October 2023: Jody Reilly Soja watches as students gather for Mountain Day (see page 37).
In This Issue
2 View from Becket House
3 View from 2015
4 Many Happy Returns
6 A Window Into Our World: The Power of Storytelling
10 Science: A Wider View
2023–2024
12 Sustainability: Choosing Our Own Story
15 8th Annual Community Art Exhibit
16 Celebrating Our Head of School
22 Athletics
24 Boarding Life
26 Notes from the Trail
28 Taking Action
30 The Arts
32 New Spaces
33 View from Advancement
35 Distinguished Alumni Award
36 Mountain Fest
IMS BOARD OF TRUSTEES
Christopher Sanger ’86, P’18 ’20 Outgoing President (see page 35)
Justin Royce ’96 Vice President
Anna Traggio P’16 ’18 ’20 ’22 Secretary
Jamil Swati P’27 ’30 Treasurer
Lawrence Alexander
Michele Browne P’18 ’21
Robert Casanova ’98
Derek Deng, P’26 ’27
Danielle Do P’23’25
Leonard Fong ’93, P’22
Catherine Gouge ’01
Alexandra Jarislowsky P’21 ’21
Limin Kong P’23
Henry Labalme P’19
Heehyun Lee P’26
Jeffrey Lee ’08
Esther Ma P’21 ’22
Pieter Mulder P’19 ’22
ON THE COVER:
Jody Reilly Soja in her element, surrounded by students. Here, she is pictured with some of our ninth grade leaders and IMS “lifers.”
Indian Mountain School @indianmtnschool
Indian Mountain School
IndianMtnSchool
David Nuzum P’25 ’27 Incoming President
Savannah Stevenson P’26, ’31
Cary Ullman ’91, P’28 ’29 ’33
Jason “JJ” Velez ’96, P’23
Lara Vitiello P’24
Mark Winmill P’28
View from Becket House
Message from Head of School
Jody Reilly Soja
Leaving the Mountain
In my early days working at IMS in the late 1990s and early 2000s, I went on several grade level backpacking trips with students. At the time, our facilitators were Indian Mountain Adventure, a group founded by former IMS faculty member, Steve Werntz. Steve passed along many pieces of camping wisdom and he always reminded us as we headed off into the woods that we should “leave no trace.” Many of you know this phrase, the intent to leave no trash or evidence of our human impact on the beautiful trails and natural spaces we share, and we have repeated it hundreds of times to IMS students throughout the years.
A few years ago, we “leveled up” this challenge by encouraging our students to go beyond “leave no trace” and instead, to leave it better than we found it. At campsites and along the trails, we have picked up litter left by others and done our part to maintain the natural beauty of our environment. To me, this is one example of what it means to live a Life Through Service, a challenge left to us by our founding Headmaster, Francis Behn Riggs.
In all that we have taken on the last nine years, the collective goal has been to “leave it better than we found it.” Sometimes, those improvements are obvious. Together with extraordinarily supportive families, colleagues, and students, I believe we have left IMS better than we have found it. Our physical plant has expanded and improved, we have mapped and refined the curriculum, we have written and been guided by two ambitious strategic plans, and we have increased enrollment significantly. The team of educators, staff, administrators, and students who have contributed to these efforts have inspired all of us, and have also encouraged alumni and past parents to generously support these endeavors.
Sometimes, leaving something better than you found it takes time and is personal: a difficult lesson learned, a challenging class that we come to love, a resolution in the dorm with peers, or a rigorous hike accomplished in the White Mountains. I have been inspired by students over the years who have overcome hardship and were able to see that their growth and resilience enhanced their lives and experience. Ninth grade This I Believe speeches have addressed the myriad obstacles our courageous students have faced in their lives and they all speak with pride about the lessons learned and the depths of their own strength.
As I prepare, with a heavy heart, to leave the mountain this summer, I have been reflecting on the lessons I have learned during my 25 years in relationship with IMS. I am not the same person who arrived here to teach in 1999 nor who returned to serve as Head of School in 2015. This is the place I spent my formative teaching years as well as my formative years as a Head of School. For over two decades, I have witnessed remarkable acts of courage and kindness by my colleagues, my mentors, and our students. Being part of this community has helped me learn and grow, and I leave the mountain a better person for the time I have spent here.
“For
over two decades, I have witnessed remarkable acts of courage and kindness by my colleagues, my mentors, and our students. Being part of this community has helped me learn and grow.”
I am filled with gratitude for the support of the Board of Trustees and the partnership with two extraordinary Board Presidents, the talented and dedicated faculty and staff and a hard working and committed team of administrators, and, last but not least, our students, who, time and again, have modeled what it means to be exceptional students and community members. Though there were challenges aplenty, I can say with confidence that I have had the time of my life at Indian Mountain School and it has been an honor to serve. My family is forever grateful for the relationships we have cultivated at IMS, for the many, many people who have supported us and taught us over the years, and we leave IMS full of optimism and enthusiasm for the School’s next chapter.
Jody with her husband Kevin and their sons Russell ’22 and Will ’24.
View from 2015
From the 2015 issue of Views
When Jody came to the mountain in 1999, she began as a history and ESL humanities teacher, she coached varsity soccer and lacrosse, and ran Doolittle dormitory. Moving into administrative roles in 2004, she was the Assistant Director of Studies, Head of the Upper School and eventually, the Dean of Faculty. In 2015, she returned to the Mountain as our first female Head of School.
“Don’t underestimate the resources you have within you. Occasionally, do what you believe you cannot do, and enjoy the ride.”
Jody’s “This I Believe” speech in 2016
Learn about (and listen to) our ninth grade “This I Believe” presentations.
Many Happy Returns
It’s not uncommon to experience déjà vu at IMS. Several teachers and administrators (Jody Reilly Soja included) have been here before: as students, dorm parents, department heads, or teachers. What is it about this mountain that calls them back?
Ariel Bush, English Department Head and Assistant Director of Secondary School Advising, attended IMS from Kindergarten through ninth grade, then returned to the mountain to teach.
I graduated from Indian Mountain School in 2008. At graduation, I knew it was a moment that would change my life and I had an unshakable feeling of loss. I was leaving the sacred halls of IMS, a place where I had felt so safe for so long. Since kindergarten, I had come to know IMS as my home. The white washed walls of Room O and the intricate conversations of reading The Odyssey with Ms. Import. The smell of books and being given my first book recommendations: the beautiful words of Glass Castles and A Thousand Splendid Suns. The intimidating walls of the Latin room, studying for quizzes, memorizing endings (a, ae, ae, am, a, ae, arum, is, as, is), writing graphic novels in Latin, and presenting on the rostra. The clamor and clang of the dining hall. Trays being brought to tables and french fries,
which of course you had to eat with a fork, being dished out. The petrichor smell of the JV girls soccer field, all the way down the hill. The cold, hard, plastic of the maroon chair beneath me during morning meeting. The three students who’d sat next to me for years: Bently, Bush, Danisi.
