Spring/Summer Bulletin 2019
The Power of Place
B OARD O F TRUSTE E S 2019–2020 Jason Robart PRESIDENT
Kiki Shilling VICE PRESIDENT
Vincent Lorusso TREASURER
René Russo GOVERNANCE CHAIR
Danielle Heard HEAD OF SCHOOL
Jeffrey Bruce Matthew Burr TG ’89 Anne Elton Jay Fritz Lindsey Gund Rick Hardy Kirsten Kester ‘01 Sarah Khetani Agnes Lubega Thomas Mazza Kyle Rusconi Patti Satterthwaite Adam Sureau Irene Todd Charlotte Whitmore Alice Flint, TRUSTEE EMERITUS John Moriarty, TRUSTEE EMERITUS
C ORE VALUE S INTEGRIT Y
We act with honesty, sound judgment, and strong character to build a culture of trust.
COLLABORATION
We build partnerships, foster teamwork, and encourage camaraderie.
INCLUSIVIT Y
We celebrate and affirm all aspects of individual identity and global diversity.
EMPATHY
We seek to understand the feelings of others, value multiple perspectives, build meaningful connections, and inspire ethical action.
RESILIENCE
We value persistence and pursue excellence through continuous learning and growth.
COVER: The Campaign for Our Future will transform Nashoba Brooks School for years to come. The cover features a preliminary sketch from DSK Artchitects + Planners of a new Discovery Barn, a flexible space that will be used for learning, performances, and events.
200 Strawberry Hill Road Concord, Massachusetts 01742 978.369.4591 nashobabrooks.org
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4 Danielle Heard Head of School Colette Porter Executive Director of Marketing and Communications Quincey Katz Assistant Director of Marketing and Communications
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C O N T EN T S 3
From the Head of School
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The Power of Place Designing a Learning Environment from the Outside In
Nicole Chan Annual Giving
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Spotlight on our Spring Teams
Amy Sagalyn Alumni Relations
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A Very Merry 40 Years A Tribute to Merry Long
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Spring Wrap-Up
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2019 Ellis Lecture Trends in Children's Wellbeing
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Nashoba Brooks Reimagined Growing at the Speed of our Students
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A Natural Extension of Place
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Nashobapalooza
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Class Notes
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Class of 2019 Graduates
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Summer Reading
Carole Allen-Scannell Development
Jacqueline Waters Editorial Consultant Julian Feshbach-Meriney Marketing Intern Nicolaus Czarnecki Photography Kirsta Davey Photography Carly Gillis Photography Nashoba Brooks School Archives Photography
MIS SION Nashoba Brooks School educates children for a life of continuous learning, accomplishment, and leadership in a diverse and changing world. The School nurtures students’ growth and character, while fostering the development of each child’s personal excellence in academics, athletics, and the arts. © 2019 Nashoba Brooks School
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“United in the conviction that environment is our children's third teacher, we can begin anew a vital mission: designing today's schools for tomorrow's world.” –The Third Teacher: 79 Ways You Can Use Design to Transform Teaching and Learning
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WE HOPE THIS ISSUE finds you enjoying the long days of summer. At Nashoba Brooks School, summer provides a time to pull up and pull back from the bustle of the academic year, to reflect on our many accomplishments, and to think strategically about the opportunities a new year brings. Each year, we select a theme to help guide deep and meaningful thinking about key issues in education. In recent years, we have explored topics including growth mindset, resilience, curiosity, transliteracy, and civil discourse—reminding us that the opportunities in education reach far beyond minimum standards and comparison to averages. To do the best work in education, our teachers strive to do more for our students, to model personal excellence through their own continuous learning, to ground our work in research and child development, and to focus on helping students to build meaningful, transferable, and enduring skills. This summer, we have embraced a theme that has been central to Nashoba Brooks School for generations: The Power of Place.
and Rachel Simmons, physically through trips that extended student learning beyond our campus, or inspirationally through professional development such as Kirsta Davey’s mini-sabbatical trip to Iceland, our understanding of place can spark endless opportunities to strengthen and extend student learning, perspectives, and experiences. Throughout this issue, you will find many examples of place-based learning at Nashoba Brooks.
