Belmont Day Magazine 2023-24

2023 | 2024

Head of School

Brendan Largay

Editor, Director of Communications and Marketing

Koreen McQuilton

Graphic Design Good Design, LLC gooddesignusa.com

Writer Christine Foster Photography

Jim Walker BDS Faculty

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Founded in 1927, Belmont Day School is a bold, remarkable, inspiring community of learners and leaders in pre-kindergarten through eighth grade. mission

Inspire and challenge. At Belmont Day School, we foster intellectual curiosity, honor differences, and empower meaningful contribution with excellence, respect, honesty, responsibility, caring, and joy.

FROM THE HEAD OF SCHOOL

How Giving Students a Voice Prepares Them to Take Action

Brendan Largay Head of School

The centennial anniversary of the founding of Belmont Day School is beginning to nudge its way above the horizon. As I think ahead to 2027, I am grateful for that initial group of parents who, in 1927, took a vision of a school offering “richness of subject matter” and made it a reality. Those founders cared deeply about their children and others in the broader community. They wanted to create a school to develop citizens who would contribute well to the world.

That same thread—action for the common good—remains at the heart of Belmont Day today and is ever-present. It is ever-present in our core value of caring. I often think about the dimensions of our curriculum and community that guide our students to become people who look beyond themselves. We nurture young people to be inherently curious about the world and how they can make it better.

In this magazine issue, we share the stories of Belmont Day people shaping the world in positive ways. Jo Douglas ’06

found her passion at Belmont Day and has built a thriving business focused on sustainability. Today’s middle schoolers are creating a powerful culture of caring in their weekly meetings. And our young alumni help inspire students when they come back to help at summer sports camps.

One key piece of all of this is building student agency. We teach students that they matter and their voices are powerful. They learn the social-emotional skills that allow them to embrace that power responsibly.

Third graders traveled to Belmont Center to study the civics of our hometown. They interviewed business owners, public works employees, librarians, and bankers to understand their roles in the community. By learning about the many roles that make up a community, they develop a sense of what it means to be contributing citizen themselves.

Our middle schoolers conceived of the first-ever BDS Music Showcase. They took ownership of every part of the production—running the technology, lights, sound, performing, and emceeing. They will graduate and go on to high school, sure of their abilities to accomplish all it takes to create a successful community event.

The Gratitude Assembly is rooted in sharing, offering thanks, and contributing to the common good. Pre-kindergarten students acted out Thank You, Omu!, by Oge Mora, a story about a woman who makes stew; its delicious smell spreads throughout the neighborhood. One by one, her neighbors knock on her door to ask her for some of the stew that Omu always gives. When Omu is ready for dinner, there is no more stew left. The community then brings her food to show their gratitude, and they eat

together and have a dance party. I love this sweet story, a small part of building our pre-kindergarten students’ capacity for care and action.

I hope you can recall your own Belmont Day story about student agency. You may be a parent marveling at how your child has grown this year. You may be an alum who has a voice today because of your start here. Or you might be a parent of a graduate who can see the thread that connects the way they contribute to the world meaningfully today because of a lesson they learned at Belmont Day. Together, we are changing the future, one empowered, caring graduate at a time.

I am grateful for a faculty that brings a breadth of backgrounds, talents, experiences, and a true passion for the calling of teaching. Thanks to the extraordinary collaboration and support of the entire community, we can clearly articulate what excellence in education looks like—today and in the future.

A Farming Career Launched on a Belmont Day Trip

“Had I not found The Farm School, had Belmont Day not taken me there, it would have taken me a little bit of time to figure out my path. It was very helpful.”

Jo Douglas ’06 Cares for Pigs, the Earth, and Her Community

Johanna “Jo” Douglas ’06 can still remember the moment when— as a Belmont Day School sixth grader—she found her future career. Jo recalls the comfort of being surrounded by middle school classmates in the Kiva and the pride of having a submission published in Lambs Gambol, a school literary magazine. But the piece of her Belmont Day experience that truly shaped her life was the overnight trip to The Farm School—then a sixth grade tradition. After traveling a bit more than an hour to Athol, Massachusetts, Jo and her classmates encountered a different world. They cared for cows and pigs, saw how produce was grown, and got an authentic window into agricultural life.

“While they are here, the students find value in real work, create a community that persists when they return to their classrooms, and experience firsthand what it means to be stewards of the earth. It’s simple, and it’s magical,” The Farm School’s website says.

It was magical, indeed, for Jo.

“You know what? I’m going to be a farmer. That’s what I want to be,” Jo recalls thinking. “I’d always loved being outside, working hard, and love animals, and everyone needs to eat. Here was an opportunity to work outside and care for animals.”

Today, Jo has turned that child’s dream into a reality, raising pigs on Martha’s Vineyard. But Jo has also taken it a step further, building Fork to Pork, a unique closed-circle system where she feeds her pigs leftover food scraps from local restaurants, which eventually get first dibs on buying her pork at the end of the season. Her work is a unique kind of philanthropy—in the true sense of the word—rooted in the core values that Belmont Day holds dear. Jo has built a model that gives back for the greater good. She treats her animals humanely and diverts food from landfills.

“As much as 40 percent of food is wasted in the U.S.,” Jo says. “As a farmer, I know how much energy, time, and work go into

producing food. So it’s unbelievable to think that we put in all this effort to create food, and almost half of it gets thrown out. I’m a big environmentalist, and that also came from Belmont Day.”

This journey started when Jo joined the Belmont Day School community as a fifth grader after attending public elementary school in her hometown of Belmont. But her BDS roots go back further. Jo’s mother, Kristen Harris ’69, and her three brothers grew up on Concord Avenue and attended Belmont Day.

After her aha moment in sixth grade, Jo returned to The Farm School for summer camp each year. As an eighth grader at Belmont Day, she knew her dream Capstone project would involve surrounding herself with farm animals, but she also knew that was unrealistic in her suburban environment. Instead, she seized on the next closest alternative, studying pets, specifically clicker training for positive reinforcement of dog behavior.

Her passion for farming only grew during four years of high school at Concord Academy, and Jo eventually became a counselor at The Farm School. “Had I not found The Farm School, had Belmont Day not taken me there, it would have taken me a little bit of time to figure out my path,” Jo says. “It was very helpful.”

She wanted to jump right into farming, but her parents asked her to attend college first, so she chose Green Mountain College in Vermont, where she studied sustainable agriculture and food production. “I loved it,” Jo remembers. “It was so great to take academic courses, be in the classroom with farming professors, and then visit various farms every week. They had a campus farm. I could look out of my dorm and see the animals there.” She is even featured in a day-in-the-life video for her college.

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to view the Day-in-theLife video

“I wanted to produce food from animals raised humanely with respect for the earth and then supply my neighbors and community with healthy, delicious food I fully believe in.”

Jo initially pictured opening a dairy farm and spent her early career working with cows owned by others. But she also knew that a 365-day-a-year job with high up-front expenses might be a challenge and eventually shifted her focus to pigs. “I was trying to find an economic model that would work,” she says. “I wanted to produce food from animals raised humanely with respect for the earth and then supply my neighbors and community with healthy, delicious food I fully believe in.”

Along the way, she experimented with possible models. During a stint working on the farm and coaching lacrosse—a sport she began playing at Belmont Day—at Northfield Mount Hermon School, Jo saw what it looked like to feed pigs mostly leftover food scraps. What, she wondered, would it look like to gather pre-consumer leftovers from restaurants and feed pigs that exclusively?

In 2018, she spent a few months in charge of a pig farm and tried it out, developing partnerships with local chefs who gave their scraps to feed her animals.

By January 2019, Jo was ready to launch her own farm. She headed to Martha’s Vineyard, where she had long vacationed at her grandparents’ home. She pays a nominal rent for three acres of wooded property in Vineyard Haven for the pigs, near the island’s center. The area is owned by the Martha’s Vineyard land bank, which uses a small portion of real estate proceeds to preserve land that can create food for the people on the island.

The seasonal pattern looks like this: In April, Jo begins prepping her farm, setting up hoses to keep the animals hydrated and electric fencing to keep the pigs near. Although Jo is quick to say that they seem to have no interest in escaping: “They have everything there. They’re social creatures. I have 38 of them. They make pig piles. They sleep together. Then every

“They have everything there. They’re social creatures. I have 38 of them. They make pig piles. They sleep together. Then every day I bring them this delicious food. They’ve got everything that they want.”

day I bring them this delicious food. They’ve got everything that they want.”

Jo drives her Toyota Tundra and trailer to the mainland in May to pick up a season’s worth of weaned baby pigs. Her preferred breed is Idaho Pasture Pig. “They’re very smart and cute. They have great personalities and are very friendly,” she says. “Sometimes they are little talkative pigs, so people are always looking in the trailer on the ferry. Often, they’re just sleeping.”

Then, from May through September, the daily work includes driving to two dozen restaurants and other facilities to collect around 300 gallons of food waste. Most often, the scraps are the ends cut off during food prep or a batch of greens just a bit brown on the edges—great for the pigs, but not for restaurant guests. If not for Fork to Pork, most of this food waste would be bagged and shipped off the island to New Bedford, where the landfill incinerator is.

Jo’s pigs love avocados, tomatoes, lettuce, beet greens, carrot tops, grapes, papaya, and all types of melon. They also love scrambled eggs that she gets from a hospital kitchen and even dine on

leftover focaccia and pre-boiled pasta from the Vineyard’s trendiest restaurants.

Jo then tosses the food on the ground to excited grunts and snorts. “They hear my truck coming,” she says. “They get to practice their natural rooting behavior. They eat a bunch of food in about 20 minutes and then get food comas. So they take a few steps, and then fall over and sleep for an hour. They wake up and are hungry again.” They gain about a pound each day.

The final step comes late in the summer, when Jo loads the fully grown pigs back into the trailer, heading for a USDAinspected slaughterhouse in Rhode Island.

Jo is not surprised to get the question about how it is to eat the pigs she raised. She was a vegetarian for about a decade, starting when she was a Belmont Day student. She returned to eating meat in college when she saw up close what it meant to raise animals humanely. “It’s nice knowing that my animals have a great life and they only have one bad day, and for them, that day is their last day, but they live the best lives I can provide for them,” she says.

In 2023, her fifth season, Jo raised 38 pigs and three cows. Most of them make their way onto the menus at the very restaurants

“She’s made quite a name for herself on the island. I just can’t explain enough how great it is to have her in the community and how positive and hardworking she is. You can tell how much she cares about the program, how much she cares about the animals, and how much thought she’s put into it.”

that fed them their scraps. Christopher Stam, the chef at Alchemy Bistro & Bar in Edgartown, is one of the fans of Jo and her pigs. His New American menu, with influences from France, Italy, and the Mediterranean, is dotted with Fork to Pork offerings. Bacon is scattered on Brussels sprouts and on the roasted, boneless half chicken. The Fork to Pork Meatball is a popular starter featuring housemade marinara, whipped ricotta, basil, and that previously mentioned garlic focaccia. “I think this year I took nine or ten whole pigs,” Stam says. “You can tell the pigs had a healthy and happy upbringing. They have nice marbling to the meat and a nice big fat back layer.”

