Harlem Academy Journal 2019-20

HARLEM ACADEMY

JOU RNAL 2019-20

INSIDE

Exploring Social Issues Through Literature Celebrations of Learning Making Their Mark

From the Head of School A new school year has begun, and you can feel the energy and excitement in every classroom. Our students push further, reach higher, conquer obstacles, and seize opportunities – not just academically, but in life as well.

I’m proud of their scholastic achievements and how they harness that growth toward even bigger opportunities and broader horizons.

One of my greatest joys is spending time with our graduates. I love to hear about good grades and leadership roles, but what inspires me most is when students, years beyond middle school, tell me that they still think back to our School Creed when they’re facing a challenge.

Alumni like RayJon Grayson (HA ’16), who recently stopped by to say hello and update us on life as a senior at Rabun Gap, a boarding school in Georgia. He is a young man who leans into leadership and actively looks for ways to serve. For those who know him, it comes as no surprise that his dreams for the future all revolve around helping others. (For more of RayJon’s story, see page 16.)

Our students – both past and present – are bringing to life our pillars of initiative, integrity, compassion, and determination every day. Whether they are looking toward graduation or simply looking toward second grade, it is humbling to see our students dream – and dream big.

Thank you to our community of dedicated teachers, parents, and supporters, who come together to ensure that our students are on a path to realize those dreams.

Vincent A. Dotoli

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Welcome to the Board We are excited to welcome Hank Prybylski to Harlem Academy’s board of trustees.

Hank is currently the EY Americas Advisory vice chair, bringing over 30 years of experience at Fortune 500 companies to his role overseeing more than 20,000 EY consultants. Hank’s passion is to serve those who serve, and he is proud to be the EY Veterans Network executive sponsor.

Outside of EY, Hank co-leads the men’s lacrosse team alumni association for his alma mater, College of the Holy Cross, is head of their alumni network career mentoring program, and enjoys serving as a mentor to current students.

Hank holds a master’s degree in finance from the Graduate School of Business at Columbia University and a bachelor’s degree in economics and accounting from the College of Holy Cross.

We are confident that Hank’s leadership, business acumen, and commitment to student success will advance our mission.

An Investment in Our Future We are thrilled to have launched Future Leaders: The Capital Campaign for Harlem Academy, a campaign to build a permanent campus in the heart of Harlem.

Our new location at 655 St. Nicholas Avenue, near 143rd Street, will allow us to double in size, expanding our impact from 125 to 240 students.

We will be able to add a kindergarten, a second section to our middle school, and a large outdoor space.

Our new campus will strengthen our sense of community, inspire bold creativity, and cultivate our best work. Most of all, it will secure the legacy of our school and ensure a lasting pathway for the next generation of leaders.

Having raised more than 75% of the $31 million needed, we are on track to begin construction in spring 2020 with a targeted move-in summer 2021.

Please reach out to our chief development officer, Terry Frankenberger, by emailing tfrankenberger@harlemacademy.org or calling 212-348-2600 ext. 306 to learn more about how you can get involved.

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CONTENTS 6 Making Their Mark

10 Celebrations of Learning

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12 Exploring Social Issues Through Literature

16 A Compassionate Leader

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18 A Treasured Tradition

22 For Love of the Game

24 Staff Spotlight:

Jennifer Prince

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26 Where Are

Alumni Now?

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MAKING THEIR MARK Harlem Academy alumni continue to contribute and lead in their communities. We caught up with a few graduates to hear how they are making their mark.

TANEYAH JOLLY ’16 Compassion and community were instilled in Taneyah Jolly (HA ’16) as a student here, and she has continued to live by those ideals during her years at Northfield Mount Hermon in Massachusetts.

“Showing compassion for others and having the integrity to do so selflessly are both important values in my life,” she says. “Harlem Academy taught me that.”

Taneyah is a resident leader at her school, responsible for everything from facilitating study halls to helping students navigate life at boarding school. “I really wanted to take on this role because of the sense of community I knew it would provide,” says Taneyah, a senior.

“I especially wanted to be resident leader for the freshmen. Your first year at a boarding school is very important, and it can be hard to navigate by yourself as a new student. Being a resident leader is one of my biggest and most time-consuming roles, but it helps me feel more connected to the student community,” she says.

Taneyah is in her final year of a two-year social entrepreneurship program that studies systematic inequality and explores solutions to community needs, such as combating food insecurity. Last summer, she participated in Girls Who Code for seven weeks. “I learned how to code in different programming languages and design a website,” she says. The program also offered guest speakers and field trips that gave Taneyah an insider’s view of the tech industry. “Visiting different labs was my favorite part. I liked seeing people’s daily routines in the computer science field. The coding skills I learned have given me the fundamentals to continue learning.”