On the following pages of this Bulletin, we put a lens on an element of education that we have always valued at Nashoba Brooks School and one that we want to bring into the forefront of our learning this year. Our focus on place and its importance in creating, shaping, and impacting learning experiences for students is a natural and timely topic. Our beautiful 30-acre campus is a treasured resource that is integrated into the curriculum at every grade level. The unique history of this region expands our classrooms to the local community and our partnerships with organizations— such as Audubon, Chewonki, Project Oceanography, and Rustic Pathways—provide experiential learning opportunities and stretch our students’ thinking in ways that are both broad and deep. This year, our focus on place feels particularly poignant, as we celebrate the opening of three new flex classrooms and the transliteracy platform made possible by The Campaign for Our Future, and mark the first phase of a truly transformative project that will positively impact every member of our learning community.
As we reflect on the year, we also look ahead with a very bright vision for Nashoba Brooks. The Campaign for Our Future reached a major milestone as we have secured more than 60 percent of our $10 million goal and transition to the community phase of this transformative initiative. We hope you will visit us soon to see for yourself how the transliteracy platform and new flex classrooms are already inspiring new learning opportunities for students in all grade levels. And, this is just the beginning. Please visit our website reimagine.nashobabrooks.org to learn more about the campaign and the next phases of construction.
As you explore the Bulletin, you will see that it has been another noteworthy year for place-based learning at Nashoba Brooks. Whether thinking of place conceptually, like the rapidly changing educational landscape discussed by guest speakers Grant Lichtman
In reflecting on this topic, we have been reminded that people play a crucial role in defining place. From the class notes section highlighting the experiences and accomplishments of our alumni to our first-annual music festival, Nashobapalooza, where more than 400 community members gathered on campus, to our June 4 celebration of Merry Long—recognizing her retirement after 40 years of exceptional service, we are keenly aware that it is people who make Nashoba Brooks such a special place to learn and grow.
This is an incredibly exciting time for Nashoba Brooks School. Thank you for helping to make our School such a uniquely special place for learning as an ongoing and joyful pursuit. I hope you will join us in celebrating this place that you have helped to create, define, and shape. We always have and always will build this exceptional community together. With appreciation,
Danielle Heard Head of School SPR I N G/ SU M M ER 2019 | 3
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THE POWER OF
PLACE
DESIGNING A LEARNING ENVIRONMENT FROM THE OUTSIDE IN by Jacqueline Waters
ONE OF SEVERAL BOOKS on Nashoba Brooks School’s employee reading list this summer is The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning, which looks at the link between the school environment and how children learn. Through interviews with experts in a variety of fields, along with facts and statistics, The Third Teacher examines what we know well at Nashoba Brooks, our physical space–both inside and out–and our reach beyond our geographical place, impact student learning in powerful ways. Inside the School, the abundance of windows, natural light, indoor gardens, and wood siding brings the outdoors in. Outside, our 30-acre campus is an extension of the classroom. Students and teachers can often be found investigating lichen on the pond for a science class or foraging for mushrooms and photographing them along the trails as part of an interdisciplinary unit on Sylvia Plath. This past year, Susan Lewis’ Grade 6 students chose individual spots by the pond to visit five different times in order to observe changes throughout the seasons; and Grade 8 students enjoyed learning about edible plants and ecosystems.
