Eagle Hill News Spring 2023

News

Discoveries

BEHIND THE SCENES AT EAGLE HILL

2022-2023 BOARD OF TRUSTEES

BOARD MEMBERS

Sonja Bartlett

Jennifer Borak, Parents Association

Dana Fields

Amy Jo Frischling, Vice Chair

Tom Halsch, Co-Chair & Treasurer

Brandon Lacoff

Sloane Lederer

Rob MacNaughton

Kat Mattis, Secretary

Patty Murphy, Co-Chair

Sonia Sandhu

Lydia Soifer

Michael Sung

Alka Thukral

Jim Heus, Ex-Officio, Head of School

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

DEVELOPMENT ASSISTANT

Elizabeth Davis

E.Davis@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 and admissions policies, scholarship and loan programs, and athletic and other school-related administered programs.

FROM THE HEAD OF SCHOOL

The ‘glue’ that holds it all together

IN OUR RECENT RE-ACCREDITATION, one of the major commendations offered by the Visiting Committee focused on our faculty’s “visible dedication and commitment to teamwork showcased with their interactions amongst each other, the students, the parents…” I could not have been more pleased that this particular aspect of the Eagle Hill experience was highlighted. Collaboration is assumed at most schools, but Eagle Hill is the first school I have witnessed that practices it each and every day at all levels.

In the spirt of “It takes a village to raise a child,” students at EHS are not taught by a single teacher, as most of us experienced in the American graded system where a primary teacher was held responsible for a child’s progress. If you were to ask an Eagle Hill student to tell you about their teacher, they would likely respond, “Which one?”

In the course of an average day, our students encounter at least a half-dozen teachers and specialists in as many subjects or activities. For a neurodiverse student body this may appear entirely counterintuitive. But let me offer some examples of how it actually works and identify the ‘glue’ that holds it all together for our students and parents.

Our teachers are all specialists in the sense that they have been trained to work with children experiencing language-based learning challenges. But they are also specialists in what they are asked to teach —whether it be oral language, study skills reading (tutorial), math, science, social studies, writing, athletics or the visual and performing arts.

Each subject is essentially a department with a faculty member serving as chair to coordinate efforts and identify standards for content and skill development.

Typically, before the formal school day begins, teachers meet to discuss specific students. These meetings are called “staffings.” They are run by the educational coordinators who are called upon to disseminate and coordinate insight and information from all the teachers who engage with that particular child.

The members of the EHS “village” are fully committed to “raising” all students under our care. This is a distinction that sets Eagle Hill apart and fills me with enormous pride.

These meetings also include the appropriate school counselor, a speech and language pathologist, and, if the child is a dorm student, a member of the boarding staff. In most cases, there are nearly a dozen people trying to answer one critical question: “Under what conditions will this child learn best and what do we need to do to create those conditions?”

Shortly afterwards, the information is shared with parents. Adjustments, if necessary, are made. I have attended many of these sessions and always marvel at the depth of understanding and practical solutions the group dynamic invariably produces.

The Educational Coordinators are the ‘glue’ that holds this system together. They are each assigned to a limited number of students and serve as an advisor, a coach and an advocate for students and parents alike. But they also need to coordinate and communicate effectively so the team of teachers are well informed. They are responsible for monitoring academic progress, social connections, emotional health, conflicts, and finding lost items, etc. Most importantly, they serve as a critical conduit of information and guidance for parents.

Finally, the members of our Speech & Language Department and Psychological Services spend a considerable part of their day “pushing” into classes to help lead discussions or observe the students. These are not casual drop-ins but pre-planned and coordinated co-teaching opportunities which benefit all students in the classroom.

In my relatively short time here, I have come to appreciate, as our Visiting Committee did earlier this year, that the members of the EHS “village” are fully committed to “raising” all students under our care. This is a distinction that sets Eagle Hill apart and fills me with enormous pride.

JAMES P. HEUS Head of School

FROM THE BOARD OF TRUSTEES

Quietly planning a big, warm welcome

IN KEEPING WITH THE “BEHIND THE SCENES” theme of this Spring’s magazine, I wanted to share some details of where the Board of Trustees is focusing its attention. While the Board has many priorities, none is more front and center than assuring a successful transition for our incoming Head of School, Gretchen Larkin, who begins her Eagle Hill journey July 1.

Last September, a Transition Committee was formed, consisting of Trustees, faculty and staff. The committee meets regularly and has planned several opportunities for our community to get to know Gretchen. The other important aspect of the transition is to help Gretchen, Bill and their family get comfortably situated in Greenwich after many years of residing in suburban Boston.

TO THAT END:

The Head’s residence on Glenville Road is being painted and updated in anticipation of the Larkin’s arrival. In addition to being their home, Gretchen and Bill will use the house as an asset accessible to many EHS constituents and events.

Gretchen has visited the EHS campus several times over the course of the current school year. She has met faculty and staff at lunch and in-service on a Friday afternoon. In case you were wondering, our faculty spends Friday afternoons on campus attending professional enrichment programs.

