we were very grateful when she was able to attend Eagle Hill from grade 3. She was socially confident, but the tailored classes, by subject, really built her confidence as a learner. The absolute standout thing for her was that she developed the skills to advocate for her learning needs – skills she still draws on today.

We later moved to Australia, and initially we decided not to say too much about Bec’s learning issues at her new school to allow her grade teacher to develop her own opinion of her. But Bec, of her own volition, would say to her grade teacher, “Oh, I need to sit in the front row” or “I need this to learn.” So right from the beginning, she was able to advocate for what she needed, for which we are very grateful and proud!

through. They had been taught to say, “I learn best when….” Each child then completes that sentence. It is just so wonderful to hear your own child advocate for herself.

EAGLE HILL OFFERS A COMMUNITY FOR PARENTS TO MEET OTHER PARENTS OF CHILDREN WITH LEARNING DIFFERENCES. HOW DID THAT IMPACT YOU? Lucy: Massively. This was one of the biggest and most significant benefits of becoming part of the EHS community. When you have children with learning differences, people can’t understand what it is like, such as the worries you have for their learning and social development. I found it enormously helpful to be with similar people with this shared experience. I also felt it was very good for Ramesh to have fathers [of Eagle Hill students] who he could get to know.

Ramesh: It was extremely helpful. Months before Julia started attending Eagle Hill, we were invited to the annual parents’ fundraising event. We met other parents whose children had graduated from Eagle Hill five, ten years ago. I asked them, “If your child graduated ten years ago, why are you still coming to this event?” It was really mindboggling and eye-opening to hear about their experiences, and how grateful they were to Eagle Hill and the support they had received. That had a huge impact on me.

Ramesh: We discovered the school was not as advanced as Eagle Hill in terms of identifying children with learning differences. They had far less experience and therefore difficulty in fully appreciating Rebecca’s learning differences and how to support her. I must say for Rebecca to advocate for herself was extremely helpful.

Lucy: We were so spoiled by Eagle Hill. Although wouldn’t it be great if all schools taught their students such skills.

Ramesh: We had been trained well by Eagle Hill. We also knew how to ask for help for Bec and Bec knew, too. I love the exercise that Bec and Julia went SPRING 2022

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ALUMNI PROFILES

Revan Lazarus ’16

Revan Lazarus, Eagle Hill Class of 2016, lives in Los Angeles, where he is a sophomore at the University of Southern California.

He is majoring in Intelligence and Cyber Operations and minoring in Blockchain Technologies. Outside of the classroom, Revan plays for USC’s Trojans baseball team.

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WHAT DO YOU REMEMBER ABOUT YOUR FIRST AND LAST DAY AT EAGLE HILL? I was at Eagle Hill for my seventh- and eighthgrade years. On my first day, I was pretty excited because I was coming from a school where I really wasn’t happy with myself or with my learning experience. After visiting Eagle Hill, I kind of felt like this was the place I was going to be successful at. I was pretty happy I was going to a place where I thought I could succeed. I recall walking on campus and feeling very welcomed by everybody.

My last day was the Eagle Hill graduation, which was great. I really felt like I had become the student and person who I wanted to be. And I felt that I was going to be able to be successful at a more mainstream school, and then later on in life.

AT EAGLE HILL, WHICH CLASSES STOOD OUT THAT HELPED YOU PERSONALLY WITH LEARNING CHALLENGES? I was in Mr. Moore’s class twice for tutorial. He’s a teacher who really helped me, regardless of the subject. He could have been talking about anything, and I would have been able to pick it up. I also recall Mrs. Connolly’s English class was super impactful, because she challenged my classmates and me to read harder material. [She encouraged us] to actually understand the material not just on the surface level, but deeply and in the historical context. Some of the books we read in that class came up in high school and continue to come up in references in college.

