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FALL 2018
EHSGreenwich
News
G RIN 8 U T 201 FEA
L 7201 N U A T R N A PO RE
Learning Differently, Teaching Differently
Focus on Lower School....Preparing for New Leadership....Library Resources to Use at Home
PLUS: Congratulations to the Class of 2018....Tom Cone CAIS Award....Alumni News . FALL 2018
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CONTENTS
FEATURES GRADUATION 15 Congratulations to the EHS Class of 2018! 16 Graduate List & School Placements 17 Award Winners FOCUS ON THE LOWER SCHOOL 21 Positive Praise: Developing Self-Esteem and Confidence in Lower School 25 Learning to Read; Reading to Learn: Tutorial in Lower School 29 An Understanding of, and an Appreciation for, Math
LETTERS 3 FROM THE HEAD OF SCHOOL Going Above and Beyond 5 FROM THE BOARD OF TRUSTEES Preparing for New Leadership 11 FROM THE DORM Dorm Differently 13 FROM THE PARENTS ASSOCIATION Teaching Differently, Parenting Differently
NEWS FROM THE HILL 6 WELCOME TO OUR NEW BOARD MEMBERS 7 2018-2019 SPEAKER SERIES 8 TOM CONE RECEIVES 2018 CAIS AWARD 9 SPRING 2018 SPORTS AND ACTIVITIES REPORTS 15 FROM THE LIBRARY Resources to Use at Home
ALUMNI GAZETTE 33 Alumni Reunion 2018 35 Alumni Profile: Alex Austin 37 Alumni Listings
ANNUAL REPORT 38 2017-2018 ANNUAL REPORT
FROM THE HEAD OF SCHOOL
Going Above and Beyond
MANY OF YOU HAVE HEARD ME SAY THAT Eagle Hill’s faculty is comprised of the strongest group of educators that I have worked with in a long career in education all gathered on one campus. They are collectively dedicated to the mission of our school ‌ that of providing the lifechanging education that will allow students with a variety of language-based learning challenges to become successful students and more confident individuals. But who are these educators, for surely they do not fit the mold of a typical American teacher? Therein lies the success of Eagle Hill - the individual strengths of a group of people who have made the decision to work in a place where they will be challenged and rewarded on a daily basis as they determinedly work with a group of students who each have a complex learning profile and often come to us after having struggled in more traditional school settings.
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The common denominator is that they are all people who are drawn to working with students who have experienced learning difficulties. What approaches might work to help them learn to read, write, or do mathematics? How can they help them to feel good about themselves as learners? What negative learning experiences
These are educators who would not be satisfied with using a one size fits all curriculum or being in a professional environment where the culture frowns upon trying a new or different approach.
brought them to Eagle Hill? These are educators who would not be satisfied with using a one size fits all curriculum or being in a professional environment where the culture frowns upon trying a new or different approach. They clearly want the freedom to trust their instincts in the classroom and to do whatever it takes to help each child overcome the roadblocks that have negatively impacted their growth academically, socially, and/or emotionally. They are people interested not only in teaching academics, but ones who care deeply about teaching the whole child. Many have left more traditional settings where they were held down by curricula and instructional mandates that they knew were not effective for all students. Above all, they have a thirst for learning themselves, are interested in current research on learning disabilities and the workings of the brain, and have a fierce commitment to strengthening their craft.
2018-2019 BOARD OF TRUSTEES BOARD CO-CHAIRS Jeremy Henderson and Patricia Murphy BOARD MEMBERS Sonja Bartlett Patrick Brogan ‘87 Joe Burton ‘90 Lisa Eatroff Dana Fields Amy Jo Frischling, Vice Chair Patsy Howard Clifford Lanier Derrel Mason, Esq. Lisa Miller Chance Patterson David Portny Kathleen Doody Redmond, Secretary Sonia Sandhu, MD Drew Saunders ‘88 Lydia Soifer, Ph.D. Kelly Thompson Molly Van Wagenen Roxanne Vanderbilt Joe Zimmel, Treasurer EX-OFFICIO Dr. Marjorie E. Castro
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 Linda J. Miller L.Miller@eaglehill.org COMMUNICATIONS MANAGER Phil Pineau P.Pineau@eaglehill.org SPECIAL EVENTS MANAGER Cindy Ruiz C.Ruiz@eaglehill.org DEVELOPMENT ASSISTANT Maria Conforti M.Conforti@eaglehill.org
PHOTOS CONTRIBUTED BY Phil Pineau Rhonda Spevak Chris Taggart
The hiring process to become a member of the Eagle Hill faculty is a thorough one. Candidates not only submit résumés and letters of recommendation, but interview with a team of administrators and teach demonstration lessons. Their credentials, degrees, experience, and certifications are closely scrutinized. A full background check is done. If they successfully make it through this process, I meet with them to be sure they understand what it means to become a member of our faculty. I stress that it will be the hardest place they will ever teach, that they will put in hours of time preparing for instruction as we do not use any one program or approach. Even within our small classes, they will need to be able to assess each child’s progress on a daily basis and individualize what happens in the classroom and the kind of homework assigned. They will be creating their own materials. We will expect them to work collaboratively with their highly skilled colleagues and to be constant learners themselves. There will be daily meetings to discuss the progress of students before the school day begins. They will teach one period a day with a mentor who is an experienced Eagle Hill teacher and will guide them in the Eagle Hill approach. They must be ready to devote hours of time to planning for instruction and they will be expected to be there for our students beyond the time they have assigned teaching responsibilities. They will learn that even lunch and recess are considered instructional times. Lunch is the perfect time to support students in learning how to have conversations with other students and adults, to learn about how to make friends, about manners, and even to become more daring in what they eat (our Dining Hall offers many choices). On the playground, adults will be there to help students solve social problems, try new activities, and make new friends.
In addition to each prospective teacher’s academic credentials, we ask what they enjoy in life and how might their areas of interest be utilized in our activities program? Do they love a particular sport that they would like to coach? Do they dance, do karate, sew, love to do arts and crafts, or garden? (Have you seen our amazing vegetable garden which produces harvests that we add to our dining experience?) A natural tendency to go above and beyond is clearly the common trait of all members of our faculty. You will see them developing a character education program for the school; working with the student council; personally approaching students to encourage them to join a team or activity; playing box ball or shooting hoops with students; finding a group of students who might like to learn to drum; inviting students for a call-back to help them make a new friend; spending time with a reluctant reader to find just the right book for him/her; creating a video game that excites students to beat the monster by solving challenging math problems … and the list goes on! Just as there is a huge variety of personalities, learning styles, learning challenges, and interests in our student body, so there is the same diversity in our faculty members. Because our students work with multiple members of the faculty in the course of a day, chances are they will find teachers and related service providers who will capture their interest and excite them about learning. That is the magic of Eagle Hill! Having an incredible faculty who naturally go above and beyond is the secret ingredient that makes Eagle Hill the amazing school that it is!
DR. MARJORIE E. CASTRO DESIGN Sarah Fey Design LLC FALL 2018 . 4
FROM THE BOARD
Preparing for New Leadership to the Search Committee electronically. The input of every member of the Eagle Hill family was critical because transition is a tremendous opportunity. Let’s take this opportunity to not only appreciate the many milestones achieved by Dr. Castro during her tenure, but also embrace the exciting possibilities of new leadership.
Ch-ch-ch-ch-changes Turn and face the strange… —David Bowie ON BEHALF OF THE BOARD OF TRUSTEES, welcome back to Eagle Hill School! As the academic year kicks into high gear, we should take a moment to reflect on this critical inflection point in the history of Eagle Hill School. This will be a year of significant transition as we celebrate the countless accomplishments over the past decade of our beloved Head of School, Dr. Marjorie Castro, and open our arms to welcome new leadership. Striking the delicate balance between strong leadership and strong management, Dr. Castro has elevated the impact of Eagle Hill’s educational program for our current students, families across the Fairchester community, and internationally in London and Singapore. Working collaboratively, she has cultivated our esteemed faculty with a singular purpose: how to best serve the very heart of our program - our students. The extensive renovations to our beautiful campus have created more effective environments for teaching, learning, and building community. And by strengthening our financial policies and procedures, as well as growing our endowment, Eagle Hill has a sound foundation on which to 5
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build. Dr. Castro’s thoughtful leadership and sensitive, effective management have set the direction for a positive, healthy transition to new leadership. Choosing a new Head of School is the single most important responsibility of the Board of Trustees, and we can assure you that the Board-appointed Search Committee (which included three members of the faculty and administration) was fully committed to the task. Together with Jean Lamont and Doug Cummings of Educators’ Collaborative, the Search Committee spent the summer months reviewing the credentials of an impressive pool of candidates. Given Eagle Hill’s distinguished reputation as a leader in the field of special education, there was exceptional interest in our Head of School position from across the nation. A broad array of candidates applied, many of whom had great depth of experience in learning disabilities, public policy, teaching, counseling, public and private school administration, fundraising, and presenting. Four finalists were invited to spend two days each on the Eagle Hill campus in September.
Based on a unanimous and enthusiastic recommendation from the Head of School Search Committee, the Board voted unanimously to appoint Clay Kaufman to succeed Dr. Castro as our new Head of School beginning July 1, 2019. Clay brings more than 34 years of independent school leadership to this role, including his past 12 years as Co-Head of School at The Siena School, a school for children with language-based learning differences, in Silver Spring, Maryland. Those of you who had the pleasure of meeting Clay during his visit to campus last month know that he is a dynamic, engaging leader with strong communication skills. In addition to a distinguished educational career, Clay’s personal and professional experiences, and the time he spent with many members of our community, demonstrate his exceptional commitment to the mission and vision of Eagle Hill School. The Board is confident and excited about his ability both to honor our past and to move us decisively forward as a national leader in LD education. With the firm support of the entire Eagle Hill School community, we are confident that this transition to new leadership will be one of celebration, transformation, and success!
JEREMY HENDERSON, CO-CHAIR Ultimately, the responsibility for selecting our next Head of School was one shared by the whole community. Thank you to those who took the time to meet each candidate in person and provide feedback
PATTY MURPHY, CO-CHAIR
Welcome to our New Board Members
CLIFF LANIER • • • •
A BIT ABOUT CLIFF: Grew up in Alabama Bachelor’s Degree from Duke University Moved to New York in 1991 to join Merrill Lynch’s investment banking analyst training program Has three children with his wife, Dorothy. Hudson is the oldest child and just began her fourth year at Eagle Hill and is in the Upper School. Cliff reports that she is making strides academically and socially! ON WHY HE ACCEPTED A POSITION AS AN EHS TRUSTEE: I want to give more to others. To that end, if I can play a role in helping Eagle Hill continue its mission of helping our young children develop self-confidence and resiliency, I want to do it. ON WHAT HE WOULD LIKE TO FOCUS ON DURING HIS TENURE ON THE BOARD: I am happy to give my time to this Board in any and every way I can assist. While the school is doing well, we are embarking on a pivotal time with Marjorie’s retirement at the end of this school year. My near-term focus will be to help make sure this transition happens as smoothly as possible. Also, as I have had a career in finance, I look forward to helping the Finance Committee.
