GREENWICH ACADEMY
Endowed Funds Report to Donors
Spring 2023
GREENWICH ACADEMY’S
Endowment ENDOWMENT AND DEBT as of June 30, 2022
$122.8M
$116.6M
$120.1M
$120,000,000
¢ Debt
$144.4M
¢ Endowment
$121.5M
$150,000,000
$90,000,000
0
2017–2018
2018–2019
Endowed Funds augment GA’s general endowment and strengthen GA’s overall financial position. The income generated bolsters the following important areas:
2019–2020
$28.9M
$23.1M
$24.0M
$22.7M
$30,000,000
$23.5M
$60,000,000
2020–2021
2021–2022
u Faculty > supports professional development, fellowship and mentorship programs, sabbatical and teaching chair opportunities, innovation grants, and faculty housing.
u Service and Leadership > ensures that students engage in character- and community-building opportunities both in school and with outside organizations, and gain self-confidence through public speaking and leadership initiatives.
u Program > fuels academic departments and disciplines to allow for innovative and diverse programming and outside speakers, as well as enhances GA’s signature programs such as the Center for Public Purpose, GAINS, GA’s Wellness Center, and Career Resource Center.
u Scholarship > provides financial assistance, including costs beyond tuition, to qualified students with demonstrated need.
u Technology > advances GA’s engineering and technology resources for both students and faculty.
The Molly H. King Fund for Character, Confidence & Leadership Join us in honoring Molly while preparing GA for its exciting future! In this, Molly King’s 19th and final year as head of school, we want to celebrate her incredible tenure and lasting legacy at GA while advancing the people and programs so central to GA’s mission. Recently, when asked what she considers most fundamental to a GA education, Molly’s response was “character, confidence, and leadership.” Whether it is in the classroom, on the field, in the studio, or on the stage, these traits are instilled in GA girls from day one, and Molly herself models them consistently. In honor of her deep commitment to these fundamental tenets of a GA education, we launched the Molly H. King Fund for Character, Confidence & Leadership, which will support areas where these vital qualities are fostered and manifested:
+ Scholarship + Leadership Programs + Teaching and Coaching Excellence + Sustainability + Campus Expansion Entering a New Era Be a part of the next important chapter in GA’s long history of educational excellence. Throughout our school’s almost 200-year history, we have remained committed to advancing transformative learning experiences for our girls. To that end, we are excited to share that we have recently entered into an agreement to purchase a 54-acre parcel of land in central Greenwich and have commenced our due diligence. This wooded property comprising wetlands, trails, and various rock elevations is bordered by Glenville, Riversville, and Pecksland roads and is located just seven minutes from our main campus. Reflecting on the best interests of our current and future students, it is clear that acquiring this property will support our short- and long-term goals and priorities as outlined in our recently completed 10-year plan, while reinforcing our leadership position in the independent school landscape. In alignment with these
priorities, this property will open up a wide range of opportunities to enhance and expand athletic facilities, leadership development programs, sustainability initiatives, and faculty housing, to name a few. Incoming Head of School Margaret Hazlett has been involved in this process from the start and is enthusiastic about this unprecedented opportunity to elevate key aspects of the GA experience. In the coming months, and as Margaret begins her time as head of school, we will be engaged in a strategic and collaborative visioning process that will involve the entire GA community. The addition of this property at this point in GA’s history is a total game-changer for our students and our school—we could not be more energized for GA’s future.
Faculty Funds Faculty Professional Development: Learning, Growing & Giving Back Professional development has always been a top priority for Greenwich Academy faculty, with every teacher taking part in additional educational opportunities over the course of the year. It fosters a culture of learning throughout the school that translates directly to new lessons, original curricular programming, and dynamic and supportive academic, athletic, and arts experiences for students. When teachers regularly enhance and expand their own knowledge and skills, it demonstrates to our students the value of lifelong learning, and, as always, our faculty leads by example. The following teacher experiences represent a small section of the many professional development endeavors undertaken by our faculty during the summer of 2022.
u Jude Cooney MS Math Teacher This past summer I completed a workshop with Greg Tang on making math meaningful for students in Grade 5. It aligned with the Singapore Math curriculum and provided ideas for helping identify learners who have unfinished math learning and specific learning losses from previous years. The course was a great refresher and gave me ideas and strategies for targeted, enriching math instruction that I will be using in my classroom moving forward.