Additionally, Family Bingo in late January afforded Gretchen, accompanied by Trustee and Parents Association President, Jennifer Borak, the opportunity to meet students and

their families. Gretchen joined Family Fun Day in late April, allowing her to experience the EHS community during our most popular annual event. Finally, each of her visits has included small lunches and dinners with Trustees and their spouses.

Co-Chairs conduct a Zoom meeting with her after each board meeting to discuss topics such as finances, enrollment and staffing. Further, Gretchen and current Head of School, Jim Heus, speak frequently to help ensure a smooth transition of leadership.

Gretchen has been briefed on the formation of a Strategic Planning Council that includes trustees, faculty, staff, parents and alumni. The important work done by this dedicated group of people will culminate with a community-wide visioning day in the fall. We will also host several social events this fall to allow more of our community the opportunity to get to know Gretchen and Bill.

While the Board has many priorities, none is more front and center than assuring a successful transition for our incoming Head of School, Gretchen Larkin.

To better introduce Gretchen to our community, Trustee Sonja Bartlett has produced an introduction video featuring Gretchen. This will be included on the school’s website and social media accounts in the coming months. While its content remains under wraps, I am sure it will demonstrate the enthusiasm and passion that Gretchen will bring to her new role as our Head of School.

Finally, we have included Gretchen in many of the school’s operational discussions and decisions over the past year. The Board

While the excitement of new leadership has us all engaged, the time also has a bittersweet feel, as we will say goodbye to our current Head of School, Jim Heus. Jim joined us for a one-year interim commitment almost three years ago. His leadership through COVID-19 and a prolonged Head of School search has been both extraordinary and generous. The Board of Trustees is extremely grateful for his work and commitment to Eagle Hill. More top-secret details to honor Jim’s tenure will be forthcoming.

TOM HALSCH Board of Trustees Co-Chair

For a Picture of the Parents Association... Better Use a Wide Angle

IT’S A TUESDAY MORNING, and Jennifer Borak, president of the Eagle Hill Parents Association, is on the phone. She’s animated, zooming from topic to topic, trying to fit in everything there is to say about the “P. A.,” as she calls it. It’s not easy for Borak to create a “picture” of the group — because the P.A. is leaving its mark on the Eagle Hill community in unique, boundless ways.

Borak’s Eagle Hill journey started six years ago. Her son, Spencer Sharkansky, was newly enrolled in the school, so she dropped by for a “new parents coffee.” By chance, she ran into a neighbor and another parent that she hadn’t seen since high school. The energetic Borak was hooked — she’s been volunteering for the P. A. ever since.

“I made friends!” she said, and her volunteerism was meaningful for Spencer, too. “Your kids love it when they see you taking part in events at their school. It makes them feel that their parents are involved, too.”

Led by Borak, the nine-member Parents Association board meets monthly to collaboratively plan activities and events at Eagle Hill, which are all free. Each member takes a turn as lead organizer, and other parents pitch in as volunteers.

According to Borak, “The purpose of the P. A. is to bring the community together. We put on fun, inclusive events that parents can attend with their children. And, we help lead seminars or groups that are just for parents to get support or learn about their kids’ learning differences. It’s all-encompassing.”

Indeed, you’ll find the Parents Association in many corners of Eagle Hill!

They organize boisterous 300-person bingo games with Eagle Hill families and faculty.

On crisp fall mornings, you may have seen them offering steaming mugs of coffee and conversation to Eagle Hill parents after dropoff. It’s informal, Borak says, just so parents can get to know each other.

You’re invited to get involved in the Parents Association! Find the upcoming events in the P. A. newsletter, which is typically sent twice per month on Mondays.

Sometimes the P.A.’s presence is felt but not seen. Its members organize the Upper School Dance, which was held for the second time this year. “It’s a huge hit,” Borak said, and while it’s just for kids, the P.A. is behind the fun. They spend weeks organizing the festivities.

There’s more.

Throughout the year, the P.A. coordinates with Eagle Hill psychologists for twicemonthly parent support groups. There, you’ll find parents leaning in, sharing and listening on topics from summer camps to how to talk to kids about learning differences.

By far, Family Fun Day is the biggest event of the year organized by the Parents Association. Not to be missed by Eagle Hill students and families, it draws close

to 400 people. The carnival-like event has games, rides, bounce houses, bungee jumping, prizes, a deejay, music, arts and crafts, and a mouth-watering barbeque. There’s even a bit of virtual reality.

If all that isn’t enough, the P. A. also organizes a book fair, Mom’s Night Out, trivia nights, Dad’s Night Out, outdoor parties with obstacle courses and climbing…whew.

Behind all the fun, Parents Association board members and volunteers sensitively structure the events, mindful of the learning differences of Eagle Hill children.

“It’s just second nature,” Borak said. The parents take care to reinforce what the students are learning in school. They give directions in smaller chunks and don’t make activities too long. “We want to set them up for success and to have a good time, so we know our boundaries,” she added.

The Parents Association aims to warmly invite Eagle Hill parents to participate or volunteer in any way they feel comfortable.

“We can speak freely, we can share, we can get help, and we can also share the excitement and the good times,” Borak says. “We have a sense of community and we’re learning from each other. And new families coming in can gain a wealth of knowledge through the P. A.”