“Showing compassion for others and having the integrity to do so selflessly are both important values in my life.”

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ZAHIR BARNES ’15 As he begins his sophomore year at Mercy College, Zahir Barnes (HA ’14) is eager for more of the classes he loves. “I want to pursue a career in criminal justice, specializing in forensics, and I’m diving deeper into those classes now,” he says. The ability to help people is what drew him to the field. It’s also what made him excited to jump into a new role this year: peer mentor at his college. “I wanted to do something meaningful, especially because I understand what it’s like to struggle during your first year of college,” he says. “It can be hard to open up to people and try to connect with them.”

Zahir is tapping into his Harlem Academy roots to help his younger classmates adjust to college life – by showing, not just telling.

“At Harlem Academy, I learned that you can lead two ways: by actions and by words. Sometimes actions work better with peers.

When you set the example, it’s easier for them to follow in your footsteps.”

One area where Zahir lets his words serve as the example is poetry. A talented writer, Zahir spends much of his downtime between classes crafting poems that he hopes have impact.

“I want to inspire people with my poetry.” He plans to eventually perform some of his work at the famed Nuyorican Poets Café in the East Village.

RUBY AVILA ’15 Taking the lead as a star athlete came naturally to Ruby Avila (HA ’15) when she was a student at Peddie. She won several track and field championship titles and broke school records during her tenure there. She’s determined to have the same impact now that she is a freshman at Fordham University.

“I served as captain of the indoor and outdoor track team in both my junior and senior years at Peddie,” says Ruby. The role called for much more than simply helping members with their form and starts. “As captain, it was up to me to help my teammates stay motivated on and off the track. I took on that role because I wanted to contribute more to my team than just being an athlete.”

She’s looking forward to competing in college-level track and field at Fordham, and perhaps one day becoming captain of her college team. Even bigger goals await Ruby in four years: “After college, I plan to go to law school and then become a sports agent,” she says. “I can’t imagine leaving the world of sports anytime soon.” For now, in addition to running track, she’s focused on her coursework and finding volunteer opportunities on campus.

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“When I think back to the Creed, I focus on the last section, which is about determination. It really helped me push through during my junior year at Riverdale when I had a lot on my plate.”

JAVIN MICHAEL ’15 When he was a student at Riverdale, Javin Michael (HA ’15) took on many different roles. He was captain of the ultimate Frisbee team in his senior year. He was a member of the marine conservation club and the game theory club. He was active in the school’s theater and music program, working behind the scenes to help produce shows. And he was elected to the Gilder Lehrman Institute of American History’s Student Advisory Council – a role he first took on while a student at HA – to offer advice regarding the Institute’s educational programs and events.

Now, as a freshman at Rensselaer Polytechnic Institute (RPI), he’s one step closer to a future role: engineer. “I like the idea of being able to build things,” says Javin. “Designing and making models has always been my strong suit.”

Harlem Academy’s applied science program, including middle school trips to RPI, was Javin’s first introduction to engineering.

It planted a seed that grew at Riverdale, and soon he was hooked.

“I’m really excited about college,” he says. “I’m ready to be in a learning space where I’m focused on precisely what I want to do in the future.”

One of the many Harlem Academy lessons he has brought with him to RPI is to never give up. “When I think back to the Creed, I focus on the last section, which is about determination. It really helped me push through during my junior year at Riverdale. I had a lot on my plate that year, and it was tough to balance it all.

But I kept pushing, I kept working, and I did well.”

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TI-SHAUNA PENNY ’18 With plans to join her school’s track and volleyball teams this year, plus take part in student government, Cristo Rey sophomore Ti-Shauna Penny (HA ’18) is going to be busy – but not too busy to give back. “I spend a lot of my free time serving my community,” she says.

She volunteers at Harlem Academy every week teaching dance to our fourth-graders. “Working with the kids is fun,” says Ti-Shauna, who choreographs all the routines. “I’m teaching them, but I’m also a peer to them because we’re so close in age. We build close bonds and I get to be a role model for them. The experience is helping me learn more leadership and management skills.”

Ti-Shauna also gives back to her Bronx community by pitching in to assist her elderly neighbors. “I take out their trash, do their dishes, whatever they need,” she says.

“Helping them is important to me because many of their adult children have moved out of state, and they spend their days and nights alone. Doing small things for them gives them a chance to interact.”