HOW DID YOUR VIEW OF YOUR OWN SELF CHANGE DURING YOUR DAYS AT EAGLE HILL? I was always a very confident kid when it came to everything else but school, and especially reading. I was confident in making friends, in athletics, in pretty much every other area, but when it came to that I was pretty shy. I didn’t want to expose that I wasn’t perfect at everything. Coming to Eagle Hill made me realize it’s okay not to be perfect at reading, at everything in general. I think slowly over time, my confidence began to build within reading, within English [class], in school in general. The confidence from other areas began to help out the confidence in reading. I had built such a strong foundation within knowing myself, and knowing I can do whatever I set my mind to.

Once I put my mind to getting the help I needed and I wanted, I was able to be a very successful student.

WHAT ARE YOUR FAVORITE MEMORIES OF EAGLE HILL? I think just being surrounded by the great faculty and staff is my favorite one. Mr. Moore and Mrs. Tone were the best. I also enjoyed my time on the baseball field and basketball court. Some good times and good friends were made. The teachers have been so great, even after leaving.

AFTER GRADUATING FROM THE BRUNSWICK SCHOOL, YOU WENT ON TO USC, WHERE YOU ARE MAJORING IN INTELLIGENCE AND CYBER OPERATIONS. WHAT ATTRACTED YOU TO THAT PROGRAM? I’ve always been passionate about finding different ways to do things. It deals with a lot of problemsolving, where you can take your own path, rather than maybe another field of study where there is kind of a cookie-cutter way of doing things. I kind of like that. I think the cyber market and cyber security is an emerging field, so I thought that would be a good major to pursue.

I love school. I feel welcome, but I also feel like I’m in an environment where I can explore outside of my comfort zone and try different things, whether it’s school-related or baseball-related or extracurricularrelated.

WOW, YOU ARE PLAYING BASEBALL AT A UNIVERSITY THAT HAS ONE OF THE FINEST ATHLETICS DEPARTMENTS IN THE COUNTRY. WHAT POSITION DO YOU PLAY? I’m a catcher. When I was at Eagle Hill, I played catcher. I played all over the field, too. In college, I have transitioned back to being a catcher. I have a lot of memories of being a catcher at Eagle Hill, and trying to develop my skills. It’s very cool to see it come full circle, especially at a very high athletic and academic university like USC.

At my Eagle Hill graduation, I really felt like I had become the student and person who I wanted to be.

DID YOU ALSO PLAY OTHER SPORTS AT EAGLE HILL? I had so much fun playing basketball at Eagle Hill, too. Those bonding memories, those team memories, and those lessons really translated to all walks of life for me, especially in sports. [I learned] the lesson that one should be a really good teammate, to be teamoriented first. I realized I should not be concerned about myself as an athlete, but rather be focused on how I can help my teammates and help the overall team succeed. That I learned at Eagle Hill.

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Elizabeth Urban ’93 Elizabeth Urban, Eagle Hill Class of 1993, works at a nursery school in Massachusetts. Her professional path and love of kids were inspired in part by her mother, Brook, a former member of the EHS staff and Board of Trustees, who helped establish a child care center in Greenwich. After Eagle Hill, Liz attended St. Luke’s School in New Canaan and then Purnell School in New Jersey.

After high school, while doing service work with AmeriCorps, she helped hurricane victims in Florida, the homeless in New York City, and others in need nationwide. She is now pursuing an Associate’s Degree in Early Childhood Education at Quinsigamond Community College.

WHAT FIRST BROUGHT YOU TO EAGLE HILL? I was diagnosed with a processing problem. There is no real evidence that I have a learning disability.

Through tests and through other channels, we determined my learning disability is in processing.

I was attending a mainstream school. I was having difficulty understanding the material and processing the information. My parents heard about Eagle Hill, and they decided that it was the best place for me.

We moved to the area, so I could get the education I needed to succeed. I really want to thank my parents. Without their support, I never would have had the opportunity to attend Eagle Hill to help shape the person that I have become today.

PLEASE TELL ME HOW EHS TEACHERS HELPED YOU. Every teacher I encountered at Eagle Hill touched me in different ways, with their wisdom, through their teaching styles, through their empathy, and hearts. I remember working really hard on trying to conquer math, and I still was having difficulty. I remember giving my teacher a high five after completing this difficult math problem we had been working on.

It felt so rewarding. Every teacher I encountered taught me something different.