CHANCE PATTERSON • • • •
A BIT ABOUT CHANCE: Graduated from Boston University with a B.A. in Economics, and then attended Boston University School of Law Moved to Greenwich from Chicago so his son could attend Eagle Hill, He has since flourished as a learner and socially His daughter also started at Eagle Hill for the 2018-2019 school year The founder of The Brown Angel Group, a communications and strategy firm focused on leadership development, enterprise scaling, and social justice. ON WHY HE ACCEPTED A POSITION AS AN EHS TRUSTEE: Eagle Hill is a tremendous institution. Deep talent and commitment to greatness exists throughout the staff, faculty, leadership, and the Board. As I learned more about the goals to expand Eagle Hill’s reach and impact, my hope is I can be helpful in making its story of success and unique approach to education and emotional support for these tremendously talented students something that is more widely known. Creating more awareness and accuracy about the impact of Eagle Hill should help it grow so that more families like ours can have the same life-changing experience. ON WHAT HE WOULD LIKE TO FOCUS ON DURING HIS TENURE ON THE BOARD: With my background in public relations and branding, my focus will likely turn towards marketing and communications. How we speak and share the truth about Eagle Hill is very important to me. Reducing confusion and inaccuracies, ensuring we all have the same/ similar narrative as we describe the school in various settings and platforms. All those efforts will benefit Eagle Hill over time.
SONIA SANDHU • • •
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A BIT ABOUT SONIA: Grew up in Weirton, West Virginia Attended both Bryn Mawr and Chatham Colleges and graduated with a B.A. in Biology Graduated from the West Virginia School of Osteopathic Medicine and completed her fellowship in neurophysiology at Weil Cornell Medical College, where she was then an Assistant Professor of Neurology Currently a member of the neurology department at Memorial Sloan Kettering Cancer Center, where she provides intraoperative neurophysiologic monitoring during surgical cases in which neural structures are at risk Lives in Greenwich with her husband, Vin, and their three children. Rani, the youngest, is in the Lower School at Eagle Hill. Sonia is on the EHS Parent Association Executive Board and was Chair of the 2018 Annual Benefit. ON WHY SHE ACCEPTED A POSITION AS AN EHS TRUSTEE: Eagle Hill has not only been a wonderful learning environment for my daughter, but it has also been a growth experience for me as a parent in this community. Some of my closest friendships were made here at Eagle Hill where parents feel comfortable sharing their stories with each other. As a trustee, I hope to support the mission of Eagle Hill by volunteering my time and expertise to a school that has meant so much to my family. ON WHAT SHE WOULD LIKE TO FOCUS ON DURING HER TENURE ON THE BOARD: I am interested in development – finding ways to best provide the expertise, tools, and services that make Eagle Hill a premier institution in order to stimulate knowledge, critical thinking, creativity, personal expression, self-advocacy, and joy in our children! (Continued page 8)
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WELCOME NEW BOARD MEMBERS CONTINUED
KELLY THOMPSON • • • •
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A BIT ABOUT KELLY: Born in Tiberon, California, raised in Connecticut and New York B.A. in Political Science and Art History from Hobart and William Smith Women’s Leadership Board – John F. Kennedy School at Harvard Spent the past 25 years in the beauty industry. The last twenty years have been at L’Oreal, where she is currently SVP of Public Relations and Communications Kelly has two sons. Harrison is in his second year at Eagle Hill and turned 11 this summer. ON WHY SHE ACCEPTED A POSITION AS AN EHS TRUSTEE: I was honored to accept this position because it affords me the opportunity to give back to a wonderful school that has, quite simply, changed my son’s life. Education is key to my husband, Stephen, and me, so to find an institution of this caliber for our son and be able to volunteer my time and skills is done without hesitation. Eagle Hill has given so much to our family over the past year, not just in educating our son, but also changing our family dynamic. We truly believe this school rediscovered our wonderful, happy son again. Harrison is excited to go to school every day. He has a skip in his step, and every day begins and ends with a smile. ON WHAT SHE WOULD LIKE TO FOCUS ON DURING HER TENURE ON THE BOARD: I have built a successful career for myself in public relations, so I believe my strengths will help to protect and built the Eagle Hill School brand. My immediate focus would be directed toward making sure everyone understands the unique mission at Eagle Hill. Eagle Hill School is a thought leader in the educational arena and we need to make sure everything is done to continue to the school’s success.
MOLLY VAN WAGENEN • • • • •
A BIT ABOUT MOLLY: Graduated from Stanford University with a B.A. in Political Science and then attended the University of Chicago Law School After law school, worked in consulting for Arthur Andersen in San Jose, Los Angeles, and New York City Has lived in Darien for the past 12 years, where she has been extremely involved in supporting local causes Mother of three children, two with dyslexia Her son, Jack, is in his fifth year at Eagle Hill, and is in the Upper School. ON WHY SHE ACCEPTED A POSITION AS AN EHS TRUSTEE: I accepted a position on the Board of Trustees because there have been few places that have shaped our experience as a family more than Eagle Hill. We’ve considered moving back to California twice during the past twelve years, but we ultimately decided to stay in Connecticut because of Eagle Hill. Although there is a sacrifice to Jack and our family in going to school for so many years outside of our immediate community, I have felt truly blessed that Eagle Hill is as close to us as it is. Surprisingly, there are no schools comparable to Eagle Hill in either the Los Angeles or San Francisco greater areas, despite their proximity to excellent university teaching and research. ON WHAT SHE WOULD LIKE TO FOCUS ON DURING HER TENURE ON THE BOARD: I’d like to focus on branding, development, strategy and education – or wherever I can be of service!
Tom Cone Receives 2018 Connecticut Association of Independent Schools Award!
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ongratulations to Tom Cone, our CoDirector of Admissions and Placement, who is so deserving of this honor from his colleagues all over the state of CT. Right before the school year began, Doug Lyons, Executive Director of CAIS, came to campus and presented Tom with his award in front of the entire Eagle Hill faculty and staff (to thunderous applause!). Tom has been at Eagle Hill for more than 40 years, serving in many different roles – teacher, advisor, Assistant Head of School, Director of Admissions and Placement, and now spearheading Eagle Hill’s international programs. Beyond Eagle Hill, Tom has served on the Board of the Connecticut Association of Children with Learning Disabilities, as well as serving on CAIS’ Commission on Membership and Accreditation. “Anyone who knows Tom would say he has a big heart and is dedicated to making everyone at Eagle Hill – teachers, staff, parents, and students – stronger and better at what they do. Tom stands out as an incredible leader in our field, one who is very humble about the impact he has had on so many of us over the years.” —Dr. Castro “My work with CAIS through the years has been both inspiring and richly rewarding. As an educator, my career has been enhanced in so many meaningful ways through the relationships I have made as a result of my work in this organization.” —Tom Cone
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SPORTS AND ACTIVITIES REPORT
SPRING 2018 ATHLETICS REPORT By Jeff Leonard, Director, Athletics & Activities
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eing a participant on an Eagle Hill athletic team is a big part of the “Life-Changing Experience” that you will hear parents talking about time and time again as your student progresses through their EHS program. Our coaches are the key to the Athletic Program they carry the themes and goals of the Eagle Hill Academic Program on to the athletic field. How do we do that? All of our coaches are teachers or residential faculty and are fully committed to the mission of Eagle Hill School. Our coaches know and understand who our students are before they ever step on the field or court. While our coaches might not know individual players at the beginning of the season, they always quickly learn what will help them be successful athletes. Players usually know at least one of their coaches, which makes joining a team a bit more comfortable, particularly for those who have never played an organized sport before. Given the vast skill sets of our coaches, most students have settled in and found a home within the first two weeks of each new season. For those new to Eagle Hill, joining a sports team can be a key factor in a smooth transition to their new educational environment. As an example of the commitment and experience of our coaches, we’re proud to share with you the 2017-2018 Coach of the Year — Joe Baynes. Joe is a Lower School teacher and lifelong athlete who can coach many sports, depending on our needs. Last year, he coached JJV Soccer in the fall, JV Basketball in the winter, and JJV Softball in the spring. Regardless of the sport he coaches, Joe is always a major draw when potential players find out he is coaching a team. This spring, enrolment on our JJV Softball team doubled after students heard that Mr. Baynes would be coaching. All of our coaches develop special connections with the players and continue the critical role of helping students develop key peer connections that often grow into strong friendships over the course of the school year. I feel blessed to have a large pool of coaches like Joe who are committed to helping our students have the most successful team experiences possible.
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SPRING TEAM AWARDS VARSITY BASEBALL
JUNIOR VARSITY BASEBALL
ULTIMATE FRISBEE
MOST IMPROVED Tommy Cahill and Justin MacKechnie
MOST IMPROVED Andrew Stein
MOST IMPROVED Jackson Anderson and Tyler Felix
MOST VALUABLE Nolan Dunn DAVE KATES COACHES AWARD Max Zimmer
GIRLS SOFTBALL MOST IMPROVED Lauren Russell and Katie Plant MOST VALUABLE Kylie Rosario and Logan Heinman DAVE KATES COACHES AWARD Sophia Schwartzman and Stella Greenberg
DAVE KATES COACHES AWARD Juaquin Velez and Jack Burns
TENNIS MOST IMPROVED Ben Meyer MOST VALUABLE Ty Gelijns DAVE KATES COACHES AWARD Jane Gerson
MOST VALUABLE Alex Nunn and Brennan Campbell DAVE KATES COACHES AWARD Jim Richter and Zach Brois Joe Baynes, 2017-2018 Coach of the Year, holding the “Coaches Rudder”. The rudder can be viewed in our gymnasium foyer.
SPRING ACTIVITIES By Jeff Leonard, Director, Athletics & Activities
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thletic teams are not for all students. So, between the hours of 2 and 4 p.m., Eagle Hill students have a combination of a one-hour proctored study hall and one hour of a supervised afternoon activity. Those students who choose not play on interscholastic sports teams have a range of physical and non-physical activity choices run by our dedicated teaching staff. Some of the activities offered this past spring were gymnastics, yoga, karate, digital photography, Dungeons and Dragons, and hip hop. Not only do these activities allow students to learn new skills or hone existing ones, they’re a perfect way for students to find friends with similar interests. With the help of faculty volunteers, we also continued our long tradition of service-learning by encouraging students to volunteer their time to programs such as Sweet Readers, Neighbor to Neighbor, Adopt A Dog, and the St. Luke’s Soup Kitchen. Many thanks to these organizations and our generous faculty for helping teach our students the importance of community service!
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FROM THE DORM
Dorm Differently By Joy Delisle, Director of Residential Program
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very part of the Eagle Hill program is highly structured and supportive with the goal of allowing students to become confident and active learners. The Residential Program is no different.
Every day when our students wake up until they go to bed they are confident and sure of what is going to happen and when. Their day is consistent both in and out of the classroom in regards to the support they receive, structure, and established expectations. So many students have issues in the morning leaving for school –whether it’s because their work isn’t complete, or they are anxious about a social situation from the day before. In the dorm, however, the nighttime structure sets kids up for the next day of academic success. In the evening, there is a study hall where each child completes their homework with the support of our staff. Of course, there’s also time for students to be with peers. Though social issues arise at times, we always sit down and talk about the issue. Sometimes this means we use role play so the students involved are comfortable with what they are going to say, and sometimes we plan who students can go to during the regular academic day if the situation continues or they need more support.