Whether she’s helping seniors on her block or children at Harlem Academy, Ti-Shauna’s goal is the same. “I like being there for other people and making a difference in their lives,” she says.

“I spend a lot of my free time serving my community. I like being there for other people and making a difference in their lives.”

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Delali Lyons, far right, began Harlem Academy as a shy first-grader. She came out of her shell thanks to many “at-bats” presenting in public at our Celebrations of Learning.

FINDING THEIR VOICE The first-grade puppet show was in full swing.

Six-year-old Delali Lyons and her classmates were entertaining family and friends, and the performance was going well. Suddenly, another student accidentally recited Delali’s line. She froze, unsure what to do. Then her eyes filled with tears.

“My nerves were already on edge, so when someone said my line, it all fell apart for me,” she recalls.

“I started crying and couldn’t stop.”

Although the incident happened nine years ago, Delali, now a sophomore at Nightingale, remembers it like it was yesterday. “I was shy when I was younger, and stage fright was the worst,” she says. “I was also scared to raise my hand and ask questions in class. It was nervewracking. But taking part in Celebrations of Learning at Harlem Academy helped me build up my confidence in every area.”

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Getting Many Turns At Bat Students in every grade take part in a Celebration of Learning each trimester – a culmination of their schoolwork to that point. Once teachers determine a theme or project, students run with it.

Whether it’s first-graders honing their math skills by operating a school store; fifth-graders researching and curating their own exhibit of ancient Egyptian artifacts; seventh-graders taking the stage at The National Black Theater to perform original works of poetry; or eighthgraders explaining the hypotheses and findings of their research projects at the science fair – students work hard to develop cohesive, informative, and engaging presentations that showcase what they’ve learned.

At Harlem Academy, we often invoke the Aristotelian ethic, “We are what we repeatedly do.

Excellence, therefore, is not an act but a habit.”

Head of School Vinny Dotoli notes, “Celebrations of Learning offer repeated opportunities for students to step out of their comfort zones, make mistakes in a safe environment, and come out having conquered their fears – accomplishing something they maybe didn’t realize they could do. Our goal is to ensure students are getting enough high-quality ‘at-bats’ that this idea of being confident in the face of new challenges becomes ingrained as a habit – one that will serve students well as they move on to navigate unfamiliar secondary school and college environments.”

“We are very intentional about skill development, which is why our students get the chance to present in front of a group of people a minimum of 24 times over the course of their Harlem Academy career,” adds Assistant Head of School LaShonda Davis.

“The amount of growth that happens during this time is incredible.”

A Transformative Effect Delali’s mother, Abravi Abotsi, would agree: “Delali has always been reserved, but she became a more confident person during her years at Harlem Academy. I’ve seen a huge transformation in her, and the Celebrations of Learning were a big part of it.”

Delali, far left, playing Brutus in her eighthgrade performance of “Julius Caesar.”

Thankfully for Delali, that first-grade puppet show was just one of many chances she had to present in front of the school community. Because of those multiple at-bats speaking and performing in public, Delali’s shyness diminished and her confidence blossomed.

By eighth grade, she was no longer hesitating to raise her hand in class, she didn’t shrink when it was time to perform poetry or present at the science fair, and she even played the lead in the school play. “At first I didn’t want to play Brutus,” she admits. “But I realized that the more I performed in front of people, the better. You have to become comfortable with being a little uncomfortable. Once you accept that, it gets easier.”

Her mom was in the audience for that performance.

“People kept asking me, ‘Is that Delali?’ because she used to be so shy,” says Ms. Abotsi. “She had become a different person. I was so proud of her.”

Impact Beyond Harlem Academy Delali got the chance to put all of her Celebration of Learning at-bats into practice last year when her freshman class at Nightingale had to give presentations – in London!

“We were assigned a Renaissance painting and had a little over a month to do research and put together an oral presentation,” she says. In November, the class traveled to London and gave their presentations at a museum, standing in front of the painting they’d researched.

“I not only had to present in front of my classmates and my teacher but also regular people walking by who happened to be at the museum that day.

They thought I was a tour guide. Talk about added pressure!” Delali says, laughing. “But I got an A.” Her mom says it was the greatest example yet of Delali’s transformation from shy to self-assured and credits Harlem Academy with preparing her daughter for the experience. “The London trip is an example of why Celebrations of Learning are so important,” says Ms. Abotsi. “Going to a different country, making a presentation at a busy public museum – the fact that Delali did so well is a testament to what she gained at Harlem Academy.”