JUDE
u Sally Maloney Duval ’96 College Counseling and Faculty Associate Varsity Field Hockey Coach MS Ice Hockey Coach I took an online course called Question, Persuade, and Refer (QPR) for sports coaches. This training is meant to help us recognize the signs of a suicidal athlete and to provide advice for coaches on how to help these students. The goal, much like CPR, is that the more people who are trained, the more people who can help. I want to do anything I can as a coach to make sure I don’t miss any signs or opportunities to help during my time with my athletes.
u Katie Kraunelis US and MS Visual Arts Teacher Last June, I attended the Educators Forum at the Savannah College of Art and Design (SCAD). The conference was terrific! I met arts educators from all across the United States, explored SCAD’s impressive campus, and attended a two-day intensive workshop where I learned how to use MadMapper, a projection mapping software. I am excited to see how this new program enhances my students’ creative capabilities.
SALLY
Here are more examples of professional development in which GA teachers engaged this past summer: u Life Worth Living Retreat, Grace Farms u u KATIE
u
in New Canaan The Novels of Shirley Jackson, Sheffield University in England iPhone Filmmaking Workshop, Maine Media Workshops Southampton Writers’ Workshop
u NAIS School Leaders Institute, Alexandria, VA u E&D Lab Intensive u Bread Loaf Writers’ Conference, Middlebury, VT
u DEI Professional Development Workshop u Advanced Design, University of Arts, London u AP Latin Summer Institute
Innovation Grants Each year, GA awards Innovation Grants to faculty members who are inspired to develop creative and pioneering programs that enrich the curriculum in new ways. By going beyond traditional classroom courses, faculty who receive Innovation Grants create one-of-a-kind experiences for their students or find original and forward-thinking approaches to enhance existing instruction. The following are the 2022 Innovation Grant Award recipients and their programs:
Reimagined Pond Ecosystems Unit MS Science Teacher Doug Rendell
Arts, Criticism & Movement: Livening Up GA’s English IX Curriculum Group IX English Team: Olivia Berman, Lauren Delapenha, Emily Meisler, Reed Minor “We hope to create a cohesive theme to connect all four units of study, while incorporating active learning. Specifically, we want to look into structuring the curriculum to include written criticism of the visual and performing arts throughout the entire school year. We also hope to create a capstone artistic experience for each quarter. “While we are proud of the current English IX curriculum, it sometimes seems like four distinct units. At times, the structure can be a bit repetitive. We are looking to create a cohesive theme that incorporates experiential learning throughout the year. One idea we have is to focus each unit on a type of dramatic/
performance/visual art and use those art forms to teach analytical writing, specifically written criticism. For example, while reading The Catcher in the Rye, students could watch films like Igby Goes Down and My Salinger Year, using those texts to inspire original analytical writing. Students might also write a dialogue or screenplay as part of their final project. We would then connect The Hate U Give to spoken word poetry, Twelfth Night to theater, and Things I Never Told You to the visual arts. We would love to have one visiting artist or cultural event during each quarter, as adding in activities like that would help bring the texts alive for our students.”