Stam’s staff even enjoyed a special treat—a Fork to Pork pig that won big at the island’s agricultural fair (Jo was the most decorated pig farmer on the island last year.) was at the center of a luau-style pig roast he hosted for employees at the end of the season. “It was really special for the staff to have a full circle experience. We’ve been talking about these piggy buckets and see the food going out. Every day, we see Jo, hear about the pigs, and see pictures of them. Then, finally, it comes full circle.”

When the last pig is gone for the year, Jo picks up her other job—serving as the first female Zamboni driver at the island’s ice

rink. It is a center of life during the offseason and provides her with income to farm when the time is right. “I like seasonality,” she says. “I couldn’t work in an office doing the same thing all year because I so much appreciate living within the cycles and natural rhythm of the earth.”

“She’s made quite a name for herself on the island,” Stam says. “Everyone sees her driving around. Everyone sees her with her buckets running around, working so hard. I think it resonates with anybody who cares about what they’re consuming. I just can’t explain enough how great it is to have her in the community and how positive and hardworking she is. You can tell how much she cares about the program, how much she cares about the animals, and how much thought she’s put into it.”

Jo loves that The Farm School visits remain a beloved part of a Belmont Day School education. “I saw on The Farm School Instagram last week that Belmont Day was there,” she said during an interview in the fall. “That’s this nice connection. I saw them counting garlic cloves and milking cows, and I did all those same things. That was great to see.”

“It’s nice knowing that my animals have a great life and they only have one bad day, and for them, that day is their last day, but they live the best lives I can provide for them.”

Families with Long Ties to the School Focus on Community and Timeless Values

For members of multigenerational Belmont Day families, the memories from decades ago pour out easily, occasionally as tears fill their eyes. Libby Gowen Nelson ’94 P ’30 speaks of moving across the country from Seattle, Washington, as an 11-year-old and feeling immediately welcomed. Chris Orchard P ’32 remembers watching his late mother Pam, who taught at Belmont Day for decades, staying up late to write report card comments about her beloved students. Christina Cosman ’91 P ’24 ’26 ’28 voices gratitude for the forever friend she made here.

Generations at Belmont Day Celebrating

“That’s a tough time to move across the country, to a brand new community, and leave your friends and start at a new school because, at that age, everything’s changing,” Libby recalled. “I remember feeling like I had landed very safely at Belmont Day. I landed in a community that tries hard to ensure every new student feels welcomed. That’s something that has stayed with me and helped me.”

“The amount of time, effort, and attention my mom spent writing about every one of her students would boggle your mind,” recalled Chris. His late mother, Pam Orchard, taught fourth grade and woodworking. “She dove into each child as a person at a deep level. She felt like they were her kids and she was responsible for them. For years, she kept those reports in the attic in our childhood home because she thought that one day, one of her students would need a recommendation or help.”

“My best friend to this day is a Belmont Day School friend,” said Christina. “Marina Reti ’91 is my ride or die. That is just incredibly special.”

The presence of multigenerational families at Belmont Day tells a story about powerful continuity. You hear the same words over and over again—warmth, welcome, community—whether these adults attended themselves or they got a glimpse while watching their parents teach. They then chose Belmont Day for their children, wanting those same timeless qualities in their education.

Core Values, Whole Child Education and a Close-Knit Community

At the heart of the Belmont Day experience are the core values: respect, honesty, responsibility, caring, joy, and excellence. Angela DeVecchi ’75 P ’13 ’17 says these were present when she was a student, even if they were not as explicitly articulated as they are today. As a member of the faculty for ten years and currently a classroom support teacher in grades 3 through 5, Angela sees the values at work in the cross-graded partnerships between younger and older students. These are carefully fostered, allowing the younger students to experience caring and the older students to practice responsibility.

Her daughter, Sophie Smyke ’13, has a vivid memory of experiencing the core value of caring as a kindergartener after her grandfather died. “I remember how the whole class wrote a card to my dad and my family,” she said. “I remember sitting in a circle and my teacher asking me to talk about my grandfather. It was a big moment. I felt very much like there was that bridge between home and school, that school can take care of me and will keep me safe and support me in the feelings that I was having.”

Jess Szubart P ’32, spouse of Chris Orchard, got a glimpse of Belmont Day years ago from her mother-in-law. She sees her kindergartener, Jack ’32, experiencing the continuity of the values. “So much has changed at the school—you think about the additions to campus and introduction of technology,” she said. “But the mindset has stayed the same, grounded in values and community with teachers aligned with parents. That transcends almost 100 years. The values stand the test of time.”

Kate Moriarty Graham’s P ’30 ’33 family literally played a role in building this school. Her mother, Carol Moriarty, taught here in the late 1970s and early 1980s. The Erskine Library was the first project her father, John Moriarty, built. His construction management company, John Moriarty & Associates, now has offices in four states.

When Kate and her husband Jay Graham P ’30 ’33 were looking for a school for their sons, it wasn’t the buildings they focused on but the community and the values. “It’s the strong sense of community that lets my sons develop deeper friendships,” she said. “We also appreciate the continuity of curriculum and the arts, athletics, and academics.”

Heejean Parry P ’26 ’29 is married to Belmont Day alumnus Brendon Parry ’94 P ’26 ’29. She attended public schools and serves as a principal of a public preschool for children with special needs. “I know what it’s like to teach and know the day-to-day of what it means to be in front

of students,” she said. “Every teacher has genuinely cared about my sons. They have a loving way with the students and also raise the academic bar for them.”

Parents mention the difficult days of the pandemic as a moment when Belmont Day shined exceptionally bright. They point to online parent socials and the warm welcomes of the faculty who walked their children into buildings each morning when parents couldn’t enter for safety reasons. “I think the efforts during COVID to keep people connected to the community inspire people to give back in whatever ways we can,” Kate said.

“During COVID, it was remarkable to see how Belmont Day responded during that time and put the kids first,” said Brendon. “We were so grateful for the least disruption possible and how everyone was willing to pivot so quickly.”

Putting the children first and seeing all their needs is a thread that carries through the generations as well. “This phrase ‘whole child’ keeps coming to mind for me,” said Christina. “Belmont Day gets it right and walks the talk, nurturing the whole child. It’s not just one thing. It’s everything. It’s friendships. It’s teacher-student relationships. It’s the curriculum. It’s breadth and depth of activities. It’s having choices. It’s the joy.”

The common thread continues even as Belmont Day has grown. Student enrollment is significantly larger. That is one of the most notable differences between the time when current parents attended Belmont Day and today. Most of today’s

(Previous page) Jess Szubart P ’32 and Chris Orchard P ’32 with their son Jack ’32. They are holding a picture of Chris’s mother Pam Orchard, who taught at Belmont Day School for decades.

Sophie Smyke ’13 working as an associate teacher at All Souls School in New York City.

Libby Gowen Nelson ’94 P ’30 with her daughter Edith Nelson ’30

parents graduated when Belmont Day ended in sixth grade, before the addition of the middle school and the construction of the Barn.

“When I attended BDS, the Palandjian Arts Center was the gym,” said Libby. “The hallways to the PAC look very similar and bring a visceral memory—‘Oh, I remember walking down these halls.’ But when I get there, I will watch my daughter in a play instead of heading to a locker room.”

In many cases, the things that have changed best illuminate how one Belmont Day generation has given to the next. “My mom was on the faculty for 20 years at a transformational time for BDS. She was one of many people who helped shape the middle school expansion and contributed to the growth of the community. Now that she’s passed away, that community is helping shape Jack. It’s a way for him to have a relationship with his grandmother through a shared experience. That BDS spark is in the community and will be part of him as well,” said Chris.

Belmont Day for the Next Generation

Those with previous connections to Belmont Day chose the school for their children because of how much they valued their experience or that of a parent or spouse. “Choosing Belmont Day was rooted in seeing Christina’s love for the school,” said Frank O’Sullivan P ’24 ’26 ’28, husband to Christina Cosman ’91. “Knowing what’s core to her and how she feels about the place, I trusted that BDS would be a good place for our children.”

Christina returned to her alma mater just as the Barn opened. “We rolled up to Belmont Day and thought, ‘Here we go. Here’s a brand-new, state-of-the-art sports and arts and classroom facility for our children,’” she recalled. She recognized that the parents, grandparents, and friends who came before her had built this new facility for the future and that her children would benefit. “I felt the power of community and giving back.”

“We were fortunate,” Brendon said. “I grew up in Framingham, Massachusetts, and my mom, my brother and I commuted

in every day. My family was fortunate to get financial assistance to attend Belmont Day.”

Brendon remembers the tangible influence of teachers who pushed him outside his comfort zone and gave him the opportunity to stretch himself by playing Daddy Warbucks in the musical Annie as a sixth grader. “I remember it felt like such a big deal, being the oldest kids in the school, getting to experience that milestone.”

Brendon began to give back to Belmont Day long before his children enrolled, lending his professional advice as a member of the investment committee and then the board of trustees at the encouragement of a work colleague, Wilbur Kim P ’09 ’13 ’16 ’19.

Sophie Smyke ’13 is taking what she got from Belmont Day and using it to serve others. She earned a bachelor’s degree from Barnard College in 2021 and is now an associate teacher at All Souls School in New York City. Sophie is passionate about early childhood development and policy focused on protecting the rights of every child to grow, learn, and play in a safe environment.

“I think alumni who send their children here do it for a reason. It’s because of the threads that remain, despite the world and school changing. It’s a decision based on understanding what the school was and continues to be. And also what it has evolved into.”

Angela DeVecchi ’75 P ’13 ’17 in her Belmont Day classroom.

“It’s fun to reflect on my BDS days,” Sophie said. “The Capstone process gave me skills that carried me into high school and beyond. I turn to my early years at Belmont Day because I work with the youngest students. I remember feeling seen. Every day, I try to think about how I engage with my students and their parents so they feel seen, too. My mom also felt seen as a parent at Belmont Day. That’s a huge thing that I am very conscious of.”

“We’ve changed,” said her mom, Angela DeVecchi, who has one of the longest views of Belmont Day. “We’re growing. We’re adapting. We’re a far more diverse community. The school has put a lot of effort into creating and continuing to make that growth and diversity a priority. And still, the sense of smallness, closeness, and community that has been part of the school for decades remains.”

“I think alumni who send their children here do it for a reason,” Angela continued. “It’s because of the threads that remain, despite the world and school changing. It’s a decision based on understanding what the school was and continues to be. And also what it has evolved into.”

Chris Orchard knew how much his mom loved the community at Belmont Day. She endured a long commute from Milton during the years of Boston’s “Big Dig” every day for 20 years. “This was no small matter,” Chris said. “I think this illustrates how important that community was to her.”

When Chris and Jess’s son was born, discussions began about where he should go to school.

“Pam would casually mention, ‘Well, there’s always BDS,” remembers Jess.

“She was dropping hints but would never outright tell us,” said Chris.

When they arrived to visit campus, they were eager to see if the school would be right for Jack.

The other day, he searched his inbox for “Belmont Day” and saw the sprinkling of emails from his mom over the years, a stealth sales pitch to get her grandson that special education she had given to so many children before him.

“She would have been delighted,” he said. “My dad and sister are delighted Jack’s here, too.”

The Story of a Belmont Day Student Ambassador

Often, when people have an opportunity to give back, they find that it also comes with a hidden gift for them.

That’s how being a student ambassador has been for Kali OwensSchwartz ’25. Kali remembers that when she entered Belmont Day as a kindergartener, she was so shy that she struggled to muster the courage to look Head of School Brendan Largay in the eyes.

