Madeira Today, Summer 2026 by madeiraschool

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Sustainability

“ light can measurably improve cognitive

Even brief exposure to trees, water, or natural functioning and emotional regulation — capacities that are foundational for learning.

And how lucky are we to have this exposure naturally built into our school day at Madeira. C H R I S T I N A K YO N G, H E A D O F S C H O O L

BIR T H S 1999 A son, Teddy, to Brooke Tansill de Ferranti, in Fall 2025 2003 A son, Cliff, to Emily Titelman on December 26, 2025 2004 A daughter, to Rebecca Estes in November 2025 A daughter, Loretta, to Erin Burger-Gohl in Winter 2026 2006 T wo sons, Willem Minus and Martin Boatwright (Welly and Ro), to Annabel Joy in July 2025 A son, Wells, to Elizabeth Minchew Savage in Summer 2025 A daughter, Natalie Jane Hritz, to Kathleen Fuchs Hritz on January 28th, 2026 A son, Tristan Henion Richardson, to Anna Richardson in February 2026 A son, Azikiwe “Zeke” Theodore Hatcher, to Beverley Hatcher-Mbu on February 11, 2026 2007 A daughter, Summer, to Ella Robinson 2010 A daughter, Faith, to Kiyah Crittendon Stephens on March 10, 2026 2014 A son, Daniel, to Natalya Khan Lewitt on November 13, 2025 2015 A daughter, Cora, to Raorao “Cherry” Yan on February 16, 2026 A son, Tilden, to Ingrid Braun on May 17, 2025

D EAT H S 1950 Dale Cherry Hays on April 4, 2025 1955 Anne Porter Dinsmoor in late 2025 1957 Anne Reeves Dunlap in Summer 2025 Janet Farr Nelson on December 2, 2025 1964 Margaret Dolan on February 27, 2025 1965 Priscilla (Bambi) Gifford Mleczko on March 12, 2026 1966 Julie Sprague on April 19, 2026 1973 Kathleen “Cassie” Metcalf on December 27, 2025 1972 Beth McGowin on May 2, 2026 1975 Lisa Chapin on Mary 15, 2026 1977 Marie King on October 15, 2025 2023 Sarisa “Pear” Kongduang on March 19, 2026

Contents Published by The Madeira School 8328 Georgetown Pike McLean, VA 22102 E D I TO R : Karen Joostema D E S I G N: LucidCreative.co COMMU N ICAT IO N S: Sean Brunett & Shannon McCarthy P H O T O G R A P H Y: Sam Peat, James Kegley, Freed Photography, Blake Tippens Photography, & Rui Barros Photography BOA R D OF TR U S T E E S 2025–26 Amanda Adams ’95 Karina Agudelo P’26 Parents’ Association President Lili Marian Avery ’72 Andy Blocher P’21, ’26 Laura De Sole ’00 Secretary Virginia “V. A.” Falzon ’09 Alumnae Council President Aileen Hawkins P’23,’25 Ains Hill ’97 Mary Dana Hinton Sue Luangkhot Hoppin ’87 Bronwyn Hughes ’83 Carrie Southworth Johnson ’95 Chair Joy S. Johnson ’77 Vice President George Kaczmarskyj P’19,’22 Treasurer Emi Kolawole ’00 Christina Kyong Head of School Phoebe H. Lang ’85 David McKinney P’26 Alexandra Navarro Nasif ’07 Tara Palmore ’88 Tracy G. Savage ’66 Kate Wisniewski Weir ’02 Dudley Winthrop P’26,’28 Jose Maria Zertuche Trevino P’27 Madeira Today is published for alums, families, and friends of the School. Send any comments or suggestions to: KJoostema@madeira.org To unsubscribe from Madeira Today send your name and address to: alumnae@madeira.org

2 Christina’s Corner 4 Class of ’26:

Windows into the Future 6

6 Advancing Sustainability at Madeira

16 Global Education: Costa Rica 22 Arts Spotlight:

Student Leaders

25 Through a Student Lens

30 Reunions 34 Reunion Award Winners 38 Equestrian Center:

Net-Zero Energy Integrated Solar Roof

40 Athletics Spotlight:

Making Waves

42 Co-Curriculum:

Shaping Future Careers

48 Graduation 52 College Bound 54 From the Archives

56 Alum Authors 58 Class Notes 100 Milestones Cover & inside cover photos: Amalie Carey Hirschmann ’29

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Madeira Today S U M M E R 2026, Number 213

CHRISTINA’S CORNER Dear Madeira Community & Friends,

C H R I S T I N A K YO N G, H E A D O F S C H O O L

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“

Our students inspire me with their curiosity, creativity, and determination to make a difference. They remind us that caring for the natural world is inseparable from caring for one another.

”

I recently visited my boys in Los Angeles, and was lamenting the fact that while the weather is absolutely perfect all day long in sunny LA, we don’t find ourselves outdoors as much as I wish. I love taking walks and eating outdoors when I’m there, but sometimes our lives get in the way of quality time outdoors. I realized that I am more frequently outdoors at Madeira, where I am privileged to walk to work each day and where walking to classrooms and activities is a way of life. Unlike the campuses of my previous schools, where all the classes and cafeteria were in one big building, our classrooms sit in multiple buildings, and we have the opportunity to be outside more often than other schools. The many opportunities that we get to be outdoors are truly keeping us healthy and happy. At Madeira, we educate students not only to be their personal best in all their learning spaces, but also to find passions and interests to engage with in lives of meaning, responsibility, and purpose. At no moment in recent history has that responsibility felt more urgent than it does today. The environmental challenges facing our world—from climate change and resource scarcity to biodiversity loss and access to clean water—will shape the lives of our students and the leadership they will be called upon to exercise. For this reason, environmental sustainability is not an add‑on to our work; it is central to our mission and to the vision guiding our next strategic plan. N AT U R E ’ S R E S TO R AT I V E P O W E R

I recently read The Nature Fix, by author and journalist Florence Williams, who synthesized decades of research to show what many educators intuitively know: Our connection to nature profoundly shapes how we think, feel, and learn. As Williams writes, “We don’t experience natural environments enough to realize how restored they can make us feel … Nature, it turns out, is good for civilization.” This insight strikes at the heart of education. If schools are places where we prepare students to contribute thoughtfully to civilization, then attention to our relationship with the natural world is essential. Williams states that people in industrialized societies spend as much as 93% of their time indoors or in vehicles, often underestimating the benefits of time spent outdoors. Yet studies of “forest bathing,” green schoolyards, and outdoor learning environments consistently show improvements in attention, creativity, stress reduction, and overall well-being. Even brief exposure to trees, water, or natural light can measurably improve cognitive functioning and emotional regulation—capacities that are foundational for learning. And how lucky are we to have this exposure naturally built into our school day at Madeira.

S U S TA I N A B I L I T Y I S A G U I D I N G L E N S

As we look ahead to Madeira’s next strategic plan, sustainability will serve not as a single goal, but as a guiding lens. In addition to Environmental Sustainability, one of our catalysts is focused on Financial Sustainability. With the recent transformational gift of $60 million and responsible financial modeling and budgeting, Madeira is poised to ensure the future of our School as well. This brings a sigh of relief to so many of us who love Madeira and support its work to launch women who change the world. Ultimately, sustainability is about character as much as content. It requires humility, empathy, and a willingness to imagine futures different from our present. These are qualities we hope every Madeira graduate carries forward. Our students inspire me with their curiosity, creativity, and determination to make a difference. They remind us that caring for the natural world is inseparable from caring for one another. Our strategic planning invites us to ask how Madeira can continue to align what we teach with how we live as a community, making our values visible through action. As Madeira moves forward—guided by our mission and our next strategic plan—we do so with confidence that environmental and financial sustainability strengthen educational excellence. We are reminded to think longer, learn deeper, and lead with purpose. Thank you for being partners in this important and hopeful work.

