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Table of Contents A MESSAGE FROM PRESIDENT & HEAD OF SCHOOL
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TRUSTEE REFLECTIONS
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STUDENT EXPERIENCES
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ACADEMIC STORIES
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STUDENT LIMELIGHTS
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FACULTY INQUIRY
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ARTS
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ATHLETICS
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COMMUNITY ENGAGEMENT & SERVICE
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MCDS PARTNERSHIPS
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STORIES THAT ELEVATE
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OUR GLOBAL FOOTPRINT
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FUTURE FORWARD
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ALUMNI
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A M E S SAG E FROM
Mariandl Hufford President and Head of School
It has truly been a year of historic milestones at Miami Country Day School! Our chosen theme this year was “Elevate!”, and elevate we did across multiple dimensions of school life. Peruse these pages and learn about the newly opened (and already wildly popular!) Woodhouse Athletic Center, a state-of-the-art facility that includes a 29,000 sqft gymnasium, a gorgeous weightroom, an awe-inspiring Hall of Fame lobby, and so many other features that are not to be missed. We have certainly elevated the campus’s look with this new facility! And we are only getting started! This coming fall, we will break ground on a new Upper School facility and dining center that will transform not just teaching and learning but also strengthen social connections and collaborations among students, thanks to ample gathering spaces. It is thanks to our many generous donors that we are able to dream of a facility of this scale and importance on our campus. I remain grateful, every day, to the many community members who have joined us in building an even stronger future for our students.
This edition also celebrates the launch of our new strategic plan, The Country Day Way Forward, which was adopted by our Board of Trustees in January of this year. Please check out the story of how this bold and ambitious plan came to fruition on page 84.
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As you turn these pages, you will learn about some of our stand-out students, Cameron Schoch and Leonardo Blaya, both poised to begin their next chapter at the college of their choice. Read about our spectacular TEDx program, the 10 exceptional students who are our Silver Knight nominees, the extensive and intensive work of our middle and upper school faculty with the Center for Transformative Teaching and Learning, and so many other important updates from across the Institution. I hope that you enjoy this edition of The Beacon - a true celebration of the Spartan spirit that makes our school, our community, the joyful place it is. With eternal Spartan Pride
Mariandl Hufford President and Head of School Miami Country Day School
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T RUS T EE R E F L E C T I O NS
Christopher Bellows Trustee The Early Years. My life at Miami Country Day goes back to the 1980’s when there were no fences, or gates, or security. I had a key to the gym where I would play basketball with friends a few times a week. The school also had a small pool where we would swim unsupervised in the summer. There were teachers who lived on campus, in what are now offices. The upper school was added late, and did not have a 12th-grade graduating class until 1981. I knew virtually nothing about the “school” itself until many years later. The School. I became a lawyer and started a sports and academic program in the 1990’s with educators and football stars from U Miami, Florida, and Florida State. Chris Polite was in that program and wanted to attend Country Day. He applied, tested, and was admitted as a 9th grader. I drove Chris to school every day, during a time when there was no traffic. I went to every one of Chris’s football games and dozens of basketball and baseball games. I was suddenly a Spartan fan and part of the “school.” Chris became a star student and athlete, attended Villanova University on a football scholarship, and returned to Country Day where he was inducted into the Country Day Hall of Fame, and now holds various leadership positions at the school. His three daughters are Country Day students and his wife (Jacqueline) is also part of the school’s leadership. They work long hours all year, but it’s pure love: or as they say, “Country Day and Night”. Becoming a Trustee. Stepping back to the late 1990’s: I knew John Davies (Head of School at the time) and some board members and was invited to become a Trustee. Our meetings were in a small cabin that also operated as the school library; it’s now known as the “multi-purpose” building. Our sole focus, as I recall, was the school’s finances and keeping things afloat. I remember the school’s dark days after 9-11 and the recession that followed, and later having to deal with hurricanes Katrina and Wilma occurring back-to-back. But the school survived and began to grow. Our
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first big project was the Dorothy and Stanley Whitman Library, and raising money to build it. There were other projects but they were small compared to what we see today. Much of our time as Trustees was spent building the school’s endowment, allocating resources necessary for academic excellence, and finding pathways to distinguish ourselves from competitors. At the time, I did not know a “Country Day” school was a unique type of school having distinct learning and nurturing characteristics, similar to boarding schools— and that we were the only such school in South Florida. I also learned “Country Day “ schools foster the Whole Child 360 Degree approach. That is likely why we hear the “Whole Child” phrase every day; it’s in our DNA. Board President. Jump forward fifteen years—I was asked to take on the role of Board President. By this time the school had grown tremendously both in size and student population. The bar property at the campus entrance was gone, a “neighbor’s” house and mailbox in the middle of campus was gone, the school had purchased contiguous property, renovated buildings, and was known throughout South Florida as a top-tier school. Being Board President of the school looked to be an easy task, given its upward trajectory and a wonderful Head of School in John Davies. But not long after I became Board President, Dr. Davies announced his retirement, having been Head of School for 20plus years. John was beloved by all, and I worried his departure would derail our upward climb and we would lose teachers, staff, and all the momentum we had gained under John’s leadership. Plus, I knew nothing about finding a Head of School. A New Day. After John left, we hired Jim Connor as Interim Head of School. Jim and I became close friends and he helped me and the Board navigate the long road toward finding our next Head of School. We had a small search committee and interviewed at least a dozen candidates; we then invited maybe 5 back for second interviews and selected Mariandl Hufford – the school’s first female Head of School. At the time, I did not realize this was a historic hire, but I knew she was the best person for the school. She was also a unanimous choice. When I announced Mariandl as the new Head of School at the Center for the Arts, in front of all teachers and staff, there was a standing ovation. Later, I was told Mariandl was the person the teachers, staff, and students wanted but no one believed we would select her. Hiring Mariandl in 2019 as our Head of School and President was life-changing not only for Country Day but also for me. Elevate. And here we are in 2026, seven years later. The school is thriving, enrollment is at an all-time high. We recently opened the stunning Woodhouse Athletic Center. A new Upper School complex is in the works, along with new arts and athletic facilities, and outdoor spaces. A substantial amount of new property has been purchased allowing us to expand the lower school and other programs; we have entered into a long-term agreement with Barry University allowing us to use its facilities and solidifying a relationship benefitting both institutions. We also have a new and ambitious Strategic Plan that will enhance the “Country Day Way” by focusing on deep learning, extending beyond the classroom, and ensuring our students are prepared for the opportunities and challenges of a changing world. The Plan will also bolster the recruitment, retention and growth of exceptional educators who will work together across divisions to ensure each student is poised to take on the world. Under the Strategic Plan, all of us will be part of a connected and thriving community—one that brings about belonging and shared purpose and relationships that will last a lifetime. With all this and more it is definitely a great time to be a Spartan, where every day is magic.
TRU STEE REF LEC TIONS
Danny Harwin Trustee Serving as a trustee of Miami Country Day School continues to be one of the most meaningful privileges for me and my family. Each year I am reminded that what makes this school truly special is not just its outstanding programs or beautiful campus, but the people who make up this extraordinary community—our students, faculty, administrators, parents, and alumni. This past year has been a powerful example of what can happen when a community commits itself to a shared vision. Guided by this year’s theme, Elevate, Miami Country Day School has continued to strengthen its academic programs, expand opportunities for students, and invest thoughtfully in the future of the institution. Much of this progress has been driven by the remarkable leadership of our Head of School, Mariandl Hufford. Her vision, energy, and unwavering commitment to students continue to move our school forward in meaningful ways. Under her leadership, Miami Country Day has continued to elevate its academic offerings while also strengthening the culture of innovation, collaboration, and community that defines the school. Her ability to bring people together around a common purpose has been instrumental in many of the accomplishments we are celebrating this year. She was the driving force in developing our new Strategic Plan which will guide us into an even brighter future. We have also continued to invest in the long-term strength of our school’s leadership and advancement efforts. The recent addition of a new Chief Advancement Officer, David Smith, marks an important step forward as we build an even stronger culture of philanthropy and engagement across the Miami Country Day community. The support and generosity of our families, alumni, and friends make so many of our ambitions possible.
While we celebrate these achievements, we are also looking ahead with great excitement. As Chair of the Campaign Committee, I have the privilege of working alongside many dedicated members of our community as we launch a campaign to build a new Upper School. This project represents the next step in Miami Country Day’s continued evolution and will allow us to create learning environments that reflect the innovative and forward-thinking education our students deserve. These accomplishments remind us that Miami Country Day School is not standing still—we are constantly striving to elevate every aspect of the student experience. From academics and athletics to facilities and leadership, the momentum across our campus is truly inspiring. I am deeply grateful to be part of this remarkable community and thankful for the many people who dedicate their time, talent, and resources to ensuring that Miami Country Day School continues to thrive. The future is incredibly bright, and I look forward to all that we will accomplish together in the years ahead.
One of the most exciting milestones this year has been the completion of the Woodhouse Athletic Center and our new state-of-the-art gymnasium. The Woodhouse Athletic Center represents far more than a new facility, it is a gathering place for our community and a home for the spirit, teamwork, and pride that define Miami Country Day athletics. Seeing students compete, practice, and celebrate together in this beautiful space has been a powerful reminder of what thoughtful investment in our campus can mean for generations of Spartans.
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Thirteen Years of Saying Yes by Cameron Schoch ’26 school experience, as it prompts every senior to summarize the last four years into a few essays. One moment from my application stands out to me. Two of my friends and I were in my counselor’s office brainstorming my Peer Recommendation for Dartmouth. Of course, we got sidetracked and began contemplating our favorite words. I rattled off “ubiquitous,” to which my friend answered that, surprisingly, it was the best word to describe me here. According to Merriam-Webster, ubiquitous means “existing or being everywhere at the same time, constantly encountered, widespread.” Over thirteen years here, I have definitely achieved being constantly encountered. As I rush through the halls from statistics extra help to robotics practice, I’ll say hello to my kindergarten teacher, orchestra stand partner, or best friend. Being “ubiquitous,” I realized, wasn’t about being busy for the sake of it. Really, it meant saying yes to every opportunity I could, which made me grow in indescribable ways.
A word of advice: if you ever feel the urge to swing by the makerspace, where upperclassmen are rumored to be building time machines and wielding power tools, do it. During my sophomore year, I nervously walked into my first robotics meeting. Inside, juniors and seniors were arguing about the best mechanism to complete what looked to me like a completely nonsensical task. There were wires everywhere, half-built contraptions scattered across tables, and technical discussions that made me wonder if I even spoke English. I seriously contemplated walking out and hoping nobody saw me. But I stayed. And before I knew it, someone handed me a tool and asked what I thought.
Student Experiences
This feeling of uncertainty before diving in headfirst is truly one of the defining moments of my time at Miami Country Day. If there’s one thing I’ve learned over 13 years, it’s that this place rewards curiosity. There are opportunities everywhere; sometimes they even seek you out first. At times, it may seem overwhelming. So, my best advice to anyone just starting here is simple: when something sparks your curiosity, follow it. One of the things that makes this school special is its belief in educating the whole child. Over the years, I’ve tried to take that idea seriously. My schedule has looked chaotic at times, and has prompted multiple questions asking where I sleep at school. I’ve had to bring notes from orchestra rehearsals to lacrosse practices, and switched from Walk with Purpose to Student Council shirts every homecoming. My after-school hours consist of squeezing robotics, extra help, and lower school teaching internships into the same 3 hours. In the fall of my senior year, I added a new commitment to my schedule. The college application process is a culmination of high
My passion for science didn’t start as a shot in the dark or an activity I sought out. Truly, it started in the front row of my first high school biology class. We were learning about genetics, specifically incurable hereditary diseases. I heard absolute language of impossibility, the complete lack of a cure for things destined before birth. This topic stayed with me. Maybe it was the idea that a tiny change in DNA could shape the course of an entire life, or simply the sense that there were so many unanswered questions waiting for someone to ask them.
Whatever the reason, that was the moment I started to see
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molecular biology in my future. I became fascinated with the way cells communicate, how genes are regulated, and how small molecular changes can have enormous consequences. That curiosity eventually led me to pursue summertime research opportunities outside of school, whose findings I relayed in the fall to anyone who could listen.
Leo Blaya ’26:
A Decade of Growth, Curiosity, and Community
Another important aspect of my high school experience also began in the ninth grade. I wrote a research paper on the deficiency of women in STEM, specifically, why society struggles enormously with recruitment and retention. I found that a combination of the lack of critical role models and positive early exposure to STEM contributed to its male-dominated nature, especially in fields like engineering. My project started in MCDS’s own third-grade classrooms, where I saw curiosity in its prime, every student with raised hands fluttering, invigorated by the chance to try. The difference between lower school students and high school girls experiencing science was black and white. So, my capstone began. I center my work on early engagement, recognizing that interest and self-belief often form long before students choose advanced coursework. Eventually, I expanded beyond Miami Country Day to my local library, hosting engineering activities that proved science was wholly in reach for young learners. Each child before me in that library wasn’t impacted by social stigma or years of challenging coursework. They heard “you can do it” and believed it. After my lesson, I rotated from table to table, asking kids questions about what they learned and if they enjoyed the activity. “Do you think you can do Engineering?” Didn’t even cross my mind, because every kid in front of me was already laying out a building plan and constructing a standing house.
outside of my comfort zone, especially with reading.” Their mentorship reflects one of the defining qualities of Miami Country Day: teachers who invest deeply in their students, encouraging them not only to succeed academically but also to believe in their own potential. For Leo, that encouragement was especially meaningful. As a student with dyslexia, academic challenges sometimes required additional persistence and resilience. But with teachers who understood his strengths and supported his growth, Leo learned that challenges could become opportunities.
In my time at Miami Country Day, I have navigated hardship, success, uncertainty, and moments where I knew exactly where I was heading. As I take the next step into my future, I will remember every lesson I learned in my 13 years as a Spartan. To every incoming student, PK3 or 12th grade, I urge you to use your time here to the fullest extent. Stay curious, stay open, and don’t be afraid to step into a room where you’re not the expert yet. Because sometimes, the best things that happen to you start with the simple decision to stay instead of walking out.
By Caryn Lubetsky, Director of Community and Culture For Leo Blaya ’26, Miami Country Day School has been more than a place to learn, it has been a community that has shaped his character, encouraged his passions, and prepared him for the opportunities that lie ahead. After spending ten years at MCDS, Leo reflects on a journey filled with growth, memorable experiences, and teachers who helped him realize what he was capable of achieving. “MCDS is special to me because it has helped me become the person I am today,” Leo says. “The community is incredibly welcoming, and that made it easy for me to try new things and push myself.”
Overall, through my work, I strive to redefine who sees themselves as a scientist or engineer. I see my legacy as intercepting thought before “I can’t” is even formalized. By prioritizing early exposure, visible representation, and sustained encouragement, my service opens pathways for students who might otherwise feel excluded from STEM and empowers them to imagine themselves within it. In those small hands stacking foam walls, I recognized the future I hope to build, one where curiosity is protected, and no child feels that science was never meant for them.
Ms. Furth, in particular, helped Leo develop confidence in an area that once felt daunting. Reading assignments and classroom discussions pushed him to stretch beyond what felt comfortable, but her support made that growth possible. “As a student with dyslexia, that wasn’t always easy,” Leo says. “But she supported me and helped me grow both academically and personally.” Sometimes the most meaningful moments were the simplest ones, small conversations that helped build trust and connection. “Even our small conversations about soccer helped build a connection that made me feel more confident in her class,” he says.
Throughout his time at MCDS, Leo embraced a wide range of activities. He was involved in Early Bird Orchestra, was a member of the swimming and water polo teams, worked as a lifeguard and he also served the student body through the Student Government Association, where he spent two years as a class representative. These experiences allowed him to build leadership skills, develop discipline, and connect with classmates in meaningful ways. Some of the most important influences in Leo’s journey have been his teachers. Two in particular, Mr. Rosas and Ms. Furth, played a transformative role in his academic and personal growth. “Rosas taught me that I am capable of succeeding and that the outcome of what I try to accomplish really depends on my effort and mindset,” Leo explains. “Furth pushed me to step
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These relationships reflect the values at the heart of the MCDS experience: a school where teachers know their students, recognize their individual strengths, and work to help each child succeed in their own way.
The decision to pursue business reflects Leo’s entrepreneurial spirit, one that traces all the way back to that fourthgrade passion project and continues to grow through the opportunities he has explored at MCDS.
Looking back, some of Leo’s favorite memories at Miami Country Day stretch all the way back to Lower School, where the spirit of exploration and creativity first took root.
Looking ahead, Leo hopes to use what he has learned to build something meaningful and make an impact in the world.
One moment that still stands out happened in fourth grade during a passion project assignment. Students were encouraged to pursue an idea they cared about, and Leo decided to create his own soap brand called “Leo Clean”. “It stuck with me because in the future I hope to one day open a soap company of some sort,” he says.
But as he prepares for college and beyond, one thing remains clear: the lessons, encouragement, and relationships he found at Miami Country Day will stay with him long after graduation.
The project captured something that defines the MCDS approach to learning: encouraging students to explore their interests, take risks with ideas, and imagine possibilities for the future. As Leo progressed through Middle School and Upper School, those opportunities to explore continued to shape his path. Whether through athletics, leadership roles, or classroom experiences, he learned valuable lessons about time management, responsibility, and perseverance.
Over the course of ten years, MCDS helped Leo discover his strengths, develop resilience, and believe in his ability to succeed. With teachers who encouraged him to push past his limits and a community that supported his growth, Leo leaves campus ready for the next stage of his journey. And wherever that path leads, from London to future entrepreneurial ventures, the foundation built at Miami Country Day will continue to guide him forward.
“MCDS has prepared me for life by giving me opportunities to explore multiple passions and really teaching me how to manage my time”, Leo explains. That sense of preparation will soon carry Leo into an exciting new chapter. This fall, he will attend Northeastern University, where he plans to major in Business Administration. As part of Northeastern’s global program, Leo will spend his first year studying in London, an experience he is particularly excited about. “I’m really looking forward to the independence that comes with it,” he says.
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TE D X AT MCD S:
Purpose in Action, Voice in Motion By Dr. Nima Rouhanifard Director Middle School, External Partnerships global healthcare access, service through athletics, and music as a bridge to the Deaf community. Together, these talks revealed a student body already engaged in the serious work of asking not just. “what do I care about?” but “what can I do about it?” That spirit is precisely what the TEDxMCDS theme was designed to surface. The selection rubric itself was built around the idea of “Purpose in Action,” asking students to connect personal meaning to real-world impact: personally, academically, or socially. In other words, the goal was never simply to reward polished speaking. It was to elevate ideas that demonstrated how values, learning, and lived experience could become action. At Miami Country Day School, purpose is not meant to remain abstract. It is meant to be discovered, tested, refined, and ultimately lived. This year’s TEDx experience at MCDS became a vivid expression of that belief, giving students an extraordinary opportunity to bring their ideas to life through a platform that demanded reflection, courage, and the art of public speaking. Centered on the theme of bringing purpose to life, the experience invited students to show how education, passion, and service can move beyond theory and become something tangible in the world.