“With the new teaching dock and easier access to the pond, I plan to revise the ecosystems unit to focus on our own pond. My objectives for this project include cataloging the existing plant and animal life in our pond, creating information packets on these organisms, and redesigning the major project during this unit. “As students learn about new ecological concepts, we will use the GA pond as an example and challenge the students to apply the newly learned concepts to the ecosystem right outside the Group V windows. We will start the unit by exploring the pond through fishing, dip netting, seining, and using the rowboat to go out to the middle and cast net. This will allow the students to record what lives in the pond (both plants and animals) and build up their enthusiasm for learning more about this environment. Throughout the unit, each student will then complete steps of an in-depth project to learn about one particular organism in the pond. Each step will connect to the current concept we are learning in class and build on the previous concepts learned. This will provide them with real-life examples of the importance of the vocabulary and concepts we learn during the ecosystems unit, creating a deeper understanding of the material we cover in class. At the end of the unit, they will work in small teams or as an entire class to design what they think would be a healthy pond based on the concepts learned in class and the information they learned about each of the organisms. If possible, this may include adding some of our pond organisms to a tank in the class or simply creating an example of a healthy pond on the bulletin board with pictures to simulate the quantity of each organism.”
Financial Aid Program One on One with Kate Collins, GA’s New Director of Admission and Financial Aid What drew you to Greenwich Academy? When I was pursuing my professional next steps, I knew that I wanted to land in a mission-driven school that prioritized excellence, academic rigor, the liberal arts, and joyful learning experiences. And I’m thrilled to have found that place in Greenwich Academy! We are a school rooted in close to 200 years of tradition, but you’ll find that our signature programs are anything but stagnant. GA is a vibrant, thriving, and incredible community, and I feel so fortunate to be a part of it.
Why is a robust financial aid program so important at GA specifically? 2022–2023 FINANCIAL AID STATS
u 23% of GA students receive financial aid
u $8.6M 2022–2023 Financial Aid Budget
u $350,000 in funds support extra costs beyond tuition
GEOGRAPHIC REPRESENTATION u Greenwich: 65% u Other Fairfield County & CT: 25%
u Westchester County & NY: 10%
u 69 different zip codes represented
A robust financial aid program is so important, especially at a school like GA. Having a strong foundation of resources has allowed for conversations during the admission process that can focus on merit, academic potential, and depth in character as the most important factors, leaving one’s ability to pay tuition outside the room. For families who qualify, our program not only supports tuition, but also covers transportation, textbook expenses, domestic and international trips and experiences, and so much more. Having a budget that supports the school’s co-curricular expenses ensures that each GA girl receives the full program experience.
What trends are you seeing in admissions with regard to financial aid? We are seeing more middle-and upper-middle-income families applying for financial aid. The rising cost of goods, due to inflation, has many families in this income bracket feeling the financial squeeze and pressure on their discretionary spending. The Financial Aid Committee uses costof-living adjustments to accommodate for the added expense of living in the NYC-metro area.
What’s new? We spend a lot of time thinking about the student experience, particularly with regard to transportation. An impactful change to our transportation program this year was the addition of direct bus shuttle service to Bridgeport, the Bronx, and New Rochelle, vastly improving the quality of life for students who endure a long commute for the GA commitment to excellence.
Scan for highlights from Scholarship Breakfast ’22
Program Funds 2022 GAINS Conference For the first time since the pandemic, the 8th Annual GAINS (Girls Advancing in STEM) Conference was held in person and hosted by Yale University. The conference is a three-day event that connects high school girls interested in STEM with role models working in STEM fields. Attendees participate in smallgroup technical talks, STEM workplace tours, a career mixer, and events that help high school girls build a network of peers and role models in STEM. Over 120 girls from schools across the nation attended the conference in November. With dozens of female STEM professors, scientists, physicians, and engineers at Yale giving talks and tours to attendees, GA was fortunate to secure Dr. Anjelika Gonzalez for the keynote address. Dr. Gonzalez is an associate professor of biomedical engineering and part of the Vascular Biology and Therapeutics Program at Yale. Her lab’s research focuses on the development of biomaterials for use as investigational tools, particularly for the investigation of immunological responses to inflammatory signals from endogenous and exogenous sources. This work has special significance to an array of diseases and disorders, including acute and chronic inflammation and fibrosis.