Festina Lente,

Christina Kyong, Head of School

F R O M T H E E D I TO R The natural beauty of Madeira’s 376-acre campus is undeniable. What is harder to notice are some of the carefully planned improvements that may lie a bit more out of sight. Over the past decade, the School has thoughtfully and steadily laid a foundation for future sustainability by incorporating ways to responsibly think about resources into our upfront planning. Just as Madeira reimagined the use of time across the school day with the implementation of the Mod Academic Schedule, we have been rethinking how to best leverage our natural and financial resources as we have explored new initiatives. Not only have we sought ways to integrate sustainability best practices where practical, we have also looked at how we can continue to educate and invite our students to think about balancing resources. After all, women who will be changing the world need exposure and experience. The Madeira campus serves as a starting point, a microcosm for exploration and learning. As we envision Madeira’s “Bold & Irresistible Future” in our next strategic plan, we do so with sustainability as one of our guideposts. Please enjoy glimpses of life on campus, including our sustainability initiatives, through the stories of

KAR E N JO O S T E MA Send comments to

kjoostema @ madeira.org

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This research aligns seamlessly with Madeira’s mission to develop intellectually curious, self-aware changemakers. Environmental sustainability asks students to think in systems, to consider long-term consequences, and to balance innovation with stewardship. These are the same values that we seek to cultivate across our curriculum. When students engage with sustainability questions—whether through scientific inquiry, ethical debate, or experiential learning—they are practicing leadership for a complex and interdependent world. Sustainability is also deeply connected to well-being and equity. The Nature Fix highlights international research suggesting that regular, accessible exposure to nature, sometimes recommended as little as five hours per month, can support mental health and reduce symptoms of stress and depression. Ensuring that all students have meaningful access to restorative natural spaces is not only environmentally responsible; it is also an expression of our commitment to nurturing the whole child.

D RIVEN TO S U CCE E D : CLA S S O F 2026 Senior year at Madeira comes with special privileges: Senior White Days, the ringing of the Senior Bell, the singing of the 100 Days chant, the Senior Clubhouse, & more. Those with cars earn access to the closest parking spaces in the student lot. At the start of the year, friends & teammates decorate the windows of seniors’ cars with kind messages to celebrate

MA DE IRA TO DAY

this special time.

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A Campus BUILT

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How Madeira Is Advancing Environmental Sustainability

Geo-exchange mechanical room in Main building

for the FUTURE

A QUIET LEADER IN SUSTAINABILITY At first glance, Madeira’s 376-acre campus feels timeless, with rolling hills, wooded trails, and a beautiful, serene pond. But beneath that natural beauty lies something less visible: one of the most energy-efficient school campuses of its kind. “As we were evaluating Madeira’s facilities, we uncovered something pretty remarkable,” said Ken Shultes, Senior Advisor from The Stone House Group, a leading facilities and sustainability consulting organization. “Madeira’s energy consumption is 33% more efficient than the average of its peers schools.”

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From cutting-edge energy systems to new opportunities for student-driven impact, Madeira’s campus is already engaged in sustainability.

G E O - E X C H A N G E : H O W I T WO R K S THE SYSTEM BENEATH THE SURFACE Much of that efficiency comes from a powerful but largely unseen system: a geo-exchange network that connects six buildings across campus. This system uses the earth itself to regulate temperature by drawing upon stable under‑ ground conditions to heat and cool buildings far more efficiently than traditional HVAC systems. “Geo-exchange is about 70% more efficient than conven‑ tional systems,” Shultes explained. Combined with other upgrades, such as high-efficiency variable refrigerant flow (VRF) systems in key buildings, over half of Madeira’s campus square footage is powered by an advanced, energy-efficient infrastructure. And that matters. On most campuses, heating, cooling, and hot water account for roughly 75% of carbon emissions. By rethinking how buildings operate, Madeira has already addressed the biggest piece of the sustainability puzzle.

Geo-exchange systems heat and cool buildings by transferring heat to and from the earth, depending on the season. This renewable system is 70% more efficient than standard systems, saving Madeira money and reducing carbon emissions. SUMMER COOLING

Heat transfers from the building to the earth.

WINTER HEATING

Heat transfers from the earth to the building.

OVER HALF OF MADEIRA’S CAMPUS IS POWERED BY HIGHLY-EFFICIENT SYSTEMS

VARIABLE REFRIGERANT FLOW (VRF) BUILDINGS

Madeira has three buildings connected to highly efficient VRF systems (L–R): The Annex, STEAM Center, Student Center

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GEO-EXCHANGE BUILDINGS (L–R):

Geo-exchange is 70% more efficient than traditional systems. Madeira has six buildings connected to the underground system that draws on stable earth temperatures to regulate energy usage (L–R): Main, West Dorm, Schoolhouse I, East Dorm, North Dorm, South Dorm

DOING THE HARD THINGS FIRST What makes Madeira’s story particularly compelling is how it has approached sustainability. Many institutions begin with “low-hanging fruit.” This includes projects like switching to LED lighting, which is relatively inexpensive and quick to implement. Madeira has done that work, but it has also gone further. “The harder projects are things like geo-exchange systems,” Shultes said. “They cost more upfront, and they’re more complex. But over time, they’re absolutely worth it.” These long-term investments reflect a mindset that goes beyond short-term gains—one that is focused on lifecycle impact, long-term savings, and environmental responsibility. A COMMITMENT TO SUSTAINABILITY Sustainability at Madeira isn’t just about infrastructure, it’s also about education. The vision for sustainability starts at the top, and Head of School Christina Kyong embraces the responsibility for preparing our students and stewarding Madeira’s beautiful campus. “My vision is to make sure that our students are get‑ ting the skills and knowledge to navi‑ gate the world as they launch, and that learning includes how to live in a world that is physically changing every minute. Climate change, natural ecological shifts in the landscape, alter‑ native energy sources, and food and water scarcity are all things that they will have to navigate in the future.” Kyong strives to incorporate sustainability education into programming and classwork. “We have to prepare our students to be able to ask the right questions to help them become citizens of the world. We must begin that work while they are here, and, in order to do so, we need to be leaders in taking care of our beautiful 376 acres.”

The geo-exchange system uses the earth itself to regulate temperature by drawing upon stable underground conditions.

• Heating, cooling, and hot water typically account for 75% of campus carbon emissions. • Madeira has addressed these lead sources through the installation of high-efficiency systems.

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D I D YO U K N O W ?

Wastewater treatment systems

These long-term investments reflect a mindset that goes beyond shortterm gains.

M A D E I R A’ S C A M P U S : A L I V I N G C L A S S R O O M

• Processes 20,000 gallons of wastewater on campus daily • Provides opportunities for student research and data collection

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• Supports integration into science and environmental coursework

CAMPUS AS A LIVING CLASSROOM From its on-campus wastewater treatment plant to its forested landscape and river ecosystem, the School has a unique opportunity to turn everyday systems into learning experiences. Each day, the campus processes approximately 20,000 gallons of wastewater on site, a system most schools never see, yet one that Madeira students can experience directly. “It’s a perfect learning opportunity,” Shultes said. “Most places send wastewater somewhere else. At Madeira, it happens right here on campus.” The same is true for energy, water, and land use, systems that are often invisible but deeply impactful. By making them visible, Madeira can help students understand not only what sustainability is, but also how it works in the real world.

POWERING THE FUTURE: A NET-ZERO EQUESTRIAN CENTER Madeira’s commitment to sustainability isn’t only about what has already been built; it’s also shaping what comes next. “We need to be thinking about how each of our buildings can be as environmentally sustainable as possible,” said Kyong. The School recently approved plans for an innovative solar-integrated roof to crown the new Equestrian Center; an advancement that will make the building highly energy-efficient. Unlike traditional solar panels that sit atop a roof, this system is fully integrated into the building itself. The roof is the solar array. “It’s not a typical setup,” Shultes explained. “The panels are essentially built into the roof structure itself.” The impact is significant: The system is expected to generate enough energy to offset all of the building’s electricity use, effectively making it a net-zero building for electricity.