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Beyond campus, students gain a vast historical and literary understanding of Concord through interactive visits to the Robbins House and the Concord Museum. They learn about organic farming and community meal programs through partnerships with Gaining Ground and Open Table. In addition, Middle School students make meaningful connections to nature through trips outside of town to unique learning environments such as Chewonki and Mystic, strengthening both their knowledge and stewardship of the natural world. At Nashoba Brooks, we continually and intentionally build bridges between lessons inside the classrooms and learning outside in the world beyond our walls. As new Assistant Head of Lower School Tim Croft explains, “Students learn by doing. Brains engage and synthesize information when bodies are in motion.” Croft points out that recent longitudinal studies support kinesthetic, experiential learning and commends the School for being both “research informed” and a “safe space” for risk-taking. By design, place-based experiential opportunities inspire students to stretch and grow—and to question the world around them as they form their own identities. Jevan Jammal '02, director of admission, feels strongly that Nashoba Brooks was instrumental in developing her sense of self. “Place intersects with identity. It’s clear to me that as a student, the teachers taught me to reflect on who I was, my strengths,” Jammal states. “Teachers hold up student’s 6 | NA SHOB A BROOK S S CH OOL BU LLE T I N
potential for them, so they can see it. Here, each child is known for who they are—authentically and genuinely.” The student and the School have a “mutual impact” on each other, she says. “The student questions: Who am I in this place? The School responds by thinking of ways to enhance the student’s experience, continually asking: How do we make the learning environment better for our students?” One way Nashoba Brooks plans to improve the School’s already vibrant and dynamic learning environment is through the addition of several newly designed and inspired spaces throughout campus. Construction of three new classrooms and the transliteracy platform will be completed this summer, and ready for use in the fall. These new spaces will celebrate creativity, innovation, critical thinking, and flexibility—all essential skills for 21st-century learners. The transliteracy platform will create a direct connection to the Denault Library, enhancing students’ understanding of, fluency with, and flexibility to engage with various types of literacy and learning in our rapidly evolving and interconnected world. In the fall, construction will begin on the discovery barn which will serve as a launchpad for integrated learning and connection to the outdoors with endless opportunities on our 30-acre campus. In addition to serving as a link to outdoor learning, the discovery barn will also provide flexible learning and office spaces, a function venue, and a performance space with the ability to seat up to 150 guests to support the School’s robust
and growing arts program. Head of School Danielle Heard notes, “These new spaces will inspire students to stretch, grow, and explore. In doing so, they will learn more about their environment and how they fit within it; they will build knowledge, understanding, skills, and confidence in themselves as individuals, learners, and leaders.” The design plans for the barn, which will be sited where the School's garden currently exists, prompted math teacher Molly Horan to create a new hands-on learning opportunity for her students this year. “In math, we used the online program Tinkercad to design a future School garden,” said Horan; who, along with the students, spent time outdoors in the existing garden brainstorming ideas for improvements. They then calculated surface area and volume, using Tinkercad and 3-D printing, to bring their designs to life. Thoughtfully improved design, as The Third Teacher notes, creates more immersive, engaging learning opportunities at a school. As
Nashoba Brooks reimagines and transforms classrooms and common spaces during the build, the School does so with a discerning eye on purposeful design and how it will positively impact student learning. The goal is to enhance the learning environment for students and employees and provide the freedom to think creatively. A dedicated space for transliteracy integration (already near completion) will serve as a central hub for innovation, collaboration, and exploration. There, students will become fluent in evolving technologies, according to Director of Educational Technology and Innovation Hank Bryant, who highlights the importance of design-thinking. Bryant and Grade 4 Teacher Meredith Gannon collaborated this year to pilot a Grade 4 iterative invention project, in which students identified existing problems, like litter, and created inventions to solve them, such as an app called Trash Around You, which enables a user to share litter sites and clean-up duties. Through this integrated tech project, students learned to scratch code, make blueprints, SPR I N G/ SU M M ER 2019 | 7
create and fine-tune prototypes, and utilize snap circuits and motors to create additional functionality. Gannon believes the process encouraged students to have a growth mindset and afforded them more opportunities for creative problem-solving. “It was a very student-directed project,” she said, “and the shared experience meant students were invested.” Nashoba Brooks is a community committed to investing in students and providing an inclusive culture where all are seen, heard, and inspired to think expansively about the world. “The strength of this community stems from employees who are open to sharing ideas and resources, to mentoring, to professional growth,” remarks Horan, who also appreciates the abundant outdoor education and experiential opportunities. “The entire campus is our classroom!” a Grade 3 student enthusiastically observes. “This school is a welcoming place,” Croft
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says with warm approval, noting the following three questions as a barometer: “Is this an inclusive space? Do the people present have a sense of belonging? Is there agency in purpose?” Check, check, and check. As we continue to think critically about the School’s future—and the learning environment, both inside and outside, that we aspire to create in this unique place— it is important we pay close attention to thoughtful design and its power to transform teaching and learning. School should be a place full of boundless curiosity, innovative teaching, and joyful discovery. Good design inspires all three. It sparks questions and creativity; it promotes problem-solving and collaboration. At Nashoba Brooks School, we believe in the power of place to positively impact students—and by extension, their families. “Families are looking for a haven,” says Jammal. “Whenever I felt a little lost, I had this place to come back to.”