“Returning to IMS as an adult has been a homecoming.”
At the time of graduation, I clung to my five closest friends, whom I could not imagine living without. After singing a country song during graduation (whose name I no longer recall), we ran into the field with tear-soaked faces and melancholy filling our hearts. I dreaded moving on to high school without them. Our hugs were and still are what IMS means to me.
In second grade, I experienced the infamous, unflappable Mr. Quirk. Mr. Q was the kind of person who made every soul feel understood. It was in second grade I learned I would need glasses. I was the first of anyone at Town Hill, now the Lower Campus, to need a prescription. I was mortified by this and compunctiously resisted wearing them to school. In the days leading up to obtaining my new glasses, I was filled with shaking nerves. In an act of true kindness, on the first day I brought my glasses to school, Mr. Q made an announcement during morning circle about my new eyewear. He announced this “exciting news” to the group and everyone clapped. Suddenly the moment I was dreading had turned into a moment of celebration that I had not been expecting. He made a sweeping gesture in my direction as I donned my spectacles for the first time — a huge smile plastered across my face.
In eighth grade, I hiked the Green Mountains in New Hampshire with my peers. This was an area in which I was not comfortable. Hiking and spending the night outdoors were not activities that naturally appealed to me. Once again, I found myself being overwhelmed with shaking limbs and panic, and now they were also adorned with teenage angst. In these vulnerable moments, it was my peers and teachers who comforted and supported me. The kind words of Fatima Johnson and Michelle Rosenberg telling me they would stay with me on the hike. Or the soothing nature of Ms. Dennis, explaining what to expect throughout the three-day trip.
Now, as an adult, I look back on these formative moments and realize that they truly made me who I am today. Chronically shy, I spent many of my years at IMS being quiet. Whenever parentteacher conferences came around, I found my parents hearing the same feedback over and over: “She’d be so great if only she’d engage in class.” But while I remained on the reserved side for much of my elementary and middle school years, it was the safety and comfort of IMS that allowed me to learn how to come out of my shell. If not for these moments, the subtle looks from teachers, the offer to speak to me privately, the support from those around me, I may not have learned how to work through the discomfort in sharing my vulnerabilities.
“I often tell my students that who they see now is very different from the pre-teen I once was.”
This is what has driven my goal as a teacher. I want to make everyone who comes into my classroom feel heard, seen, and safe. I strive to make connections with students in order for them to be able to share their true selves. This was a huge driving force in my decision to return to IMS as well. I wanted to impact students and fellow teachers similarly to the way those students and teachers of my past influenced me.
Throughout my years teaching at IMS, I have worked in many areas: fifth and sixth grades, Latin, and lastly, English. This last move into the English department has been especially significant and valuable. Being able to work with students through difficult topics and conversations is meaningful and important. But being able to work with colleagues on such similar topics, create challenging yet understanding curriculum, and develop a broad scope of authors has been one of the most rewarding parts of my teaching career. After being a student, returning to IMS as an adult has been a homecoming. When I move on to my next journey, I will miss it dearly.
“As we all face a more complex and disconnected world, I love that IMS empowers me to partner with youth so they can gain new insights and skills for life that inspire them to further trust one another, the larger community, and their own inner resources.”
Nora Yasumura, Life Skills Teacher. Taught at IMS 2015–2017, returned in 2023
“As parents, Danny (Tieger) and I appreciate the opportunity to raise our children in a tight-knit community environment. It feels sweet (and truly surreal at times) to watch our kids grow up in the same special place where I spent my formative years!”
Emily Spalding, Assistant Kindergarten Teacher. Graduated IMS in ’02
“I started at IMS right out of college and left to start a family in NYC. I worked at three other schools before returning to IMS. I call it “The Spirit of the Mountain.” It pulls you back. I was never able to match the sense of community, camaraderie and joy for learning that exist here at IMS.
I knew this is where I wanted my own children to go to school.”
Charles Brown, Director of Admissions. Taught at IMS 2004–2008 and 2013–2014, returned in 2018
A Window Into Our World
The Power of Storytelling at the Lower School
Michelle Charles, Kindergarten Teacher
This year, the Lower School theme has centered around the phrase “Windows, Mirrors, and Prisms.” You may have heard this phrasing before because it is often referred to by librarians and teachers when they use these glass metaphors to discuss the power of books “to act as windows and mirrors that would allow all children to see themselves and the experiences of others in what they read” (Uma Krishnaswami, 2019). Recently, these ideas have expanded to include prisms, as prisms allow for the many intersections of identity, history, culture, and experiences that can be experienced through sharing stories. The stories that we share with each other, and the meaning that we make from our shared experiences is at the center of the work we do in the ECC (Early Childhood Classroom) each day, and is the thread that links us as members of the Indian Mountain School community.
The very act of sharing a story asks something of the giver and the receiver. For the storyteller, there is an inherent risk. Whether it is pure fiction, learned facts, or a personal narrative, the story giver must be vulnerable enough to allow their voice to be heard. It is the every day heart work of our teachers to build an environment of joy and trust, which allows our students to have the courage to share their unique perspectives from the small-scale safety of the classroom, and later, to the community at large.
For our youngest learners, stories are an introduction to the big, wide world beyond the nucleus of their family. Through stories that are read aloud each day, they are becoming aware of cultures, communities, and celebrations that they may not have interfaced with before. When we ask Pre-K and Kindergarten students to share their stories with us, they are often told through their hands. This spring, through our diorama box building project, the children were asked to design and execute a three dimensional representation of their most joyful world. Over the many weeks of building and crafting, the students had to practice skills like problem solving, flexibility, learning
how to ask for help when things go wrong, and celebrating when things go right. From “Soccer World,” where paper best friends are working together to score a winning goal, to “Welly’s Beach World,” which is the home of a disappearing King Jaguar, every box grew into a unique representation of each child’s identity. When we look closely inside, we are being given a piece of their story.
This fall, under the careful guidance of Mrs. Gargill, the first grade became the naturalists and storytellers of our mountain. Through a long term research and writing project, each student learned about an animal living on Poquonook Mountain. From the tiniest snail to the mighty falcon, no creature was overlooked in their exploration of our own backyard. Over the course of many trips to the mountain with Ms. Statile, students experienced animal habitats and climate conditions in real time. When it came time to present at Morning Circle, the first graders enlisted the help of Mr. Tieger to transform their facts into song. Each child was given the opportunity to become an expert on their animal, and used what they learned to build puppets, create lyrics and perform a solo.