Diversity, Equity, Inclusion, and Belonging Speaker
Ayanna Gregory Ayanna Gregory is a singer, dramatist, educator, activist, and speaker, and the daughter of late comedian and civil rights activist Dick Gregory. As part of GA’s Black History Month 2023 programming, students from all three divisions enjoyed and experienced her captivating presence, distilled into her mission: education, liberation, transformation. Ms. Gregory shared the perspective and wisdom from a lifetime inside the Civil Rights Movement—marching, learning, struggling, surviving, triumphing.
CRC STATS
2022–2023
185+
Placements to date
2021–2022
231
Placements
221 Mentees
98
New mentors
741
Total mentors
ImpactTALKS u Intrapreneurship u Why I Became a Doctor u Leverage Your Network to Advance Your Career
u Marketing From Every Angle u Exploring Opportunities Available in Finance
Ashley Evans Graglia ’98 with husband, Mike Graglia, and sons John and Tony (PHOTO CREDIT: BARBARA KINNEY)
Strength In Numbers One alumna founded one groundbreaking foundation to research one all-encompassing neurological disorder, SYNGAP1, with the hope of supporting an entire community of affected families around the globe. Thanks to connections made through GA’s Career Resource Center, five GA student and alumnae interns to date have put their skills to work in the fight toward the cure. After their son Tony was diagnosed with SYNGAP1 in 2018, Ashley Evans Graglia ’98 and her husband, Michael Graglia, founded SynGAP Research Fund (SRF), a nonprofit organization whose mission is to accelerate the science around this disorder. What they have built over the past five years is a worldwide network of outreach fueled by dedicated volunteers and top scientific researchers and doctors. Always with an eager and inquisitive mind, Ashley, GA valedictorian from the Class of 1998, went on to graduate from Harvard University and receive an MPhil from the University of Cambridge and an MBA from Stanford University. A powerhouse at the Carlyle Group for over a decade and now a partner at Francisco Partners, Ashley knows how to problem solve and accomplish the task at hand. Similarly, Mike, now the foundation’s
managing director, comes from a career in public policy, international development, and strategy. Together, their backgrounds and collective experiences made them well prepared to take on the awesome task of establishing and managing an organization that families have come to depend on for resources and for hope. The dynamic duo is grateful to have as many hands and minds as possible on board to address the multifaceted demands of running the foundation. They also know the value of a GA education and saw the benefit of exposing GA students and alumnae to this real work. Enter Annabel, Courtney, Karthika, Manasai, and Sara, five high school and college-aged alums who each were able to lend their diverse skills sets— from strategic communication and writing to patient finding, data analysis, and web content— while making a tangible and direct impact.
Senior Career Day ’22 u Boston Consulting Group u The Campaign School at Yale University
Karthika Siva ’23 shared, “I worked on a large set of medical data from a study done by a consumer health tech company, Ciitizen. The opportunity included analyzing the data using domain knowledge in genetics to answer research questions. The primary analysis and visuals were done using Excel. With the genetics and medication data of patients, I determined information important to SRF’s mission, understanding the medical history of the patients to help SRF look for further treatment options, and advance care and research for future patients. The goal of my analysis of the genetics data was to explore the commonalities between the genetic variants of SYNGAP1 patients. “The experience taught me a lot about genetics, helped me grow my data analysis skills, and gave me the opportunity to work in a professional setting with the industry-level domain experts. In the future, I plan to study the intersection of computer science, biomedical informatics, and medicine; analyzing raw patient data was a great way to build my experience in the field and grow my knowledge and skills.”