New Equestrian Center rendering with solar innovation

F I R S T S C H O O L I N V I R G I N I A TO I N S TA L L I N T E G R AT E D S O L A R R O O F

• Madeira is first school in the state to install an integrated solar roof • Solar capability is integrated into roof surface (rather than sitting on elevated panels) • Designed to offset 100% of building electricity use • Integrated solar roof contributes to a highly energy-efficient building

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SOLAR ROOF SPOTLIGHT

M E TA L - B A C K E D S O L A R S H I N G L E S

• 2-in-1 solar generating metal roof • Runs flush with the roof for a cohesive look • Minimal back ventilation required (~2")

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• No rack or ballast system needed

It’s a natural fit for a facility that is already designed with efficiency in mind. Much of the Equestrian Center, particularly the stable areas, does not require traditional heating and cooling, reducing overall energy demand from the start. While the integrated solar roof required careful financial consideration due to higher upfront costs, its long-term benefits, both environmental and operational, align with Madeira’s broader approach to sustainability: investing in solutions that matter over time. “It was so future-thinking when Madeira installed the geo-exchange system in 2014. That has helped us save money and steward our land. And the solar roof will do the same,” said Kyong. “I hope that, as we continue to renovate and address the needs of our campus master plan, we continue to look at ways to save money and the environment. That is good planning and will future-proof our campus as well.” SOLAR ROOF PROVIDES TEACHABLE MOMENTS Madeira will be the first school in Virginia to have the integrated solar roof to power the net-zero building. Kyong has involved students in this important message. “I want our students to see that we are being great stewards of our campus. This presents a valuable learning opportunity to collect data on kilowatt hours (kWh) savings, explore the science behind the solar roof, and examine how this alternative energy source benefits the larger community. These are all teachable moments for our students.”

EQUESTRIAN CENTER WILL GENERATE MORE ENERGY THAN IT NEEDS TO OPERATE KILOWATT HOURS (kWh) PER YEAR, ESTIMATED: SOLAR ROOF PRODUCTION:

+ 25 0 , 0 0 0

BUILDING CONSUMPTION:

– 186,000 – 220,000

ENERGY SURPLUS:

+ 30,000 – 64,000

The integrated solar roof will generate enough energy to power the equivalent of 25 houses, which is beyond the Equestrian Center’s needs. The excess energy will be exported to the grid.

By generating enough energy to offset all of its electricity use, the new Equestrian Center will be a net-zero energy building. – KEN SHULTES

STUDENTS ASSIST WITH USGS RESEARCH ON CAMPUS The spirit of hands-on environmental learning is already happening across campus. Recently, students collaborated with a team of scientists from the United States Geological Survey (USGS), conducting research near Black Pond. The researchers were studying the history of extreme flooding along the Potomac River and how centuries of land-use changes, including deforestation and reforestation, have altered the river’s behavior over time. During the visit, students received an impromptu field lesson on sediment coring, flood deposits, and the geological history of Black Pond itself, which was formed thousands of years ago by the same erosive forces that shaped Great Falls. The collab‑ oration also opened the door to future opportunities for Madeira students to participate in field-based research and environmental analysis alongside working scientists.

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Source: The Stone House Group

BY THE NUMBERS

Energy efficiency advantage over peer schools

33%

Efficiency gain from geo-exchange system

70%

Percent of campus using high-efficiency systems >50% Gallons of wastewater processed daily Source: The Stone House Group

“Madeira is 33% more energy efficient than its peer school average usage.”

20,000

THE NEXT FRONTIER: CULTURE AND EVERYDAY IMPACT While Madeira has excelled in large-scale infrastructure, the School has clear opportunities for improvement in daily habits and campuswide culture. “We’ve done some of the harder things,” Shultes said. “But we have further opportunities.” Shultes would like to complete a full green‑ house gas inventory. “It’s really a data collection exercise,” he said. “Once you understand your energy use, you can translate that directly into carbon emissions.” Such an inventory would allow Madeira to benchmark its performance against peer institu‑ tions, quantify its already strong environmental impact, set future sustainability goals with clari‑ ty, and, most importantly, it would help tell a story that is already unfolding. “We’d have a huge head start,” Shultes noted. Shultes sees an additional opportunity to further improve Madeira’s environmental impact by focusing on areas such as recycling and waste reduction, composting (especially in the dining hall), and sustainable purchasing practices. In fact, he estimates that a majority of campus waste could be diverted from landfills with the right systems and awareness in place.

– KEN SHULTES

MADEIRA HAS THE LOWEST ENERGY CONSUMPTION AMONG ITS PEER SCHOOLS 120

MBTU/gross square foot

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100

Average: 90 MBTU/gsf

60 40 20 0

Madeira Peer Independent Schools Source: The Stone House Group, 2026 data

7 WAYS MADEIRA IS EMBRACING SUSTAINABILITY IN ITS FACILITIES

1. 2. 3. 4. 5. 6. 7.

Solar panels for clean electricity Geo-exchange heating & cooling Energy-efficient lighting Sustainable waste management Electric vehicle (EV) charging stations Partnering with sustainability initiatives Energy audits & certifications

“The biggest impact is what students take with them. If they understand this, they can go out and apply it everywhere.” – KEN SHULTES

A STORY WORTH TELLING Madeira’s sustainability story is not one of future ambition; it’s one of present reality and untapped potential. The systems are in place. The impact is measurable. The opportunities for growth, both operational and educational, are clear. What comes next is making that story visible.

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LOOKING AHEAD: FROM CAMPUS TO COMMUNITY IMPACT As Madeira continues to think about sustainability, the opportunity extends beyond campus operations. Students could play a direct role, participating in data collection, analyzing energy use, or even helping build a greenhouse gas inventory as part of coursework. “The biggest impact is what students take with them,” Shultes said. “If they understand this, they can go out and apply it everywhere.” It’s an idea that aligns perfectly with Madeira’s broader mission: empowering students not just to learn, but to lead.

Beyond the Trip HOW MADEIRA IS BUILDING A NEW MODEL FOR

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G L O B A L L E A R N I N G , S TA R T I N G I N C O S TA R I C A

At first glance, it looks like a trip. Students hiking through a cloud forest in the mountains of Costa Rica. Spotting rare birds overhead. Sharing meals, navigating a new culture, stepping outside their comfort zones. But at Madeira, this is something more. It is the beginning of a deliberately designed, school-wide effort to rethink how students engage with the world.

A Program Taking Shape This year, Madeira began its new Global Education Program, an initiative rooted in a simple but ambitious idea: that global learning should be intentional, interdisciplinary, and deeply connected to who students are becoming. “There’s been intentionality in how we’re building this program, what global education looks like at Madeira, what place-based learning looks like, and how we design experiences that truly benefit students,” said Jasmine Meade, Director of Belonging and Global Education. Costa Rica was one of the first pro‑ grams to take shape under that vision. “We’re building a systematic, first-class and multidisciplinary,” said Global Education Coordinator Shields Sundberg. “We are not just offering trips, we are pro‑ viding students and faculty an opportunity to experience a transformative approach to decentered, mission-aligned learning.”

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program that is inclusive, collaborative,

Global Program Core Themes

Learning Begins Before the First Lesson

Rather than offering travel as enrichment alone, Madeira is designing experiences around four core themes:

For biology teacher Amber Saville-Andree and swim coach Brenna Broadus, who led the trip, the experience was designed from the ground up as a learning environment, not just a travel itinerary. That mindset was evident from the moment students arrived. “It really was engaging, from getting off the plane to traveling through the country to just observing what was around us,” Saville-Andree said. “That’s what place-based learning is. It’s all-encompassing.” After landing, students traveled into the mountains to Monteverde, a region known for its rich biodiversity and cloud forests. The journey itself became part of the lesson, with students noticing changes in landscape, infrastructure, and daily life along the way. By the time they reached their field station, the shift had already begun.

• Crossroads • Planetary Health • Agency and Identity • Peace and Diplomacy

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This ensures that each program connects to a broader intellectual and personal framework. Costa Rica, with its biodiversity, envi‑ ronmental leadership, and acces‑ sibility, emerged as a natural starting point. “It really hit on all cylinders,” Sundberg said, noting its inter‑ disciplinary potential, strong partnerships, and relatively low barriers to entry for a new program.