Each of the projects represents an intentional use of the curriculum to develop meaningful connection with and between students. Sometimes, we teachers are surprised by a personal connection that arises organically. For those who know me well, I am equally defined by the identity of “reader” as I am by the identity of “teacher.” One afternoon, as I was walking
by the third grade classroom, I heard Mrs. Buttacavoli call out, “There’s Mrs. Charles right now!” When I stuck my head into the classroom to see what was happening, she informed me that they had been talking about how much I read. As a group, the class had just finished eleven chapter books that month, and as it turns out, that’s roughly how many books I personally read in a month. This led to some quick math, and the third graders determining how many books that they would need to read as a team, to “out-read” me before the end of the school year. What followed was a running tally of books read, a renewed excitement for checking out books from the library, and regular check-ins with the third grade readers to see how fast I needed to read to surpass them (Spoiler Alert: There isn’t a human alive that can keep up with ten highly motivated nine year olds). Literally and figuratively, stories had brought me back to the students who had long since left my Kindergarten classroom.
When students make the transition to the Upper Campus, these same values and connections find them in the classrooms, on the playing fields, and when performing on center stage. When I consider the courage and vulnerability of a ninth grade student delivering their “This I Believe” speech to a packed assembly, I know that the seeds of this experience were cultivated in ways, big and small, throughout their time at IMS. For many, this began at our Lower School. When we allow for our full humanity to be seen and held, when we share our stories, there is magic in the learning.
CLASSROOM INTEGRATION
Students from our Upper Campus often spend time on the Lower Campus playing games, reading books, and sharing stories. Earlier this year, our sixth graders studied the growth of civilization, then wrote children’s books based on their research, and read them to our Kindergarteners. Cross-grade touchpoints like these help support a variety of skills and, of course, strengthen community connections.
Thanks, Coach
Coach Richard Meilinger, affectionately known as “Coach” to students and colleagues, has been instrumental in shaping the physical education program and experience for countless students on the Lower Campus.
“It’s LEAP Day!!” No three words bring more excited shrieks. It means all classes are canceled, and students in Pre-K through fourth grade will Leave Everything And Play. It’s a beloved year-end celebration full of outdoor games and topped off with ice cream sundaes. We have Coach Meilinger to thank for this cherished tradition. Now, after 20 remarkable years of service, Coach is stepping away from his role as the fitness teacher and all-round joy-maker on the Lower Campus.
Through age appropriate activities and games, Coach Meilinger has skillfully guided well over 1,000 young students at IMS, helping them develop both locomotive and non-locomotive skills, laying a strong foundation for their future participation in team sports on the Upper Campus.
Coach always emphasizes sportsmanship, empathy, kindness, and fairness, believing that athletic learning extends well beyond the physical realm. It is this mindset that he has fostered in all of his students, and his example resonates deeply within the IMS community. Coach also established the Sportsmanship award, presented to a fourth grade student each year who leads by example.
Whether regaling students with tales or naming the resident geese “Bob and Mary,” Coach Meilinger’s storytelling prowess, humor, and warmth have added to the joyous atmosphere of the Lower School. His genuine care for each individual in the community has left a lasting impression on all who have had the privilege of knowing him.
We are grateful for the countless memories, laughs, and lessons over the years. Thanks, Coach, for your unwavering commitment to the IMS community and we hope you “enjoy your weekend!”
LEAP Day 2024
“I love the spring sunsets. I love when I walk from the study hall to the dorms and I can see the stars.”
Santiago Meza Rivera ’24
Our Mountain at Sunset
Science: A Wider View
Students Explore Diverse Perspectives on Scientific Methodology
A group of seventh graders is standing in the tall grass on a peaceful stretch of campus near the solar field, reaching their hands in the air, eyes closed, breathing slowly in and slowly out. Ms. Friel breaks the silence with the question, “What is science?” Unsurprisingly, the reaction is one of mild bewilderment, considering this is, after all, science class.
Later, Ms. Friel explains, “So far in their studies, students have mostly been taught science as ‘facts.’ They’ve been learning about plants, animals, body systems and so forth, which is a great foundation. Now, at this age, they often begin to question why they are learning what they are learning. Their brains are ready for a much wider perspective. It’s the perfect time to show them that our definitions of science and our methods for science aren’t the only ways practiced across the world.”
This year, the seventh grade science curriculum transitioned from Earth and Space Science to include Sustainability Science, which means students learn about the Earth and its features with a focus on protecting the planet both in school and at home. Ms. Friel designed the curriculum to incorporate cross-cultural exploration, where students dive into alternative perspectives and methodologies, learning how different cultures can influence how we view the
“Instead of focusing on just our own methods and traditions, we can learn so much if we open our minds a little.”
world around us. Students are encouraged to think critically about the ways they practice science and to think about how other scientific practices could aid and strengthen our understanding of the world.
“It’s like what we learn in class about symbiosis and mutualistic relationships,” adds Ms. Friel. “Two people or beliefs can be very different, but help each other in different ways if they work together. Instead of focusing on just our own methods and traditions, we can learn so much if we open our minds a little.”
During her own studies in anthropology, Ms. Friel discovered a book called Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants by Robin Wall Kimmerer, a botanist-turned-author. Kimmerer is a member of the Potawatomi tribe, an indigenous group native to the Great Lakes region of the U.S., and was once told that she wasn’t cut out to study botany because her questions, such as, “Why do asters and goldenrods look so beautiful together?” weren’t ‘scientific’ enough. Kimmerer used this criticism, not as a reason to assimilate to the modern western version of science, but instead to learn about her own culture’s perspective on science, which hinges on the idea of listening to the world around us and communicating with the earth, rather than manipulating it.
So, how does this lead us to a group of seventh graders discussing science in a field of grass on a warm school morning? The students were learning about the principle of shinrin-yoku, or, ‘forest bathing’; a mindfulness practice originating in Japan that involves consciously engaging with nature, which has been shown to help boost the immune system and reduce symptoms of stress. This activity was combined with yoga exercises, a practice that originated in India and also has demonstrated health benefits. Ms. Friel encouraged her students to explore a deeper connection with nature and with themselves, to strengthen their understanding
of the Kimmerer chapter they’d just read, called “Asters and Goldenrods.” During this exercise, students were encouraged to listen to the sounds of nature around them, and to think about the relationships that were present in all of those sounds.
“The plants you hear swaying in the breeze are providing food for the bugs you hear buzzing. Those bugs are pollinating the plants. The trees provide homes for the birds, and the birds eat the pests that could harm the trees. Now think about your relationship with the world around you — how do you impact the cycles in the environment? Is it symbiotic or is it parasitic?”