Then, as a sixth grader, she heard a friend talking about the ambassador program and saw an opportunity to stretch herself and serve the school she loves. “I’ve been at Belmont Day for so long, it’s become part of my identity at this point,” Kali says. “Now that I’m older, I can take more responsibility, and I think it’s a great way to represent my school and show everything that’s so great about it.” She applied, was selected, and began serving as a seventh grader this year.

Students earn an ambassador spot through a selective process, including an interview. They complete training with the admissions team and participate in a mock panel to prepare them to lead tours and speak before a group of prospective

parents. The ambassadors know key facts and tour routes and can answer tricky questions.

“I get asked a lot about what it’s like to be a student,” says Kali. “I say it’s a great community. Our work is challenging but manageable because we’re given resources to complete it. The teachers are super helpful, and everybody’s welcoming.”

She relishes wearing her blue ambassador polo and walking back into classrooms she graduated from years ago. “My public speaking has grown so much,” Kali says. “I like the practice and the support I’ve gotten.”

For her mom, Sharra OwensSchwartz, who serves as a parent ambassador, seeing Kali independently take on this challenging role has been exciting. It reinforced how her daughter’s time at the school has shaped her.

“I see how Belmont Day has allowed Kali to identify areas she wants to grow and strengthen. She is taking advantage of those opportunities for leadership and growth. Her mom, Karen, and I are so proud of her and know that we’ve chosen the right community.”

Focusing on Real-World Problems and Process

Innovation at Belmont

Day means doing things differently enough to achieve better results.

This year, the school applied this principle to the innovation and technology teams and expanded their composition and approach. They are looking at how to empower students and teachers to create more than they consume, use innovation to solve local rather than hypothetical problems, and understand that innovation depends on creativity and iteration, not technology.

In addition to Director of Innovation Annie Fuerst and Librarian Amy Sprung, the team now includes Innovation Coach Brit Conroy. The technology team comprises Technology Coordinator Conor Garrison and Systems Support Specialist Patti Domingo, who ensure the infrastructure, tools, and systems run well to support innovation in all areas of the school.

The IMPACT Lab and the Erskine Library are the two primary teaching spaces for the innovation team. Scheduled touchpoints in those spaces include library time, digital arts electives, and IMPACT Lab class. Annie, Brit, and Amy also built more flexible time into their schedules to support teachers and students on innovative projects in the classrooms.

In pre-kindergarten, the team supported the class as it studied mazes and how different pathways can lead to the same place. The students created a school map and learned to program Bee-Bot robots to follow the map, bringing in modeling skills and computational thinking.

Third grade’s city project typically concludes with students creating a cardboard model of a prototype city. Teacher Larissa Rochford ’93 P ’18 looped in the innovation team as she sought an extension project for her students. That collaboration led the class to take a field trip to Belmont Center. By interviewing business owners and other workers there, students learned what goods and services are necessary for a community. After returning to school, they used engineering and design skills to create their towns. “For me, the big innovation in that project is creating opportunities for students to learn from their community,” Annie says.

Reflection is an integral part of practicing innovation. Fourth graders use engineering journals to document their work. Annie says a particularly perceptive student comment amused the adults: “I learned that no matter how good your plan is, if you don’t communicate, you won’t be able to get anything done.”

A group of middle schoolers used an innovation mindset to create a new performance opportunity to highlight the talents of their peers. They proposed hosting a BDS Music Showcase to their music teachers, Kassie Bettineli P ’23 and Tyler Cotner, who, in response, designed two arts electives that would help bring this student idea to life. Sixth grade students designed set pieces; students in the audio tech elective ran the soundboard; and students in the music showcase elective were the event planners, lighting designers, stagehands, and showrunners.

“It’s cool to see their ability to engage the community,” Annie says. “I think that kind of giving of your time, resources, and energy ties into the true spirit of service for the common good.”

The first STEAM Expo last spring was a showcase for collaboration and projectbased learning emphasizing process. “We’re excited about chances for students to highlight their process, and they’re excited to tell you about everything they learned while making something.”

Professional development at Belmont Day now falls under Annie’s stewardship. When teachers seek professional development opportunities, they are asking an innovation question: How can I grow my

practice to achieve better results in the classroom?

Six faculty members attended the summer Design Thinking Institute at the Nueva School in California. Design thinking offers a defined innovation process, including brainstorming, iteration, and refinement. “Nueva’s approach to innovation and design work centers empathy,” says Annie, who led the team’s professional development experience. “During the week, we spent a lot of time learning how to interview people, pinpoint needs, listen intently, and design thoughtfully. This process aligns with Belmont Day’s approach to innovation, so the experience was particularly meaningful and impactful.”

Technical seminars and offerings on topics like computer music education and the ethical use of artificial intelligence (AI) engaged the innovation and technology teams at the fall Massachusetts Computer Using Educators (MassCUE) conference.

Innovation on the Asphalt on Park(ing) Day

Belmont Day is harnessing innovation to help students take on challenges that are relevant to their lives. For one day in September, students participated in Park(ing) Day—a global, public, participatory project where people temporarily

The technology team has transformed teaching responsible technology use by framing its approach around the school’s mission to foster intellectual curiosity, honor differences, and empower meaningful contribution. Students are learning to practice what the team calls “Digital Citizenship 2.0.” The approach focuses

on mentoring young people to become thoughtful and empathetic citizens who know how to use technology to learn and problem-solve in their digital and physical communities. Mentoring versus monitoring—a quintessential Belmont Day approach—teaches students to think for themselves and make good decisions.

repurpose parking spaces and convert them into parks and social spaces. Our students designed a pollinator-themed park in the school’s parking lot that featured tables with activities and books about native New England plants and the bees who rely on them. Participants dressed in yellow and black and were proud to be advocates for green spaces.

“Often, innovation and design projects are exercises in solving hypothetical problems. There is absolutely value in that,” Annie says. “But it is more powerful to offer opportunities to our students to make a real impact on our campus or out in the community. On Park(ing) Day, they offered their community something beautiful, useful, and meaningful.”

Expanding Support for Mental Health

Belmont Day’s 360-degree Experience

Reports about the challenges facing today’s young people are everywhere. The Surgeon General of the United States even issued a special advisory about youth mental health, calling these challenges “unprecedented and uniquely hard to navigate.”

Even close-knit, caring communities like Belmont Day School have noted increased rates of anxiety, depression, and other diagnoses. “What we see is not unique to Belmont Day,” says school psychologist Arlene Silva, PhD. “We’re taking proactive steps to address the needs of every person facing the challenges of this generation.”

An expanded team of mental health professionals is on the job, working to support every student, teacher, and parent. In the fall, Arlene joined school counselor Joshua Sussman, a Licensed Mental Health

Counselor (LMHC), who is in his second year. The increased capacity allows the team to differentiate their roles and provides broad support for all students and deeper support for those who especially need it.

Josh focuses on front-line contact, getting into every classroom to teach students how to navigate the social and emotional challenges and opportunities that can come with the school experience. Here is a glimpse of what that looks like at different stages through the Belmont Day journey.

Pre-k and kindergarten: Josh reads stories like In My Heart: A Book of Feelings by Jo Witek, which gives students practice naming their emotions. They also act out scenarios with puppets.

Third grade: Josh runs friendship lunches (a five-week series for groups of six students) focused on skills to establish and maintain friendships. He also teaches lessons on recognizing how emotions affect our bodies and how to problem-solve in social situations.

Fifth grade: Each student creates an emotional thermometer, showing different emotions and identifying strategies for

A Wellness Toolkit Sample

For the past two school years, the mental health team, along with Alex Tzelnic, physical education teacher and mindfulness director, and Dr. Julia Martin Burch, consulting psychologist, has shared The Toolkit with families and faculty. The biweekly email offers lessons and activities

to support children in learning new social-emotional skills. Adults will even find some useful nuggets for themselves.

Urge Surfing The Practice

Action urges—the urge to act in a certain way when we feel a particular emotion—are a universal human experience. Sometimes, these action urges work for us and fit the demands of the situation, such as jumping up to grab a rebound during a basketball game. Other times, acting on our urges can get us into a sticky situation, such

what helps them go up and down from one emotional state to another.

Middle school: As part of the Growth, Development, and Belonging curriculum, students pick a strategy for stress management or wellness and create a poster, presenting it to their classmates.

Josh aims to learn about each student and their place in the community through this in-person teaching time. The goals are to serve the student experiencing an acute challenge and to have every student be known. “It helps to establish a relationship so that when students are struggling with even lower-level issues, they will not say, ‘Oh, that’s too small to reach out for support,’” Josh says. “We want to cultivate that relationship so that reaching out for help is not a big deal.”

The result is that when a student has a challenge, they are not engaging with an unknown therapist but seeing Josh (Mr. Sussman to the students) or Arlene (Dr. Silva to the students), who already knows them.

For students who need more help, perhaps with coping with anxiety,

as screaming at a friend in frustration or avoiding an anxiety-provoking project.

Learning how to “surf” our urges— in other words, to let them rise and fall without acting on them—is a beneficial tool to cultivate.

The Language

Here are some ways to introduce and practice urge surfing:

Sometimes, when we feel mad, we want to yell and stomp. But that can get us in trouble. Let’s learn a new tool to try. Instead

of yelling and stomping, we will take a few breaths and notice how the urge to yell and stomp slowly gets smaller if we don’t act on it. When we surf our urges and don’t act on them, we usually feel proud of ourselves and are less likely to make a poor choice.

Have you ever seen waves at the beach? They get big and then small again, big and then small again. Our urges—or the things we want to do when we have a strong feeling—are like waves. They might start very big, but if we wait and don’t do anything, they will eventually get small again. Let’s practice surfing our urges and

short-term counseling is available. Arlene does much of this work, but Josh also sees some students individually. Much of the counseling is based on cognitive behavioral therapy, where students learn to identify thoughts, feelings, and actions and understand how each influences the other. Once students are more aware, they can use strategies for changing their behavior to get the desired outcome. For example, if they feel sad and avoid social engagement, this technique might help them push a little to engage, improving their mood.

“Our work with students is grounded in developing a growth-mindset mentality, giving them the tools they need to be happy and thrive,” Josh says.

Arlene will also consult with outside mental health providers to ensure care is coordinated across settings. When neuropsychology evaluations are received, she reviews the findings and collaborates with the learning support team to develop Academic Learning Plans, which include accommodations designed to help students with disabilities access the curriculum.

watching how they get big and small, like the waves. Using another tool, like taking a few slow breaths while you wait for your wave to get small is helpful.

Humans are all programmed to act a certain way when we have particular emotions. For example, we are all hardwired to want to withdraw and isolate ourselves when we’re sad. Sometimes, it makes sense to act on that urge, but other times, it doesn’t fit the situation—like if you’re in class trying to participate in a group project. To notice the urge in those times and mindfully decide not to act on

“Our work with students is grounded in developing a growth-mindset mentality, giving them the tools they need to be happy and thrive.”

SCAN for more tips from The Toolkit

Both faculty members consult and collaborate with teachers, giving them tools to help support students by modifying instruction and the environment as appropriate. In the event of a question or concern regarding student safety during the school day, Arlene and Josh respond jointly, as safety is the top priority. Both also are available to support students in processing local, national, or global events.