THE DORM DIFFERENCE SO MANY STUDENTS that enter the dormitory are timid. Often, they are lacking in confidence and they avoid eye contact. Some of them even have a teenage attitude. All of these behaviors have been built, by the child, to protect themselves — a set of armor. In the dormitory, through goals, role modeling, and conversations, we work on building trust and building their confidence, both in their social and academic skills. As the structure, routine, and expectations of dorm living are established, students begin to drop their armor. Strategies are provided to replace those defensive behaviors with positive techniques to help the student’s confidence grow. It takes a lot of work on the Dr. support Marjorie Castro and student’s part to use these new strategies. But with Dr. Daniel Amen and reminders from the dorm staff and their friends, they soon begin to use and see success with their new skills. My favorite moment is to sit back at the end of the year as a witness to a complete transformation. Watching the same student who struggled to make friends in September leaving school exchanging phone numbers and hugging their friends goodbye — always with the promise of seeing their new friends over the summer.
If there are any issues, whether socially or academically, the teachers and Advisory Team are notified. This eases the student’s fears of getting “in trouble” or worrying about not being prepared for class. Giving students the necessary tools to handle the social situations that come with being an adolescent allows them to be able to focus on the academics at hand. Students also pack their bags and get their clothes ready the night before. This eliminates rushing in the morning and eases them into their day with relatively no angst of being late. When they get to homeroom, they’re ready to learn and not flustered about being late. Many parents ask where the “magic wand” is that gets their child to make their bed, brush their teeth, do their chores, do their homework, etc. The structure of the Residential Program helps these changes happen mostly organically. Children want to spend time with their peers and the dorm students know that once their work is completed they can be with their friends. Time with peers and making friends builds confidence that in turn allows students to focus more on the academics and achieve academic and social success!
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FROM THE PARENTS ASSOCIATION
Teaching Differently, Parenting Differently
By Kat Mattis, President 2018-2019
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his is my 11-year-old son’s fourth year at Eagle Hill School, and I am excited to have recently assumed the role of Parent Association President. Teachers teaching differently—truly teaching to the child—have bolstered my son’s confidence, both by helping him excel in areas of strength and by helping him develop strategies for meeting challenges. Teachers teaching differently have impacted our family in other ways too, by fostering a school climate where parents interact differently with each other. Teachers who pursue careers in special education are a self-selecting group of empathic, resilient individuals who relish the rich rewards from tackling hard work. For them, success may not have a traditional rubric. Instead of ushering neurotypical kids through a mainstream curriculum, they are leading students through the creeks and brooks that meander alongside, often scaling obstacles along the way. Parents of children with learning differences don’t choose to begin that path. Yet they too have left the mainstream to accompany their children through upsets in traditional school settings, batteries of tests, diagnoses, new tactics and failed tactics, then more new tactics, and more failed tactics. And yet to talk with an Eagle Hill parent is to see that this journey has made them better, and the triumphs made all the sweeter. As parents of special needs kids, we have advocated, fretted, self-educated, disputed, and accepted. We don’t sweat the small stuff anymore. And this makes for a very different kind of Parent Association. Teachers are teaching differently at Eagle Hill, and Eagle Hill parents are parenting differently.
Instead of ushering neurotypical kids through a mainstream curriculum, [EHS teachers] are leading students through the creeks and brooks that meander alongside...
It was the September of our first year at Eagle Hill. New to the area, our two younger children were also starting a new school and two back-to-school mixers landed on the same night. I planned to split the night between the two, while my husband Peter stayed home to put kids to bed. I felt adrift at my daughters’ school, as I eyed the clusters of parents who all seemed to be joyfully reconvening after summer’s end. I clumsily inserted myself into a few conversations, but made no real connections.
Perhaps having one hard thing that your family faces out in the open opens a channel for more meaningful communication.
I was glad to take leave of the one event, but dreaded attending the second and used the drive over to steel myself. As I entered Eagle Hill’s Community Room, a new acquaintance beelined over to say hi. She turned to her nearby friend to make an introduction. I don’t recall who she was, but I’ll never forget what she did. She warmly took my hand and graciously beamed, “Welcome! You’re going to love it here.” She told me if ever I had questions or needed support of any kind to reach out. Other conversations followed with other parents who seemed as accepting and open. I’ve found less posturing and more truthtelling at Eagle Hill than at other schools. Perhaps having one hard thing that your family faces already out in the open opens a channel for more meaningful communication. I’ve found that Eagle Hill parents adopt the school’s ethos of meeting others wherever they are; and wherever they are is a good place to start.
Make the most of your membership in the Parents Association, whether your tenure at Eagle Hill amounts to one year or ten. Attend a Parent Support Group, a Parent Seminar, a Dads’ or Moms’ Night Out. Volunteer whatever time you can spare to ring up Logowear, be a buddy to a new family, help decorate the gym for Bingo Night, or work a shift at the Book Fair. In so doing, you are tapping into an association full of friends that will journey alongside you.
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GRADUATION
Congratulations to the Upper School Class of 2018 Graduates!
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UPPER SCHOOL GRADUATES Brenna Adrian James Bartlett Rachel Berkson Matthew Bilodeau Charlotte Breede Zachary Brois William Bunzel Alexander Carlin Nathan Cohen Connor Davis Tobias Dorfman Nolan Dunn Katie Esposito Christopher Gedney Ty Gelijns Jane Gerson Stella Greenberg Cal Hamerman Logan Heinman Sofia Kedros William Laguzza Chloe Lieb Justin MacKechnie Jacqueline McSherry Benjamin Meyer John Mikhail Casey Neyra Daniel Notis Alexander Nunn Nicolle Pechman Connor Peck Katherine Plant James Richter Gabriella Ringelstein Kylie Rosario Lauren Russell Hugo Salathe Charlotte Schreder Sophia Schwartzman Rijkaard Shupe Nathaniel Smit Zachary Stock Stephanie Tassone Lauren Tavarez Michael Turner Yehuda Weberman John Willis Grant Wood Nicholas Yanoti Maximilian Zimmer John Zuro
EAGLE HILL SCHOOL PLACEMENTS, CLASS OF 2018 CONNECTICUT SCHOOLS Academy of Information Technology & Engineering, Stamford Eastern Middle School, Greenwich The Forman School, Litchfield The King School, Stamford The Marvelwood School, Kent Middlesex Middle School, Darien Saxe Middle School, New Canaan Trinity Catholic High School, Stamford Winston Preparatory, Kent Westhill High School, Stamford
NEW YORK SCHOOLS Blind Brook Middle School, Blind Brook Fox Lane Middle School, Bedford The Gow School, South Wales Hastings High School, Hastings-on-Hudson The Harvey School, Katonah
H.C. Crittenden Middle School, Armonk Iona Preparatory School, New Rochelle Kildonan School, Amenia The Maplebrook School, Amenia Parsons Elementary School, Harrison Rye Middle School, Rye Scarsdale High School, Scarsdale Soundview Preparatory School, Yorktown Heights The Ross School, East Hampton White Plains High School, White Plains York Preparatory School, New York City ADDITIONAL SCHOOLS Colegio Nueva Granada, Bogota, Colombia Cushing Academy, Ashburnham, MA Denver Academy, Denver, CO Eagle Hill Hardwick, Hardwick, MA The Greenwod School, Putney, VT The Riverview School, East Sandwich, MA
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GRADUATION
2018 Awards
HEAD OF SCHOOL AWARD This award is given by the Head of School to the student who, in the opinion of the Head of School, possesses and demonstrates the qualities of outstanding academic performance and citizenship. The following traits are considered: citizenship, academic performance and effort, extracurricular participation, and peer interaction. Recipient: Alexander Nunn
SJ WALDMAN AWARD This award, given by the Director of Education, was established in the memory of a former Eagle Hill student and recognizes the traits of goal-direction, effort, perseverance, and generosity. Recipient: Jane Gerson
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TRUSTEES AWARD This award is presented by a member of the Eagle Hill Board of Trustees to an Upper School student who has made a significant contribution to the school community through the use of personal talents (e.g., artistic, musical, dramatic, community service, etc). The talents recognized from year to year may vary; what is consistent is the unselfish contribution of time/talent to the EHS community. Recipient: Nolan Dunn
CLASS SPEAKERS Selected by their peers, these students addressed the audience at their respective ceremonies. John Zuro, Nicolle Pechman
HEAD OF SCHOOL SPORTS AWARD This award is given by the Head of School to a student who best represents the essence of sports at Eagle Hill – the joy and dedication to being on a team and the embodiment of the spirit of participation. Recipient: Kylie Rosario
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ACADEMIC ACHIEVEMENT AWARDS These awards are presented by the Head and Assistant Head of School to students for outstanding academic improvement and performance. Recipients: (1) Alexander Carlin, (2) Christopher Gedney, (3) Benjamin Meyer, (4) Katherine Plant, (5) Zachary Stock
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CITIZENSHIP AWARDS These awards are presented by the Head and Assistant Head of School to students for outstanding citizenship qualities. Recipients: (1) Ty Gelijns, (2) John Mikhail, (3) Sophia Schwartzman, (4) Stephanie Tassone, (5) Lauren Tavarez
DAN CHAPIN AWARD This award is given by the Assistant Head of School to a student who demonstrates social growth and quiet commitment to the total Eagle Hill program. This student may not be specifically recognized for individual achievement but has made outstanding contributions to the program in general. Recipient: Nathaniel Smit
GREENWICH GOOD CITIZEN AWARD The Independence Day Association of Greenwich recognizes and rewards local students who demonstrate good citizenship qualities of dependability, service, leadership, and patriotism in their homes, schools, and communities by presenting them with a Good Citizens Award. This award is given by a member of the Admissions and Placement team. Recipient: Sofia Kedros
ALUMNI ASSOCIATION AWARD During his/her years at Eagle Hill, this student has already developed the kind of appreciation and enthusiasm for the Eagle Hill experience that sets him/her apart from others. The student has enriched Eagle Hill while he/she was here and has made EHS an even better place. This award is given by a member of the Alumni Association. Recipient: James Bartlett
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FROM THE LIBRARY
AS A LIBRARIAN, it is one of my many jobs to make sure that students have many reliable sources of information to support their curiosity and research. When I tell students that they will NOT be “googling” anything for the start of their research projects, they are appalled. “Wait, what?!“they exclaim in dismay. “What other way is there to get information?” The process of doing research has come a long way from consulting the large print encyclopedia editions that used to grace every family living room and public library reference section. Although I will always have a soft spot for those, the new online databases are inviting, colorful, and easy to navigate – all important aspects for making these resources accessible to our Eagle Hill students. When I’m selecting what databases Eagle Hill should subscribe to, I keep that accessibility in mind – our databases need to have multiple ways to display information, be accessible to multiple levels of learners, and be relatively simple to use.
Library Resources to Use at Home ANN CHASE-KAREL EHS Library Director
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Our databases are large collections of information organized for rapid research and retrieval. They are also updated every day by editors and fact-checkers. Most importantly, they address the many different ways our students learn, including read-aloud functions which even highlight the words being read. They include movie clips, colorful charts, and links to more information. Bottom line: they are just as much fun as googling, but they provide trustworthy information. The six databases listed at right are just a few of our students’ favorites. The full list with log-in information and passwords is available on the Parent Portal so that you can use them at home.
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PEBBLEGO
BRAINPOP AND BRAINPOP, JR.