Academic Stories
What made the experience especially remarkable was not only the quality of the final talks, but the fact that it was built within the realities of an already full school year. Even amid the pace and pressure of student life, MCDS created space for young people to pause, think deeply, and articulate what matters to them. In doing so, TEDxMCDS became more than an event. It became a structured invitation for students to examine how their interests, struggles, research, service, and convictions might become contributions to others. The response was immediate and overwhelming. There was a flood of applications and interest, a clear indication that students were eager for a platform that honored both intellect and purpose. From that broad pool, the process ultimately narrowed to ten student speakers and eight final presentations. What emerged was a collection of ideas that reflected not only talent, but substance: students exploring cultural preservation, coral conservation, gender equity, adolescent digital wellness,
The talks themselves made that vision unmistakably real. One student shared how a youth-led organization for coral preservation empowered other young people to advocate for marine conservation. Another reflected on preserving endangered languages and cultural memory as an act of protecting human identity. Another brought attention to how girls are too often conditioned to apologize, shrink, and silence themselves, turning personal experience into a broader call for confidence and equality. Other talks traced how a love of music could be transformed into service for the Deaf community, how athletic passion could become advocacy for vulnerable youth in South America, and how encounters with healthcare inequity in Honduras could lead to determined fundraising and community action. Among the most resonant examples was Senaya Miles’s work on digital wellness. Her talk emerged from a long-term capstone journey that began with research into the effects of social media on young people and grew into “The Digital Adolescent Brain,” a class she co-created to help peers better understand social media, the brain, and addiction. Her message challenged audiences to consider what screens may be costing adolescents in attention, presence, and human connection, while also urging healthier and more intentional choices. What audiences saw on stage, however, was only the visible part of a much larger process. Over the course of roughly three months, students were given time, structures, and consistent
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Meet the Speakers
support to move from idea to written draft to live execution. The work unfolded sequentially and intentionally, combining wholegroup sessions with one-on-one coaching so that students could develop not only the content of their message, but also the discipline and poise required to deliver it well. Reflection was central to that process. As students continued refining their work, areas for growth became clearer, and those needs could then be addressed with individualized support and targeted feedback. For the culminating event, MCDS hosted two rounds of recorded talks: one for students and another for the broader MCDS community, including parents, alumni, and extended family. That structure allowed the event to remain rooted in student voice while also extending its reach across the wider school community. It reinforced the original vision for TEDxMCDS: to create meaningful intellectual engagement across constituencies and to bring forward ideas worthy not only of applause, but of ongoing conversation. That larger ambition was part of the TEDx planning from the beginning, with the school’s application emphasizing community engagement, meaningful connection, and the opportunity for students and other stakeholders to contribute insight to the immediate and extended MCDS community. And the impact did not end when the lights dimmed. In a remarkable affirmation of the quality and authenticity of the work, all of the TEDx speeches were immediately approved by the official TEDx platform. One talk in particular, Senaya Miles’s Connections over Screens, went on to receive more than 40,000 views. That milestone is significant not simply because of the number itself, but because of what it represents: a student idea,
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developed carefully within a school community, resonating far beyond campus walls. It is proof that when young people are given the support to think deeply and speak bravely, their voices can travel farther than anyone expects. Ultimately, the TEDx experience at MCDS was a profound success because it revealed something essential about the school itself. It showed that purpose here is not ornamental. It is lived. It takes shape in research, in service, in advocacy, in creativity, in empathy, and in the willingness to stand before others and say, this matters, and here is why. TEDxMCDS gave students a stage, but more importantly, it gave them a process through which to discover that their ideas can hold weight, their voices can command attention, and their actions can inspire others.
This is a TEDx Youth event organized by Miami Country Day School students, exploring a broad range of topics that impact the lives and future of their community. An unforgettable evening where Miami’s next generation of change-makers takes the stage at our Center for the Arts. In a series of bold, story-driven talks, student speakers explore what it looks like when values turn into real-world impact.
In that sense, TEDx at MCDS was never just about public speaking. It was about helping students recognize that purpose becomes most powerful when it is shared, and that when it is expressed with clarity, courage, and conviction, it can move not only a room, but a community, and sometimes, far beyond it.
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Dagny Jerles
George Assafo Charr & Joaquin Ortiz de la Renta
Goals for Goals: Turning Passion for Soccer into Purpose
What begins as a love for soccer becomes something much bigger. George Assafo and Joaquin Ortiz share how their experiences with youth athletics revealed deep inequalities facing young players around the world. Through their student-led organization, Goals for Goals, they show how sports can unite a community, raise awareness, and restore dignity to athletes who are too often overlooked. Their work is a powerful example of how MCDS students are using what they love to create lasting impact far beyond campus.
After losing her aunt at a young age, Dagny Jerles turned to something familiar: baking. What started as a personal outlet grew into a meaningful fundraiser supporting cancer research. Dagny’s story illustrates how purpose does not always arrive in obvious ways. Sometimes it begins with a simple skill, a supportive community, and the courage to try. Her journey highlights how MCDS students are learning to transform everyday passions into acts of service. Finding Purpose in the Small Things
Léa Denain & Stella Espenkotter
Before We Say Sorry
Why do so many girls learn to apologize before they speak? Léa Denain and Stella Espenkotter explore how confidence quietly fades for young girls and how schools can play a role in changing that narrative. Drawing from research, personal experience, and observations within their own classrooms, they invite the MCDS community to reflect on how we can better support girls in taking up space, speaking boldly, and leading with confidence
Peyton Schwadron
Helping every child hear life’s music
Alana Stuart
Phillip Grager
While volunteering at a rural orphanage in Honduras, Alana Stuart saw what it means when medical care is not guaranteed. Patients were turned away, not because doctors did not care, but because resources were limited. Being back in Miami, she has been working with a doctor in Honduras to reopen the operating room at the local clinic. Her talk challenges us to think differently about access to healthcare and our responsibility to others. Through compassion and action, Alana shows how MCDS students are engaging with global issues in thoughtful, meaningful ways.
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Language is more than words. It carries memory, identity, and culture. Phillip Grager shares his work preserving endangered languages and traditions, shaped by hands-on experiences with Indigenous communities both locally and abroad. His talk reminds us that cultural preservation is not abstract or distant. It is personal, urgent, and deeply human. Through curiosity and action, Phillip shows how students can help protect the stories that define who we are. When a Language Disappears, a Story Is Lost
The Language of Humanity: Rethinking Access to Medicine
Coral, Curiosity, and the Courage to Act
Music has the power to connect people, but not everyone experiences it the same way. Peyton Schwadron shares how her love of music inspired her to support children in the Deaf and hardof-hearing community. Through volunteering, fundraising, and community partnerships, Peyton explores how rhythm, vibration, and shared experience can make music more accessible. Her story invites the MCDS communi-ty to rethink what it means to listen and how passion can become a bridge to inclusion.
Andrei Steyn
Senaya Miles
After seeing coral reefs up close, Andrei Steyn realized that awareness alone was not enough. He founded Students for Coral Preservation to give young people real opportunities to engage in environmental action. From building coral labs to organizing community education, Andrei’s work demonstrates what can happen when students stop waiting for permission and start leading. His talk celebrates youth voice, persistence, and the power of learning by doing.
Phones are everywhere, but what are they taking away from us? Senaya Miles explores how screen time affects adolescent development, attention, and relationships. Combining neuroscience research with classroom experi-ence and personal reflection, she encourages students, parents, and educators to think more intentionally about technology use. This talk is a thoughtful look at how awareness and balance can help young people protect their time, their focus, and their sense of connection.
The Digital Adolescent Brain: Choosing Connection Over Screens
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Miami Country Day School Welcomes a New Chapter of Academic Distinction:
The Cum Laude Society
Silver Knight
Why This Matters Becoming a Cum Laude Society chapter is more than an honorific designation. It affirms the strength and trajectory of Miami Country Day School’s Upper School program and underscores the culture of academic excellence that defines our community.
by J. Robert Spatig
Membership in the Society allows us to formally recognize students who demonstrate exceptional scholastic achievement. Induction highlights not only academic success but also intellectual engagement, integrity, and commitment to learning — strengthening a culture where scholarship is celebrated.
By Jason Asbury Senior Director of Academics
Miami Country Day School proudly celebrates a historic milestone: for the first time, our school has been accepted as a chapter of the prestigious Cum Laude Society. This achievement reflects the strength of our academic program, the exceptional dedication of our faculty, and the scholarly accomplishments of our students. Founded in 1906 and modeled after Phi Beta Kappa, the Cum Laude Society is among the most respected academic honor societies for secondary schools worldwide. Its mission is to recognize and celebrate outstanding scholastic achievement while promoting a culture of intellectual curiosity and integrity. The Society’s motto — Areté, Diké, Timé — translates from ancient Greek to “Excellence, Justice, Honor.” These enduring values reflect the spirit of scholarship and character that define both the Cum Laude Society and Miami Country Day School. Today, nearly 400 secondary schools across the United States and around the globe host Cum Laude chapters, including institutions in Canada, England, France, Spain, Puerto Rico, the Philippines, Jordan, and Switzerland. Membership represents national recognition of a school’s academic distinction and commitment to rigorous scholarship.
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Cum Laude distinction is widely respected by colleges and universities, providing another meaningful credential for students as they pursue higher education. Most importantly, the Society’s emphasis on excellence, justice, and honor resonates deeply with our mission. This new chapter reinforces those ideals across our campus and elevates the standard of scholarship for all students.
A Milestone for Our Upper School “This recognition affirms the strength of our academic program and the extraordinary work happening in our classrooms every day,” said Michael Culley, Upper School Director. “Our faculty’s commitment to rigorous instruction, thoughtful mentorship, and continuous improvement has elevated student achievement and strengthened our culture of scholarship. Being welcomed into the Cum Laude Society is a meaningful acknowledgment of that collective effort.”
What’s Next? This year, we are especially proud to induct our inaugural class of Cum Laude Society members. These students will be the first in school history to carry this distinction, marking the beginning of a meaningful and lasting academic tradition at Miami Country Day School. Congratulations to our faculty, students, and parents for helping Miami Country Day School reach this important milestone. We look forward to honoring the best of what academic excellence means here, and, in the years ahead, to celebrating many Cum Laude inductees who will carry forward the legacy of Areté, Diké, Timé.
Dean of Student Advancement, College & Academic Counselor
For more than six decades, the Silver Knight Awards have stood as one of South Florida’s most prestigious recognitions of student achievement—celebrating not only academic excellence, but a deeper commitment to service, leadership, and impact. Established in 1959 by Miami Herald publisher John S. Knight, the program honors high school seniors who use their talents selflessly to better their schools and communities, elevating service as the defining hallmark of distinction. Open to students across Miami-Dade, Broward, and Monroe counties, the program invites schools to nominate one senior in each of 15 categories: Art, Athletics, Business, Digital & Interactive Media, Drama, English & Literature, General Scholarship, Journalism, Mathematics, Music & Dance, Science, Social Science, Speech, Vocational Technical, and World Languages. These categories reflect the breadth of student passions, while the rigorous selection process evaluates not only achievement, but sustained service, leadership, character, and the lasting impact of each nominee’s contributions.
who embody the Silver Knight ideal: scholars who lead with purpose, innovate with intention, and serve with consistency and heart. What distinguishes a Silver Knight nominee is not simply excellence in a chosen field, but the ability to translate that excellence into action. Judges place particular emphasis on long-term service, initiative, and the capacity to inspire others— qualities that define leadership far beyond the classroom. For Miami Country Day students, this ethos has translated into decades of meaningful contributions across academics, the arts, athletics, leadership, and service. Miami Country Day’s current slate of Silver Knight nominees reflects both a proud legacy and a promising future. The recordsetting class of 2026 stands on the shoulders of past honorees, elevating a tradition of excellence that continues to shape the school—and the broader community—for years to come.
At Miami Country Day School, the Silver Knight tradition has grown into a defining measure of student excellence. Since 1992, the school has produced 133 nominees, 13 Silver Knight winners, and 29 honorable mentions—an enduring testament to a culture that values both intellectual curiosity and meaningful community engagement. Historically, the school has nominated an average of five seniors per year, with a previous high of eight nominees in 2023. This year marks a milestone moment. With 10 nominees in 2026, Miami Country Day has set a new school record—doubling its historical average and underscoring the remarkable depth of student achievement across disciplines. More than a numerical accomplishment, this record reflects a generation of students
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2026 Silver Knight Nominees Summary of Major Service Projects Miami Country Day Silver Knight Winners (1992-2025) 1995 – Michael Schein (English & Literature) 1996 – Risha Kopel (Science) 1998 – Adrian Baschuk (Drama) 2007 – Taylor Harlan (Athletics) 2009 – Jane McDonough (Art) 2011 – Columbia Clancy (Mathematics) 2012 – Tiffany Kontoyiannis (Drama)
2015 – Connor Space (Drama) 2018 – Danielle Geathers (Athletics) 2018 – Rachel Thomas (Science) 2019 – Isabella Allen (Athletics) 2019 – Isabella Pedraza (Mathematics) 2023 – Chaya Hazan (World Languages)
Andrei Steyn (General Scholarship)
Miami Country Day Silver Knight Honorable Mentions (1992-2025) 1997 – Mala Shaykher (Drama)
2008 – Maria Zapetis (Drama)
1997 – Amanda Pearl (English & Literature)
2009 – Michael Sale (Digital & Interactive
1997 – Alim Kanji (Vocational Technical)
Media)
1998 – Scarlett Ray (Athletics)
2011 – Mallorie Thomas (English & Literature)
1999 – Monique Moyer (Vocational
2011 – Bradley Jean-Baptiste (Science)
Technical)
2013 – David Butter (Athletics)
2000 – Anjali Shaykher (English & Literature)
2013 – Alexa Halvorssen (Drama)
2001 – Paul Bonilla (English & Literature)
2014 – Matthew Cohen (Digital &
2001 – Stephanie Dorvil (Music & Dance)
Interactive Media)
2001 – Adriana Rios (World Languages)
2014 – Amanda Gavcovich (English &
2002 – Sasha Siassipour (Science)
Literature)
2002 – Lucia Kaminsky (World Languages)
2015 – Ryan Amoils (Business)
2004 – Jacqueline Jove (Music & Dance)
2017 – Mary Elizabeth Allen (Athletics)
2006 – Carol Toro (World Languages)
2018 – Danielle Amoils (Art)
2007 – Paige Rivkind (English & Literature)
2019 – Jeremy Cross (Science)
2007 – Bruno Silva (Vocational Technical)
2020 – Paul Clifford (Science)
Brady Lubetsky (Athletics)
Cameron Schoch
Andrei Steyn founded Students for Coral Preservation (SCP) to educate and mobilize students in South Florida around marine conservation through advocacy, education, and community engagement. Beginning as a coral tank and speaker series, the initiative grew into a multi-school organization that has raised more than $40,000 to support programs including a 200-gallon coral growth laboratory, educational dive experiences, and conservation programming. SCP provides hands-on learning opportunities for K-12 students, allowing them to study, grow, and care for coral while hearing from scientists and engaging directly with ocean science. Andrei also expanded the project’s impact through advocacy efforts with local, national, and international leaders—presenting to the Miami-Dade County Commission, participating in Capitol Hill Ocean Week, and collaborating with major conservation organizations. He further represented youth voices in global conservation policy by attending the United Nations Ocean Conference in Nice, France, where he engaged with international policymakers and environmental organizations on marine protection initiatives. Through these efforts, SCP has increased student access to environmental education, created community events such as Community Coral Appreciation Day, and cultivated a new generation of youth advocates for coral reef preservation.
Brady Lubetsky’s major service project focuses on expanding inclusion for adaptive athletes while advancing the fight against pediatric cancer through leadership roles in Thumbs Up International and The Childhood Cancer Project (TCCP). As Youth Board leader for Thumbs Up, he recruits and trains able-bodied and adaptive athletes to compete together in endurance races, demonstrating how partnership in sport can challenge perceptions of ability and build community. He co-created Race2Educate, an experiential curriculum that teaches inclusion, teamwork, and resilience through adaptive racing, culminating in a fourth-grade triathlon now embedded in the Miami Country Day School curriculum and reaching students beyond South Florida. Brady also races as part of a duo team with adaptive athlete Elijah DeArmas, completing the Miami Half Marathon and full Miami Marathon while inspiring other students to form new duo teams. In parallel, he serves as the student ambassador and marathon team captain for TCCP, organizing a team of 60 runners that raises awareness and funds for pediatric cancer research. By uniting Thumbs Up athletes with TCCP runners at the Miami Marathon, Brady helped launch a collaboration that has raised more than $100,000 for clinical trials and expanded opportunities for athletes of all abilities.
Cameron Schoch’s major service project, ST(E)EM: Everyone Belongs in STEM, expands access to STEM by using early exposure to counter the underrepresentation of women and people of color. Inspired by her research paper on disparities in STEM higher education, which identified early engagement and confidence as key factors shaping participation, she translated her findings into action by designing and teaching hands-on science and engineering lessons for elementary-aged students. Through partnerships with the robotics program at MCDS, where she serves as captain and lead engineer, she created mentorship pipelines connecting younger students with experienced peers and relatable role models. Her outreach spans classrooms, community workshops, and library programs, all aimed at reframing STEM as accessible, creative, and inclusive. By integrating research, leadership, and sustained community engagement, Cameron has built a scalable initiative that empowers girls to see themselves as future scientists and engineers.
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Hudson Drescher
Hudson Drescher co-founded The Digital Adolescent Brain: Neuroscience Meets Technology with Senaya Miles, grounding the course in rigorous independent research on neuroscience and persuasive technology design. Motivated by observing patterns of distraction and anxiety among his peers, he studied topics such as dopamine reward systems and the psychological architecture of social media, translating complex concepts into an accessible, academically rigorous curriculum. He played a key role in securing approval for the course to count as an elective, and he and Senaya became the first students at MCDS to serve as the lead teachers of a credited class, under the supervision of Ms. Brill, who served as their mentor. In collaboration with Senaya, he extended this work into Get Screen Clean, applying his research to real-world behavior change through phonefree challenges and experiential activities. Together, his contributions helped establish a lasting, evidence-based program that empowers students to critically understand and intentionally reshape their relationship with technology.
(Digital & Interactive Media)
Jules Martinez Molina
Parker Zaron combined his lifelong love of baseball with a commitment to inclusion by founding Dream Team Sluggers, a community program that teaches baseball to elementary and middle school students with developmental disabilities. Inspired by his earlier volunteer experience with Baseball Buddies, where he coached a young boy with autism and witnessed the powerful impact of sports participation, Parker launched the program in Miami Beach to reach families closer to his community. Working with local partners and recruiting high school baseball teammates as volunteers, he organized weekly sessions where each participant learned skills like hitting, throwing, and base running while building friendships and confidence. The program quickly grew in impact, helping children who had never played organized sports experience the joy of being part of a team. Parker also expanded the experience by arranging a special visit to a Miami Marlins game, giving participants the chance to meet professional players and watch batting practice.
Parker Zaron (Speech)
Jules Martinez Molina’s major service project centers on bringing the nonprofit Hunger Corp to Miami Country Day School and organizing the school’s first service trip to Puerto Rico, connecting classmates directly with communities rebuilding after natural disasters. Drawing on years of volunteer work with Hunger Corp, he organized presentations, invited the organization’s executive director to speak at an Upper School assembly, and coordinated a February 2026 service trip involving 15 students and three teachers to assist with rebuilding homes and supporting families in underserved Puerto Rican communities. Through this effort, Jules emphasized hands-on service and meaningful relationships with those being served rather than distant or transactional aid. His motivation is deeply personal: after living through Hurricanes Irma and Maria in Puerto Rico—enduring months without electricity and weeks without running water—he witnessed both the vulnerability and resilience of his community. Those experiences inspired him to mobilize his school community to give back to the island that shaped him and to foster empathy, collaboration, and cultural connection through service.