Borak becomes a bit wistful thinking about the day Spencer will move on from Eagle Hill. She values the time she’s had with other parents. “We’re a fun group! The school has been so wonderful to us as a family and to Spencer in his learning. The P.A. was a way I could give back.”

Fun!

Scenes from Parents Association events

Twenty Eagle Hill Parents Walked Into a Dining Hall… Here’s What They Learned

The activity seemed simple enough. Turn to the person next to you and hold a conversation for two minutes. Then, as a group, describe the skills that were needed to do it.

What came next yielded surprising insights for Emily Burley, whose eight-year-old son, Merritt, is in his first year at Eagle Hill.

“We had to go back and hold a conversation with our whole table of parents—about ten people—then discuss the skills needed for that,” she recalled. “The exercise highlighted how much harder conversation was! You needed to listen, to wait your turn, and to be focused on what someone else was saying instead of the one thing you wanted to say. And there’s also the back and forth of the group and the topic knowledge needed to take part.”

(continued page 11)

DINNER

COMING OUT OF COVID: Balancing parental guidance while fostering independence GREEN TEAM

By Christine Sweeney and Melissa Giglio

Introduction

Using metacognition to develop independence in our students has been an effective way to teach children about taking ownership. Metacognition is a lifelong skill that can be applied across contexts, but not every student acquires an understanding of what works for them, so we teach it explicitly.

Our time living through the pandemic deprived children of learning many skills because they didn’t get the in-person modeling and practice of waiting, sharing, learning, social dynamics, and developing executive function. Learning how to use metacognition at school and home has terrific benefits that will lead to increased levels of independence and confidence.

Skills and Manifestations of Deficits

Knowing the difference between cognition and metacognition is important to our children in order for them to independently navigate their days. Cognition is specific information a student is taught and the strategies that act as tools to help them acquire, remember, and express information.

Metacognition is when students are aware of and reflective on the way they learn, how they are learning, and what works for them. Their ability to ask thinking questions sounds like: Am I ready? How am I doing? What else can I try? These are examples of a child thinking about their own learning and controlling next steps with independence.

We see manifestations of skill deficits in every area of child development when they don’t know how to ask themselves these questions, can’t think ahead, or can’t see different perspectives as they navigate through a day.

EHS & Home support and strategies

We strongly believe that our students will grow exponentially if metacognition is infused into daily activities at home like we do here in school and in

the dorm. We encourage you to use and model metacognitive thinking and planning out loud at home like we do here.

If we all use a consistent message and language at home and school, the children will be immersed across learning contexts to increase awareness, motivation, and independence. When children are given support and ownership of their learning, they flourish.

COMING OUT OF COVID: Unmasking social dynamics with children who have language-based learning differences

YELLOW AND BLUE TEAMS

By Lauren Polinsky, Aimee Byrne, Ali Walsh, Jillian Kozel

Introduction

As we slowly return back to “normalcy” after covid, the impact of deficits in the development of social skills from that time are becoming more apparent in our students with language-based learning disabilities. After encouraging students to remain six feet apart and wear masks that made it challenging to read facial expressions, students are now developing these skills at an older age. With students now able to engage in more frequent social interactions, Eagle Hill is partnering with parents to provide the critical growth of these skills.

Skills and Manifestations of deficits

Multiple skills are at play when having a social interaction, including sustaining attention, responding with relevant information, reading nonverbal language, and keeping a regulated body. When any of these skills are impacted, it can lead to inappropriate interactions, withdrawal, or misinterpretation, among other presentations of social challenges.

EHS & Home support and strategies

At EHS, we are able to provide the structure and support of language through direct instruction of these social skills. Students are able to work toward the development of these skills through structured activities during classes and teachable moments with faculty. Families of students are encouraged to help students to practice these skills at home through planning and role playing of upcoming social situations, reflection of social interactions, and a gradual cut back of support as skills develop.

how hard it is for my son to really listen.”

“It really hit home to me,” Burley said. “I thought, ‘Oh my gosh, what if you’re missing even one of those skills?’ Kids have to figure all these things out in order to successfully have conversations. I now have more of an appreciation of how complex conversation is, and how hard it is for my son to really listen.”

Burley’s enlightenment occurred at one of five “Dinner & Discussions” held in February for Eagle Hill parents. Warmed by conversation and camaraderie, the group shared a meal in the campus dining hall and delved into topics presented by faculty members.

Topics on the menu for the evening? The impact of the pandemic on social skills, metacognition, fostering independence, executive functioning, and the impact of technology on students. Perhaps most important: how to support children with language-based learning challenges.

Melanie Kaplan, whose youngest son David attends Eagle Hill in the Upper School, appreciated the explanation about executive functioning and how it can affect kids in the classroom and throughout their lives. “It was an ‘aha moment’ for me in terms of the things I’ve heard David say,” Kaplan said. “I realized it has a lot to do with executive functioning, which develops much later in life.

For children with learning differences, it can impact them much more in terms of their flexibility and how they plan, control impulses, manage emotions, and perceive issues.”

