Issuu

SPRING 2021

News

Jumping into Spring The Unique Challenges of Zoom....A New Look at Social-Emotional Learning PLUS Encouraging Reluctant Readers....Remembering Nancy Brookman....Dorm Life....Alumni News SPRING 2021. 1

EAGLE HILL NEWS

CONTENTS 3 FROM THE HEAD OF SCHOOL Focus on the Inbox and the Outbox 5 ON TECHNOLOGY Laptops and Meets and Zooms...Oh My! 8 IN REMEMBRANCE Remembering Nancy Brookman 9 MUSIC DURING COVID The Importance of Music Education 11 SOCIAL-EMOTIONAL LEARNING Keeping Students Connected, Even When Physically Apart 17 FROM THE LIBRARY Hooking Older Struggling Readers 21 FROM THE DORM The Return of Eagle Hill’s Junior Boarding Program 25 ALUMNI SPOTLIGHT Ben Canter ‘13 27 ALUMNI NEWS

SPRING 2021. 2

2020-2021 BOARD OF TRUSTEES

FROM THE HEAD OF SCHOOL

BOARD CHAIR Patricia Murphy BOARD MEMBERS Sonja Bartlett Kate Benett Joe Burton Dana Fields Amy Jo Frischling, Vice Chair Tom Halsch Cathryn Johnson Brandon Lacoff Cliff Lanier, Treasurer Sloane Lederer Rob MacNaughton Derrel Mason, Secretary Kat Mattis, Asst. Secretary Chance Patterson Sonia Sandhu Lydia Soifer Kelly Thompson Molly Van Wagenen Roxanne Vanderbilt EX-OFFICIO Jim Heus, Head of School Sharon French, Parents Association President

Focus on the Inbox and the Outbox

ong ago I learned to train my sights on the youngest and oldest members of our student body—the “inbox” and the “outbox.” For both ends of the enrollment spectrum, the focus is finding the right ‘fit’: ascertaining if the newest members of our school community will be well positioned to take full advantage of all EHS has to offer and, at the other end, finding the appropriate school setting for our students who are ready to leave. Transitions to a new school can be complicated, but we have measures in store that should improve both experiences in the coming school year and beyond. FOUNDATIONS

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 DEVELOPMENT ASSISTANT Maria Conforti M.Conforti@eaglehill.org PHOTOS CONTRIBUTED BY Phil Pineau Rhonda Smith Chris Taggart DESIGN Philofect/Sarah Fey

EAGLE HILL NEWS

Now in its eighth year, Foundations is our entry-level, pre-school inspired program for children as young as five. Students spend 1-3 years preparing for the challenge of Lower School within an intimate setting of small class size with a student teacher ratio of 3:1 and a maximum class size of six students. The Foundations Team has shaped a full-day program that addresses the full range of language-based difficulties with careful regard for the social, emotional, and physical growth of each child. As we plan for next year, we are reviewing all the various support services offered to this important age group. Our Foundations Program also presents a growth opportunity for our school as more and more families recognize the importance and effectiveness of early intervention for their students. While the majority of Foundations students move on to the Lower School, it is not uncommon for students to move back into their public school or another appropriate setting having fully gained from their experience at EHS. Our plans include increasing enrollment in the Program by 25% for 2021-2022 and, should we reach that goal, we will be making improvements to our facilities to increase our ‘footprint’ in their current location. As we consider our “outbox” – although students can move on at any time when ready for greater challenges – about 75% of our students stay with us long enough to consider a high school

placement. For our students, unlike other more traditional schools, high school does not always begin at a certain age or the completion of a particular grade: our tradition of individualization continues for each and every graduate. Our Placement Office meets with each family as they consider graduating and works directly with the students to help explore, consider, and prepare for the process of determining the right fit. These journeys explore public school options, local day schools, and residential programs. But we have added a few new options to the placement toolkit this year that should help families make an informed decision on their next step:

JUNIOR BOARDING PROGRAM We are excited to re-launch our five-day residential, co-ed program for students ages 10-15. This program has long been a fixture of the EHS experience and was closed this year in response to COVID-19. We are carefully and cautiously planning to re-open with increased encouragement to students at the older end of the spectrum to consider the challenge and opportunity a boarding program can offer. This is perhaps the best chance for students to practice—in real time—all the training we offer in executive functioning techniques, social pragmatic training, and, of course, the management and cultivation of important relationships with both other boarders and the (incredible and dedicated) staff members.

THE CAPSTONE PROJECT Recognizing that some students may be on the cusp of leaving us for high school but are simply not quite ready, we have designed a program exclusive to our boarders to add both academic depth and leadership opportunities to their final year. We envision this being a year where they will be assigned a mentor from the faculty to help design a yearlong project that investigates a special interest or passion in depth. The final project would be displayed (or performed, or revealed) to the entire school community. These same students, by virtue of their seniority, would also be trained to lead and inspire younger members of the boarding community. At the culmination of the school year, the students will have gained the independence and self-advocacy skills to enter high school with renewed confidence. The capstone project could serve as a major talking point or a point of differentiation as students present themselves to various secondary schools.

These new initiatives sharpen our focus on bringing mission-appropriate students to our school, give our students more opportunities for success, and reassure our families that that we are committed to supporting our students on every step of their journey.