Phillip Grager
Phillip Grager’s major service initiative, Advocates of Heritage, is dedicated to combating the erasure of Indigenous cultures and languages through education, storytelling, and direct community engagement. Through this initiative, he created the globally distributed podcast Stories of Survival, which reaches listeners across six continents and highlights Indigenous perspectives on language loss and cultural preservation. At the local level, Phillip has had a significant impact by integrating Indigenous education into his school through interdisciplinary classroom presentations and by working toward long-term curriculum inclusion. A central component of his work is his collaboration with the Miccosukee Tribe in South Florida, where he curated a gallery exhibition and organized an immersive Everglades experience led by Miccosukee community members, allowing students to learn directly from Indigenous voices. These experiences emphasized the living presence and cultural importance of the Miccosukee people, fostering a deeper understanding and respect. Overall, Phillip’s work combines global outreach with meaningful local engagement to amplify Indigenous voices and promote lasting educational change.
(Social Science)
(World Language)
Orli Ressler (Drama)
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Orli Ressler founded Pappy’s Packages after the loss of her grandfather, whom she lovingly called “Pappy,” to lung cancer in November 2022; his passing inspired her to transform personal grief into meaningful community service. Motivated by the profound impact the disease had on her family, she created the initiative to support lung cancer patients and their families in the Miami community through advocacy and compassionate outreach. As founder and organizer, Orli coordinates fundraising events, collaborates with physicians at the Sylvester Comprehensive Cancer Center to curate meaningful care package items, and leads community packing events where volunteers write encouraging notes for patients. The care packages—containing practical items for treatment side effects as well as journals, inspirational materials, and personal messages—are designed to provide comfort and emotional support during an extremely difficult period. By turning a deeply personal loss into sustained community action, Orli has built a project that both honors her grandfather’s memory and provides tangible encouragement and dignity to lung cancer patients undergoing treatment.
Senaya Miles co-founded and led The Digital Adolescent Brain: Neuroscience Meets Technology alongside Hudson Drescher, transforming an initial idea into a fully realized, student-driven program. She took a leading role in shaping the course structure, securing administrative approval, and facilitating the class, in which students explored the effects of screen use through discussions and creative projects, such as podcasts and children’s books. Beyond the classroom, Senaya was instrumental in scaling the initiative into Get Screen Clean, a voluntary, schoolwide campaign that encouraged students, faculty, and staff to give up their phones to foster greater focus and connection. Through her leadership, the project evolved into a broader cultural movement on campus, influencing student behavior, informing new school policies, and establishing a sustainable framework for future student leaders to continue promoting mindful, balanced technology use.
Senaya Miles
(English & Literature)
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Stella Krelstein’s major service project is rooted in her personal experience overcoming a brain tumor, where the strength of Dr. Lissa Biard and her all-female surgical team at Boston Children’s inspired her lifelong commitment to female empowerment. She transformed this experience into action by founding her jewelry business, bystellarose, not only as a creative outlet but as a missiondriven platform that donates proceeds to Girls Inc., supporting programs that help girls become “strong, smart, and bold.” Building on this foundation, Stella created EmpowerHER, a mentorship initiative that connects high school girls with female business leaders to address the confidence gap and the lack of representation in business. Through these interconnected efforts—her business, philanthropic partnerships, and mentorship program—she has created a scalable ecosystem that uplifts and equips young girls to pursue leadership roles. Ultimately, her work reflects a full-circle impact: turning a deeply personal medical journey into a sustained movement empowering the next generation of women.
More than a room full of books: My philosophy as a librarian one of the few places in a school where all those aspirations meet. It is a place for discovery and reflection, for curiosity and scholarship, for creativity and connection. It is a place where students can be known, included, and supported as whole learners.
Stella Krelstein (Business)
Independent schools of South Florida Stars 2025-2026
By Sandy Craft Director of Library Services, Whitman Library When people imagine a library, they often picture shelves, quiet corners, and rows of books waiting to be opened. The libraries I have worked in and cultivated during my career are different. I see a bustling learning commons filled with conversation, collaboration, creativity, and discovery—a place where students gather to read, research, build, question, and share ideas. It is a dynamic space that hums with purpose, where classes meet, projects take shape, curiosity is sparked, and learning happens in many forms all at once. For me, the modern library is not a silent, static room; it is an open, welcoming center of school life. At the heart of my work is a simple belief that aligns beautifully with the mission of Miami Country Day School: every student, every day, everywhere deserves the opportunity to learn with vigor, explore with purpose, strive for excellence, and grow as a thoughtful, compassionate global citizen. The library is
Mia Matseikovich Lower School
Georgia Tester Middle School
Ashley Geller Upper School
To me, a school library should be open in every sense of the word. It should be open physically, welcoming students in with warmth and ease. It should be open intellectually, offering access to a broad range of ideas, voices, and formats. And it should be open emotionally, creating a space where students feel safe asking questions, trying something new, and finding the confidence to pursue their own interests. A library should not feel intimidating, it should feel like an invitation. As a librarian, I see my role as so much bigger than books. It is building a learning environment that empowers students to become skillful, critical, ethical users, and creators of information. That work looks different depending on the needs of a school and individual. For one student, it may mean helping them find the first book they truly cannot put down. For another, it may mean guiding them through the research process, teaching them how to evaluate sources, identify bias, and cite responsibly. For a teacher, it may mean collaborating on a lesson that brings information literacy and curriculum goals together in meaningful ways. For families, it may mean helping them understand how the library supports both academic growth and joyful reading. The library, in my view, is never separate from the life of the school. It supplements and complements the educational program through collaboration, conversation, and shared purpose. A strong library program does not operate on the sidelines; it is woven into the fabric of teaching and learning. When librarians and classroom teachers work together, students benefit from instruction that is richer, more connected, and more relevant. Research becomes less about collecting facts and more about asking good questions. Reading becomes less about assignments and more about identity, empathy, and wonder. We are living in a changing global environment where access to information is instant, abundant, and not always reliable. Students today need far more than the ability to find answers. They need to know how to recognize when information is needed, how to locate it effectively, how to evaluate it thoughtfully, how to use it ethically, and how to create and share it responsibly. These are not extra skills. They are essential life skills. A modern library must help students learn to think critically, act ethically, and participate confidently in a world shaped by media and technology.
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ACADEMIC STORIES | 2 7
work, and shared inquiry. Quiet corners communicate that reflection and focus are valued. Thoughtful design can help students feel both calm and inspired. When we improve the physical space of the library, we say to students: this place was designed with you in mind. You belong here. And then there is the print collection, which remains deeply important to me. Even as digital access expands, the power of a physical book endures. Print invites attention in a unique way. It can slow us down, draw us in, and create a deeply personal reading experience. Updating the print collection is an opportunity to bring in fresh voices, relevant topics, engaging series, and developmentally appropriate materials that meet both curricular and recreational needs. It is also an opportunity to ensure that what we place on our shelves reflects the diversity, interests, and intellectual lives of our students. A vibrant print collection tells students that their questions matter, their identities matter, and their reading lives matter. That is why I believe so strongly in varied formats and multiple points of view. Libraries should offer quality materials at all levels of difficulty, with diverse appeal and representation. Students need to encounter stories and sources that reflect their own lives, but also those that widen their understanding of others. They need access to print books, digital resources, multimedia, databases, and new tools for learning. They need room to browse, room to question, and room to grow. A library is not strongest when it is fixed and unchanging, it is strongest when it is responsive. I do not see a library collection as something fixed or frozen in time. It should be dynamic, thoughtfully updated, and shaped by the evolving needs of the school community. As students change, as classrooms change, and as the world changes, the library should change with them. Even as we value the past, we also must be responsive to the present and intentional about the future. That is why I am especially energized by the changes that are on the horizon for our library. I see a great deal of positive change coming as we update our digital access, furniture, and print collection. These changes are not cosmetic; they are philosophical. They reflect a commitment to making the library more accessible, more flexible, and more relevant to the needs of our community. Updating digital access means more than adding new platforms or subscriptions. It means creating smoother, more accessible pathways to information so that students can learn every day, everywhere. It means making sure that high-quality resources are easy to discover and easy to use. It means supporting research, reading, and inquiry beyond the walls of the library itself. In a world where learning happens across classrooms, homes, and devices, digital access is a central part of educational access. I want our students to experience the library not as a place they leave behind when they walk out the door, but as a resource that continues to support them wherever they are. Refreshing our furniture matters too, because space shapes behavior. The physical environment of a library sends a message about what kinds of learning are welcome there. Comfortable seating invites lingering and independent reading. Flexible tables and collaborative areas support discussion, project
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My hope is that these updates will strengthen what I value most: a library culture that fosters lifelong patronage and lifelong learning. I want students to see the library not only as a place to complete assignments, but as a place they can return to again and again for ideas, support, inspiration, and joy. I want them to grow into adults who seek out libraries because they understand what libraries make possible. Libraries teach us that learning does not end with a class period, a grade level, or even graduation. It is a lifelong practice of curiosity. A library thrives when it listens. As a librarian, I want to keep asking: What do our students need right now? What excites them? What challenges them? What helps them feel confident and included? What do our teachers need from the library to deepen instruction? How can we better partner with parents and administrators as part of a shared learning community? The answers to those questions should guide our decisions as much as any circulation statistic or resource list. Ultimately, my philosophy is grounded in the belief that the library is both a mirror and a doorway. It should help students see themselves more clearly, and it should open them to a larger world. It should offer both support and stretch. It should be a place of excellence, yes, but also of warmth. A place of rigor, but also of welcome. A place where information is not simply consumed, but examined, discussed, created, and used with integrity. I believe in a library that empowers every student, every day. I believe in a library that embraces change thoughtfully and courageously. I believe in access, inclusion, collaboration, and the enduring power of reading. Most of all, I believe that when a library is guided by purpose and care, it becomes far more than a room full of books. It becomes a living part of a school’s heart. And that is the library I am proud to help build.
LOWE R SC HO OL STA R STUDEN T
Celebrating Mia Matseikovich by Shana Lindsey Director of Lower School, Strategic Initiatives
“Having positive relationships means you always have someone to talk to and someone is there for you in hard times…and also experience happy times with you.” When Mia, Class of 2033, shared this quote in one of her fifth-grade written reflections, she shared what she really values: connecting with other people, and she puts those values into action every day. From the moment Mia Matseikovich joined MCDS as an SK5 student, her strong work habits, kindness, and sense of responsibility stood out. As she grew, her second-grade teacher, Ms. Gallagher, described her as a responsible, self-motivated student who consistently strives for excellence. Pretty impressive for an eight-year-old! Mia’s foundation has only strengthened over time. Now in fifth grade, her teacher, Ms. Dent, shares that Mia consistently exemplifies the MCDS Core Values through her compassion, integrity, and deep respect for others. When asked which value resonates most, Mia immediately named Respect. A value she demonstrates by listening thoughtfully to friends in class and on the playground, participating meaningfully in literacy conversations, and genuinely caring for her peers.
Student Limelights
Mia’s character shows up in both small moments and big ones. Ms. Dent recently shared that a classmate lost something important to them. Even though it was only an item, Mia quietly recognized that sharing something meaningful to her could comfort her friend. So, without prompting, she gave the other student something that held special meaning for Mia. Sharing it did comfort her friend, just as Mia hoped. That unprompted act is just one reflection of Mia’s instinct to put others first. In class, Ms. Dent describes her as a focused, engaged learner who approaches challenges with perseverance and integrity across all subjects. Beyond the classroom, Mia puts her values into action. After seeing a flyer for the Golden Beach Youth Leadership Group, she chose to attend the first meeting. She admits she felt a little nervous, especially when she saw all the high school students there. But she persevered, and now she’s the youngest member of the group, serving as treasurer and working alongside high
school students to support community initiatives, including beach cleanups, Memorial and Veterans Day celebrations, and fundraising efforts that help the community come together. Mia has even given a few public speeches at Golden Beach events! This is just the beginning of her journey to help others. As she gets older, she hopes to protect the environment by encouraging the planting of more trees and helping others to understand the importance of growing and choosing healthy food. Mia is also a joyful student with a natural, witty sense of humor that brings energy to those around her. She enjoys tennis, musical theatre, piano, aerial silks, and reading. She’s starting to explore her entrepreneurial side, too. She recently toyed with the idea of opening a cat café. That was until she remembered she’s allergic to cats! She still laughs about the idea and keeps thinking creatively about future possibilities, like maybe a dog cafe instead. Family is Mia’s first priority. She speaks with deep respect for her parents, noting that her dad has taught her the importance of caring for family. She loves how her mom is always cheering her on and helping her think through challenges. Mia is proud to be a helpful older sister to her younger brothers, Matthew and Miles, and contributing meaningfully to her family. Everyone has responsibilities to help in the family. And she’s quick to share, with a twinkle in her eye, that she’d rather help with cooking dinner than set the table. As Mia “steps up” to Middle School, she carries a strong foundation of respect, empathy, and purpose. She is a Spartan who leads with character, uses her time well, and makes her corner of the world a better place. Congratulations, Mia for being this year’s Independent Schools of South Florida’s Star Student award winner! You’re a thoughtful leader, a caring friend, and an inspiring role model for our Lower School community!
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M I DDLE S CHOOL
U PPER SC HO O L
Julio Aguirre: A Year of Purpose
Maia Mandel By Michael Culley Director of Upper School
By Dr. Nima Rouhanifard Director of Middle School, External Partnerships
School communities often talk about growth, but every so often a student’s journey gives that idea real shape. Julio Aguirre’s rise from seventh to eighth grade is one of those stories. It is a story about accountability, perseverance, and what can happen when a student is supported by adults who refuse to give up on his potential. By Julio’s own path, seventh grade was marked by real challenges. He was not as academically motivated as he could have been, and some poor choices put him in a position where his future in the community was genuinely uncertain. For many students, a year like that can become a label. At a good school, though, it can become a turning point. That is exactly what happened for Julio. This year, Julio has made a remarkable transformation. He came into eighth grade with a different mindset, a clearer sense of self, and a determination to prove that he could be a positive force among his peers. That resolve has shown up everywhere. Academically, Julio earned Director’s List honors, maintaining all As and Bs through the first semester and continuing that success into the second. More important than the grades themselves is what they represent: discipline, consistency, and a student who made deliberate choices in support of his own growth. Julio’s progress has not gone unnoticed. This year, he received the school’s most prestigious character honor, the Purpose Award. In recognizing him, faculty described purpose not as energy or momentum, but as decision: the steady commitment to choose growth, follow through, and keep showing up in the right way even when no one is watching. That description fits Julio powerfully. Teachers have described him as responsible, friendly, supportive of others, and purposeful in both his actions and his words. They note that he is one of the most polite students they work with, consistently encouraging to others and focused no matter the task in front of him. Even when work becomes difficult, he keeps going with positivity and determination. His growth has extended well beyond the classroom. In the Middle School Concert Jazz Band, Julio has emerged as a conscientious
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leader, someone who pushes himself as a musician and has earned the respect of his peers. When given the opportunity to lead jam sessions, he did more than showcase talent; he demonstrated confidence, leadership, and the ability to bring others in with him. On the basketball court, that same sense of purpose was equally visible. Teachers and coaches saw a student who invested fully in his own development and in the success of his teammates. His strong focus, resilient mindset, and work ethic contributed meaningfully to the team and reflected a student learning how leadership is built through consistency. In academics, his effort has been just as striking. Julio has shown exceptional self-management and impressive problem-solving skills. During a boat design project, when his first prototype did not meet expectations, he quickly diagnosed the problem, completely redesigned it within a single class period, and produced the fastest boat in the class. That moment captures something essential about who he has become: a student who does not fold in the face of difficulty, but responds with thought, action, and persistence. Perhaps the most meaningful reflection came from a senior faculty member, who noted that Julio entered this year with both a purpose and a plan. He wanted to prove to himself that he could be a positive presence in the community, and he has done exactly that, quietly but unmistakably. That growth has been recognized not only through the Purpose Award, but also in his selection as a Spirit Week captain, a sign of the trust and respect he has earned from those around him. Julio Aguirre’s story is inspiring because it reminds us that growth is possible, even after a difficult chapter. It reminds us that young people are never finished becoming, and that the right school environment can call something extraordinary out of a student: not perfection, but purpose. Not just achievement, but character. Julio’s journey is a powerful example of what can happen when a student chooses a better path and when a school community stands ready to support that choice. His story is one of hope, effort, and promise. Congratulations, Julio. Your growth has been earned, your example has been felt, and your future is bright.
Since arriving at Miami Country Day School in fourth grade, Maia Mandel has built an orbit uniquely her own, where curiosity, creativity, and passion continuously circle and reinforce one another. From the Garner Center for Innovation to the Center for Arts to the most rigorous classrooms, she brings the same sense of intellectual energy and purpose. For Maia, learning isn’t confined to a single sphere, but something she actively pursues. She’s driven by a genuine love of discovery and a desire to understand how things work, both on Earth and far beyond it. “I’ve always loved learning,” she says. “Even when I was younger, I liked working through problems and figuring things out.” That drive has led her to excel across an unusually wide range of disciplines. Whether in advanced academic work, on stage in musical theater, or leading complex robotics builds, Maia brings the same level of focus and commitment. What makes her stand out, however, is not just the breadth of her involvement but also the way she moves between these spaces with quiet confidence and a generous spirit. Through MCDS’s musical theater diploma pathway and her involvement in Thespians, Maia has developed her creative voice and a strong sense of collaboration. Theater Director Cristina Pla-Guzman notes, “What stands out most is not just her talent, but her generosity. She lifts those around her and contributes to a collaborative, supportive environment.” In robotics, Maia brings that same mindset to a very different kind of stage. As an engineering lead on the Cyber Spartans, the school’s FIRST FTC Robotics team, she plays a central role in both design and team organization. Specializing in CAD and engineering, Maia helped lead the team as its main builder last year and continues to guide its technical direction. “Maia brings both analytical precision and creative thinking, allowing her to approach challenges in ways that elevate the entire team”, says Tracy Haswell, Director of the Garner Center for Innovation. Ms. Haswell also notes that Maia’s strengths extend beyond technical ability. “She is collaborative, encouraging, and inclusive, and she leads by example, helping foster a team
culture where everyone can contribute and succeed.” Maia’s leadership helped the Cyber Spartans achieve top finishes in the South Florida League and compete at the Florida State Championship. That same balance of precision and creativity, leadership and humility, shapes Maia’s work in scientific research. Inspired by documentaries she watched with her parents from a young age, Maia became interested not just in reaching other planets, but in sustaining life there. This year, she engaged in a self-driven research project focused on growing crops in a Martian soil simulant, exploring how future space missions might address one of the most fundamental challenges: food. Through the research process, Maia embraced the uncertainty of real scientific work, refining her thinking and deepening her understanding, and encountered unexpected results. “The conclusion surprised me,” Maia said. “I had to ask myself, ‘How could I be wrong?’ But that’s part of what made it exciting.” Beyond her own work, Maia is equally committed to supporting others. Since eighth grade, she has been a dedicated tutor in the Math Lab, working with students each Wednesday morning. “I love it,” she says. “Seeing students want to learn, and being able to help them, is really rewarding.” Maia Mandel not only embodies the MCDS Core Values but also distinguishes herself by aligning her many pursuits, leading with curiosity, lifting those around her, and embracing challenges with purpose. Her orbit at MCDS is not simply defined by what she achieves, but by the momentum she’s building. If her path already reaches from the stage to the lab to the edges of space, it’s clear that Maia is only at the beginning of a journey with truly limitless reach.