Kaplan proudly talked of David’s progress at Eagle Hill. “Now he knows how to organize and plan his work and the right way to study. He has a framework and the confidence to do things on his own and be independent. He’s caught up with his reading and writing. He’s also getting many more tools at Eagle Hill than I ever imagined possible.”

“My main desire for David is to develop a lifelong love of learning,” Kaplan continued. “And I am just so grateful he has this opportunity at Eagle Hill.”

Dylan Keefer is now in his first year at Eagle Hill. His parents, Annie and Ed, have observed “an unbelievable progression” in his learning.

It wasn’t always that way.

Dylan has faced learning challenges, including dyslexia and dysgraphia, since preschool. The couple steered their son to services in their local schools to get help. But during the pandemic, the hurdles came into sharper focus.

“I now have more of an appreciation of how complex conversation is, and

& DISCUSSIONS: FACULTY RECAP LOWER SCHOOL

Melissa Giglio & Christine Sweeney

Ali Walsh & Lauren Polinsky

Jillian Kozel & Aimee Byrne

DINNER & DISCUSSIONS: FACULTY RECAP UPPER SCHOOL

GROWING UP CONNECTED, BUT NOT REALLY

By Megan Colvin, Jeanette Glover, and Jenn Harkins

Eagle Hill believes in strong professional development for faculty. In addition to our meetings every Friday afternoon, we have opportunities to attend conferences to learn more about best practices in the special education field.

This year Upper School teachers attended several conferences which included experts Sarah Ward, Jessica Minahan, Gina Nelson, and a weekend long conference in Boston at the Learning and the Brain Conference. Our Upper School Dinners and Discussions were based on the information we learned from these conferences, as well as ways that we have implemented this research into practice here at Eagle Hill.

Sarah Ward and Jessica Minahan spoke about executive function, stress management, and anxiety. In our discussion with parents, we encouraged them to think about their child’s “executive functioning age” in addition to their chronological age.

The frontal lobe, which houses the executive function skills, is the last area to develop in the brain--often not until the mid-20s in typically developing children and adults. For children with learning, attention, and anxiety issues, there can be a 30% lag in the development of the frontal lobe, which means that our 13-yearold Upper School students could be presenting as 10-year-olds when it comes to important skills such as focus, planning, flexibility, impulse control, and managing emotions. At Eagle Hill, we focus on executive functioning skills across all areas of our day, even at recess, lunch, and activities to help students build these skills, which are so necessary for success in school and life!

Dr. Jean Twenge suggested that the name for our youngest generation be changed from Gen Z to iGen. Through her research tracking social and emotional trends of young people over generations, she has come to describe today’s teens as safer, meaning they are

less apt to take risks than previous generations, and consequently much less independent. She attributes this to both a change in parenting style over the past few generations, as well as the dramatic change in how young people socialize since the introduction of the smartphone. These two factors have created an environment for teens that offers fewer opportunities to practice independent problem solving, time management, decision making, and social skills. At Eagle Hill, direct instruction in all of these areas has always been foundational to our program. This sets us apart from mainstream educational settings and prepares us to foster these important skills in the youngsters who come through our program.

Dr. Deborah Gilboa discussed that we can also be ready for iGen by working on problem solving, perspective taking, and self advocacy skills in order to combat risky behaviors online. Fortunately, these skills are incorporated into our Study Skills program and directly instructed throughout the year.

Dr. Gilboa also emphasized that while this generation may be less independent and have more stress, we can use stress as a tool to build resiliency. In order to help build resilience, we should focus on showing empathy for behaviors while still holding children accountable by using the sentence format, “I see you are feeling __, AND I still need you to __.” In addition, providing extra processing time and advanced notice allows children the time to work through the feelings related to change, building more resiliency in the moment.

Finally, providing children with choices, within reason, helps them feel more in control of situations that might be out of their control. They will be more willing to work through changes in life knowing that they have some autonomy. Dr. Gilboa challenges us to have the mindframe that all change is stressful, but that doesn’t make it bad. By using stress as a tool, we can build a more resilient generation. We are ready for iGen.

“When we walked into that dinner, I didn’t expect to meet people who could relate to everything I had been through.”

“During COVID, Annie and I had opportunities to do a lot of school work with Dylan at home,” Ed said. “I always knew there were challenges, but when I was the guy sitting there trying to do the homework with Dylan, I recognized how significant those processing difficulties were and the frustration they created.”

At the Dinner & Discussion, the Keefers gained insights on helping Dylan navigate the post-COVID world.

During the pandemic, Annie recalled, “All I was concerned about was getting that mask off Dylan because he has a hard time with speech and getting his thoughts out.” She never thought that COVID was likely hindering the development of nonverbal skills, too. Now Annie realizes that kindergarteners might be working harder to interpret non-verbal cues that were literally “masked” before.

Added Ed, “Take something as simple as a kid frowning or pouting. A peer student may not know how to interpret those without being taught. Young kids need to learn how to read someone’s body expressions or things like someone raising or lowering their voice. These skills can be keys to life.”

The parents were grateful to be learning these things together —and to be finding community along the way.