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EXPLORING SOCIAL ISSUES THROUGH LITERATURE

Students use discussion, reflection, and writing to dig into the weighty social issues that impact the books’ characters, such as discrimination or bullying.

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When Sophie Lyons began reading the latest novel in her fourthgrade literature study class, “Maniac Magee,” about an orphan looking for a home in a segregated town, she knew it would tackle tough issues. But she didn’t know that it would become her favorite book of the class – or just how much it would affect her. “It’s one of the best books I’ve ever read,” says Sophie, who is now in fifth grade. “It covered topics of race and homelessness, things that can be hard to talk about.”

Making Real-Life Connections Students are guided to make connections with the characters, whether through a personal lens or a broader view. “When children can truly connect to the characters and the text, apply it to themselves, and remember those concepts and stories, it broadens their understanding of diversity and helps them to read more deeply,” explains Ms. Lee. Take Sophie’s favorite book, “Maniac Magee.” The main character doesn’t feel that he fits in on either side of the segregated town. “He feels stuck in the middle, and that made me think

with characters that go through suffering,” says Ms. Lee. “By fourth grade, students are old enough to have these discussions and to grow from them.”

Techniques That Build Skills and Empathy Ms. Lee helps her students connect the dots through character analyses.

Students step inside a character’s shoes, taking a close look at the traits, actions, and motives that drive the plot. This not only leads to lively class discussions, but also helps students to understand unfamiliar perspectives. “We spend a lot of time with these books, reading them individually and aloud in class,” she notes. “We also do a lot

“The strategies fourth-graders develop in literature studies feed their growth as readers and as members of our community.”

With every novel in our fourthgrade literature study unit, students explore themes of discrimination and difference and are challenged to become thoughtful observers of the world around them.

“Fourth-graders are sophisticated readers, so at this stage we are no longer focusing on how to decode words, sounds, and phonics,” says fourth-grade teacher Eunice Lee. “We’re taking their reading to the next level. We go into deeper issues, like character traits and motives and analyzing literary elements – all within a framework of social issues.”

about my own life,” shares Sophie.

“My mom is black and my dad is white, and sometimes I don’t feel like I fit either.”

Every novel on the class’s reading list tackles weighty issues, from autism in “Rules” to bullying in “The Hundred Dresses” to poverty in “Esperanza Rising” – often exploring shared themes across texts. “When students read about a little Polish girl who is bullied because she’s poor, or about a girl who feels uncomfortable because she has an autistic brother, or about a wealthy Mexican girl whose family loses everything, it gives them the chance to empathize

of reflection and writing. I prompt them with thoughtful questions that they sit and wrestle with. We also do ‘talk-and-turns,’ where students share with a classmate something from the book that reminds them of their lives.”

A character-focused approach is especially effective with fourthgraders because they see the characters as more than names in a book. “The characters really do become my students’ friends,” says Ms. Lee. “When students meet people in real life who share similarities with the characters, it gives them an empathetic base from which to build.”

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Fourth-grade teacher Eunice Lee prompts her students with challenging questions that inspire them to think more deeply about what they’ve read.

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Fifth-grader Jolein Kouklanakis reflects on how delving into the main characters and analyzing the text helped her gain a better appreciation of how others feel: “I liked getting inside the minds of the characters, especially Catherine in ‘Rules.’ She was very selfish in the beginning of the book. She didn’t like having an autistic brother. I could imagine what she and her brother went through and how they both felt. By the end of the book, Catherine learned that our differences are not bad.

And I learned the same thing.”

Thinking About Thinking In addition to cultivating empathy, fourth-grade literature study also helps students to develop as thinkers, fully prepared to excel in fifth grade and beyond. “The goal is to make sure students do more than read a text, but to think about what they’re thinking,” says Ms. Lee. Known as metacognition, this ability to “think about thinking” – to figure out what you know, and, more importantly, what you don’t know – is part of the foundation for reading comprehension.

Literary analysis plays an important role as well. As they read, students note every time a particular theme, such as prejudice or poverty, arises. “Then they go back to their notebooks, pick several instances of the recurring theme, and write an analysis of it,” says Ms. Lee. “They try to answer such questions as, Why did the author include the theme here? Why is it important? What do you think about it?”

Ready for More “The strategies fourth-graders develop in literature studies – identifying cause and effect, sequencing events, organizing the text, reflecting on what they’ve read, and making connections to their own lives – feed their growth as readers and as members of our community.