JIM HEUS, HEAD OF SCHOOL

SPRING 2021. 4

ON TECHNOLOGY

oom...Google Meet...Remote learning...Asynchronous vs Synchronous...these are words, programs, and phrases that many of us had never even heard of, much less uttered, prior to the spring of 2020. Now, they are part of our vernacular and are essential in understanding the everchanging landscape of education in the age of COVID-19. At Eagle Hill, the core of our instruction remains the same, despite the challenges presented by COVID-19. We meet our students at their academic level(s) and work to remediate skills while pushing them to a greater understanding of their unique learning challenges. The nuts and bolts of our program - a skillsbased, individualized, and interdisciplinary instructional model - remain the hallmark of the Eagle Hill experience whether we are delivering the instruction in-person or remotely. That said, the global pandemic required us to shift our thinking a bit to ensure that all of our students have the means to be successful whether learning from home or at school. The use of technology has long been part of the educational landscape at EHS. For almost 25 years, the Upper School has had some iteration of a 1:1 laptop program, allowing Upper School students to use their Eagle Hill technology and all the programs they need while on campus or at home. Typically, in the Lower School, students had access to mobile computer labs that teachers pulled from when necessary and appropriate. This year, a generous donation allowed us to purchase Chromebooks for all students in Lower School and iPads for our youngest students in Foundations.

EAGLE HILL NEWS

Laptops and Zooms and Meets, Oh My! CATHLEEN TONE Educational Technology Integrator

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Now, equipped with Chromebooks, Lower School students have the chance to experiment with and learn from the abundance of technological supports that exist for students. This exposure helps to facilitate the bridge from the Lower School to the Upper School, as the transitioning students will already be familiar with the regular use of a laptop in the classroom. Additionally, in the hopes of making our remote learning days as productive and seamless as possible, many programs and applications designed to improve the learning experience of students with learning differences have been more explicitly incorporated into our everyday teaching and learning routines.

The global pandemic required us to shift our thinking a bit to ensure that all of our students have the means to be successful whether learning from home or at school. Examples of the programs and applications utilized include speech-to-text capabilities, writing prediction software, and browser extensions that help to make all types of text more accessible to our students. Sure, the children enjoy all of the “bells & whistles” that come along with these devices (teachers do, too!) but our job has always been to find ways to seamlessly and safely infuse these enhancements into our teaching. All students are taught responsible use of their devices and teachers weave technology into their lessons in a way that enhances the concepts they are instructing. Having the device and all the appropriate programs and applications is one thing, learning how to maximize the benefits to your learning is quite another! Much of this fall and winter has been spent with students and teachers on the ins and outs of Zoom, Google Suite applications (e.g., Classroom, Docs, Slides, etc.), and the device they are using (MacBook or Chromebook). Our weeks of training and remote learning have been extremely productive and both teachers and students have found ways to navigate the distance “between the screens.” The entire Eagle Hill community has demonstrated flexibility, patience, creativity, and resilience as the boundaries of the traditional classroom have changed. Sometimes, the learning curve related to technology can be a steep one steeper for us than for our children! As we look ahead to life and education after COVID-19, the Technology Department is looking forward to working with our students, faculty, staff, and parents to enhance the learning experiences for our students – no matter what challenges we may face!

EAGLE HILL NEWS

What is an Educational Technology Integrator ?

y primary role as the Educational Technology Integrator, a new position this school year, is to facilitate creative and innovative use of technology by working in collaboration with teachers and students. Fortunately, this is also a teaching position so I am able to experiment with and test out new technology programs and applications in my classes. Obviously, the pandemic has brought about a host of other opportunities for this type of collaboration. Time has been very well spent doing small group training or 1:1 sessions with parents, teachers, and students, sharing “how-to” videos, and facilitating the necessary switches we have had to make to remote learning over the course of the school year. “We are very excited to welcome Cathleen to the Technology Team at Eagle Hill. Her position – Educational Technology Integrator – allows our department to easily collaborate with teachers and ensure that everyone at Eagle Hill is using technology to the fullest and is capable and prepared to learn in classrooms on campus and at home if needed. Cathleen’s years of experience as a teacher at Eagle Hill are invaluable to our department and this position. I look forward to our continued work in seamlessly integrating technology into our educational curriculum.” – Julien Laveyssieres, Director of Technology

IN REMEMBRANCE Nancy Brookman (second from R) celebrating Eagle Hill’s 40th Anniversary in 2015. (R) Nancy Brookman and her husband, Larry Brookman

Remembering Nancy Brookman

N FEBRUARY 2021, Eagle Hill lost one of its pioneers — Nancy Brookman. An alumni parent, former member of the Board of Trustees, and former Director of Development, Nancy was an instrumental part of Eagle Hill’s history. All three of Nancy’s sons attended Eagle Hill and, as a parent, Nancy was responsible for founding the Parents Association. The PA became an integral part of the School community – planning and staffing events, creating opportunities for parents to connect, and providing resources and support for the parent body. The first Annual Benefit was created and carried out by Nancy and her team of volunteers. Nancy would go on to plan more than twelve other benefit events as our Director of Development. For many years, Nancy served on the Board of Trustees and was an effective leader, shaping our school for a long and successful future. The entire Eagle Hill community shares their sympathy and love with Nancy’s family and remembers Nancy’s warmth, intelligence, humor, and dedication to our school.

“ Nancy was funny, fiercely loyal, a team player, exceptionally intelligent, highly organized, and dedicated to making Eagle Hill a nationally recognized institution and, more importantly, a place where children who struggled with learning could truly succeed. Nancy will be sorely missed by all who knew and worked with her at Eagle Hill. She was truly an exceptional gift to the entire EHS community and its mission.” MARK AND RAYMA GRIFFIN EAGLE HILL FOUNDERS

“ Eagle Hill was truly family to my mom. She was fortunate to have been part of building what has now become a model for the community Eagle Hill serves. Although raising money is one of the most difficult tasks for any organization my mom did it with an energy and passion that was remarkable. She was not going to take “no” for an answer and was always raising the bar. She threw extravagant events that always left an impression and drew tremendous generosity. My family and I are so proud of our mom and the lasting impression she left on Eagle Hill. We each feel fortunate to have so many fond memories of Eagle Hill and look forward to continuing to grow those relationships.”