The students keep their eyes closed as they reflect on the question, using the logic of cause-and-effect, and also thinking about traditional ways of discovery used in cultures around the world. Tomorrow, they’ll be back in the classroom, having gained a wider view.
FIFTH GRADE SCIENCE GAMES
As part of their nature studies, fifth graders hike our Poquonook Mountain, on a quest to discover interesting plants, bugs, reptiles, and more. Once a student sees and “claims” a plant or creature, they do research on it, documenting its genus, species, adaptive powers, and weaknesses. Then, they create trading card out of their discoveries. Much like Pokémon cards (remember them?), “Poquonookémon” cards can be traded (“I’ll trade my Veronica Filiformus for your Vespula Germanica!”) This is one way of many ways we incorporate the joy of childhood — one of our strategic priorities — in student learning.
Choosing Our Own Story
Embracing Imperfection in our
Commitment to Sustainability
Tom Stewart Director of Sustainability Programming and Initiatives
When I was in middle school, I read the book Watership Down by Richard Adams. As you may know, the novel is a story of a warren of rabbits who must flee their home because of the building of a housing development. As they journey across the English countryside looking for a new home, they encounter many dangers and have a number of adventures. For a while, Watership Down was the IMS ninth grade English summer reading book. It’s an enduring piece.
At the end of the book, there is a glossary of words which Adams invented for the novel. One word in particular, tharn, has stood out in my memory. This word is defined in the
TRACKING OUR EFFORTS
glossary as: “Stupefied, distraught. Hypnotized with fear” and refers to an animal freezing in the face of a threat, like a car barreling toward it down the road. We have probably all seen tharn happen. Sometimes we even use the phrase “a deer in the headlights” to describe someone overwhelmed by the situation they are confronting, overwhelmed to the point of inaction.
Many of us experience a form of tharn when we think about the climate crisis and the threats to sustainability we face. There are a number of reasons why we feel frozen into inaction: “the issue is too big,” “my actions are too small,” “it’s not clear what the best thing to do is.”
In the Spring of 2023, IMS joined the Green Schools Alliance, an organization that includes over 8,000 schools worldwide. Using their benchmarking tools, we have been tracking our sustainability efforts and setting new goals. For more information on the Green Schools Alliance visit www.greenschoolsalliance.org.
One thing that we don’t talk about too much relative to our frozen inability to act on climate issues, is fear of hypocrisy Many of us are afraid of feeling like a hypocrite when it comes to doing things that are helpful for the environment, because there are inevitably many things we also do that are not helpful for it. We let being sustainably perfect become the enemy of being sustainably good.
“We let being sustainably perfect become the enemy of being sustainably good.”
So let me just put it out there: I am a hypocrite. I drive a gasoline car. I use plastics. I occasionally fly places. Sometimes I eat red meat. At any given point there’s a chance I am wearing clothing that was made with unsustainable practices and shipped halfway around the world just to get to me. I throw stuff out that might be able to be fixed. The unfortunate thing is that even someone like me, who is in charge of sustainability initiatives and programming on campus, or someone like you who wants to make a change, cannot do so without continuing at some level to engage with things that we know hurt us and hurt the planet.
All of this shows how much work needs to be done to change the system that forces us to use products that are ultimately harmful. Right now there is no way to escape it fully. Bill McKibben, who is one of the world’s leading environmentalists and author of many books on the subject wrote a letter in the New York Times back in 2016 in which he says, “Hypocrisy is the price of admission in this battle… Changing the system, not perfecting our own lives, is the point.”
Two things about this issue of hypocrisy. First, it is not an excuse; it is not an opportunity to settle into that hypocrisy and say “Well, since that’s the case, this is just about all I can do. I’ll just stick with this level of hypocrisy and be OK with it.” While “the point” may be changing “the system,” it is important to recognize that to a degree we are the system and that while we cannot fully perfect our own lives in this regard, we can certainly keep working in that direction. In fact, we have to.
BOARD APPROVES STUDENT-LED INITIATIVES
Last year, Ms. Tieger’s Green Team made a presentation to the Board, proposing that IMS place a portion of the school’s 600 acres into a conservation easement — a legally binding commitment to preserve that land as a natural habit for plants, insects, and animals (we ran the story in last year’s Views). This June, their persuasive efforts paid off, and the Board of Trustees approved the proposal, along with a seventh grade request to set aside a portion of the operating budget for student-led sustainability projects.
“...it is important to recognize that to a degree we are the system and that while we cannot fully perfect our own lives in this regard, we can certainly keep working in that direction. In fact, we have to.”
Second, knowing all this, we must be willing to extend some grace toward each other. As long as people are truly trying, we can’t point to their hypocrisy and say, “How dare they claim to be in the right on this!” This is often the act of those seeking to deflect discomfort about their own actions or maybe, more accurately, their lack of action.
Back to the idea of tharn. Obviously, a terrified rabbit frozen in front of an oncoming car wants to be elsewhere. If it manages to snap out of its state of fear and make it safely to the other side of the road, what is the most important part of its journey? Is it the end, when it’s sitting safely on the road’s edge? Is it the moment in its dash that it avoided the car? It’s neither. The most important moment is that first first muscle twitch, the act of will, that breaks the spell and leads to its first step.
So if the rabbit is us staring down the sustainability crisis, how do we break out of tharn and get to the other side of this threat? What are the tiny acts of will we can do right here that will begin the change we need to make? The great gift of the times that we live in is that in every direction we turn there is something that can be done. We can start right here and right now by considering our lifestyles. These can be the first muscle twitches — the beginning of us snapping out of our frozen state. We can begin moving our own lives and maybe some of those around us, bending the system and helping create the choices we all want to make.
As the book Watership Down progresses, fate and chance are not too kind to the rabbits and at several points it looks like their journey might end without them reaching their goal. At one such moment, one of the rabbits says, “If there’s going to be a story, don’t you think I’ve got as good a right as anyone to choose it?” In the book the rabbits chose a story different from the one their world handed them. Maybe there’s a story we each choose right here that will ultimately take all of us safely to the side of the road and to a responsible and sustainable future.
TRASH TO TREASURE
In the spring, team members from UpSculpt spent a day at IMS, engaging with our students about issues surrounding marine debris. By combining upcycling and sculpting, students from both campuses had the opportunity to create their environmentally thoughtful pieces out of plastic marine waste.