Both are skills that will serve them well as they tackle harder texts and tougher social situations in the higher grades,” says Ms. Lee. Now that she’s in fifth grade, Jolein is glad that she had the chance to read so many inspiring novels in fourth grade. She says, “I still think about those characters and how they made me feel.”

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A COMPASSIONATE LEADER As he begins his final year at Rabun Gap, an independent boarding school in Georgia, RayJon Grayson (HA ’16) is determined to leave a legacy of leadership and service. “I want to fill my free time with things that are worthwhile,” he says. “It’s very important to me to give back to the community.”

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RayJon is an active member of his school’s service club, which allows him to do everything from distribute food to needy families at a local church to clean the hiking trails near campus. He is also a “Gap Guide,” giving tours of the school to prospective students and families.

This year, he took on a new role: dormitory prefect, similar to a resident assistant in college. He also rose to head the Inclusion Initiative Club. “I’ve been participating in the club since freshman year. By sophomore year, the members voted for me to be coleader,” says RayJon. As a senior, he will become the club’s sole leader. “It’s a big responsibility, but it feels good to know that people believe in me.”

Being surrounded by people who believed in him was one of the keys to his growth as a leader – and it started at Harlem Academy.

Reflection and Focus RayJon is the first to admit that he was a bit of handful when he was a student at Harlem Academy. “I came to Harlem Academy in second grade, and I always got into trouble,” he says. Talking in class, not paying attention – RayJon says he was guilty on both counts.

Looking back, RayJon feels it was the School Creed, Community Meetings, and advisory that helped him develop as a student. “As the Creed says, I realized that I had to do what was right, even when no one was watching. So I started to really focus on my schoolwork.”

His hard work paid off, and his grades started to improve. “I remember in seventh grade, I went from getting a 79 to a 91 in science. I was so happy!”

He also credits advisory, a core program that provides students a safe space to discuss important issues with teachers and peers, with helping him to grow into the person he is now. “I was able to gain more insight into myself and figure out why I did certain things,” says RayJon.

Overcoming Challenges Even though he felt prepared for the coursework as a freshman and wasted no time jumping into leadership roles, RayJon still experienced a tough transition that first year. “It was difficult going into my freshman year,” he says. “I had long hair and a high-pitched voice, and I experienced some bullying. I don’t think I was prepared for what some people might say about me.

Harlem Academy was like a family. I grew up with everyone there.”

During this difficult period, RayJon relied on a line of the Creed, I seek help when I need it, and turned to someone he trusted. “I talked to my prefect and he helped me get through it. By sophomore year, everything was much better, ” he says, adding, “When you listen to the messages during Community Meeting, really reflect on them during quiet time, and constantly think about the Creed, it all becomes embedded in you.”

Ready for the Future Now, as this year’s dorm prefect, he is excited to pay it forward. “It feels good to have people look to me for help, to be in a position to give someone else advice.” It’s a role that he plans to continue in college and beyond. “I want to head my own crisis management firm in the future, so I’m planning to study political science in college and then pursue a master’s degree in the same field,” says RayJon. “I love being able to fix people’s problems.”

For college, he’s also thinking about schools in Washington, D.C. – the seat of political power.

Georgetown and George Washington University are at the top of his list as he thinks ahead to potential government internships. “I want to work in the White House one day because I’ll have a bigger impact,” he says.

RayJon in seventh grade.

These lessons are still helping him today. He plans to wrap up his last year at Rabun Gap on a high note, also pointing to his strong academic preparation for paving the way for his success. “I’m grateful that the academics at Harlem Academy were so rigorous because it gave me a leg up in high school,” he says. “In my history class freshman year, I was familiar with a lot of the content. If I hadn’t gone to Harlem Academy, I don’t think I would have taken advanced placement history, language and composition, and science classes in high school.”

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Caleb White, now a middle schooler, standing for a commendation at Community Meeting two years ago.

A TREASURED TRADITION Several fourth-graders stood off to the side, anxiously watching as the rest of the lower school walked in and settled down on colored carpet squares placed in rows on the floor. Soon after, they took center stage and began their skit, a reenactment of the book “A Bad Case of Stripes.�

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Buoyed by the crowd, the actors hit their stride, driving home the book’s themes of peer pressure and selfesteem. “I was nervous at first,” recalls Mariah Savoy, who played the main character. “Afterward, I felt happy, thankful, and proud.”

She was equally proud minutes later, when she watched several of her classmates stand up one by one to receive commendations from their teachers for living up to the School Creed: one student had helped a classmate, another had overcome a challenge, and a third student had set a good example in class.

It all took place during Harlem Academy’s Community Meeting, one of our oldest and most cherished traditions.