Hands-down, our Lower School’s favorite database for fun and research. We subscribe to four categories: Science, Animals, Biographies, and Social Studies. Students can type in a search; non-readers just click on pictures. Articles are divided into four categories of facts, with a tab for each, as well as fun facts and additional info. With just a few sentences on each tab, information is not overwhelming. Articles have read-aloud option and words are highlighted. Colorful photos and/or videos included. Additional activities and games are included.
The “main event” of these databases are movies with fun enrichment activities added. In both, you can choose just to listen to the audio, or add closed captioning. Students can type in a search, or click on pictures that look interesting. For more individualization, you can increase or decrease the speed and quality of the movies.
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This database contains more than 250 e-books for kids of all ages that can be read and/or listened to. They can be used individually or projected for a large group.
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Categories include picture and chapter books, ebooks, graphic novels, non-fiction, math stories, videos, Spanish materials, and puzzles. Can be read on laptops, tablets, or phones. You can make playlists of favorites. Unlimited usage – read as many as you want.
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GROLIER ENCYCLOPEDIA
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Say good-bye to the tiny type of print encyclopedias, and welcome to the ease of quickly finding articles, maps, and videos.
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The opening page allows you to search for articles or videos, links to world news headlines (including all of the US major dailies and three Spanish sources), and maps. Articles are written at four different reading levels (from 5th grade to adult), with many visuals included. “How to cite this article” included.
Our subscription includes six categories: Kid, Student, Timelines, Discover, Spanish, and Science Power.
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TUMBLEBOOKS
WORLDBOOK
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BRAINPOP Categories include Science, Social Studies, English, Math, Health, Reading and Writing, Math, Arts & Technology, and New & Trending. This summer, New & Trending included such movies as World Cup, new movies in the theaters, and biographies of famous people with summer birthdays. Each category is broken up into units, with many topics in each unit. Each movie has a written description of what it’s about, as well as a transcript of the audio. Additional activities include news articles, games, quizzes, etc. (A few can only be accessed with a teacher account.) Content is generally considered grade 4 and above.
BRAINPOP, JR. Categories are the same as above, without New & Trending. All movie dialogue is captioned – students can read, listen, or both. Activities include jokes, interactive vocabulary activities, a drawing program, graphic organizers, Make-a-Map, suggested activities, and much more. Generally considered for grades K – 3.
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Kid can be searched by word, or by clicking on pictures or categories Categories include Picture and videos, animals, activities, maps, games, science projects, and more! Student is a slightly higher reading level. You can search by word or browse by subject. Student includes maps and atlases, videos, additional websites and related information for every article. Timelines is self-explanatory. You can search timelines in many topics, or create your own. Discover was created for students with learning disabilities. The articles are shorter, and there are more visuals. You can search by word, or browse in eight categories. Articles in Discover can be translated into almost any language through a drop-down menu on the left of the article. A read-aloud function can be activated.
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Enciclopedia Estudiantial Hallazgos is a Spanish encyclopedia. Bilingual feature allows users to switch between English and Spanish. Visual dictionary helps users clarify word meanings. Many hands-on activities included.
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Science Power is correlated to popular science textbooks as well as state standards. Differentiated material is included. Science Power is organized by unit, with lessons, experiments, vocabulary, graphic organizers, and quizzes included. Users can search by word or browse by category. Articles connect to articles in Kid, Student, and Discover for further exploration. If you have any questions about how to use these, please feel free to contact me at a.chase@eaglehill.org, or 203-622-9240 x669.
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FOCUS ON LOWER SCHOOL
Developing Self-Esteem and Confidence in Lower School 21
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EAGLE HILL NEWS
SHARI BLOOMER Lower School Division Head
LIZA JAROMBEK Lower School Educational Advisor
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he development of self-esteem and confidence in our students is a major focus for our Lower School faculty, and it begins with positive praise. This not only develops confidence in our students’ academic abilities and self-worth, but it also succeeds in building their self-esteem and risk-taking abilities that are crucial for their success beyond EHS. We believe that it is as important to celebrate the process of a child’s attempt at learning as it is to celebrate an academic milestone. (CONTINUED)
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Teachers explicitly describe how students have overcome obstacles and demonstrated perseverance.
It may start with a simple word of praise from a teacher when a student works on decoding a new and challenging word, or when observed helping out a classmate. Praise can come in many forms at EHS. Beyond verbal acknowledgement, sometimes praise is given using a sticker on paper, or a thumbs-up across the room. Other times it’s a smile of acknowledgement. These are just some of the ways that Eagle Hill continues to build the confidence of every student. One of our favorite, and the most public, forms of recognition for Lower School students happens at our Friday Assembly*. The students in the Lower School and Foundations eagerly look forward to Friday Assembly, held in the Community Room each Friday morning. Items on the agenda each week include student certificates, birthday announcements, sports updates, recognition of students who completed levels on technology-based programs such as Lexia and IXL*, and Critics Corner*. In addition, a portion of this time may be devoted to showcasing the work of a class project, or a special performance by a group of students. A main emphasis of Friday Assembly is for the students to join together to celebrate the success of one another as we address the needs of the whole child. During Friday Assembly, teachers recognize individual students with a certificate for various accomplishments both in the area of academics and social skills. Teachers explicitly describe how students have overcome obstacles, demonstrated perseverance while trying to reach a goal, used strategies, or displayed spontaneous acts of kindness as members
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Development of the whole child goes far beyond academic lessons.
*Friday Assembly: Upper School students also have an assembly on Friday mornings for Tutorial newscasts, and announcements. Throughout the year, we also have assemblies for the entire school body – often for a fun presentation or performance.
*Lexia and IXL: Lexia is a technologybased reading program which provides systematic, and individualized reading support. Similarly, IXL is a technologybased learning tool that focuses on supporting all levels of math instruction.
of our EHS community. The child being recognized is asked to come down as they are cheered on by their peers. Students proudly join their teacher in front of their peers to receive the certificate while the teacher continues to explain how the student has met and even gone above expectations in a specific area. The certificate is carried back to a child’s seat, proudly shown to friends and high fives are passed along. Throughout the day, the student may be commended on the certificate by other teachers. At times a certificate can be a strong reinforcement for even a very small amount of progress, and the catalyst for further growth. Certificates are external acknowledgements for each of the students, but they also serve as internal motivators and reinforcers our students need to change their belief in themselves as learners and members of our community. To complement the core values of the Eagle Hill Values Curriculum*, students may also be recognized in the ways they are showing respect, responsibility, resourcefulness, or acceptance of others. As a faculty, we make sure to reinforce these important values throughout the day – during class, callbacks, on the playground, and during afternoon activities. At Eagle Hill, we know that the development of the whole child goes far beyond academic lessons. In order to help our students grow, we make an effort to concentrate on positively reinforcing perseverance, effort, accomplishments, and actions that show their commitment to the values of Eagle Hill.
*Critics Corner: Students enjoy participating in Critics Corner, where they present a short book review of a recently read book. This can motivate other students to try the book which might be a new genre or author for them to experience.
*Values Project: Started by Eagle Hill faculty, the Values Project has become an integral part of developing the whole child over the past three years. The values of respect, responsibility, resourcefulness, and acceptance have been woven into both the Lower and Upper School curriculums. Throughout the year, students are recognized for embodying these values in their interactions with peers and adults.
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Learning to Read
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utorial is the core of each student’s educational program at Eagle Hill. Most students in the Lower School have tutorial class twice a day, and the focus of each tutorial grouping is unique, tailored to the specific needs of the students. Tutorial class encompasses the entire scope of reading (both decoding and comprehension), spelling, writing, and oral and receptive language. Reading skills are taught using a structured sequential approach utilizing multisensory techniques. At EHS, teachers plan instruction carefully to ensure students master the necessary skills and provide sufficient time to build a solid foundation of skills before (CONTINUED)
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EAGLE HILL NEWS
Reading to Learn Tutorial in the Lower School
ABBY HANRAHAN & MARY FAY
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A Note from Mary Fay Grace is a student who really works hard to apply syllabication strategies to be able to decode the text….and having a student independently use their strategies successfully is the goal! This year her focus was on the bridge from learning to read to reading to learn. In addition to applying the syllabication strategies, I instructed strategies to build her ability to comprehend her reading. I provided scaffolding of these new skills as she was beginning to own them. As I pulled back on the scaffolding for applying her prereading strategies, Grace was proud to be able to take the lead and talk the group through her new prereading strategies. Just as exciting for me was that when I asked why it is important to apply these strategies, she was able to not only tell me why but also how applying these strategies helps her!
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moving on. Explicit instruction of skills using multisensory techniques is an essential component of every tutorial class. In addition to learning skills, students are learning strategies that connect to their unique learning styles. Getting the students to “own” their strategies is a common goal of all tutorial classes. Typically, students first “learn to read,” and then transition to “reading to learn.” Decoding instruction at Eagle Hill does not utilize one particular program or approach, but rather, teachers choose materials based on the students’ learning profiles. Diagnostic teaching is ongoing, as teachers assess and modify lessons to identify the best approaches and strategies for each child - truly, a child-centered approach. Games and activities are designed to give struggling readers multiple exposures to sounds, words, phrases, sentences, and text, to keep students motivated and engaged while learning to read. Fluency is a critical component of tutorial instruction at Eagle Hill. Fluency is the bridge between decoding and comprehension – the ability to read text accurately and with the ease and speed to support comprehension. While comprehension is dependent on decoding, “some children who have been good at the ‘learning to read’ phase, don’t comprehend and this becomes clear in the third and fourth grade.” (Joanna Williams, Columbia University). These skills cannot be taught independent of one another, rather, beginning at the earliest stage of reading, meaning must be attached to decoding, even at
A Note from Abby Hanrahan When the kids begin to own their strategies, and use those independently, that’s when I know we’re making progress. This past spring, as we were reading a new story in class, one of my students, Lucas, came to a word he didn’t know, and stopped. Just as I was about to give him a cue, he picked up his pencil, and “attacked” the word – scooping the syllables – and read the word correctly. He had used his strategies completely independently and I was smiling from ear to ear! I praised him, but he didn’t even acknowledge the praise, he was too busy reading. It wasn’t even 9 a.m., but it was already an amazing day!
the word level. In tutorial classes at Eagle Hill, students are taught comprehension strategies as soon as they begin learning to decode words. Teachers begin with building background information, previewing vocabulary, establishing what the students already know versus what they want to learn, and making connections. During reading, students actively apply strategies to visualize, identify the most important information, and summarize. Perhaps the most important part of the instruction happens when the students finish reading a story or article. This is when they synthesize the information they have gained through reading. Teachers help students accomplish this through post reading activities that strengthen comprehension skills including sequencing, retelling, summarizing, paraphrasing, and building the reading to writing connection. For many of the students at Eagle Hill, comprehension strategies must be explicitly taught, and practiced to a point where the students own their strategies and apply these when reading independently. To keep students motivated, teachers often choose materials that are interesting, but also address important language and reading skills. When students are motivated and interested in what they are reading, it is easier to capitalize on that excitement, building their desire to learn and their ability to make connections to the world around them. When students begin to use their strategies independently, reading becomes something they want to do, rather than something they have to do. This is the goal of reading instruction, and what motivates teachers to provide the very best program for each and every child at Eagle Hill.
Diagnostic teaching is ongoing, as teachers assess and modify lessons to identify the best approaches and strategies for each child – truly, a child-centered approach.