“ I first met Nancy through the Parents Association. I had heard the school was getting ready to do a Strategic Plan which would include parents in addition to faculty and trustees, so I went up to Nancy’s office, introduced myself and asked if I could be a part of it. At that point, she knew she had a live one and she reeled me in! Not only was I put on the Strategic Plan Committee, but she later talked me into co-running the benefit! She said to me, “I found the perfect person to run the benefit with you. You’re going to love her and it’s going to be great!” How did she do that?! Because she didn’t take no for an answer, that’s how. She was right though! Nancy Poses and I had a great time together and have remained good friends ever since. And, when she cornered us in the ladies room after it was over and asked if we’d help out the following year, we said yes. Nancy was superb at what she did at school, but she was also a wonderful friend. Having three grown sons who attended EHS, she knew exactly what we parents were going through which was helpful to not only me but everyone she came into contact with. I will miss her immensely.” AUDREY MACDONALD EHS ALUMNI PARENT & TRUSTEE EMERITUS

PETER BROOKMAN NANCY’S SON AND EHS ALUMNUS SPRING 2021. 8

ON THE ARTS

Music

DURING COVID AT EAGLE HILL

ASHLEY GULYAS EHS Music Teacher

EAGLE HILL NEWS

he COVID-19 pandemic has changed the landscape of education at Eagle Hill. While the goals and quality of the program remain the same, teachers and students have had to adapt to new ways of teaching and learning. New health protocols are in place that limit the number of campus-wide events and students are organized by division and location into cohorts. These changes directly impacted music classes at Eagle Hill – which had to be available to all cohorts and typically hosted three events on campus (two choir concerts and the Mish Mash Talent Show). Taught by Ashley Gulyas, the music program remained an important part of the school year at EHS, but with some major alterations and a lot of creative teaching.

“ Music education (and all arts education!) is a critical creative outlet for all students. It offers a place for students to express themselves creatively, and music is all around us in the world - it’s so important to have an understanding of and appreciation for it…” ASHLEY GULYAS, EHS MUSIC TEACHER

When Eagle Hill switched to distance learning last spring, music instruction was mostly asynchronous. Mrs. Gulyas created a YouTube channel with lessons and activities divided by division that students completed during time blocked out in their weekly schedules. Returning to campus in September, most music classes were held in a large tent outside of the Learning Center, allowing students from different cohorts access to in-person music classes. When the weather got cold, Ashley started traveling to classrooms for music. “I’ve been a bag lady traveling room to room all winter. I have also been sent home for a couple of quarantines, so I’ve needed to Zoom into classes from home as well. It’s certainly been a challenging year to plan for with all of the uncertainty and teaching in so many different locations. I’m looking forward to having my ‘tent classroom’ back with the nicer weather in the spring,” Mrs. Gulyas said. Without being able to be in the music room regularly, the content of music lessons had to shift as well. In Lower School, students have focused on children’s literature that has musicrelated themes. The class would read a book together, and then do an activity related to the story. Students in Upper School have had a music curriculum that’s more technology-based, using their individual laptops and taking advantage of technology like Nearpod (a software that makes presentations and videos interactive), to collaborate and brainstorm. Upper School students have learned about protest songs and completed small research projects for Black History Month. The importance of music in schools cannot be understated. Particularly for students with learning differences, having art and music provides a creative outlet and a change of pace from the academic classes of the day. As Mrs. Gulyas explained: “Music class provides a small “break in the action” each week for our students. For some students, it is an area in which they really excel, and for others, it’s just a place where they feel they can relax a bit from the rest of their academic day. It hasn’t looked or felt the same this year as it has in past years, but I think that we have needed the opportunity to get away from the grind of the rest of the school day more than ever this year.”

THE EAGLE HILL CHOIR is a wonderful addition to our music program, and Mrs. Gulyas was determined to keep the choir going this year, even though the choir wasn’t able to rehearse or perform in the usual way. “There is such a beautiful community in singing together.” Mrs. Gulyas said. “I started the choir in my first year at Eagle Hill and it’s always been a highlight of my days.” This year, students in choir largely rehearsed independently at home, using rehearsal tracks created by Mrs. Gulyas. Once the date of the “concert” was approaching, students would record themselves singing along to the track. Each student would send their video to Ashley, who would then edit the videos together and layer the students’ voices over the background track. This year, the students did a virtual winter concert and have a spring concert upcoming. “The choir is really looking forward to sharing our spring concert with everyone in May,” Mrs. Gulyas shared, “we feel that it has a really uplifting message after a very challenging year.”

SPRING 2021. 10

SocialEmotional Learning Keeping Students Connected, Even When Physically Apart

by JENN HARKINS Head of Upper School

& SHARI BLOOMER Head of Lower School

EAGLE HILL NEWS

ith the excitement of returning to campus this fall after many months away, we knew there would be many hurdles for our students. Due to CDC and Health Department guidelines, students and teachers would need to be divided into cohorts and desks would need to be placed six feet apart.

SPRING 2021. 12

Both of these requirements could possibly impact flourishing friendships. Trusted, beloved teachers might be out of sight to some students due to cohort configurations. Mask wearing and social distancing would need to be part of normal everyday practice. Casual socialization with friends in the dining hall, during field hockey practice, or on the way to a soccer game would not be possible. Of course, the biggest hurdle of all would be the acceptance that our students’ sense of normalcy had been altered without a clear timeline for its return.

We met daily with our colleagues throughout the summer to plan for this school year. We were guided by three goals; • continue to provide the best educational program for our students; • create an environment for students to learn in that adhered to best safety protocols and practices; • ensure that the social-emotional needs of all our students were being addressed.