Brooks the Bear traveled to Iceland! Lower School Literacy Specialist Kirsta Davey ventured to Iceland this summer for a mini-sabbatical and brought Brooks along for the journey. Together they explored changing glaciers, active geothermal areas, and the geography, people, and history of the "Land of Fire and Ice."
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SPOTLIGHT ON OUR SPRING TEAMS VARSITY LACROSSE The lacrosse team had an incredible season, finishing with six wins and three hard-fought losses. G. Gund ('19) and A. Monahan ('19) led the team as captains this season, and each player on the team showed remarkable progress. The talent and ability of our top players encouraged our newest team members to try new skills which, in turn, helped them develop game skills quickly. We will miss our talented eighth graders, but look forward to the spring 2020 season.
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JUNIOR VARSITY TENNIS The junior varsity tennis team had a great season, despite a cold and wet spring. Team captains A. Gregory ('20) and M. Smith ('20) led the team in warm-ups and creating spirited “psyches� on match days. The players showed great improvement throughout the season as they learned more about the game and developed their skills. Our singles players all had close matches against competitive opponents, and our doubles partners were able to mix and match to play against several opponents.
VARSITY TENNIS The varsity tennis team, led by team captains S. Burke ('19) and I. Randall ('20), had wins and losses this year, including many close matches. Although the season was filled with rain, pollen, and the occasional sun-filled day, the players made the best of it. The team showed great improvement and dedication while having a lot of fun along the way. One cannot forget the almost deafening cheers the girls performed at the beginning of every match in support of each other. We will miss the nine Grade 8 students who will be moving on to high school in the fall.
TRACK The track team had an excellent season this spring. Led by captains M. Rusconi ('19), C. Petracek ('19), and E. Sohn ('20), the team worked hard each week to become stronger, with each girl striving to achieve her personal best. The highlight of the season was the Hillside Jamboree with Rusconi finishing first in the Pentathlon (shot put, long jump, 100M, 400M, and mile) and Petracek coming in fourth place by a margin of one point, as well as jumping 12'6'' in the long jump. In addition, Sohn finished second place in both the 100M and 200M. New and returning team members look forward to next year and will miss those who graduated this spring.