A Classroom Without Walls Each day unfolded with a rhythm that blended structure and spontaneity in the cloud forests of Monteverde. Students hiked through dense forest trails, studied ecosystems, visited a woman-owned coffee farm, and engaged in hands-on cul‑ tural experiences, from cooking to traditional crafts. Maya Alexander ’28 described a defining moment during a field study in a local stream: “My favorite moment was getting to do a macroinvertebrate field study. We went into a stream and collected insect samples, then brought them back to the lab to identify the species and use that informa‑ tion to determine how healthy the environment was.” Evenings brought reflection, with student-led discussions grounded in readings, shared observations, and evolving perspectives. “Much of the learning happened in reflection,” Broadus mentioned, “when students could step back, process

Leading Support for Global Education

Leaning into the Unexpected While the program was thoughtfully designed, some of the most meaningful moments were not planned. A line of leafcutter ants became a lesson in ecosystem interdependence. A distant bird call sparked a collaborative search through the canopy. And in one extraordinary moment, students encountered three resplendent quetzals, rare birds that are seldom seen, especially in such numbers. “You can plan a lesson only so much,” Saville-Andree reflected. “You have to be in tune with what’s happening around you and let that shape the experience.” This is the essence of the Madeira Global Education model: learning that is responsive, immersive, and alive.

Built with Intention and Still Evolving The Costa Rica program reflects months of behind-thescenes planning, collaboration, and iteration. Madeira partnered with the Council on International Educational Exchange (CIEE), a global organization that helped custom‑ ize the experience while aligning with the School’s goals. “They really met us where we were,” Meade said. “We’re building this program, and they were flexible in providing logistics and support.” Shorter and more focused than future programs, the Costa Rica experience emphasized planetary health and environmental science, offering a strong foundation while leaving room to expand. Faculty leaders also played a central role in shaping the experience, bringing their own expertise and ideas into the design. At the same time, Costa Rica was intentionally positioned as a first step.

This year, three donors established two differ‑ ent endowed funds to support our Global Edu‑ cation Program. Their funds provide sustain‑ able, long-term support for international travel and programming, reinforcing Madeira’s mis‑ sion to deliver a transformative education that inspires and equips our students to make a dif‑ ference in the world. Through their support, they have created a lasting legacy aligned with the School’s vision and values, expanded access to transformative global learning oppor‑ tunities, and empowered students to develop as compassionate and culturally aware leaders. We are grateful to these donors for their part‑ nership in helping us ensure the strength and sustainability of this critical component of the Madeira experience for generations to come. “Re-establishing the Global Educa‑ tion Program will help Madeira further its leadership in education while enriching the Madeira expe‑ rience for students. Students par‑ ticipating in the program will have the benefit of a global perspective as they become leaders of the next generation. Through our gift, we want to make sure that every student will have access to this program and all that it offers.” Gaither Smoot Deaton ’88 and Robert Deaton

“Our late daughter, Ellen ’05, was a curious and avid traveler, and was by nature a kinetic learner who did best when not firmly planted in a classroom. Ellen would have thrived on the infusion of energy a Global Education Program would have provided. I am so proud of Madeira for introducing their new Global Education Program, which I judge equal in importance to its widely praised Co-Curricu‑ lum Program. It is no longer enough to be able to parse sentences and solve equations; the world we live in today requires exposure to and comfort with cultures from all over the world. The Global Education Program at Madeira is a wonderful way to achieve that goal.” Ellen Watson P’05

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what they were experiencing, and connect it to bigger ques‑ tions about culture, perspective, and their place in the world.” A defining feature of the trip was a course reader, designed by Saville-Andree, that gave students a framework for understanding what they were experiencing in real time. Students worked in small groups, each becoming “experts” on different readings and leading conversations throughout the trip, bridging academic content with lived experience. “The goal wasn’t to overwhelm them,” remarked Meade. “It was to help them process what they were seeing and feeling.”

A Commitment to Global Education At the center of the experience were the faculty who led it. Global Education trips require far more than traditional teaching, combining elements of class‑ room instruction, residential life, travel logistics, and student support, often around the clock. “It’s exhausting, it’s courageous, and it’s generous,” Sundberg said of the work. That commitment was evident through‑ out the Costa Rica experience and helped shape it into something more than a program. Their leadership didn’t just guide the trip, it elevated it.

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Looking Ahead

Costa Rica is just the beginning. In the coming year, Madeira plans to expand its Global Education offerings across multiple regions of the world, with pro‑ grams designed to reflect a wider range of themes and disciplines. Future trips will be longer, more complex, and increasingly interconnected. They will create opportunities for students to engage more deeply with global ques‑ tions of identity, sustainability, culture, and leadership. “We want students to understand where they are in the world, to bring the world to themselves, and take them‑ selves to the world,” Meade said. The work is still evolving. The systems are still being built. But the foundation is clear. What may look like a trip is something much larger: a reimagining of how learning happens and who students become because of it.

2026 – 2027 G LO B AL ED U C AT IO N P R O G R AM S FA L L Marine Science in Chincoteague Bay Primary Theme: Planetary Health Dates: 4 days in October 2026

SPRING Belonging, Borders, and Indigenous Health at the D.R./Haiti Border Primary Theme: Planetary Health Dates: March 13 – 21, 2027

Radical Hospitality, Peace, and Borders: Diplomacy in South Korea Primary Theme: Peace and Diplomacy Dates: March 13 – 26, 2027

Race and Resistance in the Southern USA Primary Theme: Agency and Activism Dates: March 13– 21, 2027

Culture and Cuisine in the Capital City Primary Theme: Agency and Activism Dates: 4 days in April 2027

SUMMER The Art of Remembrance: Historical Memory in Post WWII Germany Primary Theme: Agency and Activism Dates: June 7–17, 2027

Ubuntu at the Crossroads: Conservation, History, and Personhood in Southern Africa (Botswana and South Africa) Primary Theme: Global Crossroads Dates: June 7– 26, 2027 We are proud to partner with CIEE for our international programming.

Madeira plans to expand its Global Education offerings across multiple regions of the world, with programs designed to reflect a wider range of

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themes and disciplines.

ARTS Artistic Architects: S T U D E N T L E A D E R S S H I N E B E H I N D T H E S P OT L I G H T When people talk about student leadership opportunities, they often think of sports that have “team captains.” But the arts also shine a spotlight on the student leaders that serve their community and their personal art. Arts leadership positions place students at the center of the creative process, empowering them with realworld leadership responsibilities across artistic, technical, and managerial roles that go beyond the traditional classroom. In keeping with Madeira’s commitment to hands-on, experiential learning, arts student leaders do more than hold a title — they shape the creative heartbeat of arts programming at Madeira. T H E U LT I M AT E S U P P O R T I N G C A S T When students take the lead, they spark collaboration, champion new ideas, and create spaces where imagination can thrive. In a world that increasingly values innovation and expressive MA DEI RA TO DAY S UMM ER 2026

thinking, empowering our student artists to step

forward as leaders strengthens both their craft and the culture around them. Leadership in the arts occurs across every program from visual arts and dance to theater and music. At the center stage of leadership, Madeira’s passionate and creative student leaders call the shots.