Steeped in Shared Values Started in 2005, with just 26 first- and second-graders gathering together with teachers, Community Meetings have grown along with our school. Now held weekly in both the lower and middle school, with families invited to join on Fridays, the meetings offer a sense of togetherness, stability, and shared values to everyone in attendance.

“Community Meetings serve as an entry point for students in every grade to engage with the School Creed in a consistent way,” says Assistant Head of School LaShonda Davis. “Take the skit Mariah was in. She and her classmates now share a new, deep connection to the line, I chose to do what is right, even when it is hard or no one is watching, that they can draw from as they navigate similar situations. The rituals of the meetings, from the initial greeting to the final reflection, ground our school in its core values.”

Developing Leadership Students in the highest grade in lower and middle school have a chance to lead a Community Meeting on a topic of their choice, with subjects running the gamut from Latinx culture, to African-American inventors, to issues such as bullying. Working in small groups, students develop a message about how to incorporate the Creed and Pillars – initiative, integrity, compassion, determination – into our daily lives. They share the message with their audience through performances, selected readings, or guided discussions – an experience that develops leadership and presentation skills.

“It was my first time leading a Community Meeting,” says Mariah. “I remembered watching the previous year’s fourth-graders lead the meeting, and I couldn’t wait to do it too. It’s important for kids to be leaders.

Through our skit, I got to teach people about the Pillar of integrity. In the story, the main character, Camilla, realizes that you should be true to yourself.”

For classmate James Merchant, who led a different session last year, Community Meetings are beneficial whether he’s presiding over them or not. “I had never done anything like that before, and leading the meeting made me feel more confident in myself,” he says.

“I always learn an important lesson at Community Meeting too. My favorite one was when we talked about the book ‘The BFG.’ It taught me that being compassionate is very important. Even when somebody hurts your feelings, you shouldn’t be mean to them.

Instead you should communicate how you feel. This is something I now try to do in my own life.”

Ties That Bind

Every Community Meeting begins with our School Thanksgiving and continues with a weekly message presented by a staff member that examines a part of the School Creed. (See page 21 for both.) These reflective messages bring our Creed to life in a different way each week, inspiring students to live as caring members of a community.

To close the meetings, everyone shakes hands, recites the School Creed, and then shares a quiet moment of reflection. “These meetings are one of the first ways our students engage with the Creed, opening the door to deeper and more meaningful methods of engagement over time as they mature,” says Mr. Dotoli. “More importantly, these gatherings bind us as a school community through values that stay with our students long after they leave our halls.”

“Another central component of every meeting is the giving of commendations,” notes Head of School Vinny Dotoli. “A teacher from each grade commends one or more students for a specific action they observed that connects to a line of the School Creed. This is an opportunity to put a stamp on demonstrations of growth that are replicable by all students.”

Alumnus RayJon Grayson, who came to Harlem Academy in second grade, couldn’t agree more. “I was able to experience Community Meetings for seven years and they helped to instill leadership in me at a young age,” he says. “What really stayed with me, though, was the strong sense of community I gained. Those meetings made everyone feel closer to one another.”

From Giving Thanks to Giving Praise

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Students shaking hands as a 2013 Community Meeting nears its close.

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SCHOOL CREED I am bold and creative.

I take opportunities to lead.

I seek help when I need it.

I am honest and reflective.

I choose to do what is right, Even when it is hard or no one is watching.

I listen carefully.

I speak kindly.

I care for my community.

I make the most of each day.

I learn from my mistakes.

I don’t give up.

SCHOOL THANKSGIVING We are thankful for friendship and good health, For our school and our teachers, And for the families who have given us our homes.

We are thankful for the differences that help us learn, And the common purposes that bring us together.

We are thankful for our city, our country, and the world around us, For a hope to be shared with all people, And the trials which help us to know ourselves.

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Fourth-grader James Merchant contemplates his next move.

FOR LOVE OF THE GAME Walk into Harlem Academy’s library on a Thursday afternoon, and you’ll find children huddled around a chessboard. They’re deep in concentration, studying a problem, and trying to figure out a winning solution.

Sixth-grader Ava Mason spots an opportunity, toppling a rook and earning cheers from her classmates.

At Harlem Academy, chess is one of the coolest games around.

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Early Learners “The kids run in asking, ‘Coach, can we start? Can we start?’” says chess coach James Jeffrey with a smile.

“They come in ready to play, eager to learn new strategies and take on their opponents. You can see their enthusiasm immediately.”