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S PAR TANS AR OUND
FAC U LTY INQ U IRY
Evangeline Faraldo: Purpose in Motion
Inspiring Conversations
By Karin Davis Director of Spartans Around As her commitment to ballet deepened, so did the complexity of balancing a traditional school schedule with the growing demands of rehearsals and performances. By middle school, it became clear that continuing to pursue her passion at the highest level would require a different kind of academic experience, one designed not simply to accommodate her path, but to move with it.
Ballet was her beginning. Online learning gave her the freedom to grow. This is where Evangeline Faraldo belongs: on stage, in life, and in pursuit of her dreams. The theatre hums long before the curtain rises. Footsteps echo softly against the polished rehearsal floor. Somewhere beyond the heavy velvet drapes, an orchestra begins to tune. In the dim glow of the wings, a small girl stands perfectly still, watching a dancer sweep across the stage with impossible grace. In that suspended moment between anticipation and awe, something inside Evangeline Faraldo quietly awakens. She does not yet have the language for it, only the certainty. This is where she belongs. For Evie, ballet has always been more than movement. It is clarity. It is the place where distraction disappears, and purpose takes shape. From her earliest classes, she sensed that dance was not simply something she loved; it was something she needed. Every time she took a class, she felt a sense of purpose and belonging. The discipline, repetition, and resilience required to improve became part of her identity long before she realized it. She speaks about performing with reverence: the charged stillness backstage, the sudden brilliance of the lights, the swell of music that signals the moment has arrived. Months of preparation condense into breathtaking minutes of presence and precision. When the applause finally comes, it brings what she describes as a deep, satisfying exhaustion, the unmistakable reward of giving everything to something meaningful. Evie explains that the applause at the end is rapture, the feeling of pure, fulfilled exhaustion that can only be truly experienced by someone living their passion. Already, Evie has performed in major productions including The Nutcracker, Swan Lake, and the premiere of The Spider’s Feast. Her favorite role, dancing as a cygnet in Swan Lake, demanded absolute synchronicity. “Everything had to be perfectly in sync; everyone had to breathe together, which made it intense. It pushed me to be the best version of myself onstage,” she recalls.
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Joining Miami Country Day’s Online Spartans Around learning platform marked a defining shift. Here, education did not compete with her ambitions; it evolved alongside them. The platform’s flexibility allows Evie to shape her days with intention, beginning her academic work early, adjusting timelines during production periods, and remaining fully engaged even as rehearsal hours intensify. In this environment, learning becomes less about fitting into a schedule and more about building a life. Evie reflects: “Being an online student, like ballet, requires discipline. The academic work is intense, and there are lots of independent assignments. I have to stay organized and not give in to procrastination.” Supported by teachers and advisors who understand the rhythm of her commitments, she has developed the independence and discipline to pursue excellence in both the studio and the classroom. What once felt like a balancing act now feels like alignment. Her family has witnessed this dedication from the very beginning. Her mother, Jamaica Jordan, says: “We first noticed Evie’s passion for performing when she began dancing at just three years old. From the very beginning, it was always ballet; her interest never wavered. What has stood out most is her dedication. She is never too tired, never unprepared, and always ready for ballet. Her commitment has remained constant over the years. Watching her on stage is truly beautiful. There is nothing better than seeing her do what she loves.” Choosing online learning ensured that Evie could pursue excellence in both academics and dance without sacrificing either. Looking ahead, her vision is clear. She dreams of becoming a professional dancer and one day performing the iconic role of Odette in Swan Lake. She understands that the path forward will demand even greater commitment, but she moves toward it with quiet confidence, guided by a sense of purpose that has been growing since that first moment in the wings.
Jill Robert, Chief Experience Officer
Crystal Doyle, Coordinator of Learning and Cognitive Growth
With more than three decades in education and experience spanning Montessori classrooms, behavioral research, and learning science, Dr. Crystal Doyle brings a rare blend of expertise and empathy to Miami Country Day School. As a learning scientist and leader in student support, she works at the intersection of research, classroom practice, and human development. Her work centers on helping students understand how they learn and giving them the tools and confidence to succeed. Dr. Doyle’s work is a central part of a broader approach at MCDS that supports each student’s growth, alongside programs that extend and enrich learning across the school. In this conversation led by Jill Robert, Dr. Doyle reflects on her journey, the science behind learning, and the philosophy that guides the way MCDS supports students across every division.
Center stage, standing tall beneath the lights’ warmth, Evangeline Faraldo lets the applause settle around her. As she turns to leave, her eyes drift toward the wings. A young dancer stands there, waiting quietly, watching everything. For a moment, Evie pauses. Then she smiles, disappearing softly beyond the curtain, the music still echoing somewhere behind her.
FACULTY INQUIRY | 3 5
resource. I meet with teachers, work with students, coordinate services, and meet with teams across the school to make sure our systems remain consistent. Sometimes I am supporting a student directly. Other times I am helping a teacher think through strategies or meeting with parents. It really depends on the needs of the day.
Jill: When you think about the impact of your work, what part of it feels most meaningful to you? Crystal: As a learning scientist I spend a lot of time thinking about how students think and how they learn. The most rewarding part of the work is observing patterns, interpreting what they mean, and finding ways to make learning more accessible for students. At MCDS there is a lot of collaboration and creativity in how we approach that work. Being able to apply research in ways that directly help students is incredibly meaningful to me. Jill: When families hear about student support or academic success programs, there can sometimes be misunderstandings. What do you most often find yourself explaining to parents?
Jill: Your work reaches students, teachers, and families across every division of the school. When you step back and think about it, how do you describe the heart of your role? Crystal: I often think of my role as building the bridge between research and practice. My lens is learning science and behavioral research, but at heart, I am always a teacher. The work involves creating systems that help identify students early when they need support, partnering with teachers on instructional strategies, and helping parents understand who their children are as learners. Parents often have an idea of who they believe their child is. That may be true, but there are always other factors shaping how students learn and grow. When families begin to understand that more fully, it can be a really meaningful moment.
Jill: Your path into this work is fascinating and uniquely suited for what you do now. Can you tell us about the journey that brought you here? Crystal: My connection to this field really began earlier, when I was in high school. After school and during the summers, I worked alongside my mom, who was a librarian for the Special Education Resource Center in Albany, New York. It was my first experience being part of an educational community that intentionally explored learning in different ways. I remember watching teams of teachers, speech pathologists, behavior specialists, and other professionals come and go from the library, gathering materials and resources for their students. At the time, I didn’t fully understand the work they were doing, but I knew it mattered, and I knew I wanted to be part of something like that someday. From there, I was hooked.
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That early exposure sparked a curiosity that followed me into my academic path. My undergraduate degree is in anthropology and human and child development because I was always fascinated by how people learn and how development unfolds across childhood. I also had my own academic challenges as a student, which made the work even more personal. I had to learn how I learned. That curiosity also guided my professional path. My early work in schools began in entry-level roles, starting as an assistant teacher and gradually growing from there. Over the years, I moved into positions as a homeroom teacher, curriculum coordinator, assistant director, and eventually director of programs. In many ways, I’ve had the opportunity to work at nearly every level within a school community, which has given me a broad perspective on how schools function and how different roles contribute to supporting students’ learning and development.
Crystal: One common concern is the fear that a child will be labeled. Parents worry that a diagnosis will define their child or limit future opportunities. In reality the goal is understanding. When students understand how they learn, they are better able to advocate for themselves. I often use the analogy of a backpack. Our role is to help students fill their backpacks with tools and strategies. Once they have those tools they can choose whatever path they want. Without those tools the path can be much harder.
Jill: What is something about the way MCDS supports students that you think families might not fully realize? Crystal: One thing I am very proud of is our inclusive model. Rather than having a separate program, students and teachers can work directly with specialists who are part of our faculty. Occupational therapists, speech pathologists, and other specialists collaborate with teachers in real-time. In many schools those services happen outside the classroom. Here they are integrated into the daily learning experience. Another strength is our continuity across divisions. The work often begins in Lower School, but the insights and strategies move with the student through Middle and Upper School. By the time students reach high school, the team understands who they are as learners and how best to support them. That continuity makes a tremendous difference. At its core, Dr. Doyle’s work is about helping students understand themselves as learners. Through observation, collaboration, and thoughtful support, she and her colleagues help students develop the tools and confidence they need to navigate challenges and pursue their goals. As she often reminds families, the goal is not to place students on a path, but to give them the tools they need to choose their own.
Jill: At what point do you start to see students take ownership of that understanding? Crystal: It often happens around fifth grade. Students begin recognizing what helps them succeed. You might hear a student say they need to sit closer to the board, ask for a movement break, or request help breaking a large assignment into smaller parts. Sometimes it is something small. A student might proudly tell me their device is charged and ready for the day. Those moments may seem simple, but they show that students are beginning to take ownership of their learning. When that happens you see a real shift. Students begin to thrive.
Jill: You often talk about the idea of comfortable struggle. What does that mean in practice? Jill: There is a lot happening behind the scenes to support students in a school like MCDS. What does a typical day look like for you? Crystal: No day is really typical, but everything I do is grounded in data. I start each day reviewing trends and looking at information that helps us understand how students are progressing. From there, I spend a lot of time in classrooms observing students and talking with teachers, looking closely at how students are accessing learning and whether the support in place truly matches what they need. Much of my day is simply being a
Crystal: A comfortable struggle happens when a student has the skills they need but still needs practice and encouragement. An uncomfortable struggle is when we expect students to do something they have never been taught how to do. For example, adults might tell a child to study for a test. But if the student has never been taught what studying actually looks like, they may not know where to begin. Skills like organizing work, studying, and managing time need to be explicitly taught. Once students have those skills, they can begin applying them independently.
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A C ELEB RATION OF LEGAC Y, C ONNEC TION, A N D T H E A R T S
Inaugural MCDS Arts Hall of Fame By Terry Alfonso Director of Arts Education and Programs
The goal of the Inaugural Miami Country Day School Arts Hall of Fame was simple yet profound: to ensure that the families of our inductees understood the lasting impact their loved ones have had—and continue to have—on our community. What unfolded that evening in the Center for the Arts was a moving and joyful celebration of artistry, mentorship, and connection, as generations of our Spartan community gathered to honor the creative legacies that helped shape Miami Country Day School. Established to honor alumni and faculty who have made outstanding contributions through their talent, leadership, and advocacy, the MCDS Arts Hall of Fame celebrates those whose creativity and vision have enriched lives, built community, and inspired generations of students. Like the Center for the Arts itself, the Hall of Fame reflects the school’s belief that the arts are an essential part of being an educated person and a cornerstone of lifelong learning.
Each presenter shared personal reflections on the profound influence these mentors had on their lives and careers. Their stories illustrated how the values cultivated in the arts at MCDS, continue to shape alumni long after graduation. Family members Wayne Cypen, Steven Lewis, Zach Pitchman, and Chelsea Wicker added another deeply meaningful dimension, highlighting not only the professional accomplishments of the inductees but also their humanity, generosity, and passion. A highlight of the evening was the Archive Walk and Plaque Unveiling, where guests explored artifacts from past productions and viewed the permanent sign honoring the inductees in the CFA hallway. The space now serves as a living gallery of MCDS arts history, connecting the past, present, and future of the school’s creative community.
The inaugural celebration honored four extraordinary individuals whose artistry, leadership, and mentorship helped shape the creative heart of MCDS: Adam Epstein ’92, Sandi Lewis, Jonina Pitchman, and John Wicker. Held in the Center for the Arts, the evening brought together alumni, faculty (past and present), students, and families representing more than four decades of MCDS history. The program blended live music from the Honors Jazz Ensemble with heartfelt storytelling from truly entertaining alumni presenters who returned to campus to honor their mentors and friends. Carmen Bell ’91, Community and Donor Relations Coordinator at Riverside House and a passionate vocalist and public speaker, presented for Adam Epstein ’92.
Arts
Brittany Sarkisian ’04, a professional screenwriter, director, and actor with credits in film, television, and video games, presented for Sandi Lewis. Tiffany Guillen ’12, a film and television director and Forbes 30 Under 30 honoree whose work includes projects with HBO Max, Netflix, and Amazon, presented for Jonina Pitchman. Nicholas Richberg ’96, Executive Director of Miami New Drama at the Colony Theatre and an accomplished theater producer and performer, presented for John Wicker.
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MEET THE INAU GU RAL INDU C TEES
Adam Epstein ’92
The evening made clear that the arts at MCDS are built on legacy.
by Carmen Bell ’91 Adam Epstein’s accomplishments in the world of theatre were nothing short of extraordinary. A celebrated Broadway producer, Epstein’s work earned 46 Tony Award nominations and 12 Tony Awards throughout his career, including a Tony Award for Best Musical for his role as a producer of Hairspray, which became a Broadway sensation with more than 2,600 performances and productions around the world. His producing credits also included acclaimed revivals such as A View From the Bridge, Amadeus, and The Crucible, as well as musical adaptations including The Wedding Singer and Cry-Baby. Through his creativity, vision, and leadership, Epstein helped shape modern musical theatre while bringing great pride to the MCDS community. Alumna Carmen Bell ’91 reflected on how Adam’s mentorship and artistic passion helped inspire her own journey in the arts.
As Director of Arts Terry Alfonso reflected, today’s students and faculty stand on the shoulders of those who came before; individuals whose dedication and vision helped build the thriving arts community we enjoy today. One guest that evening captured the sentiment best, sharing, “You could feel their legacies alive in the stories, the laughter, and the music.”
Sandi Lewis by Brittany Sarkisian ’04 Sandi Lewis’s legacy at MCDS is defined by her tireless commitment to student growth and artistic excellence. As a teacher, director, and mentor, she cultivated creativity, confidence, and collaboration, inspiring generations of students to explore their talents fully in the classroom and on the stage and even established our Thespian chapter. Alumna Brittany Sarkisian ’04 recalled Sandi’s guidance in countless productions and her remarkable ability to foster joy, professionalism, and artistry in every student, reflecting the profound and lasting impact Sandi had on the MCDS community.
Inspired by the long-standing tradition of the MCDS Athletics Hall of Fame, the Arts Hall of Fame will now become a biannual celebration, honoring those who have elevated the arts at Miami Country Day School. Through this tradition, their stories and contributions will continue to inspire future generations of Spartan artists. The inaugural evening was both a culmination and a beginning. The arts are at the heart of who we are at Miami Country Day School and to quote one of my favorite musicals, “It is not enough to know where you are going. You also have to know where you’re coming from.”
Jonina Pitchman by Tiffany Guillen ’12 Jonina Pitchman’s dedication to dance, theater and storytelling has left an indelible mark on MCDS. Through founding the Dance program and her co-leadership in Theatre for Social Change, she encouraged students to explore the power of storytelling as a force for empathy, reflection, and transformation. Alumna Tiffany Guillen ’12 shared how Jonina’s mentorship helped ignite a passion for storytelling that continues to shape her work today as a professional director in film and television.
John Wicker by Nicholas Richberg ’96 John Wicker’s contributions to MCDS embody artistry, mentorship, and a lifelong dedication to his students. Through music, theater, and performance, he taught and inspired generations of students. He founded the tradition of our MCDS Spring Musical and our Contemporary Music Ensemble, 21 Hearts, 1 Beat. Alum Nicholas Richberg ’96 shared personal reflections on John’s extraordinary ability to nurture talent while creating an environment where students felt both challenged and supported.
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ARTS |
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ARTS Awards 202 5 - 2 0 2 6
Florida Orchestra Association State Competition Simone Levy- Superior with Distinction (String Bass Solo) JUNIOR THESPIANS DISTRICT FESTIVAL Top Honors Keira Harwin
SCHOLASTIC ART AWARDS
SUPERIOR RATING
Lucas Gynell ‘26 earned the highest honor of Gold Key.
Bass Adrian Sanchez Michael Rodrigues Isaiah Jackson Sofia Esko Max Bovio
Alyvia Traux ‘27 won the highest honor, Gold Key Both will have their work displayed at the Rubell Museum and move on to the national competition. NEW YORK TIMES PHOTO CONTEST Lucas Gynell - Honorable Mention FLORIDA BANDMASTER’S ASSOCIATION DISTRICT SOLO & ENSEMBLE FESTIVAL ALL SUPERIORS!!! SAXOPHONE Breanna Puro Noah Romanik Nicolas Feitler Jack King Ale Leal Lorenzo Lyndaker FLORIDA ORCHESTRA ASSOCIATION DISTRICT SOLO & ENSEMBLE FESTIVAL SUPERIOR WITH DISTINCTION MOST EVER AT MCDS! Bass - Simone Levy Cello - Alex Spiegel & Sisi Coltro Viola - Chloe Gomez Ortega Violin - Madison Guzman & Sarah Ishaq
Cello Anule Puro Gabriel Robert Karter Rogers William Keberdle Viola Charles Possin Julia Fortes Abigail Fernandez de Castro Violin Misha Trushin - Jimenez Logan Roth Mikayla Washington Chantal Gomez Ortega Agustin Jaramillo EXCELLENT RATING Bass Trevor Rudden Viola Cameron Schoch Adam Jackson Max Possin Violin Adriana Lushnekov Catherine Jiang Audrina Dimmer Aiden Henderson Olivia Pe
SUPERIOR Leo San & Arthur QuintaneDuet Scene Benji Salanic - Monologue Lennox Gordon - Monologue Bri Martinez- Monologue Valentina Genoa & Xavier Tamariz.- Duet Song Sammie Gilbert - Scenic Design Indie Meyers - Makeup Design Estelle Wolfson - Makeup Design Nati Del Valle Briz - Costume Design Rebecca Schwartz, Keira Harwin, Maya Duke, Anarria Pinchinat, Bri Martinez, Ava Barthes, Sophia Paulshock-Brown, Valentina Genao- Ensemble Acting UPPER SCHOOL THESPIANS DISTRICTS Florida District 8 Thespian Conference Top Honors Felipe Verdiquio Monologue Sophia Leonard Monologue Dagny Jerles, Lea Denain, Felipe Verdiquio - Student Directing Mia Compagnucci Rodegro. - Costume Design Ava Alonso, Z. Loverde, Sophie Gomez Devia, Agustin Jaramillo, Rockwell Meyers, Emma Romanik Ensemble Acting Lea Denain - Makeup Design SUPERIOR Jordi Mutchnik and Orli
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Ressler - Duet Musical Victoria Strauch and Serenity Ukegbu - Duet Acting Carina Kreuter and Jared Martinez Molina - Duet Musical Victoria Chaparro and Josh Morris - Duet Musical Serenity Ukegbu - Solo Musical Valeria Alvarez and Bianca Maria Bonetti - Duet Acting Zoey Campos and Madison Telemaque - Pantomime Lea Denain - Makeup Design Stella Espenkotter - Costume Design Zoey Campos, Z. Loverde, Jordi Mutchnik, Chloe Ohana, Emmy Shoaf, Victoria Strauch - Small Group Musical Maddie Buttacavoli, Victoria Chaparro, Lea Denain, Emma Falconi, Dillinger Kaushansky, Carina Kreuter, Maia Mandel, Riley Mandel, Joshua Morris, Jordana Mutchnik, Micah Ressler, Orli Ressler, Antonio Restrepo, Emmy Shoaf, Victoria Strauch, Felipe VerdiquioLarge Group Dagny Jerles - Costume Design Valeria A., Madeline Buttacavoli, Valentina De La Rosa, Lea Denain, Dillinger Kaushansky, Talia Kilstock, Maia Mandel - Ensemble acting Alessio Beltran, Santino Kohen, Jared Molina, Josh Morris, Antonio Restrepo, Felipe Verdiquio- Small Group Musical Alessio Beltran and Sophia L.- Duet Acting Victoria Chaparro - Solo Musical Bianca Maria Bonetti Monologue Dagny Jerles - Publicity Direction Carina Kreuter - Solo Musical Dagny Jerles- Playwriting
Z. Loverde, Jordi Mutchnik, Chloe Ohana, Emmy Shoaf, Victoria Strauch - Student Choreography Orli Ressler, Jordi Mutchnik, and Alessio Beltran- Student Directing Ava Alonso, Valeria Alvarez, Alessio Beltran, Bianca Maria Bonetti, Zoey Campos, Chantal Gomez Ortega, Talia Kilstock, Anastasia K., Sophia Leonard, Jared Martinez Molina, Rocky Meyers, Chloe Ohana., Anastasia Petukhova, Daniel Roshenstrach, Madison Telemaque, Serenity Ukegbu - Large Group Musical Anastasia Petukhova– Playwriting
EXCELLENT Riley Mandel, Zoey Campos,
Dagny Jerles, Lea Denain and Felipe VerdiquioStudent Directing Dagny Jerles- Playwriting
EXCELLENT: Ava Alonso, Z. Loverde, Sophie Gomez Devia, Agustin Jaramillo, Rockwell Meyers, Emma Romanik- Ensemble Acting
Florida State Thespian Conference TOP HONORS: (Best in State) Dagny Jerles- Playwriting Dagny Jerles, Lea Denain and Felipe Verdiquio Student Directing SUPERIOR: Lea Denain - Makeup Design Maddie Buttacavoli, Victoria Chaparro, Lea Denain, Emma Falconi, Dillinger Kaushansky, Carina Kreuter, Maia Mandel, Riley Mandel, Joshua Morris, Jordana Mutchnik, Micah Ressler, Orli Ressler, Antonio Restrepo, Emmy Shoaf, Victoria Strauch, Felipe Verdiquio-Large Group Sophia Leonard Monologue Felipe Verdiquio Monologue
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Upper School Coming Fall 2028
Coming Fall 2028
Athletics
A Personal Perspective on the Miami Country Day School Barry University Partnership By Charles Sennett Director of Athletics
For our baseball players, the impact is immediate and meaningful. “As a player, having our own field and facility means everything,” said sophomore Marcus Ferrer. “It gives us the proper space and environment we need to have productive practices that will help our team develop and improve. This partnership with Barry University is a huge step forward for our program, and I’m really excited to see what the future holds.”