Upon returning to school after a spring of being remote, we knew our students would benefit greatly from in-person learning that provided them with structure and routines. We felt confident that their ability to adapt to the new norms of social distancing, mask-wearing, and separating by cohort would come over time, but we wanted to ensure that each student had the support needed to make this transition as successfully as possible. Dr. David Blank, Director of Psychological Services, spearheaded the call for EHS to create a safe and supportive environment for students to feel empowered to discuss the impact of the new way of life in a COVID world, and to set a goal of creating a connection between each student and someone in the Psychological Services Department. Dr. Blank shared, “When needing to shift to distance learning last March, one of our biggest challenges was providing support to those students and families that we did not have pre-existing relationships with.” In speaking about his vision for the 2020-21 school year, Dr. Blank explained, “Most importantly we wanted to accomplish giving a voice to things that were happening outside of the classroom. From this, our EHS Social Emotional Learning Program started taking form.” What is Social-Emotional Learning? Social and emotional learning (SEL) is the way that both students and adults learn and practice the knowledge, attitudes, and skills necessary to:

EAGLE HILL NEWS

understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Bi-weekly sessions were created for SEL student groups and led by a member of David’s team. An assessment period was established at the beginning of the year to discover how the students were doing, if they were making sense of what was going on in the world, how they were managing it personally, and to get a sense of what questions they had. Over time the session focus shifted to specific topics. Although some of the discussions start with the introduction of a topic, the conversation can be led in a different direction by the students and what is on their minds. This format gives David and his team the freedom to address a host of issues and provide our students with a voice to so many issues going on around them.

• • • • • •

• • •

Within these groups a range of topics will be covered including, but not limited to: Coping with Covid Coping and adaptation to distance learning Empathy Self-Awareness and Self-Advocacy Differences and Diversity Friendships (how to build relationships and keep relationships in a socially distanced world) Racial inequality Social Justice Social Media Awareness and Behavior

Given the range in ages of our students, the topics and the depth of the discussions vary from cohort to cohort. Some of our younger Lower School students, for example, might focus their conversations on friendships, celebrating differences, and acceptance of others, while Upper School students may be more prepared to bring in current events from the news and discuss racial inequality and social justice in a more nuanced way. Of the many silver linings of this year, the SEL groups are close to the top of our list. Students have learned to be curious, not judgmental. Strong connections have been made between our students, Dr. Blank, and all the members of our Psychological Services Team. Those connections allow us – the divisional educational teams – to have greater insight into ALL of our students and how they are handling the changes that this school year has brought.

The Collaborative for Academic Social and Emotional Learning (CASEL) has identified five core SEL competencies:

SELF-AWARENESS:

SELF-MANAGEMENT:

SOCIAL-AWARENESS:

RELATIONSHIP

RESPONSIBLE DECI-

The ability to accu-

The ability to regu-

The ability to take the

SKILLS: The ability to

SION MAKING: The

rately recognize one’s

late one’s emo-

perspective of and

establish and maintain

ability to make con-

emotions and thoughts

tions, thoughts, and

empathize with others

healthy and reward-

structive and respectful

and their influence on

behaviors effectively

from diverse back-

ing relationships with

choices about personal

behavior. This includes

in different situations.

grounds and cultures,

diverse individuals and

behavior and social

accurately assessing

This includes manag-

to understand social

groups. This includes

interactions based on

one’s strengths and

ing stress, controlling

and ethical norms for

communicating clearly,

consideration of ethi-

challenges and pos-

impulses, motivating

behavior, and to recog-

listening actively,

cal standards, safety

sessing a well-ground-

oneself, and setting

nize family, school, and

cooperating, resisting

concerns, social norms,

ed sense of confidence

and working toward

community resources

inappropriate social

the realistic evaluation

and optimism.

achieving personal and

and supports.

pressure, negotiating

of consequences of

conflict constructively,

various actions, and

and seeking and offer-

the well-being of self

ing help when needed.

and others.

academic goals.

SPRING 2021. 14

“I have to say that this is the best school I have ever been to in my life. Every teacher genuinely cares about every student. I love Eagle Hill. Before I went here I could not write a paragraph – I am dyslexic, I have ADHD, and I have dysgraphia (which makes it hard to write on paper). This school has helped me and so many other kids in ways that I never thought were possible. Without Eagle Hill I would not be here writing this right now.” CURRENT UPPER SCHOOL STUDENT

EAGLE HILL NEWS

SPRING 2021. 16

FROM THE LIBRARY

Hooking Older Struggling Readers “Like it or not, reading is one of the top skills that everyone is measured by, and when you fall behind, it’s hard.”

EAGLE HILL NEWS

It was the first week of school: usually a time of hope, excitement, and new beginnings. But... ...in Ms. Nisch’s Upper School tutorial class, four students sat sullenly, hunched down in their seats. “We hate independent reading (IR) and you can’t make us do it this year!” they exclaimed. She pondered their set faces. She never wanted to make them read. Her goal, like all of the teachers at EHS, is to excite students about reading and inspire them to want to read. Clearly, she had a challenge ahead. “The ‘baggage’ that many of our kids come in with about reading is heavy,” comments Sharon Pearlman, another US tutorial teacher (and Co-Head of the Department.) “Like it or not, reading is one of the top skills that everyone is measured by, and when you fall behind, it’s hard.” Many of these students have younger siblings who read better than they do, or have been embarrassed in activities or classes in other schools over the years. As a result, they use indifference or misbehavior to deflect attention from their struggles. How do we reach those kids and chip away at their armor? At Eagle Hill, there is never a “one-size-fits all” approach; our teachers have large bags of tricks to pull from, depending on the students, their interest, and the make-up of the class. First and foremost, all agree, is creating a safe community. Says language arts, science, and tutorial teacher Maria DiPalma, “The students start as tentative strangers in September. As they begin to trust each other, and know they won’t be judged, they start opening up. By December they can’t wait to share what they are reading with each other.”

ANN CHASE EHS Librarian

SPRING 2021. 18

Here are nine tips for parents from EHS Upper School teachers to get your child interested and invested in reading. Find-

ing a way for our students to read for enjoyment is always our goal and all of us at Eagle Hill work closely together to find the right way to instill a love of reading in our students. Often, this requires some “teamwork” at home – with parents continuing to encourage students to read what they love in a way that works for them.