Our students’ love of the game starts early. From first grade on, our chess program is an integral part of every lower-school student’s experience.

They play for 90 minutes each week, including an hour-long lesson with Coach Jeffrey and time set aside for independent practice – a combination that enables students to quickly move from mastering the basic rules of the game to learning complex strategies.

skills. A growing body of research shows that chess improves problemsolving, concentration, and critical thinking – all of which help children academically. “The skills used in chess definitely translate to the classroom,” agrees Coach Jeffrey.

“Kids learn to think outside the box, to troubleshoot, to strategize, and to think on their feet.”

Chess also boosts confidence, which can make all the difference in class. Coach Jeffrey explains, “A student may have a science or math problem that’s really difficult.

But then he thinks back to how he overcame a difficult move made by a chess opponent, and it gives him the confidence to tackle the problem in front of him.”

in intramural meets at Harlem Academy and then in citywide youth competitions off campus.

“Our students are playing at a level where they are winning tournaments and claiming prizes,” says Coach Jeffrey. “They are very competitive and want to play better every time they sit in front of a board.” The challenge is its appeal, he points out.

We come out as a community – parents, teachers, and staff – to cheer on our students and celebrate in their accomplishments together. Even though they are in competition, classmates encourage one another at every tournament.

“I looked at the debate the same way I look at chess. In chess, you have to think before you make a move, so I asked myself: ‘How can I attack my opponent with the right argument?’”

“I play chess all the time. It’s my favorite hobby,” says fifth-grader Joshua Sibblies. “Without chess, I’d be bored at home.” Ava agrees: “I play on the weekend just for fun.

I like that it’s not about luck. In chess, you have to use your brain and think about the consequences of every move. I’m teaching my dad how to play.”

More Than Child’s Play In the midst of all this fun, students are developing an important set of

Sixth-grader Ava relied on her chess skills to help prepare for a debate presentation in class last year.

“I looked at the debate the same way I look at chess,” she says. “In chess, you have to think before you make a move, so I asked myself: ‘How can I attack my opponent with the right argument?’”

Building Community As students develop their chess skills, they are invited to compete at weekend tournaments, first

“The chess meets are a lot of fun,” says Joshua. “My rating from the last tournament reached 1000. That means I’ve reached intermediate.

My goal is 2400, which is grandmaster. I’m going to get there by working hard and going to a lot of chess meets.”

Adds Ava, “I’ve been to almost every single tournament. They’re fun because I get to compete with different students. I usually win and get medals and trophies. It makes me feel really proud.”

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STAFF SPOTLIGHT:

JENNIFER PRINCE Enrollment Director Jennifer Prince has been working with families at Harlem Academy since the school opened in 2004. Her role requires her to wear many hats – advisor, guide, resource – and this Harlem native wouldn’t have it any other way.

What drew you to Harlem Academy?

The fact that the school serves children and families in my community. I’ve lived in Harlem my entire life, and Harlem Academy is a school that my parents would have wanted me to attend as a child. It’s a tremendous honor to be part of a team that’s offering this level of educational opportunity to families here. We are a school that does not compromise on rigorous academics or character development, that has a diverse community, and that 24

H A R L E M AC A D E M Y

families can actually afford – all right here in our own backyard. Where else can you find that? I’m immensely proud to work in a program like this in my community.

And that pride has only grown over the years.

What do you do as enrollment director?

I introduce the school to prospective families and guide them through the application process. This includes holding information sessions throughout the year, interviewing families, answering questions, making sure they provide all necessary supporting materials, and much more. I then present the applications for review by our admissions committee.

I also introduce the school to community leaders and organizations that can let families in the community know about us.

“I’ve lived in Harlem my entire life, and Harlem Academy is a school that my parents would have wanted me to attend as a child.”

How do you view your role at the school?

I see myself as an advisor – as a guide. There is a lot of guidance that goes into admissions. For many of our families, it’s the first time their child is going through an interview process, and it’s the first time they as parents are going through an interview process. The more I can support them in those steps, the better.

I also have to be candid. We aren’t just admitting a child; we are admitting a family. And one of the ways I make sure our families will be successful at Harlem Academy is by being very honest and clear. I certainly want parents to understand the Harlem Academy program and the admissions process – but I also want them to know that they will be joining a lasting community. We continue to wrap our arms around a family even after their child graduates. We are in it for the long haul. We keep checking in and offering support well after eighth grade.

Last, I see myself as an educational resource for families who may not be the best match for Harlem Academy, providing them with recommendations to other programs. I’m always excited to get a call from a family thanking me for a recommendation.