Photo by Andrew Ma ’24
Community Art Show Celebrates Eighth Year
A large crowd gathered for the opening reception of the The IMS Community Art Show and Contest in April. This is an annual event showcasing a range of artistic expression found in the tri-state area. This year’s theme was “Joy,” a nod to one of our strategic priorities outlined in our recent strategic plan. Jody Soja kicked off the event and introduced Trustee Emeritus Samuel Posey P’07,’01 (left photo), whose vision and support helped launch this annual tradition. The inaugural exhibition in 2014 celebrated the opening of the Student Center, which houses our art and music departments. Today, the event continues to offer us the opportunity to connect with inspired and talented artists and celebrate the importance of arts education.
“I had the pleasure to work with Jody on the art show and various buildings around campus. Her enthusiasm always made each project a delight. She has been incredibly effective as Head of School, but it’s more than that — it’s her optimism and the way she makes people feel good whenever they’re around her.”
Samuel Posey P’07,’01
Also on display at the event were the works of three IMS students: Alex Van Dyke (middle), Eva Borges (bottom), and Coco Wang (right).
Celebrating Our Head of School
I heard about Jody Reilly Soja before I met her. Admiring stories circulated about a teacher and coach who’d begun her educational career at IMS, and once we began looking for a new Head of School in 2014, it was clear that no search would be complete without Jody on our list.
Getting her onto that list took a little work, because Jody wasn’t actively looking for a new job. Director of the Middle School at National Cathedral School in Washington, DC, she wasn’t interested in joining just any head search. The opportunity to lead IMS, however, was enough to tempt her.
Any good search process is lengthy and challenging, but once we had completed it, the Search Committee’s unanimous decision to offer the position to Jody was the easiest decision we ever made. Jody was accomplished, smart, reflective, thoughtful, warm, funny, open, and a natural leader. She radiated affection and dedication for IMS’s students, faculty, staff, and campus. Her knowledge of IMS’s past, and vision for its future, were inspiring and infectious.
I feel very fortunate to have been part of bringing Jody back to the Mountain. Her legacy of leadership, growth, and accomplishment leaves the school in a strong position as it enters a new chapter, providing tailwinds to its next leaders. Her personal legacy, ensuring that joy and play accompany excellence and accomplishment in every student’s journey, has left an impact on the entire community, including me.
– Maria
Horn, P’12,’13,’16, CT State Representative, Former IMS Board Chair
It’s hard to picture Jody without also picturing the smiling faces of IMS students close by. During her tenure as Indian Mountain’s Head of School, we had a leader with a comprehensive understanding of the school and its people and a strategic visionary who also knew the names of every student walking the halls.
Jody’s ability to see both the forest and the trees, to consider every leaf as well as the entire mountain, allowed IMS to grow in every way an independent boarding school can: in facilities, enrollment, and, most importantly, in the energy and joy that are the hallmark of its classrooms, hallways, stages, and sports fields. Jody’s headship will be remembered as a time of progress and of courage and strength through challenges, with altruism and kindness at the center of all institutional actions and decisions. Her vision for IMS was one of innovation and inclusivity, where students feel valued and inspired to contribute. She consistently demonstrated her genuine interest in the lives and well-being of community members across all divisions, constituencies, and ages.
Jody’s legacy is a thriving, dynamic school environment where every child is encouraged to dream big and achieve their goals. This legacy not only propels her forward into the next chapter of her story as a leader and educator but also leaves an indelible mark on IMS. She has prepared the school to meet the needs of future generations of learners, and the smiles she has put on the faces of IMS students over the past nine years will remain long after she leaves.
– Alex Hodosy, P’30,’32, Assistant Head of School, Dean of Faculty
TWO CAMPUS AREAS NAMED TO HONOR JODY REILLY SOJA
In June, the Board of Trustees announced that the field commonly referred to as Stockton Field will be officially named the Jody Reilly Soja Field. It will be enhanced to include a circular terrace and seating area, creating an intentional gathering space. During the announcement, incoming Board President David Nuzum said “Jody’s dedication, warmth, and leadership has made IMS an exceptional place to live and learn. This field will forever remind us of her remarkable contribution to our school.”
As an expression of deep gratitude for Jody’s guidance service to IMS, the Parents Association named a trail on our mountain in her honor. Our mountain, central to the IMS community, is a physical expression of our strategic plan, “Courage to Climb Higher.” The Soja Trail marks one of the many paths up that mountain and is a reminder of her inspiring and ambitious guidance of the IMS community.
“You embodied what honesty, compassion, and respect mean. Thank you for being patient and helping me be myself in a different culture and community.
– Santiago Meza Rivera ’24
“You are the star of this beautiful school.”
– Paulo Santillana ’26
“Her legacy here will be that of a forward thinker who never let ambition get in the way of fostering a caring community.”
– Max Abendroth, Director of Athletics
“I know that you will continue to make the world a better place one student at a time.”
– August Swati ’27
Messages and Memories
A small selection of the many, many notes we received for Jody Reilly Soja.
“I vividly remember when Mrs. Soja sat with me, listening as I vented the difficulties of being a new 9th grader. Her gentle and friendly presence was enough to make me feel like everything would be okay.”
– Ronald Qiao ’22
“I met Jody almost 7 years ago in Shenzhen. Professional, approachable, visionary. Jody has put IMS on the world map.”
– Esther Ma P’21 ’22, trustee
“Thank you for everything you have done for IMS.”
– Leonard Fong ’93, P’22, Trustee
“You were the most amazing advisor…I am forever grateful and thankful for your guidance.”
– Jaeli Avae Vélez ’23
“I love when her competitive side comes out. She has so much school spirit and always brings the energy.”
- Emma Ohler ’24
“Thank you for being the most supportive, kind, approachable, and overall best head of school we could ever ask for.”
– AJ Horosky ’24
“IMS is a school and a home. Becket house dinners were so fun this year.”
– Akira Naka ’27
“For me she´ll always be Ms. Reilly. She was one of my dorm parents. Little did we know she would later become head at IMS!”
– Rafael Yturbe ’02
“While I say farewell to a trusted Head of School, I never need to say goodbye to a lifelong friend. Forever a Falcon.”
“I don’t know if it was due to the Starbursts and Rolos in her office but being an honorary ‘Soja Advisee,’ the advice I took to high school is to take a step back and look at the bigger picture — forgetting slope intercept form on an 8th grade Algebra 1 graphing test is not going to kill you.”
– Clarisse Moucha ’23
– Lisa Schmitt, Director of Secondary School Advising
“Your smile, your greetings in the morning, and the soccer games you came to support even if it was raining!“
- Lina You ’26
“Thanks for all of the memories. Love the Rolos.”
– Dashiell Guariglia ’24
“I appreciate Ms. Soja for sharing happiness with us, both about the school and the families of the community. Like she always said, ‘courage to climb’ includes saying goodbye and starting a new journey.”