shared learning. Coaches, administrators, and student-athletes from both schools will have opportunities to work together, exchange ideas, and learn from one another. Our students will gain exposure to a collegiate campus environment and a clearer understanding of what it takes to compete at the next level. Barry student-athletes, in turn, will benefit from access to our exceptional swimming facilities, giving them another outstanding place to train and prepare for competition. “This partnership reflects Barry University’s commitment to enriching opportunities for our students while serving as a strong community partner,” said Barry University President Dr. Mike Allen. “By joining with Miami Country Day, we’re modeling how higher education and K–12 education can collaborate in ways that benefit all students.” Mariandl Hufford, President and Head of Miami Country Day School, echoed that sentiment. “This agreement provides our students with access to Barry’s championship-level facilities, while also supporting Barry’s athletes through use of our swimming complex,” Hufford said. “It’s a true win-win partnership for our institutions and the Miami Shores community.”
This collaboration also connects with Barry University’s larger Campus Master Plan, which includes improvements to multi-sport fields, sustainable turf, upgraded lighting, press boxes, and player amenities, along with the planting of 100 new trees. Together, we are building not just facilities, but opportunities — opportunities for growth, development, and lasting memories for our studentathletes. At its heart, this partnership is a true win-win. It strengthens the bond between our schools, enriches the student experience, and demonstrates how high school athletics can open doors to future opportunities at the collegiate level. I’m proud to see our students benefit from this collaboration and excited about the future we are building together.
For me personally, this partnership is especially meaningful. I played baseball at Barry University from 1985 to 1989, and returning there in this role has been both humbling and incredibly rewarding. After 35 years at Miami Country Day, seeing our two schools come together like this feels like a full-circle moment. I’m proud to see the next generation of athletes benefit from the same campus that helped shape my life. In many ways, it truly feels like coming home.
Junior Quinn Smith, who has been part of the Miami Country Day baseball program since middle school, shared a similar perspective. “As a member of the Miami Country Day baseball team since middle school, I’ve seen how limiting our current field has been for our improvement,” Smith said. “With this new partnership, having full use of a field will allow our team to practice more freely and effectively. I’m extremely excited to practice at the new facility and can’t wait to see what’s ahead for our baseball program.” I’m excited to share my perspective on the new partnership between Miami Country Day School and Barry University — a collaboration that I believe will have a lasting and meaningful impact on our student-athletes and our community. This partnership grew out of a shared vision: to create better opportunities for our students while strengthening the connection between two schools that proudly call Miami Shores home. For years, our teams have worked hard to make the most of limited outdoor space at the Koch Family Athletic Complex. During the winter, four soccer teams rotate practice time on a single field. In the spring, that same space must accommodate two baseball teams, four lacrosse teams, and a softball team. While our coaches and athletes have done an incredible job making it work, we knew there had to be a better solution.
The upgraded Barry University facility will feature “Game On” artificial turf, batting cages, stadium lighting, and other state-of-theart amenities. With a target completion date of October 1, 2026, the facility will provide our students with a space designed to support skill development, teamwork, and confidence on and off the field. Beyond the facilities, this partnership is about collaboration and
Barry University offered the perfect opportunity. Through this partnership, Barry will become the home for our baseball and softball practices and games while also providing additional space for our soccer and lacrosse programs. This means our studentathletes will have more room to train, compete, and grow in a safe, modern, and professional environment.
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ATHLETICS | 4 7
A New Era of Spartan Strength: The Woodhouse Athletic Center Opens
By Elise Carlson Athletic Health and Performance Coordinator When students returned to campus after winter break in January 2026, they were welcomed by one of the most exciting additions to Miami Country Day School’s campus: the Woodhouse Athletic Center. Designed to support student wellness, education opportunity and athletic development, the new facility has quickly become a hub of activity for Spartans of all ages. The complex represents a transformative investment in the health, wellness, and performance of every Spartan. Designed to serve students across all divisions, the center has quickly become one of the most active and dynamic spaces on campus.
From the youngest students to graduating seniors, Spartans interact with the Woodhouse Athletic Center in meaningful ways. Lower School students use the facility for Physical Education, introducing them early to the importance of movement, strength, and healthy habits. These early experiences help students build confidence through physical activity and develop a positive relationship with fitness from a young age.
We go far beyond the sidelines, treating the whole athlete by addressing training, recovery, nutrition, sleep, and mental wellbeing, recognizing that true performance is built from within.
Middle School students can access the facility before and after school, while Upper School students may use the space during independent study periods as well as outside the school day. Faculty members also have access to the facility, reinforcing the idea that wellness is a shared priority for the entire MCDS community.
Our state-of-the-art space nicknamed “The House”, designed by our innovative S&C staff, which Sorinex’s architect/design team brought to life, allows for a highly targeted approach to performance. Our coaches are equipped with technology such as VALD force decks, Ancore resistance pulleys, and Gym Aware velocity based equipment to enhance every aspect of athletic development—movement, strength, power, and mobility. This gives us the ability to test and show our athletes in real time force production, joint range of motion, and muscle performance. The AHP Department is anchored by a highly experienced professional S&C staff: Aris Atoa, Daniel Marks Jr., Elmer Palmer, Marcus Sumpter, and Daniel Carlson—bringing a combined 70+ years of expertise across all you to professional levels of sport and exercise health and wellness.
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The Woodhouse Athletic Center also serves as the primary training hub for Spartan athletic teams and is the home court for the volleyball and basketball teams. After school, the facility remains active until 8:00 p.m., with teams incorporating strength and conditioning sessions into their practice routines. In addition, students who want to further develop their strength and conditioning skills can join the Weightlifting Club, led by Coach Marks. Open to both Middle School and Upper School students, the club provides a structured environment for students to build strength, learn proper lifting techniques, and support one another in achieving personal goals. Inside the facility, students train using state of the art equipment designed to support both performance and safety. The Woodhouse Athletic Center includes many ways to motivate students including deadlifts, squats, and bench press leaderboards, along with four digital screens that track progress and inspire students to reach their potential.
Athletes will also train using velocity-based training (VBT) devices to create a more competitive and data-driven lifting environment.
A Culture of Wellness While the Woodhouse Athletic Center supports physical education and competitive athletics, its larger purpose is to cultivate a culture of wellness across the entire school community. On any given day, more than half of the student body utilizes the facility, whether through classes, team training, clubs, or independent workouts. The center helps students understand that physical fitness is not simply about competition or performance, it is about balance, strength, and well-being. By learning how to care for their bodies and minds, students develop habits that support them not only during their time at MCDS but throughout their lives.
A Lasting Impact The opening of the Woodhouse Athletic Center represents far more than a new building. It is a statement about the school’s commitment to every student, everyday, recognizing that physical health, mental resilience, and personal discipline are essential components of a well-rounded education and rooted in the country day philosophy. Through its innovative programming, expert staff, and inclusive design, the Woodhouse Athletic Center ensures that every Spartan has access to tools that support lifelong wellness. As students continue to train, learn, and grow within its walls, the Woodhouse Athletic Center will shape the Spartan experience for years to come. It is a space where students challenge themselves, support one another, and develop habits that will carry them far beyond graduation. For generations of Spartans, the Woodhouse Athletic Center will stand as a powerful reminder that strength, wellness, and community are at the heart of the MCDS experience.
The facility also features full-service locker rooms giving athletes a central home base on campus where they can prepare for training, recover after workouts, and build camaraderie with teammates.
While many might think of the building as a space primarily for athletes, its mission reaches far beyond varsity sports. The center was intentionally designed as a campus-wide wellness hub, ensuring that every Spartan benefits from its resources, whether they compete on a team or not.
At the core of the Woodhouse Athletic Center lies the Athletic Health and Performance Department (AHP)—an integrated system uniting athletic trainers and strength and conditioning (S&C) coaches. AHP is led by athletic trainer Elise Carlson, with support from assistant athletic trainer Isabella Carter— both Barry graduates with nearly 20 years of combined experience—who deliver comprehensive, athlete-centered
A Facility for Every Spartan
care grounded in six pillars: professional responsibility, prevention, assessment and diagnosis, therapeutic intervention, emergency response, and rehabilitation. Carlson shared, together, we are entrusted with elevating athlete performance while safeguarding their health, longevity, and overall well-being. Our mission extends beyond competition, instilling lifelong habits that endure well past athletic careers.
From early morning workouts to evening team training sessions, the Woodhouse Athletic Center is open daily from 7:00 a.m. until 8:00 p.m.. Throughout the day, the building is filled with students, whether they are participating in physical education, training with a team, taking a wellness-focused elective, or simply learning how to build healthy habits that will last a lifetime.
A Comprehensive Athletic Health and Performance Program
Our programming follows a long-term athletic development model, emphasizing movement quality in younger athletes and progressing into strength, power, and performance training at the high school level. Being the head of the AHP Department has been a dream come true and establishes Miami Country Day School as the premier school to attend for athletic health and performance.
Just as wellness is a year round pursuit, the “House” is active twelve months of the year.
Our S&C coaches design sport-specific programs for every phase of the year—off-season, pre-season, in-season, and post-season—ensuring athletes are performing optimally. They strategically guide athletes to peak strength and power when it matters most, while maintaining progress throughout the year. Just as sport coaches are trusted to lead practice, our S&C coaches are trusted to deliver precise, effective programming that drives results. This process also plays a critical role in the return-to-play process (RTP), making consistent communication between athletic trainers and strength coaches essential.
The Summer Off-Season Training Program provides a comprehensive approach to athlete training through an 8-week program focused on the total development of the athlete, including strength, speed, power, and movement quality. Training will take place Monday– Friday from 3:00–7:00 PM. During the summer program, athletes will undergo performance testing, including laser-timed 20-yard sprints and 5-10-5 agility, as well as a lower-body power assessment using VALD ForceDecks.
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Athletic Awards 2025-2026 FALL SPORTS Girls Middle School (JV) Volleyball Most Valuable Player Award - Talia Sabach Offensive Player of the Year Award - Mia Esko Spartan Award - Leora Messinger Most Improved Player Award - Lola Powel Girls Middle School Varsity Volleyball Most Valuable Player Award - Athena Tolles Offensive Player of the Year Award - Salome Rodriguez Ospina Spartan Award - Isabella Do Coaches Award - Reena Kang Girls Junior Varsity Volleyball Dedication Award - Alex Goense Coaches Award - Skylar Mandel Spirit Award - Olivia Eaton Girls Varsity Volleyball Offensive Player of the YearRachael Luis Defensive Player of the YearAshley Geller Most Valuable Player Isabella Durango Coaches Award-Madeline Sinnes Boys Middle School Cross Country Most Valuable Runner Award - Ever Bergman Coaches Award - Noah Kleiner Spartan Award - Pedro Jaramillo
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ATHLETICS |
Girls Middle School Cross Country Most Valuable Runner Award - Melissa Wengier Fridman Coaches Award - Ilana Felton Spartan Award - Michelle Fasciano Girls Varsity Cross Country Most Valuable Runner Award-Amelia Ziolkowski Coaches Award- Maria Carstensen Most Improved Runner Award-Liana Medina Rock Award-Hannah Kiefer Boys Varsity Cross Country Most Valuable Runner Award-Brady Lubetsky Coaches Award-Matthew Giovannucci Most Improved Runner Award-Dillon Herzfeld Boys Middle School Swimming Rookie of the Year AwardRhett Runzheimer Rising Star Award-Benjamin Rozensztroch Stand Out Swimmer AwardLorenzo Antonini Most Valuable Swimmer Award-Henry Werner Girls Middle School Swimming Most Valuable Swimmer Award-Anule Puro Most Improved Award-Sarah Ishaq Rising Star Award-Breanna Puro Stand Out Swimmer AwardAnabel Pollak
Boys Varsity Swimming Rookie of the Year AwardGeorgii Suslov Most Improved Swimmer Award-Dillinger Kaushansky Stand Out Swimmer AwardJules Martinez Molina Most Valuable Swimmer Award-Dante Porchetto Girls Varsity Swimming Most Valuable Swimmer Award-Sienna Kozlovski Most Improved Award-Ozzy Powel Stand Out Swimmer AwardEmma Troncoso Rising Star Award-Avril Suarez Middle School Football Hit Stick Award - Cassius Karides Iron Man Award - Denzel Asarias Wrecking Ball AwardChristopher Cabrera Trench Warrior Award-Emilio Rivera Castaneda Rookie of the Year AwardTyler Lustigman Brick Wall Award - Ari Minski Golf Lowest Average Award-Gray Richards Most Improved Player Award-Jack Smith Coaches Award-Aiden Laufer 4 year plaques Joshua Morris - Cross Country Charlotte Assali - Cross Country Paloma Deen - Cross Country Natalia Fernandez Rosas Cross Country Daniela Gonzalez - Cross Country Andrew Ajmani - Golf Jackson Mutchnik - Golf Gray Richards - Golf Jules Martinez Molina Swimming Dante Porchetto - Swimming Max Possin - Swimming Yann Robles - Casadella Swimming
Sophia Gritsch - Swimming Sienna Kozlovski - Swimming Michelle Rodriguez Swimming Vanessa Londono Volleyball 5-year medal William Dean – Cross Country Nicolas Bond – Golf Matthew Scemla - Football 6 –year pen set Brady Lubetsky – Cross Country Fall Seniors Andrew Ajmani – Golf Nicolas Bond – Golf Hayden Centner – Golf Charlotte Assali - Cross Country Maria Carstensen- Cross Country Alessia De Niemeyer Depero- Cross Country Paloma Deen- Cross Country Natalia Fernandez RosasCross Country Daniela Gonzalez- Cross Country Lola Negrete- Cross Country Leah Ogulnick- Cross Country William Dean- Cross Country Brady Lubetsky- Cross Country Josh Morris- Cross Country Sophia Gritsch-Swimming Sienna Kozlovski-Swimming Michelle RodriguezSwimming Leonardo Blaya-Swimming Jules Martinez MolinaSwimming Thiago Ometto-Swimming Max Possin-Swimming Stella Cardillo RamosVolleyball Isabella Durango -Volleyball Ashley Geller -Volleyball Vanessa Londono -Volleyball Leonardo Ferraro - Football Ben Lustig-Football Matthew Scemla - Football Ethan Szekely - Valladares Football
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WINTER SPORTS Girls Middle School Soccer Defensive Player of the Year Award: Willow Traster Offensive Player of the Year Award: Alivia Groussman Cornerstone Player of the Year Award: Emma Horev Most Valuable Player Award: Athena Tolles Rookie of the Year: Keyanna Lange Boys Middle School Soccer Spartan Award: Pedro Jaramillo Coaches Award: Leon Negrete Most Valuable Player Award: Christopher Cabrera Performance Award: Gael Lecot Defensive Excellence Award: Ryder Mutchnik Girls Varsity Soccer Spartan Award - Ella Ogulnick, Sofia GonzalezVega Boys Varsity Soccer Most Valuable Player Award: Brad Flick Offensive Player of the Year Award: Jack Manhire Defensive Player of the Year Award: Diego Corigliano Spartan Award: Manuel Apraiz Coaches Award: Oliver Shiff Boys Middle School (JV) Basketball Most Valuable Player Award: Misha Trushin-Jimenez Offensive Player of the Year Award: Matias Saavedra Defensive Player of the Year Award: Jake Barouh Most Improved Player Award: Ever Bergman Boys Middle School Varsity Basketball Most Valuable Player Award: Andres Spiegel Offensive Player of the Year
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ATHLETICS |
Award: Julio Aguirre Defensive Player of the Year Award: Denzel Asarias Most Improved Player Award: Jack Burstyn Girls Middle School Basketball Paige Bueckers Most Improved Player Award: Khori Hill Caitlin Clark Most Athletic Award: Kendall Page Fugate Sue Bird Highest Basketball IQ Award: Shiloh ArchambaultTiger Sylvia Fowles Hustle Award: Shaheena Keita Girls Varsity Basketball Most Valuable Player Award: Jalynn Belton, Kori Edge Coaches Award: Kamie Ellis Spartan Award: Kennedy Deal
Boys Varsity Basketball Most Valuable Player Award: Miguel Orbe Most Improved Player Award: Jordan Corbitt Coaches Award: Ryan Miranda Leadership Award: Fernando Romero 4 year plaques Kaytlyn Dull - Soccer Diego Corigliano - Soccer Sofia Gonzalez Vega Soccer Ella Ogulnick – Soccer Kori Edge - Basketball Kennedy Deal - Basketball 5-year medal Jalynn Belton - Basketball Arianna Robinson Basketball Oliver Shiff - Soccer 6 –year pen set Lucia Arcila - Soccer
Ryan Miranda - Basketball Fernando Romero Basketball Kamie Ellis - Basketball Casey O’Connell - Basketball Dylan Almeida - Soccer Matthew Castro - Soccer Diego Corigliano - Soccer Brad Flick - Soccer Ben Kaplan - Soccer Joaquin Ortiz de la Renta Juengling - Soccer Oliver Shiff - Soccer Lucia Arcila - Soccer Mila Crespo - Soccer
SPRING SPORTS 4 year plaques Marcus Ferrer - Baseball Adam Jackson - Baseball Parker Zaron - Baseball Luca Benito - Lacrosse Leonardo Ferraro - Lacrosse Brady Lubetsky - Lacrosse Matthew Scemla - Lacrosse Anira Bruzzi -Lacrosse Benjamin Lustig - Tennis Rebecca Apfelbaum - Tennis Alexia Peristeris - Tennis Thiago Ometto - Water polo Franco Pastor - Water polo Max Possin - Water polo Conrad Simpson - Water polo Sasha Blasky - Water polo Sienna Kozlovski - Water polo Emma Romanik - Softball 5-year medal Leonardo Blaya - Water polo Maria Carstensen - Lacrosse 6 –year pen set Evan Miller - Water polo Briana Dunn - Water polo Margaux Giraud - Lacrosse
Leonardo Ferraro Alec Gilderman Jacob Gilinski Brady Lubetsky Matthew Scemla Matteo Storm Ethan Szekely-Valladares Maria Carstensen Margaux Giraud Olivia Pelletier Tennis Benjamin Lustig Lucas Bacardi Shriftman Nicolas Bond Rebecca Apfelbaum Alexia Peristeris Jade Sussman Alyssa White Softball Mariana Muniz Rodriguez Water Polo Brian Dunn Sienna Kozlovski Leonardo Blaya Hudson Drescher Abraham Kassin Evan Miller Thiago Ometto Max Possin Conrad Simpson Konstantin Stenin 1st Team Grayson Richards-Golf 2nd Team Anabel Pollak - Swimming Anule Puro - Swimming Emma Troncoso - Swimming Sienna Kozlovski - Swimming 3rd Team Rachel Luis - Volleyball
7-year clock Olivia Pelletier - Lacrosse Mariana Muniz Rodriguez Softball
7-year clock Mila Crespo - Soccer
Spring Seniors Baseball Drake Baldwin Adam Jackson Parker Zaron
Winter Seniors Kaleb Corbitt - Basketball
Lacrosse Luca Benito
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Denzel Asarias Miami Herald All-County Teams Congratulations to the following members of our fall/winter/ spring teams who were recognized by the Miami Herald as members of their respective All-County teams. This welldeserved honor reflects their outstanding performances, dedication, and commitment to excellence throughout the fall season.