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An Understanding of, and an Appreciation for,
MATH
The overall goal of the Eagle Hill Mathematics Program continues to be the development of a student’s understanding of and appreciation for mathematics while acquiring skills that will enhance their success in traditional programs when they transition from Eagle Hill. There continues to be a strong emphasis on the use of concrete materials and visuals in order to stress comprehension of
GINA BURKE Math Co-Department Head
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mathematical operations. Modifications and scaffoldings are provided so students can be successful in achieving newly instructed skills. When appropriate, those modifications and scaffoldings are taken away to allow the student to perform the skill independently. Similar to our Tutorial Program, the EHS Math Program breaks down the instruction of math into four areas of emphasis that can be tailored to individual student needs and learning profiles. In each of these areas, teachers utilize ongoing diagnostics to prepare lessons that are multi-sensory and involve real-life scenarios. Given that we are skills-based in our instruction, students need to reach a level of mastery before moving onto the next skill to ensure that their foundational skills are as solid as possible.
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The 4 main areas of instruction in our math classes are: Number Sense and Estimation Concepts and Computations Problem Solving Practical Applications NUMBER SENSE AND ESTIMATION
The goal is for the student to be more flexible in their use and understanding of numbers. This includes understanding place value, rounding and estimating skills, and composing and decomposing of numbers. Estimation activities are incorporated in math classes daily. CONCEPTS AND COMPUTATIONS
At Eagle Hill, we feel that computational strategies, as well as drill and practice, need to be instructed and conducted to facilitate the acquisition of skills that many students are assumed to have in more traditional programs. At the same time, consistent with our goal of developing competency in and appreciation for math,
A Note from Gina Burke
I asked a student to name the coins on a page. She was done very quickly and when I looked, she named the coins Peter, Sam, Joe, and Frank. I knew this may be a challenge. What to do next: I commented that those are some great names, but sometimes there are specific names for coins. Then, I showed her the actual coins and we made a study guide together. As the year went on, I gave the student a multiplechoice assignment to identify the coins and had her use the study guide to help. (I used real coins for a better understanding of what they looked and felt like). As practice progressed, she was able to identify more independently without the multiple choice and the study guide. At Eagle Hill, we not only constantly diagnose the skills of our students, we also determine how they learn. It is our jobs to adjust our presentations so the child can feel comfortable learning. Most of them like learning through games and real-life situations. After breaking down a skill so the student can be successful, they must practice. Rather than always doing drills, we make a game of it – the worksheet is displayed on the ActivBoard and the students take turns throwing a dart at a problem and then solve. They are eager to have another turn so they stay very focused. It is heart-warming to hear a student express that they finally understand what they are doing and that they’re having fun! I have enjoyed teaching math at Eagle Hill for over 30 years. Our program has made tremendous gains. The department has grown from storing materials in a file cabinet to a large room full of manipulatives. There is much more research on math currently than in the past years. It is wonderful having new teachers bring in new ideas. Math – it can be pure fun!
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we recognize the need to make such drill and practice meaningful and stimulating. Coordinated with the emphasis on computation is a focus on number sense and estimation so that students can put their computations in context of the “real world” and so that they can be “math literate”.
• PROBLEM SOLVING
Our problem-solving curriculum places an emphasis on learning global strategies including understanding the question posed, estimating an answer, extracting the pertinent information, translating verbal information into a mathematical sentence, and checking the validity of a solution. In addition to these global strategies, specific strategies (e.g., make an organized list, make a table, look for a pattern) and manipulatives are utilized.
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PRACTICAL APPLICATIONS
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Each month, the children are instructed in different areas of practical applications such as patterns, time, money, measurement, statistics, probability, and geometry.
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We also stress metacognition in our math classes. Engaging students to students to think about the process of learning is vital in making them appreciate, understand, and enjoy math. Some general class procedures to facilitate the metacognitive process include: Provide rich learning experiences to encourage students to use real-world applications as much as possible. Provide models and manipulatives to explore problems and provide concrete experiences that will help children build their own mathematical thinking. Encourage students to talk about their mathematical thinking as well as to listen and respond to the ideas of others. A safe and intellectually stimulating environment for learning math is necessary. Students are encouraged to take risks and to think freely. Make students realize that processes are valued. Create a classroom where it is okay to be incorrect. We do not just focus on the correct answer. Encourage kids to reflect on their learning.
Congratulations to the Lower School Class of 2018!
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Alumni GAZETTE ALUMNI REUNION 2018 AT THIS YEAR’S ALUMNI REUNION, we were happy to welcome back alumni, alumni parents, graduates from the class of 2018, and Eagle Hill faculty and staff – all gathered on the quad to reconnect, share stories, and even play some mini-golf.
We hope you’ll join us at this year’s reunion on June 2, 2019. #EHSAlumni
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Alumni GAZETTE
Alex Austin ‘84:
© SESAME STREET
One of these Things Does Not Belong—or Does It?
Eagle Hill News chatted with Alex Austin ‘84 on her journey to and from Eagle Hill and what she’s doing now. WHAT BROUGHT YOU TO EAGLE HILL? I was in fifth grade at Greenwich Academy, and I still wasn’t reading or writing. I remember taking a math test and getting kicked out of class for speaking out loud. I continued – verbally – taking the test in the hall. The teacher came out and realized I was SAYING the correct answers, but I was writing gobbledygook. I was sent to Eagle Hill for five days of testing, and the testers were lovely people. I didn’t get picked on or derided at all. Those five days were some of the best days of my grade school experience. I don’t know exactly what they told my parents after the testing was done, but I do remember hearing “Good and bad news. The good news is your daughter isn’t stupid. The bad news is your daughter is severely dyslexic.” That’s when I started my two years at EHS.
WHAT DID YOU LEARN AT EAGLE HILL THAT HELPED YOU MANAGE YOUR LEARNING DIFFERENCES? There was another time before Eagle Hill that I was kicked out of a math classroom for arguing that 1+1 did not have to equal 2. I tried to explain – I held up my apple to show it wasn’t a single apple pie – it could be shared or mashed. The teacher didn’t like my explanation very much. I also got in trouble for asking that teacher how zero could exist.
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Another example - do you recall the Sesame Street game “which one of these does not belong here”? I do. There were 4 squares, each with a child drawn in it. Three children have hats and one does not, so ... the “correct” answer is the one without the hat. But for me, I couldn’t answer the question. One of the images was yellow, one was brown, two where peach. Each had a different shirt on. One was a girl. One was a brown cartoon boy, and he had no hair when the other three did. The girl cartoon had pigtails, where the others didn’t. Two of the shirts had collars, but one was in a sweater. One was in a button-down. One shirt was striped vertically, another horizontally. As you look, there are more and more differences, and even if you pare it down ... you still have one peach girl. One brown, one peach, and one yellow boy. So, could it be the single girl? Or the single brown boy? Or what about the single yellow boy? Or, even the only peach boy, because he is the only one of the four that is both peach and male ... For one who saw the world as I did (and do), the answer that most people came to was not obvious. The question was not specific enough. I saw more than a quick glance, and when asked a question, I tend to gather more details to be able to give a quantifiable answer. Eagle Hill taught me to translate from “normal speaking” to my own and, more importantly, how to translate how I think into what others can understand. The most important part for me were the classes where the teachers would give an example of
a question in a “normal” school situation and then proceed to explain what the teacher actually meant by the question, and what they were expecting for an answer. While I still may argue that those questions are vague and open to interpretation, I will say that understanding how to do that made school a much easier experience for me.
The very problem with seeing too much, digging too deep, and needing clarification and clear parameters … the things that made school nearly impossible … those are the same reasons I am fantastic at my job.
BEYOND ACADEMICS, WHAT MADE EAGLE HILL DIFFERENT FROM YOUR OTHER SCHOOLS?
Go forward, and when you do look back, look back with pride – because every step towards your future is built upon what you were. Each and every person you surprise is another step, and a kudos to you, for learning to adapt and communicate. Some people may never fully understand you, but you will leave Eagle Hill with the ability to communicate, to learn, and to become so many things. And if you change your mind, if you decide you need to shift, do it. If you are at Eagle Hill, you are exceptional. Just accept that and take on the world.
Eagle Hill was the first time in my childhood I was treated as an individual, based on both my merits and behaviors. If I defended myself, I was not singled out as a trouble maker. If I did cause trouble, I would be expected to explain it, and if I could not, I would be disciplined fairly. Being treated as a person, instead of a problem, changed my life. I worked hard to live up to that wonderful experience, and it has formed much of what I am today.
TELL US ABOUT YOUR EDUCATIONAL JOURNEY AFTER EAGLE HILL. My next school held me back a year because of the dyslexia, and then had to get advanced teachers by eighth grade because they couldn’t keep up. Because of Eagle Hill, I did excel academically. I also only got through that school because of the respectful environment I had had before. Eagle Hill School gave me such a foundation that I got through those three years and went on to a prep boarding school, where I also excelled. Eagle Hill helped me to create the strongest foundation on which my entire future not only could sit, but could be adapted and grown.
TELL US ABOUT STARTING YOUR OWN BUSINESS. After I finished getting my third degree, I started a small manufacturing business (high-end crafts/artist/manufacturing). I chose art and metal because I’m not the most outgoing person, and being the maker appealed to me. It went great for 25 years. However, being an artist means you do trade shows, it means you deal with the public … what it actually means is that you are not actually your own boss, but every customer is your boss. That is exhausting – satisfying – but exhausting. I exhibited at art shows, exhibitions, galleries, and museums. I traveled the world with my craft. That was lovely. I even went and exhibited in Paris twice, which was awesome.
AND NOW YOU’RE A TECHNICAL WRITER. WHAT IS THAT LIKE? WHAT DO YOU DO ON A DAILY BASIS? After 20+ years in my trade, I decided I needed a shift. I went back to school for engineering, and now work as an engineer and technical writer. I spend my days researching, writing, and playing in Photoshop. I make the manuals no one wants to read. I run redlines (errors) to other engineers, if a design change didn’t get included or continue as it should have.
ANY WORDS OF ADVICE FOR CURRENT EAGLE HILL STUDENTS?
That isn’t to say it will be easy. What works for you today may not always be a tool worth using. Being detail oriented can be an asset, but it can also earn you a “D” or even an “F” if you disregard what the professor is actually asking (which you will only understand because of Eagle Hill!).
“ I came to Eagle Hill failing out of grade school for all sorts of reasons. I left Eagle Hill and became a Magna Cum Laude student from there on out.” There are moments to outshine the world, and other times when you must put a dimmer on the bulb. These are the moments that take the most time in learning. But with Eagle Hill in your corner, people will no longer be as confusing as they used to be. Other people might not learn how to perfectly communicate with you, but you have learned to communicate with them. That may, at first, seem unfair. It is unfair. You now have an unfair advantage – the ability to adapt that others did not get the opportunity to learn. You have the advantage of having a teacher who learned how you learn and teaching you in methods that fit you. You have the unfair advantage of taking specialized classes to help take your learning methods into “normal” classrooms. You have an absolutely AWESOME unfair advantage. I hope it brings you as much awesome and as much joy as it has me.
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Alumni GAZETTE
Alumni News
Justin Taft (2004)
Jordan Paley (2012)
Christine Terraciano (1993)
Tess Gordon (2017)
Michael Lee (2014)
Keith Atkins (1980)
Jordan Alpert (1982)
Spyridon Milas (1996)
time in Thailand teaching phonics and English in order to practice her speech pathology skills and experience living in a different country.
low-income students in Brooklyn, NY. He has twin boys with his wife, Megan.