Arlene says that one of the best gifts parents can give their children about mental health and wellness is to spend time connecting with them and listening to their thoughts and interests as they grow.

it is beneficial. It turns out that if we can surf our urge instead of acting, the urge rises and falls like a wave and will eventually get smaller.

A good way to practice urge surfing is to resist a simple, biological urge for a minute or two. Some ideas:

Put a piece of sour candy on your tongue, and resist the urge to swallow.

Hold your arms out at your sides, and resist the urge to drop them.

Hold a tasty treat next to your lips, and resist the urge to eat it.

OOnce upon a time, a school library might have seemed like a stand-alone entity—a place students visited, perhaps once a week, checked out an interesting book, and then returned it the following week.

Today’s school libraries are collaborative, innovative places where the librarian partners with students and teachers to enhance learning. The Erskine Library is integral to Belmont Day students’ experience and supports faculty members’ work across curricular areas.

Second Graders Become Changemakers

For many years, second graders have participated in the Changemakers project, which involves research about people who make the world a better place. Students learn to use library research tools, such as the PebbleGo database, to read age-appropriate picture biographies about their subject and to take notes. They synthesize information from multiple sources and learn how to

judge what makes a resource reliable. The final step is to create a bookmark illustrating the changemaker’s impact. (Visual arts teacher Kathy Jo Solomon was instrumental in establishing this element.)

As a recent group researched environmental changemakers, they were disappointed to discover that only some books available on their subjects were written at a reading level accessible to second graders. Autumn Peltier, an indigenous rights and water activist, and Ann Makosinski, who invented a flashlight that runs solely off the heat of the human hand, were among those without an elementary- level source. Librarian Amy Sprung and second grade teachers Nancy Fell and Katie O’Brien saw a

Amy wrote an introductory email to a publisher and then sent along the student missives. The representative from the publisher said that the inspiration for new biographies usually comes from an author who has a passion for writing about that person.

“In a twist of coincidence, it happens that we are publishing a book about Ann Makosinski! It isn’t out until next fall,” wrote the representative, “but please tell your students to watch out for a book called Butcher, Baker, Candlestick Maker.”

This serendipitous moment shows how the librarian and other faculty collab orate to meet the needs of each group of students. “Each year, we meet as a team and think about the unique group of students alongside our learning goals and how we can make the Changemakers project come alive for them,” says Amy.

Fifth Graders Jump into Fantasy Novel Together

their close reading exercise, as the students scoured the scrolls for magical elements that might appear later in the text.

Inviting Middle Schoolers to Be Librarian for a Day

Fifth grade teacher Vaniecia Skinner had an ambitious goal. She loved Dhonielle Clayton’s fantasy novel The Marvellers and wanted to teach it in her class. But it is an ambitious text—more than 400 pages long— filled with words and concepts created just for that magical world. How could she make the novel accessible and the learning rich and meaningful?

Vaniecia partnered with Director of Innovation Annie Fuerst and Librarian Amy Sprung, and the trio went all in on creating an immersive experience. They donned capes and passed out scrolls inviting students to the Arcanum, a magical school in the sky. That was the start of

Students were then assigned to track and categorize the characters and features in a collaborative wiki, introducing them to skills commonly used in middle school and beyond. Sometimes, the details contributed to the wiki are minor; other times, the information is vital to understanding the story. “They weren’t familiar with wikis, but they were familiar with fandom,” says Amy, referring to communities and gatherings of people with a common interest. The students were excited to contribute to the collective knowledge of this new book in this way. “There was no fandom for The Marvellers. They said, ‘Well, we get to be the first people studying this in school and becoming experts. It’s cool to take academic responsibility and carefully cite our work.’”

Middle school students are interested in everything—just check out recent Capstone topics, ranging from sustainable fashion to ethical hacking, hip hop, and blacksmithing. Young Adult publishing has grown significantly in recent years. With so much compelling YA literature and nonfiction available and more and more books representing diverse characters and identities, selecting new titles for the Erksine Library collection can be challenging—in a good way.

Librarian Amy Sprung decided that the answer was to engage the students in that task. She set up tables with pictures of six books and brief summaries. Each student got a sheet of stickers to vote by placing a sticker next to the title that they most wanted at each table. In the end, they had one leftover sticker to make a second vote for a title. When the top vote-getters arrived in the Erskine Library, the books flew off the shelves. Students had buy-in, and the project built anticipation for books students might not have noticed.

One winner was Leonard (My Life as a Cat) by Carlie Sorosiak, a quirky read about an alien who comes to the United States and takes the form of a cat. “It is bizarre and goofy, and because so much literature for middle school students is heavy, this is a welcome departure,” Amy says.

Another hit was Humble Pi: When Math Goes Wrong in the Real World by Matt Parker. One student advocated strongly for his number one choice and convinced lots of classmates to spend a sticker on Last Gate of the Emperor by Kwame Mbalia and Prince Joel David Makonnen. Coincidentally, new eighth grade English teacher, Sana Aslam, had selected a different book by Kwame Mbalia as the eighth grade read to kick off the year.

Understanding More About Singapore Math

Betty Chu Pryor Lower School Head

Modern math instruction may initially look strange to those who grew up in a different generation. Many Belmont Day parents and faculty first learned arithmetic using traditional algorithms such as carrying the one when doing multidigit addition problems. Today, when those adults visit a classroom, they may be surprised to see young students working with rod and cubeshaped manipulatives before they even put pencil to paper.

Belmont Day adopted the Singapore math curriculum for lower school math instruction in 2018. The premise of this program is that students need to learn the concrete before they move on to the pictorial and finally to the abstract. For instance, when students learn place value, they start working with cubes so they can see that seventeen is made up of one set of 10 and 7 individual ones. Then, they move on to a pictorial representation of what 17 might look like on a poster. Finally, they move to the abstract. The curriculum spirals up, revisiting each concept in a developmentally appropriate way, building on the skills developed in earlier grades.

Another important element of this approach is giving students a vocabulary to explain and understand math. Students can articulate and explain their thinking, which can be missing in traditional programs. For example, bar modeling allows students to demonstrate an understanding of the relationship between numbers. Suppose a student wants to demonstrate that one number is bigger than another. In that case,

the bar models can be used to visualize that one bar is bigger than another. The size of the bars are proportional to the numbers that they represent. This concept is straighforward, but it helps students conceptualize the numbers.

Research shows that students using this approach have a much more thorough understanding of numbers and number sense. They truly understand the why behind the math rather than simply following the algorithm. Further, the program sets up students for success in middle school, where the math curriculum takes another challenging leap forward.

Lower school faculty had their Singapore math skills buoyed through several professional development opportunities. The first chance came this past summer when Kevin Mahoney, EdD, an expert on teaching using the program, returned to campus. He has been mentoring and coaching BDS faculty since 2018. That session specifically focused on differentiation: how to meet the needs of mathematicians needing additional support, children who benefit from enrichment, and how to meet the needs of students in the middle.

The teachers appreciated the expert guidance and connecting with fellow math teachers across grade levels to exchange ideas and share strategies from their classrooms.

During the school year, Dr. Mahoney returned for additional sessions with lower school math faculty, focusing on math fact fluency, using hands-on manipulatives, and building the home-school connection in regard to math.

A beloved Belmont Day tradition returned, allowing students to give back and get dirty. For the first time, the fifth grade made the three-day, two-night trip to The Farm School in Athol, Massachusetts.

For many years, the trip was a mile stone event for sixth graders, but the farm could no longer accommodate the larger size of the sixth grade after enrollment grew. (See our cover feature on p. 5 about Johanna Douglas ’06, who found her love of farming on such a trip.) Having taken previous groups there when she taught in another school, fifth grade teacher Vaniecia Skinner saw an opportunity to make the trip a tradition for fifth grade as a perfect bridge between the lower and middle school experiences.

Traditional Farm School Trip Takes Its Place as Fifth Grade Milestone Event

130-acre farm this fall. They could run freely through fields while still having trusted teachers nearby. They picked flowers, explored wooded trails, and enjoyed time with farm animals. For many students, it was their first overnight trip

Experiencing firsthand the respon sibilities of stewarding the land by fully participating in farm life—milking cows, using a handsaw to mend a chicken coop, collecting eggs, planting garlic bulbs, and scrubbing and cutting vegetables to prepare meals—was meaningful. Students working at the farm give back as its food production helps address food insecurity in local communities.

The trip was also a powerful teambuilding and bonding opportunity for students and their teachers that offered a hint of the increased independence of middle school. Being away from school broke down social groups, with students open to connecting with new people in a new place. They got to negotiate about how to live well together—who wants fairy lights on in the cabin, and who sleeps better in darkness?—with people outside

Perhaps one of these students will, like Jo Douglas ’06, find their passion on the farm. Even if they didn’t, each fifth grader came home muddy, tired, and happy with a greater appreciation for the natural world, the value of service, and their own capabilities.

Finding the Sweet Spot for Learning

Liz Gray Middle School Head

Sometimes, when we think of excellence in education, we focus solely on rigor. The dictionary says rigor means “the quality of being extremely thorough, exhaustive, or accurate.” For some people, this means a greater quantity of work—more pages read, more levels completed. Of course, challenge matters, but the best research in this field—and the experiences of skilled educators at Belmont Day—tells us it is not the only factor.

In the 20th century, two Eastern European psychologists developed overlapping ideas about where learning happens best. Soviet Lev Vygotsky wrote about the Zone of Proximal Development.

Blood Typing

Hungarian Mihaly Csikszentmihalyi studied flow, a mental state where the individual is focused, motivated, and fully immersed in an activity or task. Both concepts point to a sweet spot where students are neither bored by work that is too easy nor anxious or confused by subject matter that is too hard. In the 1980s, a third psychologist, John Sweller, wrote about cognitive load theory. Sweller argued that our brains have a limited capacity to process new information. Once overwhelmed, we stop processing.

We believe one other element plays into priming children to learn—the social context. Do students feel safe and known?

Middle schoolers took hands-on science to a new level as they did a lab to determine their blood type. In collaboration with school nurse Lauren Connors, BSN, RN, students learned to prick their fingers to collect a small blood sample for testing. They looked for specific blood group antigens in the blood to determine their blood type.

This experiment happened within the context of a lesson on Punnett squares and genetic inheritance. Students made the connection between dominant versus nondominant traits among people who are genetically related and considered real-life implications for people with certain blood types, including what it means to be a universal donor (type O-negative), Rh-negative or Rh-positive, and why blood coagulates without a particular antigen.

Do they enjoy a setting that is free from discrimination and bias? Do they have support from trusted adults and peers around them?

Our teachers aim for that sweet spot where learning is challenging, but students are not left anxious or confused. By knowing students well, faculty can determine where students are finding flow and where they are shutting down. This is the reason we value a whole-child approach, emphasizing mental health support and diversity, equity, inclusion, and belonging. It explains why our approach is not and will never be simply that more is better.

Teaching Our Community about

One project might touch on many different dimensions of learning. A notable example is an eighth grade project on Día de los Muertos, or Day of the Dead, led by middle school Spanish teacher Ana Maria Restrepo. The students learned about (research ) important icons related to this Mexican celebration of remembrance that honors loved ones who have died (learning about other cultures ). They chose and illustrated an icon (art ) and created an interactive exhibit (technology ) to share with the greater Belmont Day community on a touch screen in the Barn. Eighth grade Spanish students then shared their work with their sixth grade peers, who used the project to learn related vocabulary (giving back to others—philanthropy ). The recorded text (oral presentation skills ) was in Spanish (language learning ).