Honorable Mention Amelia Ziolkowski-Cross Country Brady Lubetsky - Cross Country Andrew Ajmani - Golf Jack Smith - Golf Jonah Fernandez - Golf Lance Zhang - Golf Dante Porchetto - Swimming Leonardo Blaya - Swimming Max Possin-Swimming Yann Robles - Casadella Swimming Ashley Geller - Volleyball Isabella Durango -Volleyball Kendall Page Fugate -Volleyball Madeline Sinnes - Volleyball Lucila Arrcila - Soccer Sofia Vega-Gonzalez Soccer District Championships Boys Swimming, Girls Swimming, Boys Soccer, Girls Soccer, Girls Basketball Regional Championships Boys Basketball, Girls Basketball State Championships Major Awards Middle School Harrison Greenberg Award (Plaque/name plate) Kendall Page Fugate
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Sportsmanship Award (Plaque/name plate) Anule Puro Sebastian Strauss Athlete of the Year Award (Plaque/name plate) Athena Tolles Christopher Cabrera Upper School Harrison Greenberg Award (Plaque/name plate) Olivia Pelletier Leonardo Blaya Sportsmanship Award (Plaque/name plate) Sienna Kozlovski Brady Lubetsky Athlete of the Year Award (Plaque/name plate) Jalynn Belton Brad Flick Miguel Orbe Spartan Award (Plaque/name plate) Kamie Ellis Dante Porchetto Sandra Kenna Award (Plaque/name plate) Manuel Apraiz Sasha Blasky
Community & Service
From Stereotypes to Superpowers
As my junior year concluded, I wanted to continue to share my book and overall lesson on a greater scale, so over the summer I was able to do my lesson with the young gymnasts I coached during the gymnastics camp at my local recreation center in Miami Shores. As I entered my senior year, I wanted to close off my time at MCDS leaving a lasting impact on my community and beyond. This year I have been able to raise $925 to fund the publication of 45 copies of my book. Half of which will go to local libraries around Miami, and the other half will go to the international book project to allow for greater accessibility.
By Gabriella King ‘26
I am sitting on the gym floor alongside my fellow first-grade classmates, awaiting the pull-up portion of the physical abilities test in PE. After doing the most pull-ups in the class, it dawns on me that I am one of the strongest in the class. I knew that my strength came from the hours dedicated to my sport of gymnastics, proud of the commitment and discipline, yet somehow embarrassed by my strength. That same strength that allowed me to excel in the sport I loved quickly became a symbol of embarrassment and insecurity as I questioned if I was “girly” enough. In a world of societal norms, young girls are raised based on the idea that only boys are strong and can excel in sports. This hidden, implicit, yet impactful stereotype is often introduced to girls at a very young age.
As I grew up, I learned that my strength is nothing to be embarrassed about but rather a symbol of the hard work and dedication I put into gymnastics every single day. My goal is to empower girls to embrace their strength and chase their dreams. Hi, my name is Gaby, and I am a senior at Miami Country Day School. These experiences as a young gymnast and knowledge from my 15 years at MCDS, recognizing the importance of community impact, inspired me to make change within my own community. As I dove into my capstone project, I had one essential question that guided all of my capstone work. How does the lack of empowerment and advocacy for women in sports create a stereotype surrounding the idea that girls can’t be stronger than boys and can’t be whatever they want to be? This question quickly directed my overall goal for my project to be to break down this stereotype and influence girls to embrace their strength as their superpower, guiding them as they embark on their journey towards finding their purpose. As I conducted my own research in 9th and 10th grade, I was able to take a deeper look at the extent these gender stereotypes impact our society. According to an article published in 2022 from an organization called Women in Sport, over one million teenage girls who once considered themselves as “sporty” drop out of their sport. Let that sink in. Thats over 1 million young girls giving up on their dreams just because they simply don’t fit into what society deems as feminine. Many of you may think that this is typical “lazy” teen behavior, yet what most don’t know is that over 60% of teen girls who drop out of their sport, drop out due to reasons such as lack of confidence and fear of judgment. Athletes who end up dropping out for these reasons are often unintentionally introduced to gender stereotypes at extremely young ages. According to an article titled Early Gender Differences in Valuing Strength in the National Library of Medicine published in 2023 by various authors, young children, between the young ages of only three to five years old, begin to exhibit knowledge of gender stereotypes in which boys are physically strong and girls are weak.
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These facts and statistics not only demonstrate how much of an impact these implicit stereotypes have on young girls, but also show how our society is not doing enough to protect the younger generations from these unrealistic norms.
All in all, over the past 3 years I have been working towards my goal of combating gender stereotypes and empowering young girls to embrace what is unique about them so they can use it to help them find their overall purpose. I hope to continue making progress towards accomplishing this goal and creating a lasting impact on my community and beyond.
You are probably wondering, Why should I care? Although not all women have participated in sports, it is still important to recognize that empowering girls to follow their dreams and use their strength as their superpower creates a more inclusive society. Through this, we will be able to teach future generations of girls that they can excel in any field they are passionate about. After conducting this research, I began writing my children’s book called My Strength, My Superpower, which focused on combating gender stereotypes, diminishing fear of judgment, and growing the confidence of these young female athletes as they embark on their journey to find their own purpose. My book follows a storyline of a young gymnast named Sophie, who persisted through obstacles regarding these stereotypes, as she finds her self-worth and gains confidence in her strength. This process took around 5 months to write, illustrate, edit and revise, and finally, publish, landing me in the month of March of my junior year with the finished book. At this point I began the next phase of my project which was to push into lower school classrooms and conduct classroom takeovers in which I read my book and did an activity with the students. I was able to complete these classroom takeovers in Mrs. Pumo’s 1st grade class and Mr. Strober’s Kindergarten class. Seeing the young student’s faces light up when they discovered they themselves had their own superpower, such as speed, creativity and imagination, inspired me to continue sharing this project on a larger scale. Therefore, I was then able to work with the lower school guidance counselor, Mrs. De La Cadena, to install a “Superpower Wall” in her office displaying the worksheets the students made during the classroom takeovers, along with extra copies of the worksheets that students in her office could create and add to the “Superpower Wall”.
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LEADING WITH PU RPOSE
What NACAC Is and Why Being Chairman of the Board Matters By Derek DuBose Chairman of the Board of Trustees, National Association for College Admission Counseling (NACAC), Director of College and Academic Counseling
What Is NACAC? The National Association for College Admission Counseling (NACAC) is the leading professional association for those who guide students through the transition from secondary to postsecondary education. Its members span the full ecosystem of college access and success-school-based college counselors, independent counselors, college and university admission officers, financial aid professionals, community-based organization leaders, and enrollment strategists. Together, we advocate for ethical, studentcentered practices and equitable access to higher education.
At its core, NACAC exists to ensure that every student, regardless of background—has a fair, informed, and supportive path to college. The association sets professional standards, convenes the field for research and training, and elevates policies and practices that keep students at the center of the college admission process.
Why NACAC Matters NACAC’s work touches students and families in tangible ways: - Standards & Ethics: NACAC champions professional guidelines that promote transparency, fairness, and integrity in recruitment and counseling—so families receive clear, accurate information when decisions
MCDS Partnerships
matter most. - Professional Learning: From national conferences to workshops and research, NACAC equips counselors and admission professionals with current tools and knowledge. - Equity & Access: NACAC amplifies strategies and policies that remove barriers; financial, informational, and procedural—so more students thrive in the college-going process. - Advocacy: NACAC speaks for students and the counseling profession in national conversations—especially during pivotal moments for admissions (i.e. federal government, changes in testing policies, disruptions like COVID-19, and the evolving ethical landscape).
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My Path to Leadership, and the Work That Followed
How My NACAC Chairmanship Benefits MCDS
I’ve been deeply fortunate in my NACAC journey. My path to MCDS comes with many layers, informed experiences, and opportunities. I first became involved in 2005 as a brand-new admission counselor, fresh out of undergrad. A former boss saw a spark in me and urged me to attend a Counselors of Color workshop at the state level that focused on how we support young people through the college search and counseling. When a speaker had a last-minute family emergency, I stepped in and built a session on the spot, literally the day before the conference —drawing on my work with our alumni association and how we were partnering with the admission office to recruit the next generation of students. For further context my first job out of college was pretty cool as it was split between admission and the alumni association.
1) Real-Time Insight for Students and Families Being in national conversations means I can interpret shifting trends—test-optional and test-required policies, AI and application integrity, financial aid changes, and evolving evaluation practices as they unfold. Our families don’t just hear the news; they get context, clarity, and practical next steps tailored to our students, and in the moment as it is happening.
That impromptu moment changed everything. I was invited to serve on committees at the state and national levels, and my professional world expanded. While on the leadership team at The Ohio State University, I was asked to chair NACAC’s 2016 National Conference in Columbus, Ohio. An effort planned over two and a half years. Our university and the city of Columbus embraced the opportunity, and the conference welcomed roughly 8,000 admission and college counseling professionals to the city and our campus. It was a tremendous success.
3) Strategic Leadership for the School At MCDS, I’m able to translate national trends into schoollevel strategy; from building four-year counseling roadmaps to rethinking how we guide students in a changing landscape. The result is smart, proactive planning that aligns with our mission and keeps student well-being at the forefront.
Soon after, the then NACAC President (Chairman of the Board) encouraged me to consider running for the NACAC Board of Trustees. I wondered if I was too young, or if I should achieve more at the state level first. I’m grateful I chose to honor my experience and step forward. In 2017, NACAC members elected me the youngest trustee in the association’s history at that time. In the years since, I’ve been a consistent voice for our profession and our more than 28,000 plus members—advocating in national forums, engaging with federal scrutiny of admission practices, and helping the field navigate watershed challenges: the Varsity Blues scandal, the profound disruptions of COVID-19, and rapid shifts in standardized testing policies. Through it all, my north star has been simple: center students, elevate ethics, and support the counselors and admission professionals who change lives every day. Today, I have the honor of serving as Chairman of the Board. That role keeps me “in the room,” with a hand on the pulse of what’s happening across higher education and admission; insights I carry directly back to Miami Country Day School.
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TEAC HING & LEARNING WITH THE B RAIN IN MI N D
A Learning Experience Without Limits
A Year of Professional Growth Michael Culley
2) A Direct Pipeline to Best Practices I collaborate daily with leaders across the country and around the world. That network becomes a living resource for MCDS—new programming ideas such as our Deans and VP’s Panel at the Spartan College Summit, innovative advising approaches, and ethical frameworks that strengthen our college counseling for all grade levels.
4) Expanded Opportunities for Students Relationships matter. Through NACAC, I regularly engage with admission deans and enrollment leaders. Those professional ties help us amplify MCDS student voices, connect academic achievements to institutional priorities, and introduce our students to programs and campuses where they’ll thrive. 5) A Stronger Partnership with Families Our counseling philosophy at MCDS is relationship-centered. The insights I bring back from NACAC; policy updates, ethical guidance, and practical tools—enable us to have calm, confident, and informed conversations with families, even when the national discourse and media perceptions of higher ed feels noisy.
Why I Choose School-Based Work There came a point when continuing on the previous path would have meant fewer day-to-day interactions with students and families; the part of the work I love most. Miami Country Day School offers the best of both worlds: I can serve the profession at the national level and pour into a school community I cherish. I can mentor students one-on-one, support families with empathy and expertise, and reconnect professional colleagues from around the world with the incredible opportunities our school provides. In looking ahead, college admission will continue to evolve. That’s a good thing—because students deserve a process that is equitable, transparent, and humane. As NACAC Board Chair and as Director of College Counseling and Academic Counseling at MCDS, I’ll keep working to make sure our community is prepared, empowered, and inspired. Our students are ready for the future. Our role is to clear the path, walk alongside them, and celebrate where they soar.
Director of Upper School
Teaching without an understanding of modern brain science is like practicing medicine without an understanding of genomics. (Grant Lichtman, Author and Educational Change Consultant)
Lessons Learned As she plans her ninth-grade English classes, Michele Thibodeau knows she is facing greater obstacles with each passing year. National trends suggest that many of her students no longer read for pleasure, and she contends with intense competition from digital distractions that erode students’ stamina and motivation. The result is an increasingly difficult task: helping students develop the deep reading skills essential for learning. Artificial intelligence adds another layer of complexity, as students can easily offload the cognitive work of reading, prompting a deeper question about the purpose of sustained, “analog” reading in today’s world.
Real Impact: Student and Family Perspectives
When ninth graders entered her classroom this year, they didn’t immediately open the required summer reading text. Instead, they began with a lesson titled “Neuroscience and the Reading Brain.” Some students wondered if they were in the right class as Ms. Thibodeau introduced concepts such as neuroplasticity, working memory, myelination, pruning, active retrieval, and metacognition.
Ms. Thibodeau’s approach was not incidental. It grew out of professional learning she engaged in during the summer of 2023, where she explored the importance of helping students understand how their brains learn. This important lesson, reinforced throughout the year, extends beyond any single subject and equips students with tools that will shape their learning well into the future. Ms. Thibodeau’s example reflects a broader shift underway at Miami Country Day School. Just three years ago, the school established a partnership with the Center for Transformative Teaching and Learning (CTTL) and began exploring the science of learning. Over the course of three summers, MCDS educators from all divisions have participated in the CTTL Science of Teaching and School Leadership Academy, hosted on the MCDS campus as a satellite site for both in-person and virtual engagement. Ms. Thibodeau’s classroom serves as a powerful example of how this work is reshaping not only what we teach but how we think about learning itself. As the lower school planned its literacy initiative for the 2526 school year, Dr. Nima Rouhanifard and I contemplated the professional learning needs of the middle and upper school faculty. Educational terminology and acronyms have proliferated over the past two decades, and “edu-speak” often elicits an eye roll from teachers already navigating the increasing complexity of 21st-century classrooms. The work with the CTTL has proven different. Alongside the rise in educational jargon has been a significant expansion in our understanding of how students learn, driven in part by advances in neuroimaging and the analysis of the data it produces. This growing body of research is grounded in the converging fields of cognitive psychology, neuroscience, and pedagogy, or as we now refer to it: Mind, Brain, and Education (MBE) science. Recognizing the value of the CTTL summer academy, the goal for the 2025-2026 school year became clear: equip every middle and upper school educator with the knowledge, research, and tools to apply MBE principles in their classrooms.
Learning Journeys In the early stages of planning, we recognized the need for a clear entry point that would ground our work in both research and shared understanding. In early 2025, David Yeager’s 10 to 25: The Science of Motivating Young People emerged as a powerful anchor for this effort. The book provided not only a synthesis of current research on adolescent development and motivation, but also a practical lens through which our faculty could begin to examine their own practice. As a result, every middle and upper school educator received a copy, marking our first cross-divisional summer read in several years.
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This shared reading also shaped our first formal engagement with the Center for Transformative Teaching and Learning. Glenn Whitman, co-founder and director of the CTTL, joined us as the year’s visiting scholar and leader of our faculty training, beginning with 10 to 25 as a foundational resource. Grounded in the book’s central premise, that students are best motivated when high standards are paired with high support, Whitman led a full day of learning focused on the psychology and neuroscience underlying these principles, as faculty began to develop a shared vocabulary around brain architecture and development, mindsets, and research-informed learning strategies. The energy in the room on the first day of training was palpable. Educators engaged in thoughtful conversations about how research could meaningfully inform their daily practice, moving beyond abstract theory to practical application. There was a shared sense of excitement about grounding our work in evidence-based strategies, as well as the opportunity to develop a common language that could support students and strengthen collaboration and professional growth across divisions. As Middle School music teacher Russell Mofsky reflected, “This was one of the best professional development sessions I’ve attended in my 19 years at MCD.” Unlike most professional development experiences, the CTTL model provides opportunities for continuous learning between formal sessions. During our first training, all teachers enrolled in Neuroteach Global Courses, an online platform offering four distinct pathways: learning environments, curriculum design, pedagogy and assessment, and student success and well-being. In line with our values of student voice and choice, faculty were invited to select the pathway that resonated most with their interests and goals. From the initial August training through the end of the school year, teachers engaged in these micro-courses to deepen their understanding and support the integration of MBE principles into their classroom practice. While the opening training established a strong foundation, two additional CTTL sessions throughout the year allowed faculty to deepen and refine their understanding. These sessions built on earlier learning, providing opportunities to revisit key concepts, examine instructional design, and engage in continued reflection. Rather than being isolated experiences, the work became iterative, and we encouraged teachers to test ideas in their classrooms, discuss methods with colleagues, and refine their approaches over time.
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Designing For Attention & Learning
moment. MCDS offers more opportunities than at any point in its nearly 90-year history, yet students’ ability to access them remains limited by time constraints.