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A VERY MERRY 40 YEARS: A TRIBUTE TO MERRY LONG WHEN MERRY LONG SMILES AT YOU, you can’t help but smile back. That twinkle in her eyes, the way they smile too, instantly puts you at ease. She is genuinely warm and incredibly kind, and she has a way of making you feel valued and appreciated. Anyone who knows Merry—who has been fortunate enough to be her student, colleague, mentee, or friend—can attest that she is a wonderful listener who cares deeply about the welfare of others. A bright light and an absolute gem of a human being, Merry will be dearly missed by this community long after her retirement this past June. Merry began teaching at our School forty years ago, back when it was The Brooks School of Concord. She had just returned to the states from Nairobi, Kenya, where she lived with her family for six and a half years and taught fifth grade. The mother of four children, she took a job in The Brooks School’s Extended Day Program because her youngest child could come with her to work. 1 2 | NA SHOB A BROOK S S CH OOL BU LLE T I N
“Merry was teaching Preschool 2 in the cottage on the old Brooks School campus on Wood Street when I first came to know her,” explains past employee Ginny Flood. “This was in the late sixties. Over the years, I would often bring messages for students, or for Merry herself, down to her classroom. (This was before intercoms and certainly before email.) Her classroom was always calm with students happily engaged in the current activity. I would find myself thinking how lucky these little people were to have Merry as their teacher.” When The Brooks School merged with Nashoba Country Day in 1980, Merry taught the fouryear-olds. She later went on to wear many other hats at the School: first grade science teacher, admission associate, summer fun director, SEED co-facilitator, Preschool/Kindergarten/Grade 1 team leader, library helper, and Kindergarten teacher—just to name a few. In these many roles, notes Head of School Danielle Heard, “Merry has stewarded generations of students and families through their early years at the School, and she has provided invaluable guidance to colleagues in all stages of their careers.” Colleagues of Merry’s are quick to agree. According to former Grade 3 Teacher Virginia Siu, “Merry modeled for me how to be compassionate and how to build community.”
“When I was around Merry, I always felt a tremendous sense of peace and joy, because she emanates peace and joy in every moment,” explains Heather Budd, former reading specialist. “Simply put, Merry Long is a treasure and what a gift it was to be her colleague!” This is a sentiment echoed by the many families and friends who recently wrote testimonials in celebration of Merry and the hundreds from across the country who came to bid her a fond farewell at her party this past June. As the Cohen family attests, “We have been so fortunate to have been the recipients of Merry’s guidance, compassion, and kindness throughout our five years at Nashoba Brooks School. Her approach and loving nature is unmatched. Our most favorite Ms. Longism’s include “Don’t yuck somebody else’s yum” and “Let’s give some struggle time.” As past employee Joanne Forsberg sums it up, “Children love her, parents love her, and all her fellow colleagues love her.” The entire Nashoba Brooks community recognizes and appreciates the love and care with which Merry treats each student. “The well being of the children is the focal point of my professional life as an educator,” she wrote in a recent letter to the School. For forty years, her focus on the children has been unwavering and unrivaled. And although there are admittedly too many fond memories to choose from over the
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course of her four decades at the School, Merry’s time in Kindergarten is clearly near the top of her list. “The Night Magic unit is really special,” she recalls wistfully. “We are outside by the fire with families and just their kindergarteners. It is a nice shared celebration that incorporates Spanish, PE, literature, music, and science. It brings the Kindergarten community together and is truly magical.” To hear Merry recount this memory of families gathered together around a warm fire sharing their stories, year after year, is to understand that she is the spark. The way she ignites each student’s passion for learning is akin to, well, a magician. While Merry has cast an amazing spell on all of us during her time at the School, she has certainly never been one to take center stage. Ever so humble, Merry prefers to work her magic quietly behind the scenes, and is quick to deflect compliments and celebrate the successes of her peers. “I’ve worked with so many teachers who’ve taught me something.” As a veteran teacher, Merry has genuinely appreciated the collegiality at the School, as well as the