1. “SELL” A BOOK to your kids by reading the first few pages, or a really exciting part and leaving them with a cliffhanger. “When I do that I often have kids fighting over a book,” Ms. Nisch says. “The ‘I Survived’ series works well because the author always starts with an action-packed adventure, then steps back and introduces the characters, so kids don’t get bored slogging through chapters of description.”

4. DON’T PUSH BOOKS you think your kids “should” be reading that are too hard – they will just get frustrated. Choose what they can read independently. “Parents say to me, “My kid can read anything!” tutorial teacher Jane Stout says. “Sure, they may be able to decode the words, but that doesn’t mean they understand it. Comprehension is equally important, and sometimes that means reading at a lower level.”

2. GET THEM INVESTED in a series, if you can. Once they get comfortable with the characters and structure of a book, it’s less work to read the next one.

5. ON THE FLIP SIDE, if your kid really wants to read something that you think is too hard, you have two options. Instead of “No!” you can say, “Not yet” and offer a similar alternative. Or, let them try. “Kids can be truly motivated by a popular new book,” says Pearlman. “They need the status of saying, ‘Look, I’m reading what you’re reading.’ When kids have a genuine interest and TRUE motivation, that’s when we can see breakthroughs.” Sometimes seeing the movie, if there is one, can help with visualizing a story - if it follows the book closely.

3. LET THEM READ what they want to read, in whatever format they want. Kids need to be allowed to choose what they want to read, suggests Ms. Pearlman. Magazines, the sports page, graphic novels, Lego instruction manuals, and recipes: they’re all reading. Your children will be much more invested in something they’re interested in, whether they read it in a book or on a Kindle or listen to it.

6. SHORT STORIES ARE GREAT, especially if your child has short-term memory issues, because there is so much less to remember. Jenn Harkins, Upper School Division head and Co-Head of the Tutorial Department adds, “Being able to finish a short story or multiple short stories gives students a sense of accomplishment and makes them feel successful. They are also able to explore and be exposed to a variety of genres this way.”

Aa 7. READ AS A FAMILY and/or read aloud to your kids…they are never too old!! If you’re reading what they are, you can talk about the characters, or ask them what they would do in the same situation. Have them guess what will happen next or if the hero will be ok? Can you believe that just happened???” Another bonus, adds Nisch, is that “If they miss a detail or don’t understand something, you can model that it’s ok to go back and re-read sections for clarification.” Additionally, if you’re reading aloud, you can also re-phrase language that you think might be too hard or confusing.

EAGLE HILL NEWS

8. SHARED READING CAN ALSO inspire doing research together, or planning a family trip. One EHS family chose Magic Treehouse books based on places they could visit, to make the books come alive. Even if it just inspires a Google search, learning more details about a story adds richness to the experience.

9. WHEN CHOOSING A BOOK keep the “big three” in mind: large type, lots of white space between lines, and some photos or illustrations to help with comprehension. Ms. DiPalma adds, “I look for books with teenage characters, but that are short and have manageable language, like The Outsiders. Upper School kids are looking for mature themes and teen dilemmas.”

EAGLE HILL “NEVER FAIL” TITLES… The people have spoken! Here is a list of tried and true books that have proven to be successful for our kids. BOOK SERIES

SINGLE BOOK TITLES

Who Would Win

Hatchet

BY JERRY PALLOTTA

BY GARY PAULSEN

Nancy Drew and the Clue Crew

Funny Girl

ADAPTED FROM THE CAROLYN KEENE SERIES

BY BETSY BIRD

Hardy Boys Secret Files

Wonder

ADAPTED FROM THE FRANK DIXON SERIES

BY R.J. PALACIO

My Weird School

One for the Murphys and Fish in a Tree

BY DAN GUTMAN

BY LYNDA MULLALY HUNT

I Survived

Ungifted and Schooled

BY LAUREN TARSHIS

BY GORDON KORMAN

Who Is/Who Was/Where Is/What Was…

The Wild Robot and Wild Robot Returns

VARIOUS AUTHORS

Magic Treehouse

BY PETER BROWN

BY MARY POPE OSBORNE (TWO DIFFERENT

Hoot

READING LEVELS IN THE SERIES)

BY CARL HIAASEN

Mr. Terupt

Refugee

BY ROB BUYEA

BY ALAN GRATZ

Diary of A Wimpy Kid BY JEFF KINNEY

FAVORITE AUTHORS

Terrible Two

ANDREW CLEMENTS

BY MAC BARNETT

Face on the Milk Carton BY CAROLINE COONEY

Percy Jackson and the Olympians BY RICK RIORDAN

ROALD DAHL KATE DICAMILLO JOHN GREEN

Alan Gratz CURATED LISTS Sunshine State Young Readers Award Books Nutmeg Book Award Nominees

SPRING 2021. 20

EAGLE HILL’S JUNIOR BOARDING PROGRAM

RETURNING FOR THE 2021-2022 SCHOOL YEAR!

EAGLE HILL NEWS

BOARDING OPTION HAS BEEN AN IMPORTANT PART OF THE EAGLE HILL PROGRAM since the founding of the school. Although over the years it has evolved from a seven-day program to a five-day program, the mission remains the same – to provide students with a safe and structured place to learn and socialize, reinforcing the skills students work on dur-

ing the day as they further develop their confidence, independence, and self-advocacy. The 2020-2021 school year presented a number of challenges due to the COVID-19 pandemic, resulting in the suspension of the Junior Boarding Program. For next school year, administration at Eagle Hill is determined to bring the Program back, under the leadership of Joy Delisle, the Director of the Junior Boarding Program.

SPRING 2021. 22

EAGLE HILL NEWS

A CONTINUATION OF THE ACADEMIC DAY At 4 p.m., when the school day ends, the afternoon is just getting started for students in the dorm. From about 4–6, students and staff take part in group activities like sports/games, arts and crafts, and community service opportunities, all before dinner, a proctored study hall, and free time. But it isn’t just about having fun – as the afternoon and evening go on, students are continuing to work on and hone their social and academic skills in a structured way. “It’s a predictable structure – and that’s what helps to get our students through the day successfully,” said Mrs. Delisle.