Annabel Stickel ’21 reflected, “Each project taught me something new about the healthcare industry, giving me insights into the many possibilities for a career in healthcare. Additionally, every project I worked on had real meaning behind it—the work was helping to educate, support, and provide for families of SYNGAP1 patients or other rare disease patients. “The first big project I worked on at SRF was writing the 2022 Global Genes Health Equity in
RARE Patient Impact Grant. This was a smaller grant meant for patient advocacy or education projects for rare disease groups. The goal of our project was to make SYNGAP1 diagnostic tools more accessible to the Hispanic community in the United States. I learned so much about health equity and what it means to create a model that other rare disease organizations can follow. After submitting the grant, I worked with Probably Genetic, a genetics company devoted to helping diagnose rare disease patients, to develop a Spanish-translated diagnostic survey. I also wrote two blog posts to update patients, families, and other rare disease organizations on SRF’s partnership with Probably Genetic. “Overall, my internship has taught me about so many valuable aspects of the healthcare industry: how to write scientifically, how to extend healthcare to patients who are underserved or underrepresented, what it’s like to work with genetics companies and develop machinelearning diagnostic tools, how to develop research methods for rare disorders, how to take complex science and put it into terms that the general population can comprehend, and how to market a rare disease research fund. Additionally, I learned what it’s like to work with the most hardworking, driven, optimistic team. The people at SRF are so devoted to the goal of finding a cure for SYNGAP1—when there is a personal mission driving the work that you do, it makes the work so much more meaningful. I am so grateful to have had this experience set up by the GA Career Resource Center and to have made a positive impact on the lives of SYNGAP1 families.”
u CareMount Medical u NYU Langone Medical Center u Good Morning America u Google u Houghton Mifflin Harcourt u Warby Parker u The Women’s Energy Network
Finance Week ’22 u First Republic Bank u Morgan Stanley u 3L Capital u Chilton Investment Co. u Blackstone
“I had a wonderful experience interning at SynGAP as it exposed me more to the rare diseases and healthcare space. Even though I’m a computer science and business major, I hope to work in healthcare eventually, and this was a great way to learn more about the industry and how my skills can be applicable. I was able to work closely with great members of the team and understand how a nonprofit operates.” > MANASI GARG ’22
Independent Study Grants Independent study grants allow GA students and alumnae to partake in unpaid internships and research opportunities. Applications for these grants increase year after year. In the summer of 2022, grants were awarded to recipients who interned with the following organizations:
u Greenwich Ear, Nose, and Throat u Columbia University’s Postler Research Lab u Hagar Hajjar Chemali ’99, Political Satirist and Foreign Policy Expert u The Campaign to Elect Josh Lafazan u Taylor-Viazzo Architects u SynGAP Research Foundation
“I worked on the group’s first ever annual report, managing both content and aesthetic design. Through this experience writing about SYNGAP1 and SRF as a firm, I gained an appreciation for the importance of the intersection between STEM and the humanities. I really enjoyed working with the SRF team and learning more about SYNGAP1 and the process of creating an annual report.” > SARA RAGHAVAN ’23
Center for Public Purpose Civic Engagement
office; a meeting at Gallup to learn about the science of polling; a discussion of the importance and role of the media with Aspen Digital (an arm of Aspen Institute); and an interactive session with the Campaign Legal Center. Students also volunteered to serve breakfast at So Others May Eat.
Civic Scholars The first cohort of Civic
“It was such a blast and I learned a lot about the different careers and opportunities open to us seeking a future in public purpose and government.” > HADLEY FAULSTICH, GROUP XI
Institute for Public Purpose This co-curricular learning initiative involves an eight-week mini-course followed by an experiential component in Washington, DC, consisting of meetings and workshops. Participants explore the meaning, rights, and responsibilities of democracy and citizenship, and identify how our actions and habits reinforce citizenship in our local and national communities. This past year, 14 students participated in the on-campus program and nine students attended the immersion experience in DC. Highlights included: visiting with GA alumna Brooke Pinto ’10, who serves as DC Council member for Ward 2; a tour of the Senate and a visit to Senator Chris Murphy’s
Scholars completed the program and earned the distinction this fall. Using GA’s successful Global Scholars program as a model, Civic Scholars engages students in tangible citizenship work, with 40 required “impact” hours. This year, senior impact hours included interning in a congressional office, working with the YWCA on their DIVE (Diversity, Inclusion, Values, and Equity) curriculum, and volunteering on political campaigns, the United Way Finance Champions, and the Domestic Violence Crisis Center.