many opportunities for growth over the years. “Nashoba Brooks provides a lot of professional development, so I’ve been able to keep up and try new things. I’ve noticed there are so many great teachers with their own personalities and styles. They’ve taught me my ideas aren’t necessarily always the best. Listening to suggestions and ways to explore has helped me question, ‘Am I doing the right thing?’” she remarks earnestly. This honest self-reflection and willingness to question her methods and approaches speaks to Merry’s dedication as a teacher and a lifelong learner. From the beginning, she has committed to always giving students and families her very best. Former Head of School Kay Cowan applauds Merry’s commitment to lifelong learning and continuous growth. In a recent letter to Merry, Kay wrote, “Your ability to grow as a teacher-learner is one of your greatest strengths. Change requires flexibility: new ideas, new learning, new technologies, new ways of being. You personify positive change.” In Merry’s long (pardon the pun) time at the School, much has changed. “There are now more working parents who put a lot of pressure on themselves and 1 4 | NA SHOB A BROOK S S CH OOL BU LLE T I N
Every child, every family, comes to school... wanting to be accepted. They all have something to say. It’s our job to listen to them. - Merry Long
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who worry about their children,” she notes. Expectations of children have changed, as well; yet, what has clearly remained the same is Merry’s ability to partner with families. “I really believe parents know their children best. They are the first teachers of their kids,” she says. “The partnership with parents is key. There are so many different families and students who have made their impact on me. Every child, every family, comes to school just wanting to be accepted. They all have something to say. It’s our job to listen to them. Listen and tell each other’s stories.” Merry’s ability to empower both colleagues and students to share their stories with one another has undoubtedly shaped this community into an empathetic and inclusive family of learners. As Merry explains, “The children all come [to Nashoba Brooks] with diverse backgrounds and abilities. They come together to learn about becoming a lifelong learner with confidence of who they are and appreciation of their peers. A solid start is fundamental. The children have many roads to travel from here. We must empower the children to find their own voice to carry with them.” And what will Merry carry with her? When asked what she will miss the most at Nashoba Brooks, Merry does not hesitate: “I’ll definitely miss the kids and their joyfulness, their questions! I’ll really miss my colleagues and conversations, the brainstorming.” Then, with a sigh
and a noticeable hiccup in her voice, she adds: “Good friends and the opportunities for lifetime learning.” Merry may be retiring from teaching, but one thing is for sure: she is not done learning. Although she does not have a “set plan,” which she admits is “kinda nice and kinda scary,” Merry certainly has a few ideas about next steps. “I want to keep learning about new things!” she exclaims enthusiastically. Merry plans to work in the Harvard Town Library and volunteer at Emerson Hospital alongside former Nashoba Brooks employee and friend Jo Albright. And, of course, she will spend as much time as possible with her five grandchildren. Ever a calming presence and champion of children, Merry Long has touched many generations and made a lasting impact on Nashoba Brooks. As Danielle Heard fondly remarked, “Merry has been a pillar in the Lower School, an inspiration to all members of the community, and a sage guide.” Thank you, Merry, for sharing your wonder and magic with us for so many years. Thank you for listening and for including us in your story. We have treasured our time with you.
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Rachel Simmons
Visiting Morning
SPRING
WRAP-UP An Inspiring Evening with Author Rachel Simmons
Visiting Morning with the Board of Visitors and Board of Trustees
THURSDAY, FEBRUARY 7, 2019
THURSDAY, APRIL 4, 2019
RACHEL SIMMONS, best-selling author of Enough As She Is and Odd Girl Out, visited Nashoba Brooks School for a candid conversation on the challenges and mounting pressures facing adolescent girls and young women today.
THE NASHOBA BROOKS SCHOOL community enjoyed reconnecting with the Board of Visitors and Board of Trustees. Board of Visitors Chair John McClellan opened by acknowledging the common thread that united everyone in the room. “This remarkable School has done something transformative for someone in our lives,” John stated. He went on to reflect on the impact the School has had on his daughters, accomplished alumnae of Nashoba Brooks, and on the leadership and vision of Head of School Danielle Heard.