This work revealed an important opportunity: to apply the science of learning not only within individual classrooms but across the broader student experience. Through classroom observations and ongoing reflection, it became clear that the principles explored in our training, particularly the connections between attention and memory, and between emotion and cognition, extended beyond instructional design. They pointed to a larger institutional responsibility to create learning environments that support focus, well-being, and sustained engagement.
Looking ahead, we are reimagining how the school day can better reflect our priorities. Beginning in the 2027–2028 school year, a new daily schedule will provide greater flexibility for students to shape their personalized learning pathways. This approach allows them to pursue coursework aligned with their interests and passions while also providing the time and space necessary to engage deeply in their learning.
In response, our work began to extend beyond pedagogy and into the structures and systems that shape the student experience each day. From reexamining student phone use to redesigning elements of the school schedule, and from refining classroom practices to explicitly teaching students how their brains learn, we began to align our decisions with a central goal: creating conditions that support focus, engagement, and lasting learning.
A Foundation for Lifelong Success What began as a focus on elevating teaching has evolved into a deeper commitment to how students learn. In classrooms like Ms. Thibodeau’s, students are not only engaging with content. They are developing an understanding of how their brains process, store, and retrieve information. As our students’ needs continue to
evolve, so too must our approach to teaching and learning. This commitment will be visible across our classrooms. The MBE Word Wall, a shared set of concepts drawn from our work with CTTL, will serve as a consistent presence in every middle and upper school classroom. These are not just terms to learn, but tools to use. By developing a common language around how learning works, students gain greater self-awareness, strengthen their ability to advocate for themselves, and become more intentional in how they approach challenges. Our goal is not only to provide an exceptional education, but to ensure that students leave MCDS understanding how they learn best. If every student graduates with both the knowledge gained in our classrooms and the ability to apply these principles independently, they will be equipped not just for academic success, but for lifelong learning.
An MBE Approach to Student Phone Use One of the most immediate and visible applications of this work was a reexamination of student phone use. Through the lens of Mind, Brain, and Education science, faculty began engaging in important conversations about the impact of distraction on learning. Research explored through our work with the CTTL underscored the reality that attention is finite, and frequent interruptions can significantly disrupt the brain’s ability to encode and retain information. While technology remains an important tool in modern education, it also introduces constant competition for students’ attention. Notifications, messaging, and the habitual pull of devices fragment focus, making it more difficult for students to engage in sustained, effortful thinking. As a school committed to developing deep understanding and durable learning, which are the foundation of sustained academic excellence, this presented a critical challenge. The goal of the middle and upper schools is to reclaim attention and create conditions that support meaningful learning and authentic connection. Therefore, we have developed a new policy that we will begin in the 2026-2027 school year.
Making Time Work for Learning As our work with the Center for Transformative Teaching and Learning revealed new opportunities to shape classroom decision-making, it also became clear that attention alone is not the only factor influencing student learning. This prompted a broader conversation about time, how it is structured, and the increasing constraints our students face as they navigate both the school day and the demands of selective college admissions. The current middle and upper school schedules emerged during the COVID-19 pandemic, a time that required an urgent rethinking of how class time was used. While that model served an important purpose, we now find ourselves in a different
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WHERE VOIC E MEETS VISION
Miami Country Day School Welcomes Brandon Leake as Artist-in-Residence by Jason Asbury Senior Director of Academics
When Brandon Leake, winner of Season 15 of America’s Got Talent, first visited Miami Country Day School last November, we anticipated a compelling series of assemblies and workshops. What unfolded over those four days, however, was something more lasting and more impactful than any of us expected. In the assemblies, students grew noticeably quiet, not out of obligation, but out of genuine curiosity. They listened with a level of attentiveness that signaled connection rather than compliance. Brandon shared deeply personal work, poems shaped by family, grief, ambition, identity, and faith, and he did so with a vulnerability that felt both courageous and generous. He did not perform at our students; he invited them into his story. In classrooms, the impact became even clearer. Teachers were struck not simply by his talent, but by his ability to draw out more from our students in their writing and in developing their point of view. He asked layered questions. He paused long enough for reflection. He treated students as thinkers and creators capable of nuance. Those who are often hesitant to speak began contributing. Drafts grew more specific, more intentional, more honest. By the end of the visit, it was evident that something meaningful had begun. Students asked when he might return, and faculty wondered how we might build on the momentum.
Stories that ELEVATE
So we invited him back in February to celebrate Black History Month.
That second visit confirmed that November had not been a singular spark, but the beginning of a deeper connection. Brandon once again led workshops with Upper School students, met with student groups, and presented at the Middle School Assembly. On the final day of Middle School Spirit Week, he joined Middle School students in a spirited game of dodgeball, diving into the experience with the same enthusiasm he brings to a stage or a seminar discussion. It was a lighthearted moment, yet it revealed something essential: he connects by meeting students where they are, whether that is in the quiet concentration of a writing workshop or the joyful chaos of a dodgeball game. By the time he left campus in February, what we had already begun to envision felt unmistakably right. This was not meant to remain an occasional visit; it was meant to become a sustained partnership.
From Guest Artist to Artist-in-Residence Artist residencies are not common at Miami Country Day School. When we choose to embed an artist within the life of our academic program, it is because we believe the experience will meaningfully enrich our students’ intellectual and creative development. Beginning in the 2026–27 academic year, Brandon Leake will serve as Miami Country Day School’s Artist-in-Residence. Through two semester-long electives, Art of Spoken Word: Writing & Visual Storytelling and its advanced continuation, students in Middle and Upper School will participate in a sustained workshop cohort dedicated to developing original poetry rooted in themes of identity, global awareness, personal narrative, community, and creative craft. Over the course of each semester, students will write consistently, engage in structured peer critique, revise with intention, and refine their performance skills in preparation for public open mic showcases. By the end of the semester, each student will submit a curated body of 16–20 poems as part of their personal portfolio. In addition, students will create a multimedia capstone project that documents not only a finished poem, but the process behind it, capturing the inspiration, drafting, revision, rehearsal, and reflection that shape meaningful creative work. What distinguishes this program is not simply the volume of writing or the number of performances, but the continuity of mentorship. Brandon will join classes in person throughout the year while also participating remotely, working in collaboration with MCDS faculty to ensure both consistency and depth.
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Learning Alongside a Working Artist An especially distinctive feature of this residency is that students will observe Brandon’s own creative process as it unfolds. During the year, he will continue developing two major original works: Radical Grace, a spoken word album exploring the enduring resilience and generational strength of the Black community in America, and The Birth of a Father, a three-act spoken word musical reflecting on identity and fatherhood. Students will have the opportunity to witness how ideas evolve from draft to performance and how themes are clarified, language is sharpened, and artistic decisions are reconsidered. In doing so, they will see that excellence is rarely immediate; it is built through revision, reflection, and disciplined practice. After his February visit, I had the opportunity to sit down with Brandon to reflect on what he experienced during his time on campus and why he felt compelled to return, not simply as a guest artist, but as a sustained member of our community. Our conversation moved from the practical rhythms of his creative process to the deeper questions that animate his work: vulnerability, courage, mentorship, and the responsibility of storytelling. Q. During your visits to MCDS, what did you see in our students and community that made you feel that this was a community where your work could take deeper root? Student receptivity and capacity were huge factors. When I first arrived at MCDS, the welcome I received from everyone immediately made me feel at home, and then the transparency I received from students and staff on issues they faced, positives they embraced, and hopes that they have made me feel like I had a genuine calling to be here. Q. As students witness you drafting and revising your own major works, what do you hope they come to understand about the connection between vulnerability, discipline, and artistic courage? I hope they learn that loving something and respecting something are two different things. To love something is to do it. For instance, I love basketball, so I play basketball, and it’s fun. But to respect basketball means I give it my all, on the days when I have absolutely no desire to do any of it, I do it. So with my art, as I process in real time the issues that plague the world, my personal life, and the lives of people I love, I hope students will find the courage to do the same in whatever field they have a passion for. Q. Spoken word poetry often bridges the personal and the communal. In your view, how can storytelling help young people better understand themselves while also recognizing their responsibility to a broader community? Culture in its modern context has become hyper-individualistic. Many people, unfortunately, only view the world in regard to what they can receive or get from it. When the truth has always been more akin to a quote from JFK, “Ask not what this country can do for you, but ask what you can do for your country.” But instead of limiting it to merely our country, we have an obligation
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to look at our neighbors and be there for them. We have an obligation to expand our definition of neighbor because we too often limit it. And I believe art is one of our largest conduits to making that change. Art builds bridges in places that people thought impossible, and allows us to genuinely see one another.
Aligned with Our Mission Miami Country Day School is committed to cultivating thoughtful, globally minded graduates who communicate effectively, think critically, and engage the world with empathy and integrity. The residency reflects those values in practice. Spoken word poetry requires clarity of thought, precision of language, and an awareness of the audience. It challenges students to articulate perspective, examine complexity, and listen generously to others. It strengthens public speaking, collaboration, revision habits, and intellectual confidence. Most importantly, it strengthens voice, not as volume, but as conviction. What stood out most during Brandon’s visits was not his résumé, though it is impressive. It was his presence. In assemblies and classrooms alike, he listened carefully, responded authentically, and encouraged students to approach their own stories with courage and responsibility. He treated them as emerging artists whose ideas matter. The 2026-27 residency demonstrates our sustained commitment to student voice and our investment in the kind of thoughtful expression and authentic engagement that defines a Miami Country Day education.
WHERE VOIC E MEETS VISION
What Advancement and a Culture of Philanthropy really mean by David Smith Chief Advancement Officer
As a teacher, fundraiser, and consultant with over thirty years of experience in education, I’ve seen a lot of schools. Miami Country Day stands out. Before my first visit to campus, I reviewed the course catalog, and the breadth alone convinced me this was a school with incredible potential. I’ve seen firsthand, in my own classrooms, the effectiveness of centering the interests of every student. My experience as a teacher has also influenced my perspective on philanthropy in independent schools.
US Student - Serenity U. ‘28 “It was a wonderful experience! To see a Black man in the arts, as an artist myself, was so special. I have a little brother who likes to write, so as soon as I got home, I told him all about Mr. Leake.” LS Teacher - Jessica Lord “Brandon’s visit was such a powerful experience for our students. They were immediately engaged, not just because he is an America’s Got Talent winner, but because of the way he made poetry feel personal and accessible. Watching our class collaborate to create a poem together showed them that their voices matter. It was inspiring to see their confidence grow in real time.” MS Student - Noa B, 7th grade “When Brandon Leake came to our school, he didn’t just read poems; he made us really think about our own lives. His presentation in November was powerful because he shared real stories that felt honest and easy to connect to. He showed us that it’s okay to be emotional and that our feelings and experiences actually matter. It was really cool that he played dodgeball with us at the pep rally because it showed he’s not just a famous poet, he’s also fun and down-toearth. Overall, his visit inspired us to use our voices, be confident, and not be afraid to share our own stories.”
break even or lose money. I would like to evolve the narrative at Miami Country Day and center our advancement efforts on mission and vision. Philanthropy is not about competition or pressure; it is about inclusion and belonging. This is why participation should be the measure of success. When an entire community understands its role in supporting the school, philanthropy becomes embedded in the culture. This work is sometimes quiet, but these intentional and focused efforts are ultimately more powerful. We encourage authentic dialogue between the school and the community, reminding everyone that we all have a role to play in sustaining and advancing the mission of the school. Our efforts to change the fundraising narrative at MCDS will take time. Building a culture of philanthropy is not achieved in a single campaign or initiative. It takes an ongoing process of communication, relationship-building, and shared commitment of all stakeholders, including faculty and administrators. It begins with thoughtful one-on-one engagement to connect individuals to the needs of the school, to the opportunities for involvement, and to the tangible outcomes of their philanthropic support. We do not simply ask people to give, but to understand why their giving matters. This approach cultivates sustainable support year after year because donors understand the Miami Country Day financial model and want to invest in the school’s future. The key to this new approach is the idea of our collective community effort. Every parent, every faculty member, every trustee, every alum, and every administrator of the school contributes to the strength of the community. That is why we must build a culture in which every contribution, at every level, is valued because it reflects a commitment to our shared goals. We all share the responsibility to contribute. I envision a MCDS community that is aligned, informed, and engaged in its collective purpose, which is to support students, teachers,
For many institutions, philanthropy is often defined by visibility, particularly large events and public recognition of the most generous donors. The pinnacle of this approach is a big gala or auction event, which becomes a date on the calendar that condenses philanthropy into a transaction between the school and the donor. In some cases, this approach can generate shortterm results, but it also discourages participation from anyone who does not attend, prefers more intimate engagement, or feels their contribution would be insufficient. Annual reports with categorized giving levels that share each donor’s gift amount to the school can further reinforce this relationship. If left unchecked, this approach can trap the institution in a cycle of transactional fundraising and miss the important opportunity to build a partnership with parent donors. When considering the full cost, including staff time, of the event, galas and auctions often
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and the future of the school. The Spartan Impact Fund is a great embodiment of this philosophy. We like to call it our “Yes Fund” because it is an investment in possibility. It is an annual appeal to our community for unrestricted funding that allows the school to meet every need and say yes to every great idea from students and teachers. It connects philanthropy directly to the educational experience and reinforces the idea that every donation has an immediate and tangible connection to the life of the school. That is why everyone should participate and support the school at whatever amount feels comfortable. The mission of Miami Country Day School includes the phrase, “every student is known and included by engaging the whole child, in and out of the classroom as they discover their full potential.” It is connection, shared purpose, and a commitment to something larger than oneself that we all believe achieves academic excellence. Our work in advancement is, in many ways, a reflection of the educational journey itself- incremental, intentional, and rooted in growth. When that connection is cultivated across the entire community, we can achieve all of our greatest dreams and aspirations.
New Parent Reception September 25, 2025
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Walk with Purpose October 11, 2025
Inaugural MCDS Arts Hall of Fame October 10, 2025
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The
Woodhouse Athletic Center Grand Opening December 13, 2025
TEDx January 27, 2026
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State of the School
Spartan College Summit February 9, 2026
Februay 26, 2026
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Grandparents & Special Friends Day February 13, 2026
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Exploring the World, One Classroom at a Time! by Sheika Ganthier Lower School Dean of Students Lower School GLOBE Coordinator
Third graders embrace cultural exploration as part of their journey to becoming global citizens. Aligned with the MCDS DNA Strand of Developing a Global Mindset, the third-grade team has designed a weekly learning experience called “Around the World,” dedicated to expanding students’ cultural awareness and global understanding. This ongoing initiative encourages students to view themselves as global citizens; curious, open-minded, knowledgeable, and respectful of the diverse people and traditions that make up our world.
The impact is easy to see! After nearly every session, students say, “I want to travel there with my family!” That excitement affirms the heart of the experience: inspiring curiosity, cultural awareness, and a lifelong love of learning about the world beyond our classroom walls. As our third-grade teachers shared, “Our goal is for students to see themselves as part of a much larger story. Each experience offers both a window into another culture and a mirror that reflects their own identity. When students view the world through both lenses, they develop the understanding, respect, and empathy that define true global citizens.”
Each week brings a new adventure as third graders visit a new country through multisensory and interactive learning opportunities. They view photos, listen to traditional music, and experiment with writing in different characters and alphabets to gain a richer appreciation of global diversity. Over the course of the year, third graders have painted Japanese, Hebrew, and Russian characters, drawn good luck dragons to honor the Lunar New Year, explored a village in Bangladesh, created colorful calaveras inspired by Mexico’s Día de los Muertos, danced salsa, and participated in a virtual safari through Kenya.
Our Global Footprint
Lessons are creative and hands-on, while fostering deeper reflection and dialogue about values, traditions, and shared humanity. Across the year, students recognize both the uniqueness and interconnectedness of cultures around the globe. Through these experiences, students begin to understand that even though customs, languages, and traditions may differ, the shared human values of creativity, community, and curiosity unite us all.
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THE C OU NTRY DAY WAY F OR WARD:
A Strategic Vision Grounded in Mission and Community Our answer is The Country Day Way Forward Adopted by the Board of Trustees in January 2026, this plan is grounded in three core commitments: elevating student learning across the PK3–12 journey, investing in exceptional educators, and strengthening our connected and thriving community.
by Shana Lindsey Director of Lower School, Strategic Initiatives
The world our Spartan students are preparing to lead is evolving quickly, asking more of them as critical thinkers, collaborators, and global citizens. At Miami Country Day School, we see this not as a challenge to react to, but as an opportunity to lead with purpose.
This strategic plan is how we will bring our mission to life in the years ahead.
Imagine stepping into classrooms across our campus in the near future where Upper School students are engaged in thoughtful debate in an AI and Ethics class. They are exploring not just what artificial intelligence can do, but what it should and should not do, as they prepare for their upcoming TED Talk filming at the Center for the Arts. At the Garner Center for Innovation, third graders design and test their machines made to solve a realworld challenge: using robotics to retrieve plastic from the mangrove forests that line the waterways of Oleta River State Park.
The development of this plan reflects a belief that the strongest path forward is through deep listening, shared ownership, and intentional reflection across our community.
In these moments, learning is not abstract. It is alive, purposeful, and deeply connected to the world our students are preparing to lead.
Future Forward
At the heart of this work is our mission: “to empower every student, every day, everywhere to learn with vigor, explore with purpose, strive for excellence, and serve with honor, respect, and compassion as global citizens. We do this in a community where every student is known and included, engaging the whole child in and out of the classroom as they discover their full potential”.
At Miami Country Day School, we are stepping into this new chapter with purpose and a deep respect for who we are as a community and who we are challenging ourselves to become. This new chapter is guided by our newly adopted Strategic Plan, a five-year roadmap approved by the Board of Trustees this past January. In creating this strategic plan, we began with a central question: How do we continue to live our mission in a rapidly changing world while staying true to what defines the Miami Country Day education and our Spartan community? The pace of change around us demands not only knowledge, but adaptability, discernment, and a strong sense of purpose.
A Process of Listening
In Spring 2025, the Board’s Strategic Agile Team, led by Richard Tester, partnered with Mission & Data to guide a highly collaborative drafting process. The team’s deep knowledge of Miami Country Day School and commitment to its long-term success are evident in the time, care, and leadership each person brought. In Fall 2025: A survey was sent far and wide, allowing many voices from across our community to be centered, including faculty, staff, students, parents, alums, and trustees. Using the SOAR framework of strengths, opportunities, aspirations, and results, the participants reflected on MCDS through their diverse experiences and perspectives. In October, focus groups and listening sessions brought these perspectives together in meaningful ways. The Strategic Agile Team then invested significant time reviewing every survey response and the insights gathered from the focus group. All of that information was coded by the Strategic Agile team to identify patterns and themes. What we learned was both affirming and instructive. Across all constituencies, Miami Country Day is defined by a strong sense of belonging, a deeply committed faculty and staff, and a student-centered approach that supports each child reaching their highest potential. At the same time, our
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community identified opportunities to continue evolving our learning spaces and campus master plan, align our programs with our aspirations, and prepare students for an increasingly complex global and technological world while supporting their well-being. Winter 2025–2026: As priorities were refined, the voices of our faculty and staff were essential and incorporated. A draft of the plan was shared in late fall, followed by a full faculty and staff working session in January 2026. This ensured that the final plan reflected the lived experience of the over 400 MCDS faculty and staff and sharpened our focus on deep engagement, meaningful feedback, and well-being across the student journey. On January 29, 2026, the Board of Trustees approved the final plan. We now have a clear roadmap and are already bringing this work to life.