Leadership Workshop Twelve juniors participated in a leadership workshop in partnership with the Wyoming Leadership Development (WYLD) organization.
New! A campus-based community building opportunity is now available for Upper School students wishing to rotate out of physical education class for a trimester. Students volunteer on campus with the Cowan Center, Middle School homework hall, and Yearlings, and off-campus at the Greenwich Boys and Girls Club. Voter Registration and Get Out the Vote Student-driven effort this fall where seniors mobilized their classmates to register and turn out to vote.
Congressional Winter Internship Several students applied for a winter internship with Representative Jim Himes.
Global Citizenship Global Scholars Now in its 13th year, this three-year interdisciplinary, project- and travel-based program has awarded a total of 225 Global Scholars, with the Class of 2023 representing 26 of that total. Nineteen juniors are on track and 45 sophomores have participated in orientation mini-mester programs to prepare for this distinction.
Global Online Academy Exposing students to a global classroom experience, GOA offers electives in a broad array of subjects. In the fall semester four students tackled topics such as Intro to Investments, Social Psych, International Relations, and Introduction to Legal Thinking. Seven students are enrolled for spring offerings.
Semester Schools This fall, four students studied abroad: two in Spain, one in Italy, and one in the Bahamas. GA has active partnerships with 10 schools, and the CPP hosted seven schools on campus for information sessions.
Student Dialogues As part of membership in the Global Education Benchmarking Group, GA students can partake in monthly student dialogues moderated by faculty focused on engaging students in relevant current global topics—300 schools in 16 different countries participate in discussions and share their perspectives.
Model UN Twenty students
Community Service
Individual and group service projects included the following:
u Greenwich Library oral history project u Greenleaf Foundation grant
u u u u
supported two local community organizations: one student partnered with Alexandra’s Playground; another partnered with Reach Prep Community service clubs hosted fundraising events Espanõl en Vivo class partnership with Building One Community in Stamford Diaper drive for Birth-to-Three Hat and mitten tree for Inspirica and Kids In Crisis
u Toy and gift drive for Barbara’s House u Meals for local families at Ingathering u Veterans Day notes sent to Department
u u u u u
of Veterans Affairs in West Haven and distributed to veterans in the VA Connecticut Healthcare System Greenwich Department of Human Services coat drive and assistance for senior citizens with ordering groceries Breakfast in the City Midnight Run Filling in the Blanks American Red Cross Blood Drive
participated in the Brown University Model United Nations Conference in November. Committee assignments ranged from representing Ghana on the Security Council to a joint crisis committee on communist succession. Students also were assigned roles on the Sustainable Development Commission, and a number of students attended a simulation of the General Assembly addressing specialized topics. This spring, students participated in the Harvard Model Congress, and the Honors Civil Rights Class will make its annual pilgrimage to Georgia, Alabama, and Tennessee.
Generating Sustainable Ideas
A call for proposals generated some creative and innovative responses from students ready to address sustainability issues and bring solutions to GA. With grant funding available to put some of these ideas into action, the sustainability committee and GA administration reviewed submissions and selected projects that can be implemented now and ones to keep in mind for the future.
Student Grant Proposals: TITLE OF PROPOSAL:
Harvesting Rainwater/ Conserving Water at GA* Proposal Summary: Reduce wasteful water usage and water runoff with the goal for GA to conserve water. The idea is to take advantage of the water that runs off the slanted GA roof when it rains by installing cisterns at the base of the slant that collect the rainwater. The cisterns will feed the drip irrigation system used for landscaping. We can use this water for the GA landscape. Another idea is to plant more native plants at GA. Native plants (especially drought-tolerant species) are good for the environment because they are better at holding water and preventing runoff. TITLE OF PROPOSAL:
Mechanized Shades/ Tinted Windows* Proposal Summary: Heat or air conditioning running throughout the school can waste both energy and money. There are significant differences in temperature between rooms. Mechanized shades close in response to sunlight, are controlled through one central system, and would be installed in classrooms that are most affected by direct sunlight, allowing GA to reduce its reliance on AC to control temperature. Tinted window film can serve a similar purpose.