In keeping with Madeira’s commitment to handson, experiential learning, arts student leaders do more than hold a title — they shape the creative heartbeat of arts programming at Madeira. WILLA RICK ’26

LILLIAN KANG ’27

Madeira Dance Company Captain

Orchestra Concertmaster

STEPPING TOWARD SUCCESS

ORCHESTRATING EXCELLENCE

Lillian has been in orchestras since she Willa has been a member of the Madeira Dance Company (MDC) for all four years, was in third grade. She was inspired by the role of Concertmaster and had dreamed and has been dancing since “before I of becoming one for a long time. So, join‑ could walk.” In her junior year, she took ing Madeira’s Orchestra in her sophomore on the role of Company Manager within year and becoming the Concertmaster just the Dance Team, working diligently to create a large social media presence, a year later was a major accomplishment designing team attire, and even choreo‑ and “dream come true.” The role has come with challenges and graphing routines for the Pep Rally and a great deal of learning to lead. She said, the Big Game. At the end of her junior year, Willa knew she wanted to take on “Leading rehearsals required me to balance more responsibility and become a Cap‑ musical precision with clear communica‑ tion, especially when working with other tain of MDC. She shared, “My experience as Manager prepared me for the harder violinists and string players who had dif‑ ferent skill levels and expectations.” Lillian choreography tasks that came with being noted that through her leadership role she Captain. I took my teammates’ wonderful understood the strong sense of responsi‑ ideas to create our Dallas Cowboys Cheerleader-themed Big Game routine, bility to balance her own preparation for rehearsal, as it had a direct impact on her ‘Thunderstruck,’ and our Katseye Gap whole section of the Orchestra. “Knowing Campaign Pep Rally performance.” others relied on me pushed me to practice Willa grew the most in her leadership more intentionally and to research and by learning how to support her fellow study the music in greater depth so I dancers. “I have loved being the person on the team that students look to for sup‑ could lead with confidence,” Lillian shared. port, the dancer that stays late to help The rewards were great though, as with others practice hard choreography, and, each performance the Orchestra came together to deliver unforgettable perfor‑ most of all, I am so grateful for how close mances this year. Her biggest takeaway I have become with all of my teammates from her dream role was in helping the through my captaincy.” Her biggest growth whole ensemble. “To unify the Orchestra’s as a leader came from learning about the behind-the-scenes work, noting that orga‑ sound, ensuring that we played not just nization goes a long way in helping per‑ accurately, but expressively and cohesively formances run smoothly. “I now under‑ was in important lesson. This learning led to my biggest growth, confidence—not stand that the strong work ethic of our just as a musician, but as a leader who can MDC leadership has driven our team and guide and support others.” made it so successful.”

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AND SETTING THE TEMPO

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DAMELIE MUSSINA ’26

BEVERLY LEE ’26

ABBY SLADE ’26

Theater Assistant Director

Theater Stage Manager

Senior Yearbook Editor

SETTING THE STAGE

CALLING THE SHOTS

CAPTURING THE STORY

As an active student leader in other areas of the School, Damelie brought much expertise to her role as Assistant Direc‑ tor for the Fall Play and Winter Musical in her senior year. She initially began her leadership journey as a member of the stage management team in her sopho‑ more year with no previous experience in the theater world. She quickly jumped in, learning new skills, building friend‑ ships, and gaining knowledge. Damelie said her biggest moment of growth came as she transitioned into her new leadership role. “I saw how being an Assistant Stage Manager granted me fundamental mastery of how to best pro‑ vide not only for my team, but also for the whole cast and crew. With each season, I felt more confident and familiar with my environment, solving issues more swiftly and supporting the production in more ways.” Her biggest piece of advice: “Put‑ ting in care and effort at the beginning is so worth it in the long run; don’t be afraid to initiate change and progress!”

Beverly has been a part of Madeira’s Theater Program for three years, moving from an Assistant Stage Manager and Stagecraft student to the monumental role of Stage Manager for the Fall Play and Winter Musical in her senior year. She loves the theater but also understands the weight of responsibility involved in taking on this leadership role. “It is a major com‑ mitment; for 23 weeks per year, I spend every afternoon in the theater.” Beverly found her community through the Theater Program at Madeira. “I have found a sense of family and grown into my role as a leader. In college, I plan to minor in theater and participate in the‑ ater groups, work in tech, construction, and hopefully stage management,” Bev‑ erly shared. “I love the process of bringing all the pieces together: a well-constructed set, lighting, seamless set transitions, and, of course, the actors.” And while the lead‑ ership and participation in one of her favorite activities was joyful and engaging, Beverly also learned how vital the Stage Manager is to set the tone daily. “My big‑ gest takeaway has been the importance of a positive environment. When people feel comfortable being themselves, they can do their best work.”

Abby has served on the Yearbook team for four years, taking on the position of Editor in her Junior year and Senior Edi‑ tor this year. She came to Madeira with a long-standing passion for working on publications. Abby said the relationships on the Yearbook team are what she has held most dear. “I have really enjoyed working with an amazing group of people. Through thick and thin, the Yearbook Staff has stuck together,” she said. Abby found the role of leadership to be deeply impactful. She said, “There is so much power in criticism. How people in leadership give edits and feedback is really important. I find that while it might be difficult to articulate your vision, find‑ ing ways to uplift while also building on what the staffer already has done is nec‑ essary to a flourishing environment.” Ma‑ deira’s Yearbook has grown and evolved each year, with a finger on the pulse of what make the students excited and en‑ gaged, thanks in large part to the tireless work of the editors like Abby.

C R E AT I V E C O M M A N D Students learn best when their work has purpose—when they know their decisions matter, their peers are relying on them, and their creativity connects with the audience. From rehearsals to layouts, students are building community through shared creative action and shaping the scene. That’s artful leadership.

CAPT U R I NG THE MOMENT Student Photography at Madeira From the sidelines of a game to the wings of a theater production, Madeira’s student photographers are always on the move and keeping their eyes open. Whether shooting on analog film, capturing yearbook images with a DSLR, or snapping a candid moment on an iPhone, each photographer brings her own unique perspective, bound together by a love of freezing moments worth keeping. For these students, photography is more than a hobby; it’s a way to connect with and give back to the community around them. From seasoned photographers to those still finding their footing, this team of creative volunteers has a gift for finding

Photo: Abby Slade ’26

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the beauty and joy woven into everyday life at Madeira.

S T U D E N T P H OTO G R A P H Y

ALWAYS CHASING THE SHOT ABBY SLADE ’26

“I have been interested in photography since my early middle school years, and I am thankful for how Madeira has nurtured my love. At school, I have captured sports games, music performances, dance recitals, and theater productions. Photography gives me the opportunity to document and encapsulate emotion in a moment. Photographing sports and performances keeps me on my toes; you want to get the best shot possible, which means running sideline to sideline and

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weaving between the seated audience.”

The cover shot of our Madeira Today Winter ’26 issue was shot by Abby Slade ’26.

A NEW LENS ON MADEIRA AMALIE CAREY HIRSCHMANN ’29

“I’m new to photography, and I learn something every time I pick up my camera. Looking through the lens feels like stepping into a different world. It slows you down, and you begin to notice details you might otherwise pass by. It adds a little more beauty to everyday moments, especially when taking photos at Madeira. I am lucky to be able to capture even a little ounce of the joy, energy,

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and talent that spreads through our campus.”

S T U D E N T P H OTO G R A P H Y

FREEZING BEAUTIFUL MOMENTS LUISA MARIA ZERTUCHE VALCARCEL ’27

“Photography is everything to me. I often find myself wishing to pause time for just a MA DEI RA TO DAY S UMM ER 2026

second, and honestly, taking a picture is close enough! Madeira’s campus and, more

importantly, its community, are so beautiful; it’s no surprise that I’m always hoping to capture another moment. I first wanted to get involved with Madeira photography because I noticed many of my friends wanted pictures of their performances. When I realized my fellow photographer, Abby Slade ’26, was shooting the theater productions for the Arts department social media, I knew I wanted to do the same. It’s such a creative, engaging way to help my community in my own little way.”

FINDING THE STILLNESS YIWEI “IVY” DU ’28

“I kept noticing wholesome moments that felt worth keeping, and that’s how I started taking photos on campus. I like analog work because it slows the present down, especially when everything around feels like it is only speeding up. I experiment with everything from iPhone to Super 8 and anything in between and see how that changes the way

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a moment comes out.”

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RE U N ION WE E KE ND 2026

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2026 RE U N ION CLASSES APRIL 24– 25, 2026

1966

1976

1981 32

1961

1971

C E L E B R AT I N G T H E I R 50T H R E U N I O N

1986

1991

2001

1996

C E L E B R AT I N G T H E I R 2 5 T H R E U N I O N

2006

2011

2016

2021 33

M A D E I R A H O N O R S O U T S TA N D I N G AL U MS We presented awards and celebrated with over 300 attendees from class years ending in 1s and 6s. We were pleased to recognize the achievements and honor the recipients of our 2026 awards.

2026

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CUP WINNERS

The Class of 1966 won The Madeira Cup, raising more than $141,000 for The Madeira Fund. The Festina Lente Cup was awarded to the Class of 1986, who achieved an impressive 58% participation in The Madeira Fund. Along with these remarkable groups we are grateful to all reunion classes, who collectively raised more than $351,000 in support of Madeira students.