La Catrina (Skeleton) – Olivia Garrity ’24

Papel Picado – Lucy Yin ’24

La Flor Cempasúchil (Cempasuchil Flower) – Sal Pattisal ’24

Las Calaveritas (Sugar Skull) – Sam Leviton ’24

Los Alebrijes (Alebrijes) – Charis Liu ’24

Checking Math with a ChatGPT Partner

Artificial intelligence (AI) has swept into our lives in the last year. That students would be curious about this new tool was inevitable, so when math teacher Sarah Pikcilingis’s seventh graders asked to partner with ChatGPT to work on their problem sets, Sarah turned to Annie Fuerst, Belmont Day’s director of innovation for guidance. The two decided to give ChatGPT a try. Here is Sarah’s description of their process.

An important goal in my classroom is building a community of mathematics and mathematicians. The challenge and complexity of problem sets build up over the school year, and students work with each other, me, or their families—namely, other people—to solve them.

Students wondered what it would be like to “partner” with an AI tool and asked if they could work with ChatGPT. This student idea prompted me to reach out to Annie and set the wheels in motion for our experiment.

Before introducing ChatGPT as a possible partner, students had already spent significant time on the problems independently.

Annie and I ran through a problem with ChatGPT alone. Afterward, we shared the transcript with the students—they were surprised that ChatGPT had messed up big time! We asked them to identify the errors.

With this new awareness, students picked a problem from the set and

Ms. Fuerst

Hi I’d like help with some math problems. Can you tell me about your math abilities?

ChatGPT

As an AI language model, I have been trained to answer a wide range of math problems, from basic arithmetic to advanced calculus and linear algebra. I am capable of solving both theoretical and practical problems, as well as explaining the concepts behind them. I will do my best to assist you with your math problems, so please feel free to ask.

Ms. Fuerst

Great! Can you give me an answer to this problem? The median and the mean of the five integers 10, 12, 26, x, x, are equal. What is the sum of all possible values of x?

ChatGPT

Sure!

To start, let’s find the mean of the five integers. The mean is equal to the sum of the integers divided by the total number of integers:

worked in small groups of three to four with ChatGPT as a partner. We asked them to run the problem through more than once and to offer corrections while taking note of what was happening.

One of my classes presented their findings about ChatGPT and the problem sets.

What will working on a math problem set with ChatGPT be like?

The following is a transcript of the first conversation that Annie and Sarah had with ChatGPT regarding a math problem from one of our problem sets.

What do you notice? What do you wonder?

mean = (10 + 12 + 26 + x + x) / 5

Simplifying this expression, we get:

mean = (48 + 2x) / 5

Next, let’s find the median of the five integers. Since we have an even number of integers, the median is the average of the middle two numbers. Since the integers are already in numerical order, we can simply take the average of the third and fourth integers:

median = (12 + 26) / 2 = 19

Now we know that the mean and median are equal, so we can set the expressions for mean and median equal to each other:

(48 + 2x) / 5 = 19

Solving for x, we get: x = 11

Therefore, the two missing numbers in the sequence are both equal to 11.

To find the sum of all possible values of x, we simply add up the two possible values of x: 11 + 11 = 22

So the sum of all possible values of x is 22.

“One goal is building a community of mathematics and mathematicians.”

Ms. Fuerst

Thank you! I solved this problem and got a different answer. You assumed that the integers were in numerical order, but we actually don’t know if they are. Can you try again?

ChatGPT

You’re right, I apologize for my mistake. Let’s approach the problem without assuming that the integers are in numerical order.

Again, let’s start by finding the mean of the five integers:

mean = (10 + 12 + 26 + x + x) / 5

mean = (48 + 2x) / 5

Since the mean is equal to the median, we know that the median is also equal to (48 + 2x) / 5.

To find the median, we need to arrange the five integers in order. There are two possible cases to consider:

Case 1: The two x’s are the smallest and largest integers. In this case, the median is the third integer, which is 12. We can set up an equation to solve for x:

(10 + 12 + 26 + x + x) / 5 = 12

48 + 2x = 60

2x = 12

x = 6

So in this case, the two missing numbers are 6 and 6.

In a presentation at sharing assembly, one student shared the limitations of using ChatGPT as a partner to solve a probability problem. The AI tool “originally made the mistake of assuming that the probability of a second player winning was independent of the probability of a first player winning and rephrased it as a long problem to solve for x. These mistakes led ChatGPT to get an

Case 2: One of the x’s is the middle integer. In this case, the median is one of the x’s. We can set up an equation to solve for x:

(10 + 12 + 26 + a + b) / 5 = (48 + 2x) / 5

Multiplying both sides by 5, we get:

10 + 12 + 26 + a + b = 48 + 2x

a + b + 36 = 2x

a + b = 2x - 36

Since the median is one of the x’s, we know that a and b must be less than x. Therefore, we can set up the following inequalities:

a < x

b < x

Substituting 2x - 36 for a + b, we get:

2x - 36 < 2x

-36 < 0

This inequality is always true, so we don’t need to worry about it. Now, substituting x for one of the x’s and 2x - x = x for the other x, we get:

(10 + 12 + 26 + x + 2x) / 5 = (48 + 2x) / 5

39 + 3x = 48 + 2x

x = 9

So in this case, one of the missing numbers is 9 and the other is 6.

Therefore, the two possible sets of missing numbers are {6, 6} and {9, 6}, and the sum of all possible values of x is:

6 + 6 + 9 + 6 = 27

So the sum of all possible values of x is 27.

incorrect answer,” the student said, adding, “I pointed out its mistakes and asked it to solve the problem again. After multiple iterations, it solved the problem correctly.”

These teachers honored their students’ curiosity and offered guided engagement with this new technology so they might experience the capabilities and limitations of AI-powered learning partners. Instead

of getting the easy answers they might have expected, they learned to think critically, not to assume that ChatGPT solutions are always reliable, and strengthened their math knowledge.

Creating a Powerful Middle School Culture

Weekly Meeting Builds Caring Community

One Friday at a Time

Take all Belmont Day’s middle schoolers and their teachers and put them into a room each week. Give them a chance to highlight the new and good, share talents and interests, and show leadership. Add a little humor (okay, a lot!), and what do you get?

The answer is a new-ish model for middle school meetings, which in its second year is proving to be a powerful

vehicle for amplifying student voices and building school culture.

Belmont Day is, of course, already a school with a strong tradition around community gatherings. Schoolwide sharing assemblies have long been a vital connection point. However, the middle school did not have a single moment each week when all its students could gather. Faculty leaders saw an opportunity to establish a space where middle schoolers could serve and lead. Core values are woven throughout the time together as students take on new roles, share moments of joy, and care for each other.

“There was an opportunity to pull together the community and strengthen our middle school culture,” says John O’Neill, director of athletics. “Our question was, where did that middle school identity live? We felt there was a need for this. Our thought was, how do we do so in a way that is more student-driven than faculty-driven?”

The final product is all about the students, but thoughtful faculty planning happened behind the scenes. “We spend a lot of time thinking and talking and working to make these 20-minute meetings impactful,” says Jen Friborg, who wears many hats, including fifth grade language, community, and culture teacher; seventh and eighth grade French teacher; and Capstone coordinator.

Middle school meetings occur on Fridays as a final connection before the weekends. Students sit in a U-shape so they can see each other. “The formula we designed provides a routine so students know what to expect and feel comfortable taking ownership,” says Kassie Bettinelli, a music and ensembles teacher. Teachers never need to ask students to be quiet to allow a speaker to be heard. “Everyone wants to listen to one another,” Kassie adds.

The general format is simple but intentional. Two student emcees lead the

meeting and welcome those gathered. Students tell a couple of jokes and invite peers to share things that are new and good at Belmont Day. There is space for “community connections,” where students can share a hobby or interest they pursue outside of school. There are also moments to celebrate advisory groups, clubs, and community service.

New and good sharing is spontaneous, and as many new and good things do, this piece of the meeting has evolved. “We’ve done a lot of coaching around how to make a new and good share clear and provide context for it,” says Kassie. “We foster student engagement by encouraging them to ask follow-up questions or be clear before they raise their hand to share. We want them to consider whether someone not in their class or sports team or ensemble will understand.”

Students have shared academic highlights (a blood typing experiment) and milestone moments (turning in the first part of their Capstone papers). They celebrated the band performers and those who worked behind the scenes. Finally, and perhaps most powerfully, during community connections, middle schoolers give voice to the things outside of school that make them tick.

“It was gratifying,” says Jen, after one middle school meeting in the fall. “In one community share, several students and a faculty member talked about their involvement in dance. One student shared her pointe shoes, while another, who does rhythmic gymnastics, unfurled her ribbons and did a quick demonstration. To see students appreciate her for something she spends many hours doing each week was exciting.”

Community connections have featured dancers, swimmers, musicians, and a student who nurtures house plants. That student shared photos of the plants she propagated and spreadsheets she used to track her watering regimen. “It was amazing,” Kassie says. “Seeing students in the audience be surprised and remark ‘What? You’ve got a plant that’s older than your parents?’ Little facts like that were so neat.”

“It’s not a performance,” adds Jen, “but sharing interesting aspects of the world

that we may not have considered. There is almost always a small group, which usually includes faculty. We are trying to show that we all have common ground and can learn from each other.”

John adds that many students have stepped forward into leadership roles in this venue, who have yet to in other places. Others who might feel nervous about sharing in the larger assembly feel at home here. “They learn about each other and feel part of a community,” Jen adds. “It’s contributing to a sense of caring.”

The adults admit that they are learning, too. Kassie says, “We are constantly tweaking or rethinking how we do this, and that’s representative of how we work here at BDS. We’re learning alongside students.”

Student 1: I saw a lot of cows

Student 2: How did you count them?

Student 1: I used a Cowculator

Student 2: I see you were a bear

Student 1: Yes you know Halloween was really crazy, hectic, busy....

Student 2: True.

Student 1: I just really need to paws and reflect.

Student 2: I can’t bear that joke.

The Pieces That Work Together to Build Belonging

Connie Yepez Director of Diversity, Equity, Inclusion, and Belonging

What’s in a name?

To answer this age-old question, we must consider the power of language and how words can come together to effect action and transformation. What we call things says something important. Names can shape our understanding and inform our expectations.

With intention, Belmont Day names the principles of honoring differences as diversity, equity, inclusion, and belonging. These words tie explicitly to our core values of respect, honesty, responsibility, caring, joy, and excellence—words that were also intentionally chosen to guide the work of creating and cultivating community that has always meant so much to us.

Diversity

Diversity is about who is part of our community. We build a caring community at Belmont Day that includes students, parents/caregivers, faculty, and trustees with many identities—this matters because a diverse community provides opportunities for varied experiences, relationships, and learning. Diversity provides us with the chance to honor each of our unique traits and also see what we share in common. Explicitly naming the value of diversity to our community is vitally important.

Events that help us understand and learn from one another’s cultures are one way that we honor diversity at Belmont Day. In winter, there is an assembly for

the Lunar New Year, which many Asianidentified families in our community celebrate. Muslim families will host an iftar dinner and Ramadan celebration for the community this spring. Our Martin Luther King, Jr. Assembly honors Dr. King’s dedication to moving society toward social and racial justice.