“When we walked into that dinner, I didn’t expect to meet people who could relate to everything I had been through,” Annie Keefer said. “We have the resources to help each other.”

Kaplan especially values the Eagle Hill events, get-togethers, and lectures when other parents can share their experiences because, she says, “It’s oftentimes very isolating and challenging to have a child who has a learning difference.”

“The support for the parents is the thing that surprised me more than anything,” Ed said. “And that there’s just a different level of attention given and an understanding of Dylan’s challenges.”

“I really appreciated the teachers sharing their knowledge with us because it’s always a partnership between the parent and the school,” Kaplan concluded. “It was very empowering for me. Having that knowledge helps me to understand David and support him better.”

Megan Colvin, Jenn Harkins & Jeanette Glover

PUPPIES

Why Does Chris Sweeney Keep Bringing to Eagle Hill?

Everyone seems to have a favorite story about the puppy visits at Eagle Hill.

For more than a dozen years, Lower School teacher Chris Sweeney and her colleagues have brought puppies into Eagle Hill’s classes. Her voice softened when she described one of her special memories.

“One of our students didn’t feel comfortable in school. She was very quiet, reserved, and didn’t express herself well. You just didn’t see her enjoy herself. But when she sat with a puppy on her lap, all she did was laugh. Then there were tears of joy, like an emotional wave washed a wall away.”

Sweeney, now in her 25th year at Eagle Hill, credits a former Lower School colleague, Maureen Dumser, with beginning the puppy pipeline to the school. About sixteen years ago, Maureen lived on campus. She hosted puppies for “home socializing” from Guiding Eyes for the Blind, a nonprofit organization based in New York’s Hudson Valley that provides guide dogs to people with vision loss.

Trained volunteers like Dumser provided socialization and reinforced simple aspects of the pups’ training —leash time, exploration, play,

riding in cars, sitting for meals, crate time, name response, and other practice. The experiences in new settings gave the pups their best shot to succeed in the agency’s 18-month program to become guide dogs.

Throughout the years, other Eagle Hill faculty members, including Gina Burke and Liza Jarombek, hosted puppies from Guiding Eyes at their homes. The three Sweeney kids enjoyed puppy visits a few times a year, too, as more teachers, including Chris Sweeney, were inspired to volunteer for the organization.

As trained home socializers, teachers bring two to three puppies, ages six to nine weeks old, to Eagle Hill each year. During their visits, Sweeney hosts the puppies with her family in their on-campus home for three to five days at a time.

“It’s about socializing rather than training,” Sweeney noted. “We basically just give them love, kindness, and physical contact so they get used to many settings and gain exposure to diverse experiences.”

Along with teachers Tracy Cone, Gina Burke, and Maureen Nish, Chris Sweeney started bringing the puppies to Eagle Hill School. It’s been an annual tradition ever since.

In recent years, returning from December break can bring on “the doldrums” Sweeney said. So, January is when the teachers arrange to collect three six-week-old puppies and their food, toys, crates and x-pens from Guiding Eyes and bring them to Eagle Hill.

“It’s a special time that we all love, even if it’s exhausting,” Sweeney said. Each daily visit to Eagle Hill begins at Sweeney’s house, where teachers meet up at 7:20 in the morning. “That begins the parade that brings the puppy posse to school,” she added, laughing.

They create schedules and take turns with the puppies, and there is a trained teacher in each building equipped with a foldable x-pen. A space is set up in the middle of each classroom where the puppies can nap, use their water dishes, and play with toys, while the kids use the x-pen door to go in and out.

With a variety of books at hand, classes come and sit around the puppies. The kids ask questions while the puppies are passed from lap to lap.

Over five days, the puppies have as much contact as possible with kids so they learn to acclimate to change. It’s all part of providing the

socialization needed to become guide dogs, but believe it or not, the Eagle Hill students may benefit the most.

According to Sweeney, “We work really hard on socializing at Eagle Hill and developing the connections between kids in their learning environment. Working with the puppies supports those goals and gives students more practice — and it’s made easier because puppies bring everybody’s guard down.”

For many at Eagle Hill School, the puppy visits are a highlight.

“The experiences are positive and heart-warming all week long,” Sweeney reflected, noting the language learning that takes place, too. “While sitting together with puppies and chatting, we watch kids taking turns and increasing conversational skills.”

Eagle Hill students and the cuddly canines have enjoyed annual visits for many years. While it’s all “mushy and fun,” Sweeney said, the experiences have reinforced the importance of community service and being accepting of people with differences.

It doesn’t get any sweeter than that.

7 Secrets About Eagle Hill’s Annual Fund— and Why They Matter!

Have you spotted the occupational therapist in class next to Eagle Hill students? That’s the Annual Fund at work. Learners are getting the latest adaptive technologies and fine motor skills training— without having to leave the classroom. Because who wants to do that?

Dana Evans wants to let you in on some secrets. She’s the behind-thescenes Eagle Hill development officer working with caring donors to grow the school’s Annual Fund. Because without the Fund, some really important stuff could go away! Think about it:

A specialized education requires very special teachers — and Eagle Hill has them. (In fact, we’ve got four teachers for every one student!) The Annual Fund helps them stay current on the latest methods, research, and innovations in order to better educate students who learn differently.