Keith Atkins (1980)
Tess Gordon (2017)
Keith is employed at Groton Sub Base as a dish room worker and has spent the past 30 years in the community at Chapel Haven in New Haven, CT.
Tess recently finished her freshman year at Middlebridge in Rhode Island. She reports that she is getting good grades and enjoying school.
David graduated from Mitchell College in December 2017.
Leyla Beraha Akshlomo (2001)
John Henderson (2004)
Leyla is living life!
John reports that life is good!
Jordan recently finished his freshman year at Springfield College in Massachusetts and is studying Sports Management.
Cristina Carr (2005)
Jordan Latta (2016)
Stephen Rothfeld (1982)
Cristina has been working part-time at the Ferguson Library in Stamford for two years.
Jordan is an eighth grade at Harvey School in Katonah, NY.
Stephen is working at the Jewish Federation and living in South Orange, NJ.
Matthew Cole (2009)
Samantha Lawless (2012)
Sabrina Stanley (2017)
Matthew is starting a new job.
Samantha is starting college at the University of Airzona.
Sabrina finished her first year of high school in June.
Elizabeth is starting college at WCC.
Michael Lee (2014)
Justin Taft (2004)
Riley Dubilier (2016)
Just finished her first year of high school in June.
Michael attended York Prep High School for the past four years and got accepted to New York University, his top choice!
Justin is a PhD candidate in microbiology and immunogenetics at the Icahn School of Medicine at Mount Sinai.
Rachel Fehr (1997)
Emma Marcus (2004)
Christine Terraciano (1993)
Emma recently got her MSW from the University of Pennsylvania School of Social Policy and Practice and now works as a school social worker at a public school in New Jersey. She’s working on getting her license in clinical social work.
Christine is working as a Clinical Research Associate at Tampa General Hospital, helping pharmaceutical companies test out new drugs and devices used in emergency medicine and acute care settings.
Daniela Marquez (1988)
Sam Weintraub (2009)
Daniela reports that she’s sailing!
Rachel got married in April of 2018! Rachel is now living in San Francisco with her husband, Chris. She attended Clark University and earned her BA in theater and Master’s degree in education (birth-sixth grade) from Sarah Lawrence College. She currently teaches at the Jewish Community Center Rosenberg in San Francisco, CA.
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Rachel Fehr (1997)
Jordan has been working at the same job for 16 years!
Elizabeth Reid (2012)
37
Leyla Beraha Akshlomo (2001)
Julia Giordano (2008)
David Nathanson (2008)
Jordan Paley (2012)
Ryan Ferraro (2017)
Colin McLaren (2017)
Ryan is a junior at New Canaan.
Colin started at Maplebrook in September.
Sam recently graduated from Cornell University with a Bachelor’s Degree from the College of Engineering. He lives in Arlington, VA and works at Capitol One as a product manager.
Julia Giordano (2008)
Spyridon Milas (1996)
Julia graduated from Elon University in 2017 and studied speech pathology. She recently spent
Spyro received his Master’s in Education from Teacher’s College at Columbia University in 2012. He works in charter school education helping
Luke Withstandley (2017)
EAGLE HILL NEWS
Luke says that life is great and has received lots of academic and athletic awards at school.
Annual Report 2017-2018
FALL 2018 . 38
ANNUAL FUND DONORS HEAD OF SCHOOL CIRCLE $20,000+
Mr. and Mrs. Paul Aaron Mr. and Mrs. Dwight Anderson The Black Brogan Foundation Patrick Brogan and Patricia Black Brogan Cliff and Laurel Asness * Mr. and Mrs. James Bartlett Bob and Paula Burton Fidelity Charitable Gift Fund Goldman Sachs Gives Anna-Maria & Stephen Kellen Foundation Ms. Caroline Kellen Lord, Abbett & Co., LLC Mr. and Mrs. Mark Pennington Pershing Mark Plaumann and Marilyn Wilson # R.T. Vanderbilt Trust Mr. and Mrs. Hugh B. Vanderbilt Jr. * Joseph R. Zimmel # Zimmel Family Foundation
TRUSTEE CIRCLE $10,000-20,000
THANK YOU
for your contributions to the Eagle Hill
Fund. Because of you - parents, teachers, staff, alumni, alumni parents, grandparents, and friends – we are transforming the future for each and every child at Eagle Hill School. Support of the Eagle Hill Fund is about so much more than just the amount given. Your generosity shows your commitment and dedication, as a community, to Eagle Hill and the individualized education this school provides. Many of you have been showing that dedication for decades – proving that, though Eagle Hill may be a transitional school, the educational and social growth that happens here has an impact that is life-long. Over the summer, we met with an alumni parent who has given to the Eagle Hill Fund every year since 1986. His son graduated from Eagle Hill in 1988. Though his gifts were not large, it was his consistent support for more than 32 years that stood out to us. We wanted to learn more about his son’s experience at Eagle Hill, and hear why he had been supporting Eagle Hill for over thirty years. He told us that at Eagle Hill, his son “learned how to learn differently.” The teachers understood that, as a student, he learned differently and they “catered his education program accordingly.” His son was a dorm student who made fast friends, a bit to his father’s surprise. Perhaps most meaningfully, when asked where he went to school, this alumnus always responds “Eagle Hill and the University of Arizona.” The education he received at Eagle Hill allowed him to successfully continue his educational journey, and his own personal journey. This alumnus from the class of 1988 is now 45, living and working in Arizona, married with two children. Stories like this one show why Eagle Hill is such an important and formative place. With your help, all of us at Eagle Hill will continue to provide the students here the opportunity to discover and explore fullest. their talents to the fullest
Mr. and Mrs. Gordon Caplan Caplan Family Foundation Trust Comcast Alex Dubitsky and Pamela Tillinghast Bob and Lisa Eatroff # Allen and Franziska Haight # Mr. and Mrs. Thomas Halsch Jeremy Henderson and Catherine Samuels # High Rise Basketball Academy * Mr. and Mrs. Thomas B. Ketchum # Northern Trust Charitable Giving Program Mr. and Mrs. Brendan Rogers Sidney Kutler Family Foundation The MCH Foundation Mr. and Mrs. Joost Thesseling
FOUNDERS CIRCLE $5,000-9,999
Alvarez Educational Foundation, Inc Mr. and Mrs. Nick Alvarez Neil and Kim Augustine # Mr. and Mrs. Tom Cahill Anonymous * Marjorie and Ray Castro * Michal and Susan Dell Foundation Ken deRegt Mr. Richard Duckett and Ms. Thasunda Brown Duckett Mr. and Mrs. John Frank Goldman Sachs Matching Gift Program Mr. Eric Lauerwald and Ms. Christina Simon Mr. and Mrs. Salvatore & Edi Lentini Mr. and Mrs. Jeffrey Murphy Nina W. Werblow Charitable Trust Mr. George Nunn and Ms. Catherine Salisbury Mr. and Mrs. Robert Peck, in honor of Christine Ullrich Mr. and Mrs. H. Lewis Rapaport Mr. Aaron Stibel and Mr. Travis Grimm The Meno Lissauer Foundation, Inc. Mr. and Mrs. Nikhil Thukral Mr. and Mrs. Joe Tsai Mr. and Mrs. Joseph Walsh, III # Mr. and Mrs. David Wood
BENEFACTORS $2,500-4,999 Lisa Ferraro Director of Development 39
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EAGLE HILL NEWS
Mr. and Mrs. William Aaronson Mr. and Mrs. Andrew Benett Mr. and Ms. Kevin Charlton Dana Fields and Dan Gearon
Amy Jo and Bill Frischling Mr. Marco Greenberg and Ms. Stacey Nelkin, in honor of Margie Alley, Gail Gaiser, Bridget Donnelly, Joy Delisle, Tom Cone and Rob Breakell IBM Employee Services Center * Industry Prom Fund for the Wall Ceiling and Carp Ind Lucy and Ramesh Karnani Mr. and Mrs. David Karp Mr. and Mrs. Michael Liebowitz Mr. and Mrs. Robert MacNaughton Mr. and Mrs. Steven Markovich The William A. Barbe Family * Dr. Harvinder Singh Sandhu and Dr. Sonia Sandhu Drew and Katherine Saunders * Schwab Fund for Charitable Giving * Mr. and Mrs. Paul Waldron Mr. and Mrs. Lee Zaretzky
SPONSORS $500-2,499
Peter and Gila Acker Mr. and Mrs. David Alexander Appleby Charitable Lead Trust Mr. James Ayer and Ms. Paola Brisson Mrs. Jody Bellows Dr. and Mrs. Ronald Blatt Edward S. Breakell, MD in honor of Wendy Breakell * Anonymous Mr. and Mrs. Vincent Briganti Mr. and Mrs. Greg Burns Mr. Thaddeus Buzolich and Ms. Sara Strang Benjamin and Victoria Carlin * Mr. and Mrs. Tomas Chadwick Sharon and Bill Crain # Mr. Craig Dakauskas Mr. and Mrs. Andrew Dalgleish Mr. and Mrs. Paul Davis Mr. and Mrs. James Davis Mr. and Ms. John DiRocco Benjamin Duell # Miss Lynn Easton Mr. and Mrs. Bob Fanelli Mr. and Mrs. Jeff Feinberg Lisa and Joe Ferraro * Mr. Matthew Finnerty and Mrs. Victoria LaMura-Finnerty Mr. and Mrs. Christian French Mr. Brian Fridie and Ms. Tania Santos-Fridie Mr. and Mrs. Erik Friedman GE Foundation Mr. and Mrs. Timothy Gallagher Robert S. Germain and Janet T. Gerber Lena and Joseph Gershenov Giselle and Jeffrey Gerson Alison Cox and Rick Grellier Gurdon W. Wattles Fund * Mr. and Mrs. Arlen F. Henock # Hickrill Foundation Jean and Edward Higham Patsy Howard * Mr. and Mrs. Robert H. Husted * James L Easton Grandchildren’s Trust Mr. and Mrs. Matthew Janiga Mr. and Mrs. Marc Katzman Mr. and Mrs. Anthony Klarman Mr. and Mrs. David S. Kramer Joy and Marc B. Lautenbach Mr. and Mrs. Christopher M. Lodge, in honor of Angus K. Lodge * Mr. and Mrs. Todd Marlin Derrel Mason Mr. and Mrs. Edward McLaren Mr. and Mrs. Greg McMullen Lisa and Terran Miller, in honor of Jenn Harkins # Mr. Frank H. Moore III and Ms.
Nichola Bott Morgan Stanley Global Impact Funding Trust, Inc. Dr. and Mrs. John Nicholson Mr. and Ms. Lucius Palmer Laura and Steve Paulus Peter J. Sellon 1997 Charitable Lead Trust * Betsy and Ken Plevan Mr. and Mrs. Glenn Pollner * Dr. Jan Quaegebeur and Dr. Annetine Gelijns Mr. and Mrs. John Raybin Ron and Kathy Redmond Lorraine and Robert W. Reeder III # Roy J. Zuckerberg Family Foundation Andrea Tessler and Michael Scarsella # David and Lisa Schlakman, in honor of Steven Schlakman ‘06 # Mr. Keith Schuman Mr. Ted Seides Mr. and Mrs. Manpreet Singh Mr. and Mrs. Scott Spielvogel Stephanie and Lawrence Flinn, Jr. Charitable Trust The Studnitzer Family * The Barry Friedberg and Charlotte Moss Family Foundation The Finn Family Foundation * The Howard Bayne Fund # The Rust Foundation Christopher and Tracy Turner * Brook and Michael Urban # Vanguard Charitable Viad Corp.