“The dorm changed my child’s life. Eagle Hill changed his life in wonderful ways, but the dorm made the biggest difference.” AMY JO, EHS ALUMNI PARENT Students have breakfast and dinner together, seated with a staff member, allowing for conversation to be directed and facilitated and making sure everyone is included. By 8 p.m. every night, students have free time in the dorm – playing cards or games, watching movies or sports, and just having fun with staff and with each other.

The dorm team is in frequent contact with the Academic Team and the Psychological Services Team, meaning that every student is able to work on their individualized goals during meals, study halls, and activity times. “The Boarding Program provides a wrap-around approach to care,” Dr. David Blank, Director of Psychological Services, explained. “We’re helping these students in the classroom during the day, but the dorm provides them the opportunity to flourish and thrive after school hours as well.”

WHAT’S NEW THIS YEAR? Students enrolled in the Junior Boarding Program will have the opportunity to add both academic depth and leadership opportunities through our Capstone Program. If it’s their final year at Eagle Hill, students will be assigned a mentor from the faculty to help design a year-long project that investigates a special interest or passion in depth. The Capstone Project could serve as a major talking point or a point of differentiation as students present themselves to various secondary schools.

A COMMUNITY WITHIN A COMMUNITY “There isn’t anything better that the dorm does than to create a community of kids within our community,” Assistant Head of School Tom Cone said. “Joy and her team do a miraculous job of helping the dorm kids learn – through experience – to be part of a community outside of their family. And that is magic.”

Junior Boarding students have the unique opportunity to experience everything about Eagle Hill, from breakfast in the morning to a game of foosball or S’mores at the fire pit at night. Not to mention the fabulous trips students in the dorm take (usually three a year – including a camping trip and a trip to Hershey Park). “The trips really build our community and bring us together. The first trip helps us set expectations – what we expect from the students and what the stuTHE dents expect from us,” Mrs. Delisle shared. Even each dorm room is considered a “community” of its own, so the two students who share a space have to work on their interpersonal skills, conflict resolution, and self-advocacy in their shared living space. SOCIAL SKILLS & INDEPENDENT LIVING SKILLS Every moment is a teachable moment at Eagle Hill. And that means that students in the Junior Boarding Program are learning around the clock! “We are always working on independent living skills,” Mrs. Delisle emphasized. That includes following a schedule for getting ready for the day – brushing their teeth, combing their hair, making their bed, even putting a tie on (when required!).

Of course, planning is underway to ensure that everyone in the dorm is safe and healthy and follow any COVID-related protocols set by the state or the school. “We’re excited,” Head of School Jim Heus said. “We’re going to make this happen and we’ll do it with great consideration for the health and safety for our students and staff.”

PARENT PERSPECTIVE

e knew that Schuyler was going to boarding school after graduating from Eagle Hill and we all thought it might be helpful to have a better idea of what living in a dorm would be like. Not having to figure out the school and boarding parts simultaneously helped. Schuyler moved into the Eagle Hill dorm in the spring and the transition was smooth, in part because it’s a cozy set-up, you know everyone and it’s four or five nights a week. Being a boarder, you get to know some of your teachers better as they come through in the evenings for homework help. You realize that you really do know how to manage the everyday deadlines (homework, showers, laundry, wake-up) – and you learn to make your bed every day. As a day student, Schuyler had a long commute. As a boarder, he had hangout time after school and was able to wake up later in the morning. Pickup basketball games, hot chocolate by the fire pit, and community service work with friends were part of the routine, too. Yes, it was nerve-wracking to drop him off the first time, but we knew we were leaving him in the care of the kindest, most organized adults who have fun with the kids. He was happy, so we were happy. And, yes, even a couple of months in the dorm was enormously helpful preparation for full-time boarding.

SLOANE, PARENT OF A JUNIOR BOARDING PROGRAM STUDENT, CLASS OF 2019 SPRING 2021. 24

BEN CANTER ‘13

ALUMNI PROFILE

EAGLE HILL NEWS

BEN CANTER, EAGLE HILL CLASS OF 2013, IS A SENIOR AT SKIDMORE COLLEGE MAJORING IN PSYCHOLOGY. WHILE FINISHING HIS SENIOR YEAR AT HOME, HE IS A RESEARCH ASSISTANT AT THE NEW JEWISH HOME RESEARCH INSTITUTE ON AGING, WHERE HE’S CONDUCTING RESEARCH ON COVID-19 IN NURSING HOMES – STUDYING THE SURVIVABILITY, INSTITUTIONAL BARRIERS, AND REHABILITATION PSYCHOLOGY RELATED TO COVID-19. STARTING THIS SUMMER, BEN WILL ATTEND BOSTON UNIVERSITY TO GET HIS DOCTORATE IN OCCUPATIONAL THERAPY AND REHABILITATION SCIENCES. What brought you to Eagle Hill? I got kicked out of my fourth-grade book club in my public elementary school. I didn’t do anything crazy; I just didn’t do the readings. But I didn’t do the work because I had difficulties with reading comprehension and a really bad working memory—even if I could do the reading, I wouldn’t have remembered it! But my teacher didn’t understand what it meant to have a disability—I had a traumatic brain injury as a child—and instead of encouraging me to do my best, she kicked me out of the book club. There were plenty of other things I struggled with such as general executive functioning issues and slow cognitive processing that indicated I needed a change, but my dad has always said that the book club incident was the last straw.