Some students’ maturity exceeds their reading skills. But language processing shouldn’t be a barrier to learning about topics for which young people are emotionally ready. That’s why, with a boost from the Annual Fund, the dynamic Eagle Hill library and media center is stocked with unique “high content, low reading level” materials.

Thirty percent of Eagle Hill students tap into the Annual Fund for financial aid. Without it, they couldn’t access the individualized education we provide. For many, it’s the difference between struggling and soaring in a classroom — and in life.

No doubt you’ve witnessed breakthroughs at Eagle Hill – those “light bulb” moments in the classroom when a young person’s confidence overflows.

Just as profound are the breakthroughs guided by Eagle Hill’s compassionate psychologists, speechlanguage pathologists, and social workers. The Annual Fund helps defray the costs for these professionals, so students can count on the wisdom and care of supportive mental health and language experts.

Did you know that the outdoors is an essential extension of Eagle Hill classrooms, especially for science? Faculty and students plant a garden in the spring and the harvest later becomes part of Chef Frett’s food program. Students raise salmon eggs in the classroom and release them in local waters. Field trips to local organizations like the Wolf Conservation Center and the Stamford Museum and Nature Center bring learning to life. The students love it, and dollars from the Annual Fund help makes these opportunities possible.

Oh, about those national experts who visit campus to chat with Eagle Hill parents about educational technologies, brain science, or health. That’s the EHS Speaker Series, and it’s brought to you by the Annual Fund, too!

WHEREIN TH E WORLD ARE EAGLE HIL L ALUMNI?

“ Eagle Hill provides a framework for students to find their niche, which is a common term in the wildlife world. Animals have their niche — their role in the ecosystem. And Eagle Hill was definitely the stepping stone for me to find my niche.”

While looking for birds, Eagle Hill alumnus Matt Fuirst saw a lot of moose.

The research biologist for Canada’s Department of Fisheries and Oceans spent the early months of each of the last four years living with colleagues in a remote cabin in the far reaches of the Canadian wilderness. (Average temperature: between 0 and -20° Fahrenheit.)

Fuirst loved it.

By day, they’d snowshoe many kilometers through deep snow in Algonquin Provincial Park in Ontario to monitor the nesting and movement patterns of Canada jays. Using radio tracking tools to locate and track the birds over a long period of time and across a huge area, they aimed to find out where the jays traveled (and why!) and what they ate.

Explained Fuirst, “Canada jays nest in spruce trees. And what’s neat about them, compared to many other birds, is that they begin nesting in late February. Most other birds build their nests in May. Canada jays are up against predators, starvation, competition, and lots of other things. And they are heavily reliant on the winter climate.”

As the climate changes, Fuirst asserted, it’s important to know what threats populations face so we can understand ways to lessen them.

He likens the predicament of the Canada jays to that of a freezer gone awry. “Canada jays rely on the winter climate to preserve their food. It’s like you keeping your chicken in the freezer until you’re ready to eat it. Because of warmer winters, their freezer is breaking down and the food is going bad. So, if jays can’t store thousands of berries and mushrooms and meat that they eat throughout the winter, what do they do?”

Fuirst’s research is ongoing, and has its unique challenges.

“When you’re navigating the wilderness, you have to improvise,” he said, “Many times, I thought I was going to be able to cross a river and I found it wasn’t frozen anymore, so I had to climb over a beaver dam. And I’ve had many instances of snowmobiles getting stuck in the snow. I had to dig them out for hours on end.”

You might find Matt Fuirst ’07 teaching students at the University of Guelph or snowshoeing across the Canadian wilderness.

TH E WORLD ARE EAGLE HIL L ALUMNI?

Originally from Chappaqua, New York, Fuirst grew up loving animals, being outdoors, and camping with his family. He attended middle school at Eagle Hill.

Reflecting on those years, he said, “Eagle Hill’s curriculum and advising transformed my ability to navigate my emotions and the learning process. I learned to effectively absorb information and be a comfortable and confident student. And if I wasn’t doing well at something, I knew how to seek help and how to troubleshoot. That was really it for me, because by no means were my high school grades phenomenal.”

After high school, motivated by a desire to pursue his love of the outdoors, Fuirst landed at Paul Smith’s College. Its 14,000-acre lakeside campus is tucked into New York’s Adirondack State Park. Fuirst remembers thinking, “This is such a peaceful place to spend four years.” He did — while earning a bachelor’s degree in wildlife sciences.

Fuirst later got his Ph.D. at the University of Guelph in Ontario, Canada, where he now teaches.

Fuirst’s continued research on Canada jays seeks to answer the questions, “Where do animals go? How do those decisions impact their survival?”

The answers will allow us to make more effective conservation decisions. He’s hoping his findings help protect Canada jays and other birds, mammals, and species that rely on the winter climate, too.

Since Henry Zuckerberg graduated from Eagle Hill in 2013, he ignited an enthusiasm for cooking, a love of history, a curiosity for whiskey-making, and a zeal for building affordable homes. And, on his journey, Zuckerberg found a way to “pay it forward.” Here’s what he had to say about life since Eagle Hill.