THE EAGLE HILL FUND ACHIEVED
100%
PARTICIPATION FROM FACULTY AND STAFF.
Andrew Vindigni # Dr. and Mrs. W. Stuart Warren Mr. James Wendorf and Ms. Barbara Fiorino Mr. and Mrs. Andrew Whittaker Vanessa Wilson # Mr. and Mrs. Terrence Yanni Mr. and Mrs. Theodore Young Jim and Emily Zhao Carrie and Keith Zuckerman * Mr. and Mrs. Brian Zuro Janet Zykorie *
FRIEND
Conrad Aamodt * Ms. Deanna Abbondola Janet West and Larry Abrams Mr. and Mrs. Joseph Adrian Mr. and Mrs. Bruce Akrongold Ms. Lauren Albert Margie and Scott Alley # Mr. and Mrs. Mark Altschul Amazon Smile America’s Charities Ms. Bonni Arbore Anthony and Debra Aronica Mr. Jose Arroyave and Ms. Yolanda Echeverri, in honor of Rob Breakell Mr. Dan Baker * Suzanne Barron
Ms. Lisa J. Battista Ms. Patricia Behr, in honor of Kevin Oxer Benevity Community Impact Fund William A. Bennett Mr. and Mrs. Van Benson Dr. David Blank Shari Bloomer # Ben and Sue Blumberg Jen Booth * Mr. and Mrs. Frank Bosco * Robert and Wendy Breakell # Ms. Susan Brichkowski Mr. and Mrs. Robert Bruguiere Joseph O. Brusco and MaryLou Brusco * Amy and Henry Bubel, in honor of Alissa Bubel - ‘97 * Mr. and Mrs. Michael Burger Gina Burke * Ms. Katie Burke Michele Burns # Mr. and Mrs. Craig Busby Mr. and Mrs. Andrew Byrne # Ms. Andrea Calise and Ms. Linda McLeod Mr. and Mrs. Scott Campbell Ms. Ashleigh Carlucci Mr. and Mrs. Julio Cenzi Ann Chase-Karel # Mr. John Cipollina Ms. Tara Clancy Mr. Hadley Clark Mr. and Mrs. Kevin M. Cofsky Mr. and Mrs. Andy Cohen James and Hilleary Coleman # Ms. Megan Colvin * Tom and Toby Cone * Ms. Tracy Cone * Mrs. Maria Conforti Mr. and Mrs. Kevin W. Connolly # Kelly and Bob Corwen Janice Curtin * Ms. Jillian Davis Ms. Brittne Davis Brian and Colleen Dayton * Anonymous Joy Delisle Mr. Jeffrey Dempsey Maria T. DiPalma # The Dodd Family Bridget Donnelly * Mr. James Dunn, III Ms. Alexandra Dunning * Mr. Ian Dunning Mr. and Mrs. Mauricio Dussan Carol and Jay Ehlen # Mr. Penn Eichorn Elias and Roubi Eliopoulos * Mary Fay * Stephanie and Don Fehr Mr. and Mrs. Christian Ferreira Ms. Laura Fisher Mr. and Mrs. Gregg Fisher James and Carmel Fitzpatrick, in honor of Lily Fitzpatrick * Mr. and Mrs. Niclas Fjalltoft Mr. and Mrs. Miles Flamenbaum Deane Flood in honor of Eric Flood * Ms. Alexa Foley Mr. and Mrs. Frank Fontana, in honor of Grandpa Frank Fontana Mr. and Mrs. Frank Forte Pam Fortin, in honor of Gina Burke # Ms. Gabrielle Fratello Anonymous Ms. Lauren Fried Mr. and Mrs. Carl Frischling Ms. Gail Gaiser Anonymous * E. Gartner # Mr. and Mrs. David L. Gedney
INCOME
Tuition 89%
Annual Fund & Benefit Event 7% Endowment income 3% Other income 1%
EXPENSES
Salaries & Benefits 67%
Financial Aid 12% Academic Programming & Operations 10% Capital Improvement & Facilities 7% Debt Service 4%
17-18 Unaudited Actuals as of July 12, 2018 FALL 2018 . 40
Steven and Terri Gelbstein, in honor of Corey Gelbstein (EHS ‘06) Mr. Corey Gelbstein Mrs. Fanny Gelpieryn Anonymous Mr. and Mrs. Howard Ginsburg Jeanette Glover * Ms. Theresa Gottlieb Ms. Kim Gronich Ashley Gulyas * Ms. Jean Hamerman and Ms. Nina Massen Mrs. Abigail Hanrahan and Mr. Packy Hanrahan Jo Ann, Allen Barnett, and Cameron (Class of ‘07) Barnett # Mrs. Jennifer Harkins and Mr. Dan Harkins Mr. and Mrs. Steve Hayes Ms. Sarah Heffernan Jen Heibeck * Mr. and Mrs. Neil Hindle Mr. and Mrs. Leigh W. Hoagland David Hoffman, Jr. Mr. George Holzer Ms. Micole Horowitz Dr. Timothy Hughes Mr. and Mrs. Nilo Huyhua William and Sarah Ings * Mr. and Mrs. Stephen Iorio Mr. Robert A. Ittner, Sr. Mr. and Mrs. Seth Jacobs Liza Jarombek * Ms. Brynn John
Ms. Alexandra Johnson Mr. Peter Kaminsky Mr. and Mrs. Mitchell Kaplan Dave and Ann Kates Anonymous # Shaun and Wendy Kelly Dr. and Mrs. Kayvan Keyhani Mr. Tobias Knapp and Ms. Deborah Lowery Knapp Douglas A. Krajewski * Joel and Diana S. Krosnick * Mr. and Mrs. Kenneth Kubie # Ms. Nicole Kumar Ms. Boardie Kurz Sarah Kwiatkowski * Fergus and Libby Lane, in honor of Hastings ‘99, Madison ‘01, Mary ‘02, and Kathryn ‘04 Mr. and Mrs. Tom Lasley * Mr. Julien Laveyssieres Mr. and Mrs. Jared Leon Jeff Leonard * Mr. and Mrs. Richard D. Levin Ms. Rose Levine Dr. Mark Lieb and Dr. Christine Grimaldi Emma Lipman * Ms. Linette Lodato Mr. and Mrs. Ian Londin Long Ridge HSE Cleaning Services, LLC Antonietta Lovett * Mr. and Mrs. Christian Magliano Ms. Edna Magras Patrick Maguire *
Joanne and Anthony Maida # Mr. Jason Maltese Ms. Melyssa Mardit Mr. Robert Marks Anonymous Ms. Christine McCormack Barbara McHale * Mrs. Lorna McKeithan-Pausig and Mr. Ralph Pausig # EHS Teacher * Mr. and Mrs. Mikael Meyer Mr. and Mrs. Michael Micciche Mr. and Mrs. Steven Miller Mr. and Mrs. Thomas Mitchell Mr. and Mrs. Daryl Moccia Ms. Allison Modica Mr. Robert Moore Mr. and Mrs. Edward Moore * Mr. David Nathanson Mr. and Mrs. Dominic Neyra Maureen Nisch * Willis and Jim O’Brien Mr. and Mrs. Peter O’Brien Mr. Anthony O’Connor Mr. and Mrs. Andrew Opel Kevin Oxer and Family # Mr. Kevin Oxer Alan and Evan Pagano, honoring Sam, Grace and Luke Renata Papone and Chris Lally * Mr. and Mrs. Reginald Patterson Sharon Pearlman # Mr. and Mrs. Robert Perlman Pfizer Inc.
Phil Pineau Roy Piskadlo and Ellen Tolstad # Mr. and Mrs. Julian Plant Ms. Lauren Polinsky * Carol Puglia Katherine Quinn # Ms. Melissa Ragan Ms. Marissa Ramirez Ms. Susan Rappaport Mr. and Mrs. Stewart Rauner Mr. Rick Rawlins Master Connor J. Redmond Mr. and Mrs. William Reid * Ms. Kristina Remy Sarah Restrepo * Mr. and Mrs. Kenneth Ricci Mr. Jason Robins Ed and Janette Root Mrs. Julie Rosenberg Ms. Stacey Rosenthal Ms. Rebecca Ross James Roth, MD Ms. Cindy Ruiz Wendy Salisbury # Mr. and Mrs. Glen Sansone Mr. and Mrs. Edward A. Schmidt * Mr. Birgit Schmidt-Wesche and Dr. Birgit Schmidt-Wesche Mr. and Mrs. Sam Schwartzman Mr. and Mrs. Todd Schwartzman Ms. Kelly Scopelliti Mr. Mitchell Semel and Ms. Colleen Carroll Chris and Amber Senyek *
* Five years of consecutive giving to the Eagle Hill Fund; # 10 years of consecutive giving to the Eagle Hill Fund
CURRENT PARENT SUPPORT OF THE EAGLE HILL FUND
41
Mr. and Mrs. Paul Aaron Mr. and Mrs. William Aaronson Mr. and Mrs. Bruce Akrongold Mr. and Mrs. David Alexander Mr. and Mrs. Mark Altschul Mr. and Mrs. Dwight Anderson Mr. James Ayer and Ms. Paola Brisson Mr. and Mrs. James Bartlett Mr. and Mrs. Andrew Benett Mr. and Mrs. Van Benson Dr. and Mrs. Ronald Blatt Anonymous Mr. and Mrs. Vincent Briganti Patrick Brogan and Patricia Black Brogan Mr. and Mrs. Michael Burger Mr. and Mrs. Greg Burns Mr. and Mrs. Craig Busby Mr. Thaddeus Buzolich and Ms. Sara Strang Mr. and Mrs. Tom Cahill Ms. Andrea Calise and Ms. Linda McLeod Mr. and Mrs. Scott Campbell Mr. and Mrs. Gordon Caplan Benjamin and Victoria Carlin Mr. and Mrs. Julio Cenzi Mr. and Mrs. Tomas Chadwick Mr. and Ms. Kevin Charlton Mr. and Mrs. Kevin M. Cofsky Mr. and Mrs. Andy Cohen Mr. and Mrs. Andrew Dalgleish Mr. and Mrs. Paul Davis Mr. and Mrs. James Davis Anonymous
.