We also weave awareness of diversity into the student academic experience. For example, I read Shades of People by Sheila M. Kelly and Shelley Rotner, aloud early in the school year in pre-kindergarten. The book explores the wonderful variety of skin tones. The students were excited to see how the story in the book is their story, too. They put their hands together and were delighted to see how many colors were represented.

Equity

Equity is about being aware of how identity impacts experiences. Some people, by virtue of their identity (including factors like race, gender expression, religion, ability, and socioeconomic status), might need different types of support, access, and systems to thrive.

A student who is neurodiverse and has anxiety or ADHD might need a fidget to keep focus or benefit from a weighted vest to calm themselves. People need different things to succeed, and we work to ensure they have them.

In the academic realm, we explored this idea last fall with some of our youngest students by reading the book Fair Is Fair, by

Sonny Varela, in which farm animals realize that they get different amounts of food and initially want to divide it equally, but then realize that different animals have different needs. In eighth grade, a student is working on a Capstone project about synesthesia, a form of neurodiversity in which a person might experience one of their senses through another, for example, seeing certain colors associated with specific letters.

Inclusion

Inclusion means everyone is seen and heard. We do this by ensuring that various voices take part in decision-making. We aim to have the faculty, trustees, and other groups represent the voices of people with different identities and experiences so they can bring those perspectives to the table as they lead our school forward.

Teachers choose books with characters of many backgrounds and experiences for classroom reading. We like to say that books are both windows and mirrors. In a mirror, I see myself reflected. A window provides a glimpse into someone else’s experience. For example, books that include racial diversity support the lived

experience of young people of color and allow other students to engage across differences as well as appreciate the diversity in their classroom.

Belonging

A Venn diagram is a helpful tool for considering the practice of diversity, equity, and inclusion. Belonging is at the center, where the other three elements overlap, and it is the sweet spot we find when we are all working together, and community members feel seen, heard, and valued and can thrive. For students, a sense of belonging means their views, beliefs, and identities are known and appreciated. They are safe to take risks where the best learning happens.

Belonging is important for adults, too. Braiding Different Strands is a space where parents/caregivers, trustees, and faculty can share perspectives, hear from others, and build connections by engaging in deep conversations about diversity, equity, inclusion, and belonging. Our discussions have included religious beliefs, socioeconomic status, and ability.

This clear articulation about what matters most to Belmont Day will help us live our values.

The term means respecting everyone, being honest about what each community member needs to succeed, taking responsibility for our words and actions, caring for one another, finding joy in knowing each other’s authentic identities, and finding excellence.

Ar ts

Bringing All the Arts Together Exploring Hands-on Art at MASS MoCA

Anne Armstrong Visual Arts Teacher and Arts Coordinator

The six students approached a large glass and metal box that could move around a black pole amid a series of floor-to-ceiling pillars. The students began experimenting, pushing the box around as a group and exploring the pivoting motion.

Then came the aha moment as one of the students understood how it worked.

“Oh! That’s so fun,” the student exclaimed. “It weaves through the pillars.”

They were interacting with S-334473, an exhibit by artist Sarah Oppenheimer at the Massachusetts Museum of Contemporary Art (MASS MoCA) in North Adams, Massachusetts. The museum website describes it as “altering our frame of spatial reference, displacing

our experience of inside and out, and inverting our sense of what is near and far, here and there.”

That was just one of the insightful experiences from a magical day last spring at MASS MoCA for all of Belmont Day’s sixth graders. The field lab—funded by a grant from the school’s Lenesa Leana Endowment for Innovative and Collaborative Education—allowed for a coordinated, hands-on exploration of all kinds of art in one place.

Sixth graders experience all the artistic disciplines offered at BDS, through six Arts Launch courses: innovation arts, music, 2D visual art, 3D visual art, theater, and woodworking. The courses and format of the Arts Launch year prepares our students for seventh and eighth grade, when they will select from a variety of discipline-specific arts elective courses.

The idea behind the field lab was to immerse the students in an environment that incorporates sound, light, engineering, and different perspectives and to have them see and experience the connections up close and in person. The initiative had the added bonus of bonding the arts faculty through a unified curricular focus. The shared experience provided a powerful way for teachers to interact and create connections with students.

To make the effort especially effective, the teachers traveled to the museum together before the field lab to plan the day and met with MASS MoCA’s director of education. Then, in weekly department meetings, the arts faculty ironed out logistics to make it a successful visit. MASS MoCA was chosen rather than museums closer to Belmont Day because it offers a unique breadth and depth of

options, especially in experiential, engineeringrelated mediums.

On the day of the field lab, students worked in their six-person teams, each led by one of the teachers, to find each item on a scavenger hunt from a tonal walkway created by artist Julianne Swartz to spaces where artist James Turrell uses light as a sculptural medium.

Students also looked for 100 “coins in the corner” hidden throughout the museum by Canadian artist Micah Lexier. Our French students were excited to learn that the project is a pun in bilingual Canada— the French word corner translates to coin.

The museum is a feast for the senses and the mind, with indoor and outdoor exhibits and many opportunities for students to touch, move, and explore. There was something for each student to connect with. “I thought this was going to be just a boring museum, but we got to touch and interact with lots of the exhibits—it was fun!” one of them said after returning.

Guiding questions inspired students to think about art in powerful, new ways. What do you notice? What do you think the artist is trying to “say” with this work? What is the point of the piece? What impression do you have about a particular work? How does each piece “fit”, and how does it impact the work around it? This unique experience allowed students to glimpse what is possible and imagine what their work in the Belmont Day studios might develop into and how it might have an impact far beyond the confines of campus.

One of the day’s biggest highlights was seeing EJ Hill’s Brake Run Helix. Part of the exhibit is Brava!, a working roller coaster that museum patrons can ride one person at a time. Brava! is more than a theme park ride brought indoors—it is a social justice education tool. The work invites viewers to consider who had access to such fun. During the civil rights movement, amusement parks in the U.S. were mainly segregated and became sites of activism and protest.

The best indicator that the trip hit the mark was how students spoke about art differently in our classes after returning. They referenced what they saw at the museum as they considered options to sign up for seventh grade arts electives. “Is that Painting Big class going to be like the woman who painted the whole room?” wondered one. They were making connections—from the museum to Belmont Day and beyond. And while our goal was for those connections to become apparent, to have this experience with our students was a connection and conduit to the wonder and joy of experiencing new perspectives and learning together.

BELMONT DAY Student Interest Drives New Athletic Offerings

John O’Neill Director of Athletics

The aces, digs, and spikes happened as usual, but this year, the volleyball players took to the court in an earlier season and in a different kind of offering. For the first time, volleyball joined the standard fall offerings of cross country, field hockey, football, and soccer as an interscholastic sport.

Volleyball’s change in status is just one example of how student voices matter at Belmont Day. Each year, the faculty looks at the composition of the middle school community and adjusts the athletic offerings over time to meet their needs. Students asked for and got fencing added, now a staple winter offering. Student enthusiasm during one-off rock climbing outings resulted in the addition of that

sport this year. Badminton and squash were offered for the first time, taking the winter season spot that intramural volleyball once filled.

Many other schools offer the same sports every year and focus on having many levels in a few traditional sports. At Belmont Day, the approach is different. The offerings here are broad and more fluid, so each athlete can find a sport where they can grow.

In the case of volleyball, Belmont Day has offered it as an intramural sport in the winter for several years. Interest grew over time, and, last year, 30 athletes participated. That robust interest and the addition of Brittany Ryan, a sixth grade math teacher with experience coaching high school

volleyball, tipped the scales, and volleyball shifted to an interscholastic sport.

In the first season, the program attracted enough athletes to offer two levels—a varsity team that competed in the interscholastic league—and a junior varsity (JV) squad that retained a more developmental approach to the sport.

Building community, both among players and fans, helped solidify the success of volleyball during its first season. To build camaraderie and celebrate the season, all the players from the JV and varsity teams traveled to Harvard University to watch the Crimson play rival Yale University in a collegiate women’s volleyball game. Parents have also added energy, cheering on their players as they learn the sport.

Why Coaching by Faculty Members Matters

At Belmont Day, there has long been a philosophical choice for coaches to be educators. With occasional exceptions, those who guide and train our studentathletes also teach academic subjects.

This matters because today’s students can participate in sports in many ways, including playing on town and club teams. Sports in the educational setting should offer something different and unique.

At BDS, we view our fields, courts, and trails as classrooms. Practices and games are ways to teach and learn with a focus on our core values. Sometimes, the focus is on sports-specific skills and strategy. However, the lessons and the goals are

much bigger: How do we compete? How do we win? How do we lose? How do we collaborate? What does it mean to play a different role on the team? Our lessons flow from the playing field into the locker room, the bus, and back into the classroom. We value having educators’ eyes on all of it. Teachable moments pop up everywhere.

We also value the consistency of coaches who understand Belmont Day’s values and provide consistency between the classroom and sporting venues. These coaches know what’s happening beyond athletics: Is the student having a tough day? Do they have a test coming up? Are they

dealing with something at home? Advisors connect with coaches to share information that might help them better understand the context. This connection supports the student in a different way.

Leadership education is a perfect example. At Belmont Day, being a team captain is not just an honor but also a chance to learn. These teachers provide coaching on how the student-leaders might guide their peers. They give them language for encouraging teammates and involving every player in a team’s success. Having educators in the driver’s seat for those conversations brings real value.

Biking through All Stages of a Belmont Day Education

Belmont Day has expanded its biking program to give every student a chance to pedal their way to fitness in a developmentally appropriate way.

The trajectory begins with tricycles, which the youngest students ride around the tennis courts to practice their coordination. In fifth grade, bike riding skills are practiced, preparing students to consider mountain biking as an option in middle school.

The program culminates with competitive mountain biking, a soughtafter offering for middle schoolers. Students traverse the town-owned land on trails that abut campus, riding up to five miles at a time.

Balance bikes fill out the offerings for the middle grades. This year, a fleet of these—outfitted with conversion pedals—was purchased. Younger students can start using those as gliders, without any pedals, and then graduate to pedals once they have the balance part mastered. It is a thoughtful addition to the curriculum that fills out the offerings in this lifelong sport.

Boys’ Basketball Builds Strength in Back-to-Back Successful Seasons

One of the joys of Belmont Day’s athletics program is seeing a squad of students working together over several seasons to achieve athletic excellence. This winter, the boys’ varsity basketball team had their second successful season in a row, led by a strong eighth grade core that has been on the team since sixth grade. They learned to work well together over three years.

A key part of that process has been the addition of coach Alex Tzelnic, who is also in his third year as head coach of that team. He started alongside the now eighth graders in their sixth grade year, and part of the pleasure of watching the season was knowing that the success was the result of their journey together.

Alumni Welcomed Back to Coach in Summer Sports Camps

The Belmont Day School connection continues beyond graduation for many alumni. During most weeks of our summer sports camps, six to eight high school and college-age alumni work as coaches. These young alumni are a perfect pick because they know the core values and expectations of the program. This work is also a beautiful way for them to give back to their alma mater.