Q. You’ve kindled a passion for cooking. What sparked that?

A. After Eagle Hill, I went to a Quaker boarding school called Westtown in Pennsylvania. An English teacher at Westtown taught a class called “Food Writing in the New Yorker.” It was great and I wanted to eat better, so I started getting into cooking. I ended up working in kitchens over the summers and as a line cook at a pub in England.

On majoring in history at Hamilton College.

A. I love history. It’s funny but being a history major was extremely reading and writing-intensive, and those are really the core reasons why went to Eagle Hill. It was pretty cool to go ahead and major at a school with subjects that were very rigorous for me. I feel a real sense of accomplishment.

Q. You did an internship in a gorgeous region of England. Tell us about it.

A. I had decided I didn’t want to be a chef because I didn’t like the lifestyle, so I thought maybe I could do something tangential to food. So I did a summer internship at the Cotswolds Distillery in the UK. We made whiskey and gin and some other byproducts. It was the eighth fastest growing private company in the UK at the time.

Q. As a child, you were tutored using the Lindamood-Bell® program, a language processing instruction method. You flipped the script as a college student. Tell us about that.

A. I’m sure some of the kids at Eagle Hill have come across Lindamood-Bell®; it’s an amazing tutoring program. During my senior year in college, I signed up to be a Lindamood-Bell® tutor for kids with special needs. It involved teaching kids how to break down words phonetically, how to break sounds down, all the way through standard reading comprehension.

Basically, it was how to teach a kid to read, which was fun. But it was hard getting an eight-year-old to focus on something that is quite difficult for them. And it was on Zoom, which I wasn’t super experienced with at the time. I did a couple of tutoring sessions a day with different students, following their learning plan. Tutoring was an exciting full circle for me. It felt cool, in a very small way, to be able to sort of pay it forward with my time.

Q. You seem to have found your purpose working in real estate. What do you find meaningful about that work?

A. I now work for a company called the Richman Group, a full-service real estate firm based in Greenwich. There’s a Low-Income Housing Tax Credits (LIHTC) program, which is administered by the federal government and states. It’s used as an incentive to build affordable housing across the country. And that’s the specialty of this company— they focus on that space. I’m on their asset management team and I’m training now on a project in Harlem. We specialize in apartments, particularly low-income housing. It’s really wonderful. We’re helping people build homes and get a house so they can raise a family. That, by itself, is very gratifying and it’s tangible.

Q. How did Eagle Hill prepare you for life?

A. I owe a lot to Eagle Hill in terms of their ability to grow confidence in me as a learner… the teachers took the time to build it. I went from a place where I was doubting myself to a place where I felt like I could do something. A lot of people, whether they are dyslexic or not, they don’t necessarily think they can. And that really made all the difference.

You might find Henry Zuckerberg ’13 in Harlem, building affordable apartments and houses.

Henry Zuckerberg studying (while wearing his Eagle Hill basketball sweater!)

Photo courtesy of Henry Zuckerberg

Fuirst collects samples and measurements of a Canada jay in Algonquin Provincial Park. He is careful to meet research standards to ensure the safety and care of the birds.

Photos courtesy of Matt Fuirst

Alumni Updates

ROBERTA BELDEN - 1986

Roberta checks in with EHS from Monterrey, Mexico. She attended Winchedon School and the University of Monterrey. She married Miguel in 1997 and has four daughters, Roberta, Marian, Fernanda and Isabela. Roberta’s favorite memories are of the attention and dedication she received from the faculty and the friendships she made.

JULIA GIORDANO - 2008

NOAH GRINBERG - 2019

ANDREW PURSE - 2013

TOM RODDEN - 1984

MICHAEL CURRY - 1978

Michael attended Trinity Pawling School after Eagle Hill. Michael’s favorite memories are of living in the dorm (he notes that they lived less than a mile from School) and the faculty: “Mark Griffin. Terrific man. Hired me to do odd jobs and dishwashing whilst a student and during summer breaks. Bob Piola, Lea and Dave Silvestro, put up with me as a boarder, Len Tavermina, Mr. and Mrs Mike Harris, Marty, who ran the kitchen, the most excellent Walter Stadnick, Rick Lavoie, Ms. Brown, and Joy Shannon. There are others that I remember faces but unfortunately not names. Saints all.”

Julia attended School of the Holy Child in Rye for high school and graduated with a bachelor’s in exercise science from Elon University. She shares the following update: After finishing college, I worked as a teacher in Thailand for five months before pursuing a master’s degree in speech and language pathology. Due to my language disorder, I understand the struggles kids have when they cannot communicate their wants and needs. I was lucky enough to receive the help I needed from the teachers and SLPs at EHS and I knew I wanted to help as many people as I could with speech and language. In May 2022 I graduated with a master’s in speech and language pathology from Northeastern University. On September 10, 2022, I married my husband and later moved to Dallas, Texas where I currently work as a speech and language pathology clinical fellow with children aged 0-3. My favorite memory includes all the different sports played including, soccer, basketball, hockey, and lacrosse.