– Lucy Dong, Mandarin Teacher
“A brilliant, powerful, kind human being with a magnetic energy that makes you want to be around her.”
– C.C. Stevenson ’26
“I appreciate the sense of community she has built on campus by never being afraid to be a little silly.”
– Eliza Statile, OAE Director
“P.S. No one can rock a wig better than Jody.”
- Lara Vitiello P’24,
Trustee
“I hope that your experiences will be filled with the same joy and love that you have brought to IMS.”
– Julia Nuzum ’25
“She is able to delight in what makes middle school so joyful — the playful spirit that underlines all the work that we do.”
– Kelly Tieger, Science Dept. Chair
Cruella de Vil Queen of Hearts
Susan B. Anthony
Mary Poppins
Ms. Frizzle
Barbie
Our Highest Honor
The Mountain Card is the school’s highest formal accolade, presented by our head of school to individuals in our community who go above and beyond our expectations to live our motto, Life Through Service.
This spring, our students surprised Mrs. Soja by presenting her with this honor.
“Leadership can mean countless different things depending on who you ask. At Indian Mountain School, being a leader means more than making decisions. It means embodying our core values of honesty, compassion, and respect, whether the whole community is watching or while in the halls alone. There is one person in particular within our community who has made an impact on all of us with her consistent and deeply empathetic leadership style. She sees the value of everyone at IMS and inspires us to be the best versions of ourselves. Dedicated, selfless, and thoughtful; she has become the cornerstone of our school, and she embodies our core values in everything she does. Our community could not be more grateful that she decided to join — and rejoin — IMS.
This leader has a wonderful sense of humor and her energy is contagious. She radiates positivity and never fails to have a good time, from dominating in the Mountain Day pillow joust to wearing funny wigs on Halloween. Her warmth, kindness, and amazing energy make our community feel tight-knit. She is determined to get to know every single student, allowing everyone to feel recognized and loved. Modeling what it truly means to be part of a community, she leads not just with words but in action, too.
For shaking our hands every morning, for brightening our days, for your school spirit and positive energy, for creating a loving community for us to grow in, for walking through the halls with a bright smile, for making everybody feel included, and for putting your heart into this school, we are so proud to award Indian Mountain School’s highest accolade, the Mountain Card, to Mrs. Jody Soja.”
– Mountain Card Citation
Athletics
On the Upper Campus, our Falcons participate in a different sport every season. Our students are encouraged to try something new, develop their skills and confidence, and are also given opportunities to compete at a high level.
Recent Falcon Highlights
• Our Ski Race team went undefeated all season and took first and third in NEPSAC Class C Championships, racing against high schoolers.
• Our top Varsity Squash players never lost a game and the team placed high at Nationals.
• Our Varsity Girls Lacrosse team won their third consecutive championship at the New England Junior School Girls Lacrosse Tournament.
FALL
Soccer
Volleyball
Cross
Mountain Biking
Outing
Flag
Equestrian
WINTER
Ultimate
Falcon Takes Residence
It all started during our centennial year, 2022. Students gathered on Centennial Field where Head of School Jody Reilly Soja said she was going to unveil a new bronze falcon statue. But it was a bait-and-switch — what actually happened was Mountain Day.
Fast forward, and that fake falcon has become a real one.
Justin Renshaw ’88, P’24, is credited with originating the falcon as our mascot during his time here at IMS. When he saw a video of the Mountain Day fake-out on social media, he called together a group of his IMS friends to commission an actual bronze falcon statue. Now Freddie the Falcon stands proudly outside the Morehead Athletic Center.
Many thanks to the following alumni who made this possible:
Anonymous
Polk Deters ’87
Joshua ’87 and Erika Gottsegen P’24
Anderson Grennan ’86
Charles MacKenzie ’87
Kirk Mackey ’87
Robin Pepper ’88 and Erik Sjostrom
Alexander ’88 and Heather Povalski
Justin ’88 and Lynne Renshaw P’24
Emilie Sommerhoff ’87
Jared ’90 and Linda Soper
James Thatcher ’88
Lucas Van Alen ’80
William ’87 and May Weiss in loving memory of William Dwight Weiss ’58
Boarding Life
IMS is home to nearly 100 students from across the country and world. Our dormitories are a place for our students to connect, feel safe, and form lasting bonds. Whether playing in the Athletic Center on weekends, hanging out in the Student Center, hiking our mountain, relaxing in the dorms, or going on group excursions, boarding life is an opportunity for adventure, growth, and leadership.
What is a Prefect?
Each year, select ninth graders are chosen to be prefects in our community. Prefects are expected to remain in good academic standing, adhere to all school rules, and support the faculty and dorm parents in day-to-day operations. Prefects are leaders in our community who model our school’s core values: honesty, compassion, respect.
“I love being a prefect at IMS. Most of a boarding prefect’s responsibilities are bringing the dorm together, managing things like tech turn-in and lights-out, and overall being a pillar of support for anyone who needs it. It can be demanding at times, but the result of what you do is extremely rewarding as you watch your dorm connect and grow together. When I first came to America and IMS, I felt lost and constantly had to adapt to new things. I wanted to become a prefect so I could foster a loving community and a sense of safety for new kids.”
Eva Borges, ’24 Boarding Prefect
“Day student prefects and boarding student prefects have different responsibilities. I help take attendance at morning meetings. Once a week at recess, I stay in the dining hall to help clean up and enforce the ‘no snacks in the hallway’ rule, whereas a boarding prefect helps manage the dorms. I wanted to be a prefect because I love being a leader and helping out in my community. Being a day prefect is a rewarding experience. I get to lead, assist, and serve as a bridge between students and adults.”
Rosie Muzaurieta, ’24 Day Prefect
Notes from the Trail
Highlights from a Year of Outdoor Adventure
At IMS, the outdoors are part of the student experience, from Pre-K all the way to ninth grade. Our Outdoor Adventure & Education (OAE) curriculum helps foster a deep respect for nature, encourages problem-solving, and builds skills in teamwork and leadership. The adventures are different for each grade level, and increase in challenge as students move through each grade.
Henry David Thoreau may have said it best when he posited that “all good things are wild and free,” and Indian Mountain School’s ninth grade students had the opportunity to experience this sentiment firsthand on the annual ninth grade Outdoor Adventure and Education trip to New Hampshire’s White Mountains.
Over the course of two nights and three days in the fall term, students challenged themselves and each other in the Franconia Notch region of the vast Whites, “hiking in” to the Greenleaf and Lonesome Lake huts in two groups. At these Appalachian Mountain Club-managed shelters, ninth graders had the opportunity to learn about their natural surroundings and the history of the AMC’s presence in the Whites, and, of
equal importance, about the relationships, friendships, and bonds they have with fellow members of the Class of 2024.