PEOPLE YOU SHOULD KNOW

Belmont

Day’s

Accreditation Chairs

Every student and parent knows about report cards—the regular yardsticks of progress issued by schools. But did you know that independent schools themselves have something similar? It is the every-ten-year process for accreditation through the Association of Independent Schools in New England (AISNE).

and Abbey Nyland—say it is rigorous but rewarding.

“I think it’s so important that we have the opportunity to hold the mirror up and describe how what we do is intentional and serves students well,” Abbey says. Each of the educators brings a different set of gifts and perspectives.

The three chairs oversee 13 committee heads, each working with a small group of teaching and nonteaching faculty focused on a specific area. They tackle everything from curriculum and facilities to finances and administration. By the end of the spring, each committee will have submitted a written report on their area. The chairs will pull the substantial combined document together and edit it for coherent style and voice.

For Belmont Day, it is a chance to examine a snapshot of school life from all angles, especially how it aligns with the mission. The process includes a yearlong intensive self-study currently under way, followed by a visit from a review committee of peers from other schools. It culminates in a written report identifying the school’s strengths and recommending growth areas.

The three key leaders of the selfstudy process—Nicole Buck, Jen James,

Nicole, who teaches middle school Latin and is the seventh grade coordinator, just finished a two-year stint on the board of trustees as a faculty representative and was involved in strategic planning there. Abbey, a physical education teacher, straddles the lower school and specialist roles and is great at bringing a team together. Jen serves as the assistant to the head of school, the registrar, and the director of special projects. Thanks to these roles, she brings a strategic lens to the process.

Next fall, a visiting committee that has reviewed the self-study will come to campus and have conversations with different members of the school community. Finally, the visiting team provides a list of strengths and recommendations for the school. And—it is hoped and expected—Belmont Day will earn AISNE’s stamp of approval that will last another ten years.

Part of the process is a chance to celebrate what is working well. “I appreciate my colleagues so much more because this process sheds light on all the work that they’re doing that I might not have known about,” Abbey says.

The recommendations focus on specific areas that will help the school improve. A decade ago, the visiting committee encouraged Belmont Day to be more intentional about the scope and sequence of the curriculum and to document its pathway well. Today,

“I appreciate my colleagues so much more because this process sheds light on all the work that they’re doing that I might not have known about.”

—Abbey Nyland

students benefit from an even more integrated approach to learning from pre-kindergarten through grade eight and enhanced scaffolding that guides students from grade to grade. “The curricular standards and choices we’re making are all mission-aligned, an effort that has been at the forefront since receiving the recommendation,” Nicole says.

This year’s review will be a fullcircle moment, Jen says. Ten years ago, one of the visiting committee members fell in love with the school. When he saw a job posted at Belmont Day School that he was well-suited for, he submitted an application. Today, that person—Brendan Largay—is the head of school.

“Time flies,” says Brendan. “I couldn’t be more excited that we’re again engaged in the AISNE accreditation. The process is rigorous and consuming, but it’s a great investment of energy that comes back many times over as we share, examine, and appreciate our work and learn how to improve in the years ahead.”

Top left: Abbey Nyland, right: Nicole Buck Bottom left: Jen James

2023 Bellwethers Faculty Milestones

Traditionally, a bellwether was a sheep with a bell around its neck that led the rest of the flock. In a more modern context, bellwethers are celebrated as people of influence and insight who are at the forefront of trends. At Belmont Day, we mark tenure milestones by celebrating the dedication and expertise of our colleagues, each of whom is a bellwether when it comes to making a difference in the lives of our students.

Betty Chu Pryor 15 years

The best way to honor Betty Pryor for fifteen years of excellence at Belmont Day may be to simply witness the comfort, confidence, and competence with which she occupies her latest role, that of lower school head. In her fifteen years of service to Belmont Day, Betty has been a kindergarten teacher, interim admissions director, board member, and Braiding Different Strands coordinator. Dynamic, dedicated, multidimensional, and consummately professional, Betty consistently elevates the standard of excellence at Belmont Day with grace, caring, and joy .

Elisabeth Klock 10 years

During 10 years, Elisabeth Klock expressed a deep commitment to her students and a middle school English curriculum imprinted with her passion for growth, development, belonging, writing, reading, and self-expression. Elisabeth introduced the poetry slam, refined and renamed the middle school health and wellness program, and served as an advisor and English department chair. Congratulations on a decade of service to Belmont Day.

Farewell to Dolly Ryan

On May 20, the community celebrated Dolly Ryan as she concluded a historic and phenomenal 36-year career at Belmont Day that began in 1987 when she joined the school as the assistant to then Head of School, Jim Farr. Growing right along with our school, Dolly soon transitioned to the role of homegrown director of technology.

Dolly dedicated her Belmont Day career to serving students, faculty, and parents with unwavering commitment and kindness for nearly four decades. All along, she has been there as a leader and mentor, lending a helping hand and offering invaluable support. Colleagues and friends see her as a role model, an inspiration, and a true professional. Her tireless work ethic and drive have been matched only by her patience, warmth, and grace.

She has championed technology integration in the classroom, ensuring teachers have the support they need to embrace new resources and tools. With the support of

the Ramsay McCluskey Family Foundation, she initiated the faculty Pioneer Program to make sure that good ideas spread. Dolly didn’t just hand over new technology; she sat with teachers, patiently guiding them until they felt confident and motivated to use it in their classrooms. Thanks to her efforts, BDS students use technology tools that their teachers are enthusiastic about.

And Dolly is more than just a tech wizard. She has a passion for music and is a talented guitarist and singer. Her unforgettable performance, along with colleagues Susan Dempsey, Kathy Jo Solomon, Dean Spencer, and Nathalie Pellenq, at the 2013 Journey auction, brought the house down.

Dolly’s legacy is woven into the fabric of Belmont Day. Future students will benefit from her impact thanks to a generous gift to the Library Technology Endowment. As part of this gift, the middle school research room in the Erskine Library, where students grapple

with big ideas, will be named the Ryan Research Room.

We hope that as Dolly encounters new horizons, she will carry the Belmont Day community’s love, admiration, and well wishes with her.

Current faculty members Heather Smith, Kaleen Moriarty, Nathalie Pellenq, Anne Armstrong, and Susan Dempsey are joined by former faculty Diane Chait, David Downing, and Rob Houghton P ’07 ’10.

Former receptionist Tanya Dalaklis P ’86 and her husband Mel Dalaklis P ’86

Former faculty Neelangi Gunasekera P ’23 and Catherine David

Pictured with Dolly, the Corso Family: Steven ’99, Linda Corso GP ’99 ’04, Nancy, and Lisa ’04

Current faculty members Kathy Jo Solomon, John O’Neill, Nathalie Pellenq, and Anne Armstrong are joined by former faculty Alice Henry and Seth Chaves.

Fellow technologist and former faculty member Matt Brooks

Former faculty member Catherine (Brosens) Francis ’75 P ’05 ’08 ’11

Dolly on stage at the Journey auction.

Bodhi Demers Audrey Chuang McKenna Daley Nina Cohen-Perlmutter Maddie Cutie

Gabriel Burd Ellis Anderson Ilana Brauner Liam Brodeur Brendan Bandar

Natalie Jean Owen Huang Yara Ibrahim

Alex Kadnar Eike Kiecza

Ken MacDougall

Zach Kromah

Kavi Kumar-Warikoo Eidan Kulman-Tamanaha

Alden Largay

Ben Dowers Nebiyou Elias Perin Fine Joshua Flanagan Marco Frazzoli-Cassi

Oliver Gottesman

Aria Goodpaster Elise Goodman Caleb Frehywot Angel Geng

Class of 2023 High School Matriculation List

Al-Noor Academy

Arlington High School (2)

American School in Milan

Bedford High School

Belmont High School

Belmont Hill School (2)

Boston College High School

Boston University Academy (3)

Buckingham Browne and Nichols School

Cambridge Rindge and Latin (3)

Cambridge School of Weston

Commonwealth School

Concord Academy (9)

Gann Academy

Groton School

Gulf Breeze High School

Lexington Christian Academy

Middlesex School (2)

Milton Academy (2)

Noble and Greenough School (4)

NuVu School

Phillips Andover Academy

Rivers School (2)

Roxbury Latin School

Tabor Academy

Ezra Wolfson Quincy Treisman Madeleine Wu

Sebastian Colberg Reyes Petros Samuel Kamila Ruiz Daniel Peregudov Kesariya Nallari-Jhala Quinn McCaffrey Sahana Miduturu Anurag Mujumdar

Avery Schneider

Emme Taylor

Lydia Shrarer Aleta Sandoski

Class of 2023 Graduation Speech Excerpts

Sebastian Colberg Reyes ’23

I would compare my BDS experience to a very steep hill. It has been a challenge, both academically and socially, to get to this point. Now that I’m at the top of the hill, I can look back and see how much I’ve grown throughout my short time at BDS. The final months of eighth grade have been bittersweet. I am rolling down the BDS hill quickly with great momentum to the next hill, ironically only five minutes away at Belmont Hill School. After that, there will be more hills to climb, hopefully not in Belmont, unless Mr. Largay decides to start BDS University. I will always look back and be happy about my time at Belmont Day, and I must confess, I am sad to leave.

After countless experiences, I don’t look back and remember the Pythagorean

theorem or the words from Wordly Wise; I remember celebrating the wins of Friday Night Scoops, the music and the energy on the bus rides to sports meets, my first experience as part of the ambassador program, and helping pack food during community service days at Food Link and Community Servings.

What do all of those things have in common? Well, all of my classmates, friends, mentors, and teachers were there to sing with me during Modern Band and shovel poop with me at The Farm School. The people at BDS have shaped who I am today, and if I had known how wild a ride it would be, I wouldn’t have considered anywhere else. Not for a second.

“BDS is my place. It’s where I can shine without fear and bring my dreams and future to life.”

—Kamila Ruiz ’23

Perin Fine ’23

A letter to our class from Big Blue: I remember your lunches before SSAT prep and seeing you peel away to put on fancy clothes and promote yourselves with the resumes you put together next to me. I remember the team captain’s emails and the crew handshake you made for the musical. I saw you proudly holding a “Believe” sign as you marched through Spirit Day. I remember looking up at your plane as you flew toward the Southwest, wishing I could see you all together to create one last chaotic masterpiece of an adventure.

I remember being excited to see you come by, but your pre-kindergarten partners took your place with me. You only visited on the way to the Barn science lab and stopped by to hug them. You and

I know they have no idea what’s coming, but I will miss them as much as I will miss you when their ten years are up, and they have gone through the birthday parties and dances, winter concerts, and late nights. I know you can’t imagine them in your place right now, but soon enough, they will be sitting in the same chairs that you are.

So, right now, think about your ten, six, or two years here. Think about the drawings on your hands, beat-up workbooks, and the bus ride to The Farm School. Remember snacks during After School and end-of-school popsicles. Soon, you may not remember the scores of Friday Night Hoops, all of your teachers, or everyone’s last names. But you will remember these small things as I am remembering them now. Please come back and visit once in a while.

Kamila Ruiz ’23

Midway through eighth grade, I was already thinking about my graduation speech. When it came time to start, I didn’t know how to express my three years at BDS in an essay. But, while writing, the words and memories kept flowing. I can’t help but think about my first day alongside my last, from the Hollister blue sweater with Nike shoes and skinny denim jeans to a dress and high heels. There’s always a story that lies among us. We expect our stories to be written for us, but, standing in high heels, I’ve learned I can write my own. I went from being shy and quiet to being outgoing, energized, known by many, and an honest friend. BDS is my place. It’s

where I can shine without fear and bring my dreams and future to life.