I am currently a student at Winston Prep in New York City. volunteer teaching virtual bootcamp classes through Heal One World. Also, each Saturday, I help little kids with special needs play sports at a program called Project Happy. In addition, I have joined a filmmaking club, where am creating a mystery film.

Hello EHS! After graduating from Elon in 2021, I moved to Austin, TX and have been chasing a career in sales! I am currently an Account Executive at Oracle NetSuite. My favorite memory is playing pick-up basketball at recess and U.S. History/Biology classes with Mr. Moore and Mr. Baker!

Tom went on to Glastonbury High School in CT followed by the University of Massachusetts. He majored in plant and soil science.

Tom shares:

TOM MULKERN - 1984

CHRIS KENT - 1981

Chris attended Hesser College and owns his own business in New Hampshire.

Chris shared that his favorite memory was sports and the teachers John Reno, Pat Buckley and Chris Hinkley.

When I first started at Eagle Hill, I had trouble socializing. Through hours of hard work, and many amazing teachers, including Mrs. Sweeney, Mr. and Mrs. Delisle, Mr. Flood, Ms. Quinn, Ms. McHale, and Mrs. Connolly, I became a better friend, and I learned strategies to help me with my academics. My opinions have also changed around movies and classes. used to hate any movie with violence, but through the dormitory program, I desensitized. Lastly, writing used to be torture. When I was first assigned language arts with Mrs. Connolly, aka Maleficent, I was furious, because I knew she required her students to write frequent essays, which I could not stand. Through her guidance, I improved at writing, and it is no longer as daunting. Eagle Hill was a life-changing experience. The most important skill I learned was how to take notes. That has helped me study a lot more effectively and reduce stress at final exam time. If I had to choose one piece of advice, it would be that everything happens for a reason, so we should trust that no matter how we may feel, everything will turn out well eventually.

GRANT KUPPENHEIMER - 2015

After spending several years traveling and working, currently study at Durham University where I read Theology. Eagle Hill will always have a special place in my heart. After spending six wonderful years growing and developing myself its hard to pick a single memory! I do remember that during my final two years at the school I was part of the ‘Language Arts programme’ where I spent most of my time with the same group of students. This was a great joy as we spent most of our academic lives together and graduated Eagle Hill as a single cohort. I reflect on this period as a great joy in my life.

JORDAN PALEY - 2012

After leaving Eagle Hill, I went to The Harvey School for 8th and 9th grades. Then transferred again to Briarcliff High School to finish out high school. I then went to Springfield College (MA) where I studied Sport Management. I have since worked with the New York Boulders, MassMutual Center, MGM Northfield Park, and am now at Total Mortgage Arena in Bridgeport as the Event Manager. My favorite memory was singing “God Bless America” at the Bridgeport Sound Tigers game. The memory is that much better because now I get to give that same memory to young kids at Bridgeport Islanders games.

MADDY ROBERTS - 2015

Maddy is doing great at the moment having graduated from the School of the Holy Child in Rye in 2020. She is now a junior at Marist College studying criminal justice.

Tom graduated from Stratford High School in 1985 and went on to attend Housatonic Community College. He moved to Pennsylvania in 1988 and since then met his wife. Tom has been a Civil War reenactor since 1997 (25 years). He works for Miller Knoll in East Greenville, PA. Tom’s favorite memory of Eagle Hill is of being awarded the 1983 Headmasters Sports Award. It has been 40 years since he won the award and he still displays it proudly. Tom says, “I will never forget what Mr. Griffin said about my winning it that night.”

SARAH REEDER - 2004

Sarah attended the Harvey School and then moved to The School of the Holy Child. She attended the University of La Verne and is currently a project coordinator at MC Painting. Sarah’s fond memory of EHS is that the bus dropped her off very early and the nurse always invited her to breakfast to hang out until the other kids arrived. She also shared that she learned to use the tools to take notes with a laptop and that gave her confidence that she could be successful.

ANDREW STEIN - 2019

Andres is attending Irvington High School and deciding on college options. His favorite memory is the dorm. “They were like a family, for real. I enjoyed it to the fullest.”

After college, I pursued my passion in golf course construction and golf course management. Have stayed in this field, from constructing new courses to managing them. Currently I’m director for golf at a private club in CT. I have two daughters, Jessica, 24, lives in Boston and is a dental hygienist. Cassie, 22, is finishing her last year at the College of Charleston studying business & marketing. I have many great memories of EHS. One that stands out the most would be a camping trip and white river rafting down the Delaware River Gap with Mr. Cone and Mr. Mulllens and a bunch of students.

RANI SANDHU - 2022

Rani is currently at Wooster High School. She shared that she has a lot of favorite memories from EHS such as the first school dance in April 2022, Skating Day, the Halloween Parade, Bingo Night, and Family Fun Day. She also enjoyed all the fun assemblies we had each Friday and the fact that school ended at 12:30 every Friday.

BRENDAN WILSON - 2015

Brendan graduated from Forman with honors and ended up going to Georgia Tech in Atlanta for college. He graduated last May (again with honors) and is now working for a cryptocurrency group in downtown Manhattan.

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