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I played field hockey. I was a goalie. People involved in sports were so supportive. The coaches were inspiring and helpful on the field and off. It was a moving and wonderful experience, and I thank the teachers every day for using their skills to help me achieve in my education further down the road.

WHAT WERE SOME OF THE VITAL LESSONS YOU LEARNED AT EAGLE HILL? Eagle Hill taught me to advocate for myself.

Before being a student at the school, I wouldn’t say anything. Now I say to teachers, I have a processing problem. I just want you to be aware of this. I’m not using this as an excuse, I add. I just want you to know the material might be a little bit challenging for me at times. That has helped me in college, and in my career. Eagle Hill gave me the skills, and my parents too, to advocate for what I need as a person to basically succeed in life.

CAN YOU TELL ME ABOUT YOUR LIFE NOW? I take one class at a time at Quinsigamond Community College, because I work full-time. I applied for a scholarship. I couldn’t have done that without the help of what I learned at Eagle Hill.

It was a moving and wonderful experience, and I thank the teachers every day for using their skills to help me achieve...”

I actually applied there on my own. I spoke to an advisor at the college, and I shared that I wanted to go back to school. The advisor helped me go through the steps to apply.

When I told my parents that I was going back to school, they were happy and a little shocked, because I did it all by myself. My plan is to continue.

I have a year and half before I graduate from Quinsigamond. I’m hopeful I continue on to get my B.A. Right now, I’m taking it day by day. I love children. I enjoy child care. I see that in my future as well. Continuing to help children grow and learn to become the people they are going to become is so important.

WHAT ADVICE WOULD YOU GIVE TO EAGLE HILL STUDENTS? Never, ever give up on yourself.

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Matthew Roach, Eagle Hill Class of 1982, earned a Bachelor of Science degree in accounting from the University of Central Florida and later graduated from Brooklyn Law School.

He is in private practice focusing on transactional law, representing home buyers, sellers, and lenders in Westchester County, N.Y. Matthew and his wife, Jenna, are the parents of Lucy and Calvin, a seventh grader at Eagle Hill.

DO YOU HAVE A FAVORITE EAGLE HILL MEMORY? There are so many of them. I think it is just how small the community was and how supportive everyone there was, including both the teachers and the kids. You build some great relationships with the teachers and the students.

[Eagle Hill] is a school, but also a resource for the rest of your life.

Matthew Roach ’82

HOW DID THE EAGLE HILL FACULTY HELP YOU? Two of my favorite people were Dave Sylvestro and Tom Cone. They were just so energetic, supportive, and concerned for everyone. I spent a lot of time talking to Dave about trying to figure things out. Tom was one of my teachers, and he made everything so much fun. He was a soccer coach, too. In sports, no matter how poorly you did, Tom never got down on you. He found a way to twist it to make it a positive. A negative comment never came out of their mouths. You know, they found a difficult situation they were in and they made it a positive.

It’s unbelievable how they had the ability to do that.

TELL ME ABOUT YOUR BOARDING EXPERIENCE AT EAGLE HILL. It was so much fun. There was a good separation between the older and younger kids. The older boys were on the top floor of the dorm and it was filled. When I went to Eagle Hill, the majority of the students were boarders. It was a controlled college atmosphere. After school, you could hang out with your buddies and talk about what happened during the day. We would then play soccer or football in the field. They always kept us active. There was a television [in the dorm], and we never really watched it except for the program M*A*S*H. I forget which teacher assigned it, but the idea was to watch the show, and figure out the plot of each episode. I think that was a great idea.

WHAT ARE THE BIGGEST LESSONS YOU LEARNED OVERALL AT EAGLE HILL? Never take anyone for granted, whoever they are, wherever they come from, whatever happened in

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their lives. That’s because everybody is different.

Everybody goes about things in their own way. With that being said, I do my own thing. I do it the way I was taught and move on. I know not everyone does things the same exact way. I think that is what I took away from Eagle Hill. Some people might be better at one thing, and not at another. It may take them longer to get through one thing, and they might be quick at something else. I think that is basically what you walk away realizing. You know, [Eagle Hill] kind of makes you realize that everyone is an individual, and learns and reacts to things in their own way. It may not be how you like it, but you need to respect that of them.