One memory that made me realize how BDS positively impacted my life was running outside during Friday Night Hoops with my friends to go on the swings. It was peaceful, and I didn’t have to worry about anything. Every time I remember that experience, it’s like I’m my six-year-old self again, playing on the playground with my grandpa. Those memories and the people I spent my time with at BDS have created a sense of community for me. I cannot help but be grateful to those who made school enjoyable, so thank you for helping me grow into the person I am today.

Alexandra Kadnar, Kesariya Nallari-Jhala, Audrey Chuang, Ilana Brauner, Ben Dowers, Lydia Scharer, Sahana Miduturu, Bodhi Demers, Kavi Kumar-Warikoo, Natalie Jean, Kamila Ruiz, Perin Fine, Emme Taylor, Aleta Sandoski, Quinn McCaffrey

Beginning in the back row, pictured left to right: Anurag Mujumdar, Joshua Flanagan, Gabriel Burd, Sebastian Colberg Reyes, Ellis Anderson, Zach Kromah, Nebiyou Elias, Liam Brodeur, Brendan Bandar, Owen Huang, Avery Schneider, Ken MacDougall, Alden Largay, Nina Cohen-Perlmutter, Elise Goodman, Caleb Frehywot, Eidan Kulman-Tamanaha, Petros Samuel, Oliver Gottesman, Quincy Treisman, Eike Kiecza, Marco Frazzoli Cassi, Maddie Cutie, Madeleine Wu, Daniel Peregudov, Ezra Wolfson, Angel Geng, Yara Ibrahim, Aria Goodpaster, McKenna Daley,

Where Are They Now?

Members of the Class of 2019 attended the following colleges and universities:

American University

Barnard College

Bates College

Bowdoin College

Brown University (2)

Bucknell University

Carnegie Mellon University

Clark College

Colby College

Colorado College

Connecticut College (2)

Eckerd College

Elon University (2)

Georgetown University

Hamilton College

Harvard University

Indiana University – Bloomington (2)

Macalester College (2)

Michigan State University

Northeastern University

Northwestern University

Oberlin College

Pitzer College

Simmons University

St. Louis University

University of Colorado, Boulder

University of Vermont

class notes

As we continue to expand the class notes section of this magazine, we are looking for class representatives to help oversee the collection of news and updates from former classmates and friends. If you are interested in serving as a class representative, please contact Assistant Director of Development Kyle Beatty at kbeatty@belmontday.org.

1960s

LISA SERINI

1970s

The OSS Society presented its William J. Donovan Award to CIA Director William Burns on Saturday, October 21, 2023, in Washington, DC. The award is named in honor of the founder of the Office of Strategic Services (the World War II predecessor to the CIA), the legendary General William “Wild Bill” Donovan. Pictured left to right are Dr. Mike Vickers, CIA Director William Burns, former CIA Director George Tenet, former commander of the US Special Operations Command Admiral Eric Olson, and OSS Society President CHARLES PINCK ’76.

. so we can return the favor and keep you up-todate on all things BDS. Share your news—your classmates will be glad you did!

Reach out to the alumni relations team at development@belmontday.org

1990s

EMILY BRUSKIN YARBROUGH ’92 performed at the 2023 Tony Awards with the “New York, New York” Broadway band. She has since joined the American Ballet Theatre Orchestra and the band for the Broadway show Aladdin

NICKI HUNTER SCHWAB ’99 was named associate artistic director by the Manhattan Theatre Club in November 2023. Nicki has enjoyed a fourteen-year career with the company, which began in 2009 when she was an intern.

2000s

LISA CORSO ’04, her husband, and big sister Harper welcomed baby Shae Corso Allen in January 2023.

CHRISTOPHER MCDONALD, MD ’05 completed an orthopedic surgery residency at

’69 sends warm wishes to her BDS classmates.

FRANKLIN STUBBS ’07 launched a farm share/CSA in the summer of 2023, offering fresh produce grown in Lexington to the community.

Brown University in June 2023. Chris and a co-author were awarded a “Top Papers Award” at the 2023 American Academy of Orthopaedic Surgeons

Annual Meeting for their work examining the risks of two common medications used to increase bone regeneration and evaluating their risk for developing primary bone cancers.

In October 2023, Chris married Allie Smedberg McDonald in Newport, Rhode Island. Chris is a 2023–2024 Trauma Fellow at The Warren Alpert Medical School of Brown University. Next year, he will complete a second spine surgery fellowship at the University of Utah.

KATIE PRICE ’05 completed a residency in family medicine at UMass Memorial Medical Center in June 2023. She is currently in Rochester, New York, doing a fellowship in family medicine and obstetrics.

2010s

CALEB WEISS ’10 is a director of photography, camera operator, and lighting designer living in New York City. His projects span genres and range from feature films to commercials, branded content, documentaries, and more. His work has received Vimeo Staff Picks and accolades

at various film festivals and can be seen on Apple TV, Amazon Prime, and other streaming platforms. A few upcoming projects include a show for Netflix that is currently in production and starting a production company set to launch next year. Caleb recently launched a new website that showcases his work. Check it out at www.calebweissfilm.com.

CHRISTINA MONROE ’12 returned to BDS in May 2023 as part of her senior project and independent learning experience. She observed in the arts classes—music, visual art, woodworking, and theater—in grades two and three. Christina graduated from the Winsor School in June 2023.

VAL FARLEY ’15 graduated from Smith College in May 2023.

After graduating from The American University in May 2023, SOPHIE SIEGELBERNSTEIN ’15 returned to Washington, DC, to spend a year as an Avodah Service Corps member. Avodah cultivates an intersection between social justice work and Judaism through communal living and provides members with jobs in local social justice nonprofit organizations. She is an outreach coordinator for the First Shift Justice Project, an organization that aims to prevent job loss by offering legal services to pregnant women and new parents experiencing injustices. Sophie prepared for this outreach work by dedicating time to improving her Spanish language skills.

ANNE FLETCHER ’16 writes, “I am at Harvard, studying East Asian studies and government and spending this year at Keio University in Tokyo.”

NATALIE MURPHY ’16 will complete her undergraduate education at Endicott College this spring and pursue a master’s degree in nursing at Boston College. Natalie is also a longtime Belmont Day summer camp staff member.

JULIA TURISSINI ’16 is a junior at Colby College, majoring in biology with a concentration in neuroscience. Julia spent three months in Thailand traveling with Thailand Veterinary Semester Abroad hosted by the studyabroad organization Loop Abroad. She was part of a small team that learned alongside veterinarians from around the globe while volunteering with elephants, sea turtles, and other marine life, zoo animals, and shelter dogs. A unique aspect of the program was the SCUBA certification course that Julia has completed.

MARGO DANAHY ’17 is pursuing a bachelor’s degree in English and earth and climate sciences at Bates College. Margo recently returned from studying in Copenhagen, Denmark, for a semester and enjoyed living in a

new city, conducting fieldwork related to her major, and traveling. She is the president of the Public Health Initiative at Bates and is a violist in the Bates Small Ensembles Club.

WILL LEVY ’17 is a junior at Middlebury College. Passionate about running and dedicated to service, he ran the 2023 Boston Marathon and raised over $7,500 for Mass General Children’s Pediatric Hematology and Oncology division. In November, Will ran the 2023 NYC Marathon, and on April 21, 2024, will run the 2024 London Marathon in support of Boston Children’s Hospital. He aims to complete the Abbott World Marathon Majors—races in six cities—by the end of 2026.

VIVIAN DANAHY ’19 cohosts the radio show “Folk Around and Find Out” on WMCN 91.7FM Macalester College Radio. DJs Vi and Mila take listeners on a folk-centered musical journey that explores the genre’s social, political, and cultural dimensions. You can listen on Mondays from noon to 2 p.m. CST at www.wmcn.fm.

2020s

KENNA SCHNEIDER ’21 hit the stage at The Burren with her band, Crash Course, in October

CALEB WEISS ’10

NATALIE MURPHY ’16

CHRISTINA MONROE ’12

2023. The band features Kenna on guitar and vocals and six bandmates, all fellow students at The Winsor School. Playing originals and covers, the band incorporates pop, rock, and jazz genres. It was their fourth Burren show with an all-new set featuring new originals.

FORMER FACULTY & STAFF

BETSY KELDER joined the board of directors of the American Camp Association. Betsy says she is “excited to join this group of thoughtful leaders who are working hard to support a cause I care deeply about.”

Congratulations, Betsy!

PARENTS OF ALUMNI

JALEEN SIEKMAN P ’13 ’16 received the 2023 JDRF Government Day Trailblazer Award for her contributions to their federal advocacy program. Jaleen is the President of the Community Board of Directors at JDRF Greater New England. Congratulations, Jaleen!

ALUMNI AT CAMP

Pictured in the back row, left to right:

IN MEMORIAM

PARENT OF ALUMNI

Longtime Belmont Day volunteer PAUL BARTH P ’99 ’00 ’06 has died. Paul and his spouse, Kathy Knight, are the parents of Jason Barth ’99, Brian Barth ’00, and Casey Barth ’06. The family has a long, supportive, and lasting relationship with the school. As parents and volunteers, Paul and Kathy served as ambassadors to families new to Belmont Day and historians and connectors during four decades of involvement. The Barth-Knight family’s impact

on BDS includes Paul’s role as a leadership volunteer during the Shaping Our Future Capital Campaign (2007–2009), Kathy’s longtime service as a trustee and board president, and Jason’s return as an associate teacher in the 2011–2012 school year. Even the entrance to the Schoolhouse is part of the family’s legacy—Kathy’s mother, Sharon Knight, created the stained glass there. Paul will be warmly remembered by many for his dedication to the Belmont Day community.

FACULTY

JOHN NUNZIATO passed away, surrounded by his daughters and grandchildren, on August 10, 2023. He was predeceased by his wife, Eunice Nunziato, who died in 2011. The Nunziato family defined an era at BDS in the 1960s, 1970s, and 1980s.

John was a beloved Belmont Day camp counselor in the early 1960s and later led the summer program as its director into the late 1980s. Eunice was a camp mom in the mid-1960s before working alongside John in camp administration and

transitioning into school administration as assistant to the head of school and business manager into the late 1980s. Their daughters Lori and Dawn served as swim instructors and RNs at BDS. John and Eunice are remembered lovingly by generations of campers and camp staff.

Asher Kopperl ’20, Dylan Lasry ’18, Sami Awad ’18, Toby Gauld ’21, Jed Stockdale ’18, Xander Lightbody ’20; front row, left to right: Kate Finnerty ’17, Miranda Harlow ’20, Jaio Scott ’16, Natalie Murphy ’16, Delia Moore ’18

Pictured below: Miles Sandoski ’22 (left photo) and Alex Tobias ’18 (right photo) joined the Summer 2023 camp team as counselors.

2022–23 Annual Report

See this year’s Annual Report on the Publications page of our website.

MARK YOUR CALENDARS! Alumni Reunion

Friday, June 7, 2024

Saturday, June 8, 2024

Catch up with what’s new at Belmont Day, and reconnect with classmates this June!

For more information, visit www.belmontday.org/alumni/alumni-events/.