It was in the most challenging moments — on slippery, rock-strewn trails some 4,000+ feet above sea level, two hours into an arduous hike — that students found support from the people around them and reserves of will power and determination from within. The phrase “challenge by choice” applies precisely here; with the galvanizing voices of classmates and faculty around them, each student chose to push themselves outside the familiarity of the known and comfortable. In doing so, they learned a great deal about the power of camaraderie and its ability to strengthen their own individual resolve.
The trip, however, was not only about the challenge. There were many moments in the huts, on the buses to and from New Hampshire, and even on the trail, for laughter, games, and easy conversation. These moments, too, allowed the class to find themselves and each other, building upon old relationships for some and forging new ones for others that will undoubtedly serve them well beyond IMS.
In sum, and to return to Thoreau’s quote, “wild,” “good,” and “free” were certainly in abundance during this year’s inaugural IMS OAE program.
COURAGE TO CLIMB HIGHER
Just a short walk up our mountain is our brand new high ropes course. This spring, a group of faculty spent a week of training with the specialists from High 5, learning the ins and outs so they can guide students through the course. This campus enhancement offers our students a unique opportunity for growing their problemsolving and teamwork skills.
Fifth graders overnight on our mountain (top); Sixth graders snowshoe at the Taconic Outdoor Education Center (right); Eighth graders raft in the Adirondacks (middle left); Seventh graders learn at Mount Greylock (middle right); Ninth graders sail off the coast of Maine, their final OAE trip at IMS (bottom).
Taking Action
Education that is rooted in service-learning and leadership is woven through all grade levels at IMS, helping students understand the ripple effects of their actions on the environment, in their community, and the world.
Model UN Team Shines at Conference
In December, ten students traveled to the Millbrook School to participate in a Model United Nations conference, an engaging and educational simulation where students step into the roles of diplomats, representing various countries to discuss and address global issues. Through lively debates, strategic negotiations and collaboration, participants enhance
their understanding of international relations, diplomacy, and critical problem-solving skills. Model UN Club leaders Ms. D’Angelo and Ms. Vaughn proudly claimed “the future of global diplomacy looks bright with these talented young diplomats at the helm!”
Sustainability Summit Empowers IMS Students
In February, several IMS students attended the third annual Youth Empowerment & Sustainability Summit (YESS!) at the Ashokan Center in Olivebridge, NY. They joined like-minded students from grades six through twelve for an immersive, three-day event, attending informative workshops, and engaging in team building activities, musical performances, and educational hikes. They discussed important issues surrounding climate change and climate equity. They also brainstormed effective methods for implementing and improving sustainability practices in their everyday lives. The summit culminated in the creation of an “Action Plan for Sustainability” for each participating school.
A Vision for Our Future: Ninth Grade Capstone Project
In their last year at IMS, our ninth graders do a year long deep dive into the United Nations Sustainable Development Goals (SDGs). These UN goals are bold: ending poverty, fighting inequality, improving education for all, tackling climate change, and more (there are seventeen). Students then form groups and are challenged to design original, viable, solutions to real world issues related to the SDGs. This is their capstone project, and they present their solutions to a panel of experts and the IMS community at the Poquonook Solutions Symposium. Some of this year’s remarkable projects included: a method for turning invasive plants into synthetic alternatives, a portable solar desalination system, an educational hub for vicims of abuse, and a plant-based clothing solution to combat fast fashion.
“I think there’s no better way to have an impact than giving kids at this age the knowledge necessary, the sense that they have agency, and a will to act.”
Tom Stewart, Director of Sustainability Programming and Initiatives
The Arts
Each year, our students are given many opportunities to create — whether it be visual art, music, or theater. Artistic expression is encouraged and nurtured through scheduled classes, private lessons, and electives, and students share their talent in art exhibits and stage performances.
“Music has always held a special place in my life, its role in affecting my emotions, connecting me to others, and shaping who I am today.”
Aidan Rainville ’24
Putting on a Show
Through our ongoing partnership with the exceptional talent from nearby Sharon Playhouse, a not-for-profit theater and New England cultural destination, our Lower Campus students explore many aspects of the performing arts, developing an appreciation and learning invaluable skills. This year, thanks to the generous support of an anonymous donor, we were delighted to continue a unique after school elective for our 2–4 graders. Students auditioned, learned lines, lyrics, blocking and choreography, then put on a full-scale, joyous production of Mary Poppins, Jr. on the Sharon Playhouse stage. Many thanks to the Sharon Playhouse artists and educators Michael Kevin Baldwin and Sarah Cuoco, musical direction by IMS’s Tamra Stephenson, and the incredible organizational support of the Lower Campus staff and families.
As they continue their education on the Upper Campus, many students pursue the performing arts, either working behind the scenes, on the sets, or under the lights. With skilled direction by Danny Tieger, and sets designed by our visual arts elective, this year boasted extraordinary productions of Romeo and Juliet and You’re A Good Man, Charlie Brown
We look forward to putting on more shows, musical performances, and holding community gatherings in our new Performing Arts Center!
“The drama program at IMS was a big part of the reason I believed I had something to offer as a performer.”
Alexis Gay ’06
New Spaces
“We believe that when students are challenged, engaged, and encouraged to play and develop meaningful relationships, [their] potential becomes limitless.”
IMS Strategic Plan “Courage to Climb Higher”
Community, Health, and Wellness Take Center Stage in our Capital Projects
Opening Soon: Performing Arts Center
Our exceptional music and theater programs will soon have a new space in which to thrive. Work is almost complete on converting our former gym into a state-of-the-art venue for performing arts, daily assemblies, visiting speakers, and community gatherings. In May, students signed one of the beams that will support the structure for years to come.
Up Next: Dining Hall
The new Performing Arts Center allows us to turn our current Assembly Hall into a new dining facility, one that’s large enough for our growing number of students to gather and eat at the same time. This critical space is deeply connected to the health and wellness of our students and faculty — not just nutrition for the body, but also for the soul, feeding social connections and sense of belonging that can happen at mealtime.
Reaching New Heights Together
View from Advancement
As we bid Jody Reilly Soja farewell, we express our heartfelt appreciation for her leadership and service that has positioned IMS for success in its second century. Strong enrollment, record setting fundraising, impressive secondary school placement, and most importantly, engaged students, are all signs of a positive future for IMS.
Our campus has undergone significant changes as we have expanded and invested in providing top-notch facilities for our students. From the Outdoor Working Lab (OWL), the Morehead Athletic Center and Centennial Field, to the new Performing Arts Center (page 32), these capital projects support and enhance our outstanding programs and the overall student experience, reinforcing our core values and nurturing a playful school life.