’66

’86

AVERY MILLER ’86, P’19 Alumna Achievement Award

ANITA PATEL TOLANI ’91, P’24 The Louise Wheelock Willson ’48 Outstanding Volunteer Award

CHRISTINE SORRENTINO ’11

Recognizes an alumna whose vision, perseverance, determination, and accomplishments have made significant contributions to a professional, educational, or civic field.

Established in 1998 by sisters Jo Monell ’83 and Kathleen Kavanagh to recognize volunteers whose service to Madeira makes an outstanding contribution to the School.

Recognizes a young alumna who embodies Lucy Madeira’s courage, vision, and self-confidence.

AWARD-WINNING NEWS PRODUCER

A LEGACY OF STEWARDSHIP AND DEVOTION

APPLYING TECHNICAL EXPERTISE AND CREATIVE PROBLEM SOLVING

Avery’s remarkable career in broadcast

Anita has left a lasting impact on

Christine’s accomplishments as an

journalism stands as a testament to

Madeira through her service and

engineer designer with The Walt Dis-

both her talent and unwavering com-

thoughtful leadership. She has demon-

ney Company embody a rare and in-

mitment to excellences. As an award-

strated steadfast dedication first on

spiring fusion of technical expertise,

winning television news producer, she

the Alumnae Council, including service

creativity, and storytelling—bringing

has demonstrated an exceptional abili-

as President, and later with 11 years of

imaginative concepts to life through

ty to shape compelling, impactful story-

service on the Board of Trustees, cul-

thoughtful design and innovation. Even

telling. Her work has been recognized

minating as Chair of the Board from

at an early stage in her career, Chris-

with numerous honors, including an

2023 to 2025. During this time, Anita

tine has already made a meaningful

Emmy and an Edmund R. Murrow

played a pivotal role in the search for

impact in a field that demands both

award, reflecting not only her profes-

Madeira’s 11th Head of School, Chris-

precision and vision.

sional achievements, but also her

tina Kyong, and partnered closely with

At Madeira, Christine discovered a

dedication to informing and engaging

Kyong during her first years as Head.

love for constructing sets—an experi-

Beyond Anita’s formal leadership

ence that sparked a deeper fascination

the public. In serving on Madeira’s Board of

roles, she has remained deeply en-

with mechanical stages and animated

Trustees for two terms and regularly

gaged in the life of the School, notably

figures. This led her to major in mechan-

volunteering at campus events, Avery

through her leadership on her Reunion

ical engineering, then work on design-

has had a profound influence on our

Committee, which strengthened con-

ing the new Epic Universe theme park,

community. Avery’s ongoing commit-

nections among her classmates and

including serving as an engineer on

ment to service, leadership, and com-

fostered enduring ties to the community.

the How to Train Your Dragon ride and

munity set a standard of distinction that we are privileged to celebrate.

Hiccup’s Wing Gliders family coaster.

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Young Alumna Achievement Award

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2026 REUNION EQUESTRIAN CENTER HARD HAT TOUR

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VISION TO REALITY

EXCITING PROGRESS ON NEW EQUESTRIAN CENTER

Construction on the School’s state-of-the-art Equestrian Center continues. The interior structures are quickly taking shape, and we are on track for completion this fall. Additionally, we are thrilled raise the bar on sustainability. MA DEI RA TO TOD DAY AY SSUMM UMMER ER 2026 2026

Madeira is installing a first-in-the-state integrated solar roof, making the

new facility a net-zero electricity building.

HELP BUILD T H E FU T U R E OF R I D I NG AT M AD E I R A To continue our progress, we need your help. For more information or to make a gift, please contact Caitlyn Gart Goodman ’07: cgoodman@madeira.org 703-556-8258.

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SEE LIVE PROGRESS

Learn more about the new Equestrian Center. madeira.org/equestriancenter

ATH L E TICS Making Waves at the State Meet Madeira Swimmers Finish 5th of 50 at VISAA State Championship

A SEASON TO REMEMBER

100 Fly – 4th Place

Virginia Independent Schools Athletic Association (VISAA) State

100 Free – 5th Place

Madeira finished 5th overall out of 50 competing teams, a result that

4 x 50 Free Relay – 2nd Place (school record)

Athletic Director Tavis Laws called, “an outstanding accomplishment and

4 x100 Free Relay – 3rd Place

a true testament to the continued strength of Madeira’s swim program.” The weekend was marked not only by podium finishes but also by a team culture that earned Madeira the 2026 VISAA Team Sportsmanship Award. Swim & Dive Head Coach Brenna Broadus reflected: “Our performance at the 2026 VISAA State meet was exceptional. We saw 80% lifetime best times, had incredible energy and support for each other throughout the weekend, and were the 2026 Team Sportsmanship recipients.”

RECORD-BREAKING PERFORMANCES The meet produced two breakthrough moments that will be etched into Madeira’s record books. Both records shattered marks that had stood for nearly a decade.

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A multi-event standout, Sunny delivered top-five finishes in both the 100 Fly and 100 Free while anchoring Madeira’s record-setting relay teams.

This winter, 13 Madeira swimmers made the trip to compete at the Championship Meet—and they returned having made their mark.

SUNNY CHEN ’26

• The 200 Free Relay team, composed of Sunny Chen ’26, Lydia Foster ’26, Erin Kass ’29, and Kylee Smith ’28, set a new school record with a time of 1:34.94, finishing 2nd at the state level. • Erin Kass ’29 captured the VISAA State Championship in the 100 Backstroke with a time of 54.65, setting another school record. Coach Broadus summed up the historic nature of the achievements: “We broke two nearly decade-old team records in the 100 Backstroke and 200 Free Relay, finishing first and second, respectively, and 5th overall. The coaching staff is so proud of all our athletes!”

“I look back on this season with immense pride, as there were so many accomplishments as a team. I’m especially proud of the 200 freestyle relay that I was a part of for earning an All-American title for the second year in a row, as well as breaking the school record for that event at States!”

SPOTLIGHT ATHLETES Four Madeira athletes scored points across multiple events, propelling the team up the standings through the weekend. All four have since qualified for the National Interscholastic Swim Coaches Association (NISCA) All-American team, with their times ranking among the top 100 in the nation this season.

LYDIA FOSTER ’26

ERIN KASS ’29

KYLEE SMITH ’28

Lydia brought speed and consistency across the sprint events, earning individual finishes and contributing to Madeira’s relay depth.

A first-year Snail who arrived and immediately rewrote the record books, Erin claimed the individual State Championship in the 100 Backstroke and was a cornerstone of the record-breaking relay squad.

Kylee made her presence felt in the sprint events and was a key leg of the record-setting relay units.

100 Free – 8th Place 4 x 50 Free Relay – 2nd Place (school record) 4 x 100 Free Relay – 3rd Place

“Being named an All-American swimmer is an incredible honor, and sharing it with my relay team makes it even more meaningful. This season, we learned so much about one another, leaned on each other, and built a powerful dynamic that carried us through every race. Each swimmer on our team showed what hard work looks like, and I believe what we accomplished together sets the standard for what comes next.”

TRACK THE SNAILS Learn about our teams and watch games live!

madeira.org/programs/ athletics/athletics-atmadeira

200 Free – 5th Place 100 Back – State Champion (school record) 4x 50 Free Relay – 2nd Place (school record) 4x100 Free Relay – 3rd Place

“Competing for the first time on the Madeira swim team has been an incredible experience. Breaking the relay record at States with Sunny, Lydia, and Kylee will be a highlight of my high school career, and breaking the backstroke record wouldn’t have been possible without such a supportive team.”

50 Free – 8th Place 4x 50 Free Relay – 2nd Place (school record) 4 x100 Free Relay – 3rd Place

“We worked really hard this season, and fortunately, we were able to be awarded All-American again this year, which is a great honor!”

A TRUE TEAM EFFORT The depth and preparation of the full squad shone throughout the weekend. Coach Laws noted that the majority of Madeira’s swimmers improved their times at the championship meet, pointing to “their preparation, focus, and commitment” as the driving forces behind the results. The Sportsmanship Award, voted on by coaches across the division, underscored what Madeira’s program has built: not just fast swimmers, but good people. “The future is bright,” Coach Laws said in closing, reflecting on a group that represented the School with distinction on the biggest stage of their season.