Bringing the Vision to Life While the plan looks forward, much of this work is already happening. Across our campus, the strategic vision is taking shape through intentional leadership and innovation. As part of our commitment to being future-thinking leaders, Miami Country Day School has created the role of Chief AI Officer, led by Dan Bronish. In this role, Dan is guiding our approach to artificial intelligence with clarity and purpose, ensuring that faculty and staff have the support and professional learning needed to integrate AI thoughtfully. Just as importantly, this work is grounded in a shared commitment to ethical decisionmaking, helping our community think critically about how AI is used, ensuring it remains a tool that enhances learning while preserving the value of human connection and time together. At the same time, we are strengthening how we use data to guide our decisions. Emma Chomin, Assistant Director of Middle School, has taken on an expanded role as Director of Institutional Research, bringing her deep insight and thoughtful approach
to data analysis. Our plan calls for clarity and discipline in how we measure progress, and Emma’s work ensures that each priority is supported by the right data to inform decisions, refine our approach, and drive meaningful outcomes across the school. Together, these roles allow us to move forward with both intention and accountability. At MCDS, we believe that what we measure matters, and this clarity ensures that our actions remain aligned with our purpose. We are also investing in the educators who make this work possible. Under the leadership of President and Head of School Mariandl Hufford, our faculty and staff are inspired to be their best and to live out the mission each day. Through intentional professional growth, collaboration, and a shared commitment to excellence, they continue to shape a learning environment grounded in high academic expectations and strong relationships. Our sense of community remains central to this strategic vision. From cross-divisional experiences to Spartan traditions that bring families together, we continue strengthening connections across our One School PK3–12 experience. The recent opening of the Woodhouse Center for Athletics reflects our commitment to creating spaces that inspire learning, connection, and wellbeing for students of all ages.
Looking Ahead The Country Day Way Forward will guide our work over the next five years, aligning our efforts around what matters most. This strategic plan is a shared commitment that reflects thoughtful engagement, disciplined reflection, and a deep belief in the potential of our students and our community. As we look ahead, we do so with a clear vision for how Miami Country Day School continues to evolve confidently, grounded in purpose and strengthened by connection. Together, we are defining The Country Day Way Forward.
Strategic Planning Agile Team: • Dr. Jason Asbury – Director of Academic Technology & Integration • Katy Bravo – Trustee • Claudia Brod – Trustee, President of the Board • Emma Chomin – Director of Institutional Research & Middle School Assistant Director • Danny Harwin – Trustee, Governance & Nomination Committee • Mariandl Hufford – President and Head of School • Matthew Lazenby – Trustee, Chairman of the Board • Shana Lindsey – Director of Lower School & Strategic Initiatives • Paula Montoya – Chief Marketing & Communications Officer • Jill Robert – Chief Experience Officer • Lauren Roth – Trustee • Richard Tester – Trustee, Chair of the S.P. Agile Team
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way
THE COUNTRY DAY WAY FORWARD
PILLAR 1 PILLAR 1
The Country Day Way
01
Miami Country Day School stands at a powerful intersection of tradition and transformation. As the modern manifestation of the Country Day philosophy,
our
approach
to
teaching
and
learning is grounded in the timeless commitments of rigor, curiosity, character, and community, while evolving boldly to meet the opportunities and challenges of a changing world. The Country Day Way brings together our deepest convictions about learning: that students thrive
01
when they engage meaningfully with ideas, when
The Strategic Pillars
they experience the world beyond the classroom, and when they develop the confidence, wisdom, and agency to chart their own paths.
Mission
Elevate DEEP LEARNING ACROSS PK3–12 We will strengthen academic rigor and
Miami Country Day School was founded
Miami Country Day School empowers every
relevance by refining learning
in the country day tradition, a movement
student, every day, everywhere to learn
opportunities, restructuring
begun more than a century ago to
with vigor, explore with purpose, strive for
teacher and student time,
educate the whole child through a
excellence, and serve with honor, respect,
deepening interdisciplinary
balance of academics, arts, athletics,
and compassion as global citizens.
connections, and supporting
outdoor learning, and family connection.
students as they take
Today, as the second largest country day
We do this in a community where every
intellectual risks. We will invest in
school in the nation, we honor that legacy
student is known and included by engaging
teacher leaders and curriculum
while defining what the Country Day Way
the whole child, in and out of the classroom
design to ensure coherence,
means for the future. This is the Country
as they discover their full potential.
clarity, excellence, and
Day Way forward.
balance throughout the student journey.
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02
03
PILLAR 1
PILLAR 1
Strengthen College Identity and Future Pathways
Expand Experiential Learning as a DEFINING STRAND OF MCDS
We will illuminate the full story of our graduates, including
We will coordinate and elevate
their choices, achievements,
programs and emerging
character, and diverse measures
initiatives into a coherent,
of success. We will continue
branded PK3–12 experiential
building an exceptional College
strand. Learning will increasingly
and Academic Counseling
extend beyond the classroom
program that prepares students
through interdisciplinary
for the academic and social
intensives, civic engagement,
realities of college and life
internships, fieldwork, and
beyond. Student agency will be
partnerships throughout
central as we support students in
Miami and across the world.
imagining, planning, and pursuing
Educators will receive support
their own purposeful paths with
in designing and assessing
confidence and clarity.
experiential learning that nurtures adaptability, creativity, and global citizenship.
04
04 Advance Ethical and Mission-Aligned use of Emerging and Existing We will continue to lead in the thoughtful, ethical integration of Artificial Intelligence, along with the accompanying physical and digital tools and platforms, to enhance creativity, analysis, and innovation.
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PILLAR 2
Exceptional Educators
01
02
Attract, Recruit, and Hire Exceptional Educators
Strengthen professional growth and leadership
At Miami Country Day School, every adult is an
We will strengthen our ability to
We will illuminate the full story of
educator, and every educator shapes the lived
bring outstanding educators to
our graduates, including their
experience of our mission. The strength of our
MCDS by expanding recruitment
choices, achievements, character,
school rests on the people who model curiosity,
pipelines, elevating our visibility
and diverse measures of success.
integrity, compassion, and growth for our students
in key markets, and ensuring our
We will continue building an
every day.
hiring processes identify individuals
exceptional College and
who are deeply aligned with
Academic Counseling program
As Miami continues to evolve and the landscape
our mission and values. We will
that prepares students for the
of education shifts nationally and globally, MCDS
position MCDS as a school of
academic and social realities of
must invest boldly in exceptional educators.
choice for top talent through
college and life beyond. Student
clear expectations, compelling
agency will be central as we
professional opportunities and
support students in imagining,
benefits, and a reputation
planning, and pursuing their own
for excellence.
purposeful paths with confidence and clarity. Through mentorship, coaching, educational leadership development programs, and collaborative structures, we will help every educator grow into the best version of themselves.
03 PILLAR 1
Advance a culture of high expectations and meaningful feedback We will refine evaluation and support systems to ensure specific, actionable, and mission-aligned feedback for faculty and staff. Our structures will uphold a high and well-defined standard of educator excellence, ensuring clarity of expectations, accountability, collaboration, and opportunities for continuous improvement.
04 Support Educator Retention and Long-Term Sustainability We will explore and implement innovative approaches to compensation, benefits, housing, and workplace culture that support the long-term sustainability of our educators. Our focus will be on retaining exceptional talent by creating an environment where educators experience belonging, professional fulfillment, and the financial stability needed to remain and grow within the MCDS community.
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PILLAR 3
A Connected and Thriving Community Miami Country Day School is a community defined by connection, belonging, and shared purpose. Our relationships with one another, with families, with alumni, and with the city of Miami anchor the lived expression of our mission. As our campus evolves and our community continues to grow in diversity and dynamism, we must strengthen the structures, spaces, and partnerships that nurture a vibrant PK3–12 OneSchool experience.
01 Deepen Community PILLAR 1 Belonging and Engagement We will illuminate the full story of our graduates, including their choices, achievements, character, and diverse measures of success. We will continue building an exceptional College and Academic Counseling program that prepares students for the academic and social realities of college and life beyond. Student agency will be
PILLAR 1
PILLAR 1
02
03 03
Activate World-Class Campus Facilities for Learning Wellness, and Inspiration
Expand Partnerships in Miami and Beyond
central as we support students in
We will expand strong, missionaligned partnerships with cultural, civic, academic, and service organizations to deepen
imagining, planning, and pursuing
We will steward and activate the
student learning and broaden
their own purposeful paths with
physical campus, including the
community engagement. We will
confidence and clarity.
new Upper School complex, arts
strengthen alumni networks to
and athletic facilities, and outdoor
connect students to real-world
spaces, to support innovative
opportunities, such as internships,
teaching, student well-being, and
and increase the school’s profile.
vibrant community experiences. Our campus will reflect the values of the school and serve as a place where learning, creativity, and connection flourish.
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Building AI Infrastructure That Actually Works for People By Dan Bronish Chief AI Innovation Officer
The Chief AI Innovation Officer position is rare and very new in schools, and its creation reflects a meaningful commitment by MCDS to be at the forefront of integrating AI responsibly across all areas of the institution. I am proud to be MCDS’s first CAIIO and take the responsibilities that come with it seriously. At its core, the role leads the development of AI strategy, policy, and integration with a focus on building a culture around a humanAI partnership that expands human creativity, institutional excellence, and future possibilities. AI is developing faster than most can digest, and having a clear, grounded point of view on how we evolve with the technology is now required to ensure that evolution benefits our students, faculty, staff, and our community rather than simply happening to them.
The Role Working across all areas of the school, including academics, operations, admissions, communications, and advancement, it is my job to help the MCDS community make informed decisions about AI -- before, during, and after adoption. It means asking challenging, important questions of our departments and programs. Does this tool actually serve our students and faculty, or is it just impressive-looking? Are we creating risks we are not prepared to manage? Are we building habits in our students and adults that develop their thinking, or ones that replace it? Are there opportunities to use AI to create efficiencies that allow humans to focus more on what they do best and less on busy work? This is not a technology role. It is an institutional decision-making role. AI touches everything, so the work has to as well.
What We Have Built Over the past year, MCDS has developed an evolving AI governance structure grounded in real institutional need. That includes mapping AI-related risks across the institution and
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building a role-based framework that clarifies how different stakeholder groups engage with AI responsibly. In fall 2025, MCDS received AI accreditation through the Middle States Association’s RAIL (Responsible AI in Learning) process—a recognition of the foundational work this community has already done and a commitment to keeping that work alive and evolving. Beyond governance, we have been building our own AI tools designed specifically for MCDS. Faculty have tools to support curriculum development and alignment. Operational teams are using AI to monitor and analyze functions across areas such as transportation and purchasing. And we are currently developing a suite of tools directly tied to our 2025-2030 Strategic Plan, providing leadership and staff with intelligent support for turning strategy into action. These are not off-the-shelf solutions. They are built for MCDS, by MCDS, with our people and priorities in mind.
AI and Students: Taking Our Time on Purpose The most important question we are working through is also the most complex: what does responsible AI integration actually look like for students? We are not rushing this. We are deliberately studying AI literacy frameworks and carefully considering how to integrate AI into learning. Critical thinking, problem-solving, creativity, and the ability to engage in productive struggle are not byproducts of a good education -- they are the point of it. We want to protect those processes and let learning happen the way it always has, powered by effort, inquiry, and genuine curiosity and engagement.
solving, personalization of learning, and using AI as a tool for exploration rather than a shortcut. Getting that right will take time, collaboration, and engagement. We must also be judicious and honest about where, when, and how AI can be integrated so that it will positively impact what we do and how we learn.
The Approach My approach to AI is through a prosocial lens. This means committing to building AI practices that genuinely serve students and adults. It means being honest and clear about what AI can/cannot do, while ensuring that humans develop their capacity rather than outsourcing their judgment. This approach also focuses on AI use for support rather than replacement, and on cultural affirmation, to ensure AI reflects shared values, backgrounds, and lived experiences. Our students are watching. They are forming habits right now about what it means to think, create, and solve problems in the dawning age of AI. If we model thoughtless AI use, that is what they learn. If we model intentional, critical, human-led AI use, we have a real opportunity to prepare them for a world that will keep changing faster than any of us can predict.
A Note on This Article This article was produced through a human-AI partnership with Claude, developed by Anthropic. I provided the ideas, source documents, context, and editorial judgment. Claude helped me organize and draft under a deadline while balancing various projects —which, practically speaking, is exactly the kind of collaboration I am trying to model and teach. The difference between AI use that builds capacity and AI use that bypasses it is intention, attribution, and honest engagement with the output. This article attempts to model that distinction. Dan Bronish is the Chief AI Integration Officer at Miami Country Day School. This article was produced through a human-AI partnership with Claude (Anthropic) and reviewed and edited by the author.
One concrete step we have already taken is adopting an AI Assignment Scale. This gives faculty a framework for intentionally integrating AI use into their curriculum where it makes sense, while giving students clear, transparent guidance on what is and is not acceptable AI use for any given assignment. It removes ambiguity on both sides -- teachers make deliberate choices about where AI adds value, and students understand exactly how they are expected to engage with it. That kind of structure is not restrictive. It is how you teach responsible partnership with an AI tool. We are also mindful of the world our students are entering. AI will be part of nearly everything they do professionally and personally. The work is finding the right balance for bringing this into the MCDS learning experience. We see the strongest opportunities in areas like critical thinking, creative problem-
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Beacon CLASS NOTES Got News to Share? We love keeping up with our MCDS alumni! Whether you’ve started a new job, launched a business, gotten married, welcomed a new addition to the family, or pursued further education—we want to celebrate with you! If you’d like to share your story with the MCDS community, scan the QR code or email us at Alumni@miamicountryday.org. We can’t wait to hear from you!
WEAR YOUR SPARTAN PRIDE
Alumni
SCAN FOR HOURS OF OPERATION Visit us in the Woodhouse Athletic Center
A F UL L - CI R C L E C E L E B R AT I ON OF TH E S PA R TA N FA MI LY
Alumni Current Parents Breakfast 9 6 | THE BEACON
The Alumni Current Parents Breakfast returned for its second year, bringing together alumni who are now current parents to celebrate their shared connection to MCDS. The event highlighted the unique full-circle journey of Spartan families, with alumni reflecting on their own student experiences while engaging in their children’s lives on campus today. Attendees enjoyed meaningful conversations, strengthened community ties, and shared stories that spanned generations. The gathering once again underscored the lasting impact of MCDS and the enduring pride of being part of the Spartan family. ALUMNI | 9 7
Alicia Starosta ‘36, Monica Starosta ‘01 & Jack Starosta ‘38 June Manning ‘39 & Sydni Manning ‘07
Ari Mutchnik ‘95 & Brittany Mutchnik Andrea Abbo-Mishaan ‘33, Jessica Mishaan-Abbo ‘03 & Salo Abbo-Mishaan ‘32
Alumni Current Parents Breakfast
Madisun LaVey ‘26 & Seth LaVey ‘88
Ryan Sherman ‘96 & Nirvana Sherman ‘95
Robert Doo Jr. ‘01, Gaby Doo ‘37, Thomas Doo ‘40 & Rebecca Doo
Benjamin Gellis, Sydney Gellis ‘36, Rachel Morales-Gellis ‘03 & Lily Gellis ‘38 Ryan Sudarsky, Leyla Sudarsky ‘34 & Karina Heegaard ‘04
Sabrina Finvarb ‘30 & Ronny Finvarb ‘89 Jon Gitman ‘04 & Leon Gitman ‘38
Brandon Kochen ‘07 & Samuel Kochen ‘36
Scott Kimball ‘99 & Lexi Kimball ‘38 Tracy Towle Humphrey ‘96, Clover Humphrey ‘35 & Colton Humphrey ‘30 Zander Karakhanian ‘29, Mason Karakhanian ‘33, Alexander Karakhanian ‘00 & Rena Karakhanian
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Elizabeth Shoaf ‘02 & Emmy Shoaf ‘26
Jacquie Polite, Rylee Polite ‘40, Mila Polite ‘36, Savannah Polite ‘38 & Chris Polite ‘02
Jonah Galbut ‘32 & Jared Galbut ‘01
Jonathan Salanic ‘35, Alexandra Haime-Salanic ‘05, Benji Salanic ‘30, & Savannah Salanic ‘32
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A CEL EB RAT I O N O F L I F E
In Memoriam John Towle, Class of 1951 1937-2025 John Towle, a Miami native, attended Country Day in its early years as a day student at the all boys school. From there he attended Coral Gables High as a star football player and graduated from Dartmouth College in 1959. Anyone who knew John knew of his pride for MCDS and that his family are third generation Spartans: his daughter, Tracy Towle Humphrey ’96, grandchildren Colton Towle Humphrey ’30 and Clover Towle Humphrey ’35. They continue to show their Spartan Pride, every day- John always loved MCDS events especially sporting events, theatre productions and Grandparents’ Day! John is also survived by his wife, Carol, of 51 years, and daughter, Holly Towle Keele, Class of 1999, who also taught at MCDS and has two children Parker and Lily. As a student, John was proud to play tennis for Country Day and be a part of the original Beacon staff in the 50s writing articles about the creation of the school’s Alma Mater, teachers and sports. John was an entrepreneur who started his own company, Towmar, a publisher’s representative company with offices in Mexico City and Miami. John will be forever missed but his Spartan legacy will continue on with Tracy, Colton and Clover at MCDS.
Dr. William David Jack II, Class of 1955 1941-2025 W.D. Jack, as he was known at Country Day, was born in Miami Beach, Florida and attended MCDS in its early years as a boys boarding school. From MCDS he went to Lawrenceville School in New Jersey graduating the Class of 1959, and Yale University in 1963. He graduated in 1967 from Johns Hopkins University Medical School, trained in internal medicine at Vanderbilt University Hospital for three years of internship and residency (1967-1969 and again 1971-1972). His training was interrupted for service to his country in the United States Navy from 1969-1971, where he attained the rank of Lt. Commander. His family moved to Corpus Christi, Texas in 1974, where he first established a solo private practice in cardiology and subsequently was a co-founder of Cardiology Associates. David served his community as president and board member of the Corpus Christi chapter of the American Heart Association and as a board member of the Corpus Christi Art Museum. He is remembered by his friends and family as a loving, kind, and brilliant man as well as a caring physician who never stopped learning. David is survived by his wife of almost 59 years, Janis, his daughter and his two grandsons.
George B. “Hap” Storer III, Class of 1969 1951-2026 A native of Miami Shores, Florida, Hap attended MCDS for his early and middle school years finishing at Choate Rosemary Hall, and graduating from the University of Wyoming. In 1991 his family moved to Branford, CT. His passion for sailing spanned many fleets and venues, from PHRF racing in Biscayne Bay to the Shields fleet in Edgartown, MA, as well as many years of service as a race committee officer and youth sailing leader. Over the years, he was an active member of the Coral Reef Yacht Club, Miami Shores Country Club, the Surf Club of Miami, Edgartown Yacht Club, Chappaquiddick Beach Club, and Pine Orchard Yacht & Country Club, where he was also an active golfer. Hap will be remembered for his genuine smile, his deep love for his family, and his steady contributions of time and effort to the community. Hap is survived by his wife of 44 years, Teresa, his three children and his six grandchildren.
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