None of this would be possible without the unwavering support of our alumni, parents, grandparents, friends, faculty, and staff. Your contributions advance our mission and help us continue to thrive. We are deeply grateful to the hundreds of donors who support IMS each year. Thank you for partnering with us as we reach new heights together!
With tremendous gratitude,
Sarah L. Smith
Assistant Head of School for External Affairs, Director of Advancement
WELCOMING OUR INTERIM HEAD OF SCHOOL
We are thrilled to welcome Dr. Scott Erickson as the IMS Interim Head of School for the 2024–2025 academic year. Dr. Erickson brings more than 25 years of experience as an educator and leader in independent day and boarding schools across the Pre-K through grade twelve spectrum, including 13 years as a head of school. Read more about Dr. Erickson and our search for the permanent Head of School: www.indianmountain.org/about/head-of-school-search.
“We believe in the power of expression and creativity. We believe in the power of diversity, recognizing its profound impact on our growth and success. We believe in the power of play. We believe in the power of friendship and generosity, cherishing the countless memories and bonds we have built together.”
2024 Ninth Grade Commencement, “This We Believe”
“I remember Jody’s first day like yesterday. I have enjoyed each day of our partnership. When I interviewed she said she needed a trusted partner. I said I needed someone who has my back; together for the past nine years we have kept that promise. Whether it is working to balance the budget or teaching Jody to ride a road bike, that trust, along with Jody’s remarkable vision, courage, joy, compassion, and endless energy has allowed us to collaborate with senior leaders to move IMS forward to the incredible school it is today.”
Cheryl Sleboda
More Than a CFO
After a full and adventurous career, and almost a decade as Chief Financial Officer at IMS, Cheryl Sleboda is retiring, leaving IMS financially better than ever.
Jody Reilly Soja
I first met Cheryl Sleboda via Skype (remember Skype?!) in April of 2015, several months before my official start as Head of School. In her interview for the position of Chief Financial Officer, we talked a lot about the importance of trust between the CFO and the Head of School. I had a sense, even in our earliest conversations, that Cheryl and I would develop a positive working relationship and deep trust. In my wildest dreams, I could not have imagined a better partner and colleague for the last nine years. Cheryl is not only extremely trustworthy, she is incredibly effective in her role, deeply committed to IMS and our mission, a problem solver, and one of the funniest and hardest working people I know.
Cheryl is the rare CFO who is as comfortable with a spreadsheet as she is rolling up her sleeves to do the often unglamorous work that comes with leadership in a small school with limited resources. She is always the first to volunteer, whether it be to drive a bus, cover the front desk, run a lunch table, or coach the ski team. On that latter point, Cheryl not only coached the IMS ski team, she also helped develop one of the strongest athletic programs at IMS. As with everything, she poured her heart and soul into working with our skiers, from the least experienced to the most advanced. Cheryl is an avid reader, a master’s swimmer, skier, cyclist, and more. She loves to laugh and has become a dear friend to many at IMS. We are deeply indebted to Cheryl for IMS’s strong financial position and fiscal responsibility. She has been a joy to work with and it has been a highlight of my career to have had her as a colleague and friend.
The Sanger Award
A New Award Recognizes Distinguished IMS Alumni
Christopher Sanger first came to Indian Mountain School the way most students do — for a tour. In the fall of 1985, Sanger and his family were looking for a place where “Chriffo,” as Sanger is affectionately known, could study the following year. During the course of the visit, Chriffo was told that there was an open bed in Lower Doolittle and before he knew it, he was attending IMS as a boarding student. “I came for a tour and never left,” Sanger says.
In addition to being a member of the ’86 class, Chriffo and his wife Nina are the proud parents of two IMS alums: their son Peter ’18 and daughter Cassie ’20. Sanger adds, “IMS was my first window into what’s possible and opened up so many opportunities for me and my family and we have been truly blessed to be a part of the IMS story.”
Sanger joined the IMS Board of Trustees in 2014 and a year later took over as its president. His perspective as an alum has been invaluable during his time on the board and having an engaged alumni base is something he feels is crucial to the success of the school. Sanger noted there are twice as many alums on the board now than when he started 10 years ago. “That credit goes to our great alumni association, they do a great job keeping everyone engaged and back on campus.”
An engaged alumni base, newly constructed buildings, and record enrollment are just some of the positive changes Sanger has shepherded during his time as Board President.
For his service to IMS, most notably for his tenure as Board President during a time of unprecedented growth, the Sanger Award has been established and it will serve to recognize the distinguished alums of IMS.
“It’s an incredible honor,” Sanger said after Head of School, Jody Soja announced the creation of this award. “My family and I are deeply connected to IMS. This award is truly special because it comes from a place that has given me so much.”
IMS student “Chriffo” Sanger
IMS Board President Sanger, seen here during the construction of the Morehead Athletic Center.
Mountain Fest
Alumni Return to the Mountain
Our second annual Mountain Fest brought our alumni and parent community together for a spectacular night of music, dancing, good food, and bespoke trucker hats. Many thanks to everyone who came to the Mountain, especially our alumni and faculty who rocked the stage.
Our lineup of musical artists this year included:
Charlie Comfort ’17
Michael Cobb ’85
Henry Eustis ’17
Duncan Harvey ’11
Pearse Kintzel ’23
Joey McGlone ’11
Brendan McGlone ’07
Connor “Connie Danger” McGlone ’05
Ava McCoy ’15
Graham Stone ’05
Kevin Wiggins ’81
Make sure you come to next year’s Mountain Fest and celebrate with us!
School Spirit Runs High
We embrace our 600-acre campus through our start-of-year color-sorting hike, and the friendly competition kicks off from there. School spirit hits a peak on Mountain Day, a time-honored Maroon v. Gray day of outdoor fun and games. Throughout the year, students participate in academic, athletic, and service-based activities, earning points for their team and showcasing their passion for the community. Maroon’s flag replaced Gray’s flag during the 2024 Prize Day Ceremony. Will they hold on to their win next year?
Indian Mountain School
211 Indian Mountain Road
Lakeville, CT 06039
(860) 435-0871
alumni@indianmountain.org www.indianmountain.org
Editors: Emily Benson
Contributors: Emily Benson, Michelle Brown, Ariel Bush, Gwyn Foley, Sonya Friel, Kevin Gorey, Alex Hodosy, Maria Horn, Jody Reilly Soja, Sarah L. Smith, Tom Stewart
Photographers: Sam Decock (thank you, Sam!), Gwyn Foley
Design: Graphic Details, Inc.
Printing: Qualprint