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50 Free – 5th Place

From Intern

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How Five Weeks Can Define a Future

CO-CURRICULUM

to Intentional 60 years, our Co-Curriculum

internship program has

Isabelle de Rosa Fries ’27

immersed students in

Tell us a bit about yourself.

meaningful, hands-on

My name is Isabelle de Rosa Fries, and I go by Isa. I am a Junior boarder from the Northern Neck of Virginia. I participate in Model UN, Global Youth Leadership, and Track at Madeira. In addition, I am a Co-Head of Madeira’s SACA (Sexual Assault and Consent Awareness) Club and am the Treasurer for Madeira’s Fashion Club. I also tutor a student through the Tutoring Chicago program once a week and work at a café when I am home.

professional environments. Madeira proudly remains the only school in the country that ensures all students gain experience through three remarkable five-week internships before graduating from high school. For some, these unique experiences bring the future acutely into focus.

As a junior, you had the opportunity to work on Capitol Hill for five weeks. For whom did you intern? Describe a typical day working in the office. I interned for Virginia Senator Tim Kaine. On a typical day, I would first organize voicemails from constituents about ongoing issues, then ask either my supervisor or a HELP (Health, Education, Labor, and Pensions) committee staffer if they needed help with anything. They would ask me to organize mail, run an errand, write a memo on a bill, write bios for hearing witnesses, or do research for a bill they wanted to propose. I would then complete the task, ask for another one, and so on.

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or nearly

CO-CURRICULUM

What was the most memorable moment from your time working on the Hill?

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Isabelle de Rosa Fries ’27 and Senator Tim Kaine

By far the most memorable moment of my internship was the first meeting I got to attend. It was a meeting between a lobbyist and two HELP committee staffers about a program that focuses on teaching students in grades K–12 from Title I schools about maritime trade. The program is free, based in Virginia, and includes field trips, summer camps, and job certification programs. Before the meeting, the staffers told me I would introduce myself at the beginning of the meeting and that they would leave time for me to ask any questions or share any input at the end. At the end of the meeting, I asked the lobbyist whether he planned to expand into any rural areas, since the program was primarily focused on the urban Suffolk/Norfolk area of Virginia. He then said he would love to, but that he did not know where to start. I told him I knew the perfect place for him to start and recommended he look at my community. He took a picture of my county on the map, and I even gave him someone to contact if they ended up expanding there. I do not know if that conversation made any difference in the long run, but it opened my eyes to how I could use my opportunities to help my community and others like it. It made me realize that I was not in a helpless position, wishing things could be better, but that I have an opportunity to effect real change. I will always remember that moment as the first time I advocated for my community and the moment I realized what I want my career to be.

“[IN THAT] MOMENT, I REALIZED WHAT I WANT MY CAREER TO BE.” Isabelle de Rosa Fries ’27

What are some of the biggest takeaways from your internship? The biggest takeaways from my internship are that I realized that I know more than I think I do and that I should always trust myself. There were times when I was given an assignment and had absolutely no idea where to start or what the person who assigned it to me wanted. I would then, of course, ask clarifying questions, only to be more confused. I would eventually be either too embarrassed to ask that same question for the tenth time or feel too bad to do so, and would therefore be forced to follow my heart and hope for the best. I figured that if I tried my best doing the wrong work, at least I tried. I am happy to report that every single time I trusted myself, it was not only exactly what they wanted, but also exceeded their expectations.

How did your internship impact your plans for the future? My internship helped me realize I would like to go into education policy and has thus provided me with much more direction for my future.

Isabelle’s Plan for the Future

ISABELLE DE ROSA FRIES ’27

Anything else you'd like to share about your Co-Curriculum experience? During my internship, I had the privilege not only to write multiple memos and witness bios for HELP committee hearings, but also to attend every single hearing I worked on. In addition, I wrote part of the memo about the cancellation of the Surgeon General hearing. My Junior Co-Curriculum placement gave me a much better understanding of how our government works and provided me with valuable connections. If going to work on Capitol Hill had not been required by Madeira, I would probably never have interned there and would not have realized my true calling until I was much older. Thank you, Madeira!!

1. Receive a Bachelor’s degree in public policy and economics 2. Become a teacher through Teach for America 3. Teach for awhile

5. Become a HELP committee staffer 6. Become a lawyer, governor, senator, or do something with a nonprofit 7. Overall, just change the world for the better

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4. Work in education

CO-CURRICULUM

“THIS EXPERIENCE WAS ONE OF THE MOST EYE-OPENING AND

Siyana Rao ’26 Please introduce yourself to our readers. My name is Siyana Rao, and I am a four-year senior Day student from McLean, Virginia. This year, I served as Senior Day Co-Class President and Captain of the Madeira Varsity Soccer team. During my junior year, I was Co-Head of the Outreach Committee and a STAR (Student Admissions Representative). Outside of academics and leadership, dance has always been a huge part of my life, and I love staying connected to it alongside everything else I do at Madeira.

What brought you to Madeira as a prospective student, and what made you want to spend your high school years here?

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I remember attending the “Chat with the Madeira Snails,” an online meeting for prospective students, in December of eighth grade, and immediately feeling a sense of belonging. Listening to students laughing together, wearing their Madeira sweatshirts, talking about how much they loved the school, and celebrating traditions they looked forward to each year made the community feel so genuine and close-knit. I felt that same feeling when I came for Admitted Students Day and saw everyone waving signs. Madeira felt warm and welcoming, like people truly wanted you to succeed and become your best self. Madeira also felt like home long before I officially became a student. My mom (Roopa Gulati-Rao ’88) and my aunt (Gauri Gulati ’91) both graduated from Madeira and through their stories and experiences, I have felt connected to the community for most of my life. Choosing Madeira felt like continuing something that has always been a part of me, and I hope to someday carry this legacy forward.

How has Madeira supported your interests, in the classroom and out? Madeira has supported my interests in so many ways, both in and out of the classroom. My teachers and advisor are always genuinely interested in my ideas and ready to help me explore them. In the spring of my junior year, I wrote a legislative proposal on menstrual

TRANSFORMATIVE FIVE WEEKS OF MY LIFE.” Siyana Rao ’26

equity in my History class. I was able to get it published on my own over the summer, and SIYANA RAO ’26 my teachers were so encouraging. Outside the classroom, Madeira has given me space to grow in ways I never expected. Being a Student Admissions Representative during my junior year felt like a full-circle moment. It reminded me of why I first chose Madeira and gave me the chance to share that same welcoming experience with other students. I never imagined I’d have the confidence to be Class President, but serving as Senior Day Co-Class President taught me so much about leadership and public speaking. Even trying lacrosse for the first time as a junior pushed me out of my comfort zone and helped me discover new interests. This year, I appreciated that the Madeira Co-Curriculum department supported my decision to choose a Co-Curriculum placement that aligns more closely with what I hope to pursue in the future.

Could you speak more about your Co-Curriculum experience? Where did you spend your placements, and what did you do? How did those experiences impact your plans for the future? Through the Co-Curriculum Program, I’ve been able to explore my interests in real, hands-on ways. During my sophomore year, I worked as a Teacher’s Assistant in a preschool classroom at Garfield Elementary School. Being in an elementary classroom at a Title I school showed me the importance of early education and how much I love working with children. I learned so much about patience and communication, and I gained a deeper appreciation for the vital role educators play in students’ lives.

The winter of my junior year, I interned on Capitol Hill with Representative Marc Veasey from Texas’s 33rd District. This experience was one of the most eye-opening and transformative five weeks of my life. I answered phone calls, networked with staffers, attended hearings, and worked at the front desk. I also helped the office prepare for the Presidential Inauguration, which gave me a behind-the-scenes look at the coordination and collaboration required for the government to function. Being on the Hill allowed me to see policy and advocacy work together and talk about issues like menstrual equity, which I'm very passionate about. This year, as a senior, I interned with The Desai Foundation, where I focused on global health, women’s empowerment, and access to resources for marginalized communities in India. I worked with the Operations Manager and learned about logistics and the behindthe-scenes of a nonprofit. I managed CRM platforms and fundraising sheets, updated standard operating procedures, and wrote a research paper on their Asani Sanitary Napkin Program. It was 100% virtual, but I took time to visit one of their offices in Boston to meet and work with my supervisor and one of my mentors. Because it was a virtual job, I was initially unsure whether or not I would have enough of a work experience since I wouldn’t be working in an actual office, but by the end of five weeks, I had acclimated so well that I felt as if I had been part of their organization for a long time.