TITLE OF PROPOSAL:
Earth Day Action Proposal Summary: Use field trips to increase student engagement in sustainability initiatives. Examples include visiting a regenerative farm, cleaning nearby beaches, visiting a recycling center, visiting the Audubon with a guide to learn about different species, maple syrup tapping, and learning how to plant fruits/ veggies/herbs in the GA garden. Prepare for field trips with programming specific to each trip, which would be worked into the schedule via science classes or advisory meetings. After the field trips, reflection time will be worked into the schedule in the same way so that students can generate ideas to continue their efforts after Earth Day. TITLE OF PROPOSAL:
The Toilet Sink
Proposal Summary: Raise awareness for the need to conserve clean water. To help improve GA’s conservation of water and to decrease our carbon footprint, we propose installing The Toilet Sink into all restrooms. The Toilet Sink is a system used to conserve clean water by installing a sink that sits on top of the toilet that drains used sink water to the toilet storage tank that would then transfer the recycled water to the toilet bowl. When people wash
their hands in the sink, the water that is used then goes to fill the toilet bowl for the next flush. The Toilet Sink would cut the amount of clean water used for flushing by a significant amount by using the recycled sink water. Another positive outcome of using The Toilet Sink is that it would decrease GA’s overall water usage, which would then decrease the water bill, allowing more money in the budget to focus on important environmental issues. TITLE OF PROPOSAL:
Bottle Bricks
Proposal Summary: In order to lower the amount of plastic that GA sends to landfills, we propose making something out of it: bottle bricks. Bottle bricks are plastic bottles that are stuffed with any type of plastic that cannot be recycled and will end up in landfills. These bricks can be used to build almost anything; they have even been used to build homes. GA could either save the bricks and build something that demonstrates what we are doing to reduce the amount of plastic that ends up in landfills, or we could donate them to someone who has a use for them. This can be done through the ecobricks.org website.
*GA will begin to implement these proposals this year, with others considered for the future.
What’s Happening in Sustainability u Student-driven MS Conservation Club u u u
u
u
and six US sustainability clubs Composting in Dining Commons with Curbside Compost pickup service Compost education and household bins sold through Waste Free Greenwich at Holiday Boutique preview party Continued partnership with Food Rescue USA, FLIK staff, and parent and student volunteers to deliver GA’s excess food to organizations in need, specifically Pacific House in Stamford GA’s facilities team has purchased electric yard maintenance tools, including leaf blowers, to use on a small scale; if they prove successful, more could be purchased to replace other gas-powered equipment FLIK has provided reusable mugs in the Dining Commons to dramatically reduce the need for single-use cups
u Compostable brown napkins u u u u u u
and continued efforts to reduce plastic serveware Dining Commons indoor hydroponic farm shelf system provides leafy greens The US Sustainable Fashion Club and the Honors Costume Design Class created fashion with all reused/repurposed materials MS Conservation Club hosted a make-up collection drive Charter Day efforts with GAPA to reduce waste and number of plastic prizes Earth Day composting initiative to raise awareness by providing every student with a compostable bag to return for collection A grant application was sent to the US and MS Conservation Clubs for sustainability project idea submissions
GA CURBSIDE COMPOST 2022
Environmental Impact Report
21,300 lbs of food scraps recovered *
12,993 lbs of CO2 **
14,812 miles of driving **
200 North Maple Avenue > Greenwich, CT 06830 > 203.625.8972 > www.greenwichacademy.org