EAGLE HILL NEWS
Mr. and Ms. John DiRocco Mr. Richard Duckett and Ms. Thasunda Brown Duckett Mr. and Mrs. Mauricio Dussan Miss Lynn Easton Mr. and Mrs. Jeff Feinberg Mr. and Mrs. Christian Ferreira Mr. Matthew Finnerty and Mrs. Victoria LaMura-Finnerty Ms. Laura Fisher Mr. and Mrs. Gregg Fisher Mr. and Mrs. Niclas Fjalltoft Mr. and Mrs. Miles Flamenbaum Mr. and Mrs. Frank Fontana Mr. and Mrs. Frank Forte Mr. and Mrs. John Frank Mr. and Mrs. Christian French Mr. Brian Fridie and Ms. Tania Santos-Fridie Mr. and Mrs. Erik Friedman Mr. and Mrs. Timothy Gallagher Mr. and Mrs. David L. Gedney Robert S. Germain and Janet T. Gerber Ms. Theresa Gottlieb Mr. Marco Greenberg and Ms. Stacey Nelkin Mr. and Mrs. Thomas Halsch Ms. Jean Hamerman and Ms. Nina Massen Mr. and Mrs. Neil Hindle Mr. and Mrs. Nilo Huyhua Mr. and Mrs. Stephen Iorio Mr. and Mrs. Matthew Janiga Mr. and Mrs. Robert Jordan Mr. and Mrs. Mitchell Kaplan Mr. and Mrs. David Karp Mr. and Mrs. Marc Katzman Ms. Caroline Kellen Dr. and Mrs. Kayvan Keyhani Mr. and Mrs. Anthony Klarman
Mr. Tobias Knapp and Ms. Deborah Lowery Knapp Mr. and Mrs. David S. Kramer Mr. Eric Lauerwald and Ms. Christina Simon Mr. and Mrs. Salvatore & Edi Lentini Mr. and Mrs. Jared Leon Dr. Mark Lieb and Dr. Christine Grimaldi Mr. and Mrs. Michael Liebowitz Mr. and Mrs. Ian Londin Mr. and Mrs. Robert MacNaughton Mr. and Mrs. Christian Magliano Ms. Edna Magras Mr. and Mrs. Steven Markovich Mr. and Mrs. Todd Marlin Mr. and Mrs. Michael Micciche Mr. and Mrs. Thomas Mitchell Mr. and Mrs. Daryl Moccia Mr. and Mrs. Dominic Neyra Mr. George Nunn and Ms. Catherine Salisbury Mr. and Mrs. Peter O’Brien Mr. and Mrs. Andrew Opel Mr. and Ms. Lucius Palmer Mr. and Mrs. Robert Peck Mr. and Mrs. Mark Pennington Mr. and Mrs. Julian Plant Dr. Jan Quaegebeur and Dr. Annetine Gelijns Mr. and Mrs. Stewart Rauner Mr. Kenneth Ricci and Mrs. Anne Ricci Mr. and Mrs. Brendan Rogers Ed and Janette Root Dr. Harvinder Singh Sandhu and Dr. Sonia Sandhu Mr. and Mrs. Glen Sansone Mr. Keith Schuman Mr. and Mrs. Sam Schwartzman Mr. and Mrs. Todd Schwartzman
Mr. Ted Seides Chris and Amber Senyek Mr. and Mrs. Howard Seymour Dr. and Mrs. Daniel Shapiro David Shupe and Victoria Tillotson Mr. Richard Sibery and Dr. Marilyn Sibery Mr. and Mrs. Christopher Siege Mr. and Mrs. Manpreet Singh Mr. and Mrs. Stephen Slansky Mr. and Ms. Pieter Smit Mr. and Mrs. Jeffrey Sommer Mr. and Mrs. Scott Spielvogel Mr. and Mrs. Jeffrey Stein Mr. and Mrs. Ira Stein Mr. Aaron Stibel and Mr. Travis Grimm Mr. and Mrs. Michael Sullivan Mr. and Mrs. Matthew Swift Ms. Carolyn Tarpey Mr. and Mrs. Joost Thesseling Kelly and Stephen Thompson Mr. and Mrs. Nikhil Thukral Ms. Andrea Tolliver Mr. Dean Tomasula and Ms. Sandra Gelpieryn Mr. and Mrs. Jean Claude Torres Mr. and Mrs. Joe Tsai Christopher and Tracy Turner Mr. and Mrs. Anthony Turner Mr. and Mrs. Hugh B. Vanderbilt Jr. Mr. and Mrs. Paul Waldron Dr. and Mrs. John Wang Mr. and Mrs. Yosef Weberman Mr. and Mrs. Andrew Whittaker Ms. Alicia Wirgau Mr. and Mrs. David Wood Mr. and Mrs. Stuart Woody Mr. and Mrs. Theodore Young Mr. and Mrs. Lee Zaretzky Mr. and Mrs. Brian Zuro
Mr. and Mrs. Howard Seymour Ms. Alexandra Shabman Dr. and Mrs. Daniel Shapiro Dr. and Mrs. David M. Shipper David Shupe and Victoria Tillotson * Mr. Richard Sibery and Dr. Marilyn Sibery Mr. and Mrs. Christopher Siege Anonymous Mr. and Mrs. Stephen Slansky Mr. and Ms. Pieter Smit Everett and Liz Smith Mr. and Mrs. Michael Smolak * Dr. Lydia Soifer, Ph.D. Mr. and Mrs. Jeffrey Sommer Sandy and Steve Soule Mr. and Mrs. Jeffrey Stein Mr. and Mrs. Ira Stein Anonymous * Mr. and Mrs. Mark Stewart Mr. Nicholas Stewart Ms. Amanda Stote Mr. and Mrs. Michael Sullivan Christine Sweeney * Mr. and Mrs. Matthew Swift
Ms. Carolyn Tarpey Ms. Ellen Taylor Sharon and Francois Teissonniere Chris and Irene Theriot Kelly and Stephen Thompson Ms. Andrea Tolliver Mr. Dean Tomasula and Ms. Sandra Gelpieryn Don and Cathleen Tone # Mr. and Mrs. Jean Claude Torres Mr. and Mrs. Anthony Turner Ms. Christine Ullrich * Torrance York and Greg Walters * Dr. and Mrs. John Wang Mr. and Mrs. Yosef Weberman Mr. and Mrs. James Weir Barry and Judy Weiss # Ms. Nina Weiss Tim and Carol Welch * Mr. Jed Wilson Ms. Alicia Wirgau Paul and Erin Withstandley Mr. and Mrs. Stuart Woody Ms. Jessica Zager Mr. Gregory Zambito Arnold and Jean Zimmerman
2018 BENEFIT SUPPORTERS
Jillian Davis Lizzie and James Davis Brian and Colleen Dayton Brandon and Joy Delisle Jeffrey Dempsey John and Maria DiRocco Bridget Donnelly Richard and Thasunda Duckett Michael and Ursela Dunn Alexandra Dunning Ian Dunning Lisa and Bob Eatroff Mary Fay Jeff and Patricia Feinberg Lisa and Joe Ferraro Daniel and Dana Fields Matthew and Victoria Finnerty Michelle and Niclas Fjalltoft Deane and Deidre Flood Maureen and Frank Fontana Frank and Maureen Forte Gabrielle Fratello Christian and Sharon French Amy and Michael Frenklakh Amy Jo and Bill Frischling Gail Gaiser Kaitlin Garris Lisa and Jeff Gerson Geoff and Jennifer Ringelstein Melissa Giglio Jeanette Glover Micah and Marla Goodman Marco and Stacey Greenberg Mr. Aaron Stibel and Mr. Travis Grimm Ashley Gulyas Al and Franziska Haight Thomas and Shepard Halsch Abby and Packy Hanrahan Jenn and Dan Harkins Zachary and Heather Harrison Michelle Hayes Sarah Hefferman Jeremy Henderson and Catherine Samuels George Holzer Micole Horowitz Steve and Eileen Iorio Matthew and Elizabeth Janiga Richard and Marianne Janniello Liza Jarombek Brynn John
Conrad Aamodt Catherine and Paul Aaron Deanna Abbondola Ability Beyond Disability Margie and Scott Alley Dimitrios and Karla Athanasopoulos Neil and Kim Augustine Dan Baker Sonja and Jim Bartlett Lisa Battista Joseph Baynes Jody Bellows Andrew and Kate Benett David and Wendy Blank Shari Bloomer Jen Booth Michael and Jennifer Borak Andrea Bosco Robert and Wendy Breakell Trish and Michael Breede Susan Brichkawski Vincent and Tiffany Briganti Patrick and Tricia Brogan Ted and Helene Brois Aimee and Andrew Bryne David and Tricia Bunzel Gina Burke Michele Burns Joe and Calico Burton Andrea Calise and Linda McLeod James Arthur and Tori Caputo Benjamin and Vicky Carlin Glenn and Maura Carlin Ashleigh Carlucci Sheri Castiello Marjorie and Ray Castro Tomas and Ana Chadwick Ann Chase-Karel Charles and Ellen Christian-Reid John Cipollina Andrew and Natasha Cohen Megan Colvin Tom and Toby Cone Tracy Cone Maria and Ted Conforti Chris and Maura Craig Brittne Davis
Alexandra Johnson Robert and Karyn Jordan Peter Kaminsky Jill and Mitchell Kaplan David and Patrice Karp Marc and Jill Katzman Alex and Maria Kedros Kayvan and Sandra Keyhani Jarrid King and Wendy Glaser Anthony and Laura Klarman Mr. Tobias Knapp and Ms. Deborah Lowery Knapp Nicole Kumar Sarah Kwiatkowski Kimberly La Du Cliff and Dorothy Lanier Tom and Meg Lasley Julien Laveyssiers The Lee Family Foundation Jared and Emily Leon Jeff Leonard Oskar and Olivia Lewnowski Emma Lipman Linette Lodato Robert and Dana MacNaughton Joanne and Anthony Maida David and Tammy Marchini Melyssa Mardit Syndy and Tristan Margot Steven and Ginny Markovich Derrel and Matt Mason Peter and Kathryn Mattis Barbara McHale Sharon Mechaley Metropolitan Laundry Machinery Sales Inc Lisa and Terran Miller Allison Modica Patty and Jeffrey Murphy National Center for Learning Disabilities: NCLD Maureen Nisch Renata Papone Sara Pelgrift Mark and Emma Pennington Phil Pineau Mark Plaumann and Marilyn Wilson Lauren Polinsky David and Alyssa Portny Carol Puglia Katherine Quinn Kirk and Ellizabeth Radke
Melissa Ragan Marissa Ramirez Lacey Ramsey Sue Rappaport Julie Rosenberg Rebecca Ross Howard and Gayle Rothman Kirk and Doreen Ruddy Cindy Ruiz Gregory and Regina Salathe George Nunn and Catherine Salisbury Wendy Salisbury Thomas and Kimberly Salshutz Harvinder and Sonia Sandhu Drew and Katherine Saunders David and Lisa Schlakman Kelly Scopelliti Ted Seides Christopher and Amber Senyek Alexandra Shabman David and Mary Lou Shipper Avtar and Baldev Kaur Singh Gregory and Meghann Smith Sandy Smith Lydia Soifer Jeffrey and Annie Sommer Scott and Rachelle Spielvogel David and Nadine Staffenberg Jeffrey and Julie Stein Mr. Ram Sundaram and Ms. Preethi Krishna Christine Sweeney John Tesler and Family Kelly and Stephen Thompson Kevin and Amy Thornton Nikhil and Alka Thukral Yeuh Joe H. Tsai Christopher and Tracy Turner Christine Ullrich Roxanne and Hugh Vanderbilt Barbara and Joe Walsh Waverly Group Westfair Pools & Supply Inc Carroll and Berta Wetzel Andrew and Liz Whittaker Michael and Maggie Winter Stuart and Kimberly Woody Terrence Yanni and Laurie Lechthaler Joseph R. Zimmel Carrie and Keith Zuckerman
FALL 2017 . 42
PRSRT STD U.S. POSTAGE PAID White Plains, NY Permit NO. 825
45 Glenville Road Greenwich, CT 06831
Change Service Requested