Siyana Rao ’26 and Desai Foundation Operations Manager Abhinab Shakya Pradhan

Siyana Rao ’26 and Representative Marc Veasey

Could you describe your Madeira experience in three words? Impactful, empowering, and memorable.

So, what does the next chapter look like for you?

REAL-WORLD EXPERIENCE Check out some amazing internships!

madeira.org/cc

Interested in hosting a Madeira intern in your workplace? Contact Ellie Peaks at EPeaks @ madeira.org or 703-556-8383.

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I’m planning to study Public Policy on a Pre-Health track in college while staying connected to dance and sports!

Madeira Class of

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Congratulations!

COURTENAY VALENTI ’81, Head of Film, Streaming, and Theatrical at Amazon MGM Studios and Prime Video, delivered the Commencement Address.

L E G A C Y G R A D U AT E S BACK (L–R): Maggie Westhoven, Sister of Elizabeth Westhoven, Class of 2024, Callie Coq, Cousin of Helen

Bedsole, Class of 2024, Julia Shakeshaft, Daughter of Jennifer Evers, Class of 1991 and Cousin of Kaitlyn Cronin, Class of 2022, Nina Samala, Daughter of Alexandra Peck Samala, Class of 1994, Mia Adams, Sister of Mackynzi Blair Adams, Class of 2024, Nora Heimbach, Sister of Lilian Josephine Heimbach, Class of 2024

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FRONT (L–R): Siyana Rao, Daughter of Roopa Gulati-Rao, Class of 1988, and niece of Gauri Gulati, Class of 1991, Kai Ocloo, Sister of Sena Marie Ocloo, Class of 2023, Zoe Rhee-Feitel, Sister of Rachel Rhee-Feitel, Class of 2021, Imani Muchira, Sister of Nandi Muchira, Class of 2021, Audrey Blocher, Sister of Charlotte Blocher, Class of 2021, Salma Damirji, Niece of Lina Al Juburi, Class of 1996

The 88 members of the Class of 2026 were admitted to 195 colleges and universities and have chosen to enroll at 56 different destinations. This impressive group of Madeira graduates is prepared to be confident contributors to their college communities. We are excited to see

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how they enrich their schools and change the world.

Festina Lente, Class of 2026!

MADEIRA’S GRADUATES See the colleges that have Madeira graduates enrich their schools.

madeira.org/programs/ college-counseling

CLASS OF 2026

American University

Lehigh University McGill University

Sewanee: The University of the South

University of Maryland, College Park (2)

Barnard College Bates College

New York University (4)

Spelman College

University of Michigan (2)

Boston University (2)

Northeastern University (2)

Stanford University

University of Rochester

Bryn Mawr College

Northwestern University

Swarthmore College

University of South Carolina

California Polytechnic State University (San Luis Obispo)

Oberlin College

Syracuse University (2) Texas Christian University (2)

Christopher Newport University

Parsons School of Design at The New School

University of St Andrews, Scotland (2)

Tufts University

University of Virginia (5)

Colby College

Princeton University (2)

Vanderbilt University

Colgate University

Purdue University

University of California, Berkeley

Duke University (2)

Rice University

Fordham University (2) Georgetown University (6)

Rutgers University, New Brunswick

Georgia Institute of Technology

Saint Mary's College

University of California, Los Angeles (3)

Virginia Polytechnic Institute and State University Wake Forest University (3)

University of California, San Diego (2)

Washington University in St. Louis (2)

University of California, Santa Barbara

Wellesley College

James Madison University

San Diego State University

Kenyon College

Savannah College of Art and Design

University of Connecticut

Yale University (2)

University of Georgia (3)

William & Mary (3)

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College Bound

Alum Authors

Amanda Vaill ’66 wins Pulitzer Prize! With her latest book, Pride and Pleasure: The Schuyler Sisters in an Age of Revolution, published in October 2025, Amanda Vaill ’66 has won the 2026 Pulitzer Prize in Biography. The Pulitzer committee honored Vaill’s work, a biography of two daughters of wealthy Dutch landowners, praising its use of “present tense to tell their story and past tense to chronicle the dramatic MA DEI RA TO DAY S UMM ER 2026

sweep of the American Revolution.”

The Pulitzer Prize for Biography is one of the most prestigious literary awards in the United States. It is awarded annually as part of the broader Pulitzer Prize program.

ALEXANDRA GRABBE ’65

Beatrice, one of America’s first career women, is still feisty at 96. She lives with her daughter Alexandra, who has moved to Cape Cod to care for Bea while running a bed-and-breakfast out of their beloved old house. Like so many adult children caring for elderly parents, Alexandra must balance her new job as caregiver with her role as daughter—and it isn’t easy. Bea is demanding and very verbal. Her mind is like a fireworks display on a drizzly Fourth of July—some shots fizzle out, but there are still bits of brilliance. After a knee ailment confines Bea to bed, it becomes clear her life will soon end. Convinced nothing comes next, Bea declares she doesn’t want to die. When deceased friends and family start “visiting” Bea’s bedroom, Alexandra wonders if her mom is hallucinating. Or could these visits have deeper meaning? Bea entertains her “guests” by hosting tea parties and reliving treasured memories. She reveals an unexpected kind of joy to Alexandra—a joy that brings peace and chases away the fear of death as they experience Bea’s final days together.

FREEZING OLD TOWN AT HOME: THE — LEG BEAUTIFUL MOMENTS HISTORIC ALEXANDRIA TODAY IN QUESTION LUISA MARIA ZERTUCHE ANNE METCALF ’82 KATHERINE OXNARD ELLIS ’82 VALCARCEL ’27

to me. I often A port city founded in 1749 on the Photography What isif everything the body—your own body, or find myself wishing to pause time Potomac River, Alexandria is known for someone else’s—became for thejust most and honestly, taking a picture its Old Town, a nationally designateda second, unreliable narrator you’ve ever met? historic district. Visiting is like enteringis close From post–World I New York to enough! Madeira’sWar campus and, an outdoor architecture museum with more importantly, pandemic-era Savannah, from the its community, are soquiet brick sidewalks, cobblestone streets kitchens of Maine to the heat-soaked beautiful; it’s no surprise that I’m always and alleys, and well-preserved 18thstreets of Malaysia, The Leg In Queshoping to capture another moment. and 19th-century buildings. tion unravels the strange, haunting, to get involved with our flesh The book highlights 19 homes withI first wanted and often darkly funny ways Madeira photography because I noticed varying decor and historical and archibetrays us. A young woman insists her my friends wanted pictures A ofphysitectural significance, ranging from that many ofhealthy leg must be removed. of George Washington’s physician who cian faces ghosts of the living and the heard his last words, to its next-door dead. A mountain cabin turns feral. A neighbor filled with contemporary art, debutante circuit shields a gay man on to one that hosted Lafayette on his the cusp of a terrifying new epidemic. final American tour, to one where an Across 15 stories, doctors and paAfrican American doctor served patients collide in moments where the tients during segregation, to a glass body’s mysteries—its failures, obsesand steel condo in a former Elks Club, sions, hungers, and grief—expose and more. The homes are beautifully the fragile seams between sanity and photographed by Gordon Beall, who longing. These are tales of medicine has shot assignments for leading and mortality, yes, but also of the tenarchitects and designers and almost der, reckless, astonishing human spirit every major shelter magazine, includtrying to make sense of it all. ing Architectural Digest, House Beautiful, and Southern Living. MA DEI RA TO DAY S UM MER 2026

SEEING JOY: A STORY OF LIFE, DEATH, AND WHAT COMES NEXT

S U M M E R 2026

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