What is the most rewarding part of working with families?

Meeting families that I couldn’t imagine going anywhere else – families for whom Harlem Academy was created. It’s so rewarding when I get that first inkling that a family will do well at our school, guide them through the process, and then watch those students flourish and see them graduate.

I love it when our alumni pop in to share some great news or just hang out. It’s a reminder of why we do what we do.

What are some of your challenges as enrollment director?

I’d say the most challenging thing is when we don’t have space in our class and have to wait-list really great students.

The second biggest challenge is the fact that we don’t have kindergarten yet. First grade is an odd entry point for an elementary school. So families of kindergarteners fall in love with us, we fall in love with them, and then we have to ask them to go into a holding pattern for a bit and come back to us later.

But that will change with the completion of our new campus at 655 St. Nicholas Avenue, right? How will it impact admissions?

Yes, when our new campus is completed, we will be able to serve many more students. We’ll be adding kindergarten and another section to our middle school.

That means we’ll nearly double in size, expanding to 240 students rather than 125.

Kindergarten is going to completely change what admissions and enrollment look like. There are so many people who are anxious for us to have kindergarten – having kindergarten will allow us to serve more families with the highest need. Adding it will also tremendously expand our ability to reach more prospective students; we’ll be able to connect to a greater number of programs serving families with children in that age group – children and families who may be a perfect match for Harlem Academy.

The impact in middle school will be equally important.

Knowing that we’ll have an extra middle school class at the new campus will give families a lot more confidence in applying. I’m excited by how much we’re going to grow and the new partnerships we’ll build. I’m ready!

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Where Are Alumni Now? SECONDARY SCHOOL ENROLLMENT INDEPENDENT DAY

INDEPENDENT BOARDING

SELECTIVE PUBLIC

SELECTIVE CATHOLIC

Brooklyn Friends

Andover

All Hallows (2)

Calhoun

Avon Old Farms

American Studies at Lehman

Bard (2)

Beacon

Bishop Loughlin (2)

Columbia Grammar & Prep

Burr and Burton

Humanities Prep

Cardinal Hayes (2)

Cardigan Mountain

Cristo Rey (4)

Friends Seminary

Church Farm (2)

Manhattan Science & Math (3)

Grace Church (4)

George

Chapin

Horace Mann Marymount

Holderness Hotchkiss

Nightingale

Kent

Professional Children’s

Manhattan Village Repertory Theatre Arts Special Music School

Aquinas

Cristo Rey Brooklyn Dominican Iona Prep La Salle St. Jean Baptiste (6)

Lawrenceville

OTHER PUBLIC

Riverdale (6)

Marvelwood

Central Islip

Rudolph Steiner

Miss Porter’s (2)

Spence (3)

Northfield Mt. Hermon

Lower Manhattan Arts (2)

Trevor

Peddie (10)

Trinity

Purnell (4)

UNIS (2)

Putney

York Prep (2)

Rabun Gap (2)

St. Vincent (2)

Software Engineering (2) Stephen T. Mather

Stony Brook (3) Westover

95%

of students move on to

selective secondary schools, a majority earning annual independent school scholarships averaging 26

H A R L E M AC A D E M Y

$46,200

COLLEGE ENROLLMENT

90%

Bard College Brown University

of

students from our

Catholic University Cornell University CUNY Baruch Dartmouth College Fordham University Hobart and William Smith Colleges

first four graduating

Howard University Lehigh University Manhattanville College

classes are enrolled

New York University (2) Northeastern University Pace University

in four-year colleges, including:

Rensselaer Polytechnic Institute (2) Rutgers University SUNY Albany SUNY Purchase Union College University of Rochester

Future Harlem Academy alumni on their way to one day making a mark on the world.

1330 Fifth Avenue New York, NY 10026 harlemacademy.org 212.348.2600

Board of Trustees David B. Peterson, Chair Tony Asnes John Belizaire, Secretary Bruno Bich W. Graham Cole Will Cook, Treasurer Vincent Dotoli, Ex-Officio Mary Ganzenmuller Doug Griebel H. Dale Hemmerdinger Valarie A. Hing Ann MacRae Elizabeth McHenry Betsy S. Michel Rodney Pope Hank Prybylski Tom Reycraft Richard Schaps Hillary Thomas Michael Toporek Alan Washington Advisory Council Shirley Ann Jackson, Ph.D. Robert Kissane Michael Levine Alice Quinn David R. Salomon Jill Toporek Trustee Emeritus Mark H. Johnston

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H A R L E M AC A D E M Y