What did you learn at Eagle Hill that helped you manage your learning difference? Eagle Hill provided me with the tools to navigate all kinds of academic situations, but I would say self-advocacy is by far the greatest asset that I gained by attending Eagle Hill. The ability to advocate for oneself is monumental not just in school, but in life. As a kid, when I got nervous and didn’t know what to do or how to do something (which was often), I

didn’t know how to ask for help. I am successful today only because Eagle Hill taught me to know when I need to solicit help from others, and how to ask for it. When you have difficulties learning—or really doing anything—there is no skill more valuable than knowing who and how to ask for help.

Beyond academics, what made Eagle Hill different from other schools? I made the sports teams. In all seriousness, in retrospect I appreciate the physical activity requirement Eagle Hill has. I wasn’t and still am not super athletic, and it’s hard to want to and get exercise as a kid when you aren’t able to play sports. The fact that someone as uncoordinated as myself can feel comfortable playing soccer, Ultimate Frisbee, and even flag football, as I did, is truly a testament to the supportive and accepting community EHS fosters. Also, as a psychology major and future occupational therapist, I’d be remiss not to mention the physical and mental benefits that exercise has on all individuals no matter one’s level of athleticism.

Tell us about your educational journey after EHS.

Tell us more about your research experience at Skidmore.

What have you learned as a student and a researcher during COVID-19?

After four years at Eagle Hill, I returned to my public school district for high school. After graduating high school in 2017, I applied and was accepted to Skidmore College, where I’m now a senior majoring in psychology. This summer, I will start at Boston University’s Sargent College to pursue an OTD/PhD dual degree in Occupational Therapy and Rehabilitation Sciences.

During my sophomore year, I enrolled in Bridges to Skidmore, an integrative dance course in which Skidmore College students dance alongside adults with intellectual and developmental disabilities (IDD) twice a week. In the class, each student is assigned one to four dancers with IDD to choreograph and perform a dance together. My professor and I used Wii balance boards to measure the balance of those with IDD before and after the classes, and results showed that their balance improved! The following year, we co-wrote and published an article about the program’s impact in people with Down Syndrome in the International Journal of Exercise Science.

So much—I am so lucky to be working with so many smart and generous people who serve as my professors, research collaborators, and mentors. Most importantly, I’ve learned how to be resilient, look on the bright side, and make the best of a bad situation. Originally, for the summer of 2020 I was hoping to do a paid internship as a rehab aide in a stroke rehabilitation center. But when they cut the program at the last minute due to COVID-19, my plans were dashed. I decided that I can’t control COVID-19 (other than by masking up and staying distanced), but that didn’t mean I need to sit around all day, so I emailed the Director of Research at The New Jewish Home and asked if they might have something for me to do. Looking back, I choose to see the summer program cancellation as a blessing in disguise—it allowed me to get the position I have now, learning from wonderful researchers and clinicians all the while contributing to society in a positive way.

Any words of advice for current students? Be confident and keep your goals in mind. Believe you can do anything you put your mind and time towards. Nobody can stop you from trying, so try till you succeed. When I returned to public school again, I was overwhelmed for a few weeks until I got my bearings. Then I worked harder than ever to show my parents and myself that I could excel there. Once I knew I wanted to go to Skidmore, and again when I knew I wanted to go to Boston University, I spent hours making sure my application was as good as possible. And I got in! And for parents, I’d say believe your child can do anything they set their mind to. Parental/ guardian support is so important. If you had asked my parents if 10-year-old me who just got kicked out of book club would one day go on to get his doctorate, I don’t know if they could tell you they would have predicted it—they were just hoping I’d make it through the rest of the fourth grade at that point! But once they started to believe I could overcome anything, so did I. And that made all the difference.

Tell us more about your work at the New Jewish Home Research Institute during the pandemic. The New Jewish Home is a non-profit organization of skilled nursing facilities in the Westchester/New York City areas, and one of the only non-profit geriatric organizations in the country that consists of both clinical (nursing home/rehabilitation) as well as an established research institute. Collaborating with researchers from The New Jewish Home, NYU, and Mt. Sinai Icahn School of Medicine, I am a co-author on a series of studies where we explore topics such as the epidemiology of and therapeutic recovery from COVID-19 in the geriatric population. Two of my favorite studies that we are doing are one on advanced directives during COVID-19, and another on the relationships between dementia and depression and COVID-19 rehabilitation outcomes. I will be presenting the findings of these two studies at the American Medical Director’s Association/Post-Acute and Long-Term Care conference and at the American Geriatrics Society conference in March and May 2021, respectively.

SPRING 2021. 26

JUSTIN ABRAMS

KEITH ATKINS

LENA BLUMBERG

TOMMY CAHILL

EVAN CHASE

JAMIE GRAYSON

KYRA HIGHAM

PAUL JANIS

MELISSA LUNDQUIST

CLIFFORD MALLORY

PIM MCCARTHY

CHRISTOPHER MCDONALD

JAKE MELCHER

ALEXA PORTIZ

JACOB ROSENTHAL

VINCENT SCARDINO

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

JAKE SCHWEBER 27

EAGLE HILL NEWS

MOLLY STANGER

ALUMNI UPDATES

EVAN CHASE (2001) Evan lives in New Haven, CT, with his partner of ten years, Heather. He works doing merchandising for Stop & Shop.

JUSTIN ABRAMS (2001)

Justin started working as a first responder last summer and aims to get into law enforcement. He got engaged last Valentine’s Day and he reports that he and his fiancé are very happy together. They’ve bought a house and are having their first child! JORDAN ALPERT (1982)

Jordan is celebrating his 18th year at his job! KEITH ATKINS (1980)

Keith lives in New Haven Connecticut and has a job at the Groton Naval Submarine Base. LENA BLUMBERG (2015)

After leaving Eagle Hill. Lena attended high school at Thornton Donovan in New Rochelle. While there, she travelled to Albania, Greece, Montenegro, Macedonia, Croatia, and Japan with her school. She spent her summers taking classes at The Fashion Institute of Technology in NYC. Currently, Lena is finishing up her first year at Jefferson University in Philadelphia, majoring in Fashion Design. TOMMY CAHILL (2019)

Shortly after graduating, Tommy earned his second-degree black belt in martial arts. He’s worked hard and is excited to share that a dream became a reality! Recently, he traveled to Vietnam and loved exploring its rich culture and history. He currently attends the Forman School and reports that he has made lots of new friends, tried some new things, and won four academic awards this year. BENJAMIN CANTER (2013)

Benjamin is a senior at Skidmore College and will attend Boston University to get his doctorate beginning this summer. Read more about Benjamin in this issue’s Alumni Spotlight!