WHAT WERE THE CHALLENGES ON YOUR JOURNEY AFTER EAGLE HILL? I went on to a boarding school in New Hampshire. It was difficult because [I was] used to being able to go home on the weekends [while living at Eagle Hill].

[At the New Hampshire school], my counselors were always pushing me toward the easier classes. They would say to me, “Hey, that may be more difficult for you. Maybe you shouldn’t try this?” People at Eagle Hill would say, “Okay, if that is what you want to do, this is how we should approach it.”

ANYTHING YOU WOULD LIKE TO SHARE ABOUT YOUR EAGLE HILL EXPERIENCE THAT I DIDN’T ASK ABOUT? Eagle Hill has been so great to me. I used it as a resource throughout my college and law school years. I met Dave Sylvestro, and he helped me with a couple of matters. Even though you leave, you know you have the ability to come back. Even though you aren’t a student anymore, you know they will help you with whatever issues you have. To that point, when we noticed some issues in school with [my son] Calvin, I stopped in and talked to Tom Cone.

And it was just nice to go back and say, “This isn’t for me. It’s about my son.” Tom stopped everything and talked. Tom got us moving in the right direction with him. It’s a school, but also a resource for the rest of your life. It’s comforting.

REFLECTING BACK AT THIS POINT IN YOUR LIFE, WHAT HAS BEEN THE OVERALL IMPACT EAGLE HILL HAS HAD ON YOU? If you really desire to do something, you can do it.

I think that is what I walked away realizing there.

If I hadn’t gone to Eagle Hill School, maybe I wouldn’t be where I am today. It just teaches you to rely on yourself.

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ALUMNI UPDATES

Peter ‘05 & Tayler Fox

Melissa Lundquist ‘05

Alumni Updates

ALEXA PORITZ (2009)

PETER FOX (2005) Peter graduated from Northwestern University’s Kellogg School of Management with an MBA in 2021. He is also a newlywed. Peter and his wife, Tayler, have moved back to New York City, where he is working in private equity for Blackstone. He has fond memories of Mrs. Burke’s math class, and playing soccer, ice hockey, and lacrosse with Mr. Stern and Mr. Moore.

TOPHER GEDNEY (2018) Topher is a student at the Forman School, where he rows with the crew team. He has great memories of trips to Sherwood Island.

MELISSA LUNDQUIST (2005) Melissa attended Eagle Hill in Hardwick, Massachusetts and Dean College.

She has her first full-time position at Educational Playcare, where she works as an assistant teacher. She loves her job, and especially enjoys spending time with the children and staff.

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For Alexa Poritz, Class of 2009, Eagle Hill helped her gain confidence in herself that was missing. “I wouldn’t be where I am, and doing as well as I am if it weren’t for Eagle Hill,” she said.

Teachers, including Mrs. Leonard and Mr. Moore, helped Poritz understand her learning differences and in turn helped her figure out how she learns best. Mrs. Salisbury, “the best advisor out there,” provided additional support. Music class with Mr. Mulvaney and Art class with Mrs. Graves were among her favorites.

After graduating from Eagle Hill, Poritz attended Irvington High School.

“My journey has been both tough and amazing,” she shared. “I lost my Dad when I was 19, but I’m thriving.”

Poritz now lives in Delaware, where she bought a home with her fiancé in 2021.

Until recently, she was working with toddlers at a daycare center.

Her love of animals has inspired her new career path. She’s the Operations Manager at Jungle Jim’s Total Pet Care, which offers services such as doggie day care, pet

Alexa Poritz ‘09

boarding, and grooming. It’s a position she was promoted to soon after starting at the business.

Concurrently, she is pursuing a Bachelor’s Degree in Animal Health and Behavior in a distance program at Unity College.

Most importantly, she is planning her wedding to the love of her life. The ceremony is scheduled for 2023 in Greenwich. “I miss EHS,” Poritz noted.

“Eagle Hill is the reason why I am where I am today.”

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

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