KEN CLARK (2011) Ken just graduated from the Rochester Institute of Technology with a degree in software engineering. LANDON EGAN (2016) Landon took a gap year after graduating from high school. He aims to attend the University of Southern Maine. EDWARD FRASER (2006) After graduating from Curry College, Edward fulfilled his childhood dream of working for WWE (World Wrestling Entertainment). He currently lives in the Denver/Boulder area and is looking for his next adventure! JAMIE GRAYSON (2010) Jamie is a rising Junior at Skidmore College. He shared that Eagle Hill had a major impact on his academics in terms of being able to write and study effectively as well as developing his social skills. Jamie is an avid runner and gives credit to Mr. H and running on the EHS Cross Country team. He continued to run in high school and is now the co-president of his running club at college. He reports that he is now training for a half-marathon. JORGE HENRIQUEZ (1982) After Eagle Hill, Jorge attended GCDS and then Harvard Business School. “I believe that EHS is a life changer. I came to Eagle Hill after being diagnosed with dyslexia. Teachers took time to help me learn – to get the basics right and to learn how to learn. Over time I was able to fine-tune my approach to learning. Take your time and learn it thoroughly. Become an expert at it over time. I would love to give back and help children entering EHS become the best version of themselves.”

KYRA HIGHAM (2010)

For the past two years, Kyra has been teaching English, science, and art to students 3–12 years old in Madrid, Spain. Due to the pandemic, she returned to the United States and is continuing on her education path. She is now a teacher’s aide, helping students with learning disabilities receive the best education they can. She sends her thanks to EHS for giving her the skills and tools to become a successful student and person. RYAN HURST (2013)

After graduating from Eagle Hill, Ryan attended the Harvey School in Katonah NY, where he was involved in a wide variety of programs. During his junior year, he had the opportunity to compete at the robotics national championship in Iowa, where his team won the National Championship! Since graduating high school, Ryan has had a number of jobs – running a small construction project management company, working as a curriculum developer and coordinator, and working as a sales representative for an educational technology reselling company. Although Ryan was laid off during the COVID pandemic, he joined forces with a team of entrepreneurs to create VForce – a remote workforce and education consulting company and platform. He is currently responsible for overseeing a staff of 25 employees and works with contractors around the country and world. In his free time, Ryan volunteers as a mentor for student robotics teams. “Without Eagle Hill and all of the amazing faculty and staff, I’m not really sure what I would be doing today, but I do know that I wouldn’t be nearly as successful as I am.” PAUL JANIS (1992)

Paul is a prep cook at a restaurant in Sarasota and is living life “one day at a time!” ANGUS LODGE (2016)

Angus is a freshman at Dean College and works at Manursing Country Club.

SPRING 2021. 28

MELISSA LUNDQUIST (2009) Melissa is a dog walker and pet sitter. She is applying to work at daycare centers. She reports that she is loving life! CLIFFORD MALLORY (1993) After eight years of working in the shipping business and on other ventures in Singapore and Seoul, Clifford is now developing and managing a portfolio of luxury hotels in New England, including the Delamar Greenwich Harbor. New projects include Delamar Mystic and Inn at Longshore in

Westport. PIM MCCARTHY (2016) Pim is now a freshman at Clark University in

Massachussetts. CHRISTOPHER MCDONALD (1990)

Christopher reports that he is doing fine and living with family. JAKE MELCHER (2013) Jake will be a senior at the University of Maryland in the fall. He recently interned at the Press Communications Office at the White House. ALFRED OTTON (2016) Alfred will be graduating from high school

this year. ALEXA PORITZ (2009) Alexa works with toddlers at a local day care and got engaged to the love of her life in October! JACOB ROSENTHAL (2011) Jacob is currently traveling solo around

the world! JAKE SCHWEBER (2008) Jake has been working as a file clerk at a law firm in White Plains for the past two and a half years.

EAGLE HILL NEWS

VINCENT SCARDINO (2017)

After successfully undergoing and recovering from brain surgery, Vincent Scardino was recently chosen by the Westchester County Student Advocacy Organization to receive their annual “Overcoming the Odds” Award, which honors students who have faced and overcome remarkable challenges. Vincent is graduating high school this year and has been accepted to a number of colleges, where he hopes to get a degree in education. ADAM SKIFF (1985)

Adam works as a server in a retirement community – making an impact in people’s lives. “To this day I think of my teachers and how scared I was to live on campus, so far from my family in Vermont. I am so grateful because I got the support I needed. We don’t have disabilities, we have things that make us who we are.” MOLLY STRANGER (2002)

Due to COVID, Molly is staying safe and relaxing and doing diamond art. She is looking forward to going back to work soon. EMELY YANES (2013)

Emely is a senior at St. Johns University in Queens, NY, majoring in criminal justice with a concertation in forensic psychology. She hopes to become a school psychologist.

YOUR SUPPORT: • Helps with the unplanned expenses that are needed to create a safe and healthy environment for operations under COVID-19 restrictions • Provides additional financial aid to families impacted by the pandemic • Allows Eagle Hill to invest in technology for students and faculty when we need to learn remotely.

THANK YOU for your support of Eagle Hill!

SUPPORT THE EAGLE HILL FUND! Your gifts to the Eagle Hill Fund have allowed us to continue providing on-campus instruction at the high standard expected at Eagle Hill.

SPRING 2021. 30

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