To the packed audience of 150+ attendees, Simmons provided actionable advice and strategies for parents and educators alike in their efforts to best support these girls. Reflecting on her own experience, Simmons discussed the importance of resilience and learning to fail effectively. Girls must be exposed to situations where they may not know the outcome—where they can take healthy risks and make mistakes. Simmons also commented on the pressure surrounding girls today with so many women accomplishing so much. Girls may believe that they can, should, or must do it all. It is important for young girls to remind themselves everyone is making mistakes and everyone is feeling pressure. Simmons wants girls, parents, and educators to know and model a more realistic and healthy perspective, recognizing that it is through new experiences, challenges, and even failures that we learn and grow. 1 6 | NA SHOB A BROOK S S CH OOL BU LLE T I N
Following the presentations, members of the Board of Visitors and Trustees had an opportunity to spend time with some of our students one-on-one as they explained various projects they had recently completed. The morning concluded with a “disruption” exercise led by Board of Trustees President Jason Robart who invited attendees to think about how to best prepare for a future that is vastly unknown. “We need to be open for change, be prepared for it...to build skills now for what is different in the future.”
Grade 8 Monument Sculptures
Grandparents’ and Special Friends’ Day
Grade 8 Student Monument Sculptures on Display at the Concord Free Public Library
Grandparents’ and Special Friends’ Day
SUNDAY, MAY 5, 2019
THIS DAY IS A NOTEWORTHY community tradition, providing family and friends with the opportunity to see students’ outstanding work first-hand and take part in classroom activities together.
UNDER THE DIRECTION of Nashoba Brooks School employees, Lisa Stanley, art teacher, and, Kendra Aber-Ferri, library director and transliteracy integration specialist, Grade 8 students picked historic events that occurred during their lifetime, researched the event, and presented the rationale behind why the event needed to be memorialized. “This was an opportunity for our students to conduct research around real-world events, create a thesis, and think a bit deeper about how art is both impacted by and impacts our world,” said Aber-Ferri. For this project, students had to think like architects and designers. The result: three-dimensional monuments that memorialize events of our time, especially ones that have closely resonated and impacted students today—the Flint water crisis; natural disasters such as Hurricanes Katrina and Maria; Newtown School shootings; and a monument honoring former President Barack Obama.
MONDAY, MAY 13, 2019
Following a welcome from Head of School Danielle Heard, our jazz ensemble, Grade 6 chorus, and Grade 2 students gave beautiful performances. Both students and guests were eager to begin the day’s activities, and our classrooms were quickly filled with smiles and laughter. In between class visits, they walked the halls, joined recess, and enjoyed participating in activities in the art studios. At the conclusion of our event, grandparents and special friends listened to closing remarks from Head of School Danielle Heard and Grade 3 students. Special thanks to everyone who was able to join us for this wonderful Nashoba Brooks tradition and one of the most special days of the year.
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Camp Takodah
Gaining Ground
SPRING
WRAP-UP Growth and Learning Abounds at Camp Takodah
Nashoba Brooks School Students Revisit Gaining Ground
TUESDAY, MAY 28, 2019
THURSDAY, MAY 30, 2019
THIS SPRING, Grade 7 traveled to Camp Takodah in New Hampshire for a two-day experience filled with team building activities and opportunities to expand their comfort zones.
THROUGHOUT THE SPRING, Nashoba Brooks School students in Grades 2 through 5 volunteered their time to the Read for Seeds fundraiser at Gaining Ground, a non-profit organic farm in Concord that helps those in need by donating all of their produce to meal programs and food pantries in the area.
Takodah YMCA’s educational programs empower youth to connect and develop essential skills using an environment-based education, encouraging students to develop a different set of skills and strengthen relationships through collaboration. Led by enthusiastic and supportive counselors, students rotated through cooperative activities over the course of two days, including rowing a 20-person war canoe, walking on low and high ropes challenge courses, wall climbing, and tree climbing. “The trip lends itself to providing situations for students to feel empowered to take risks and build each other up,” according to Middle School teacher and Director of External Programs Kerry Stevens. “The counselors helped students lean into situations that they may not have otherwise tried in academic settings.”
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Students took part in a read-a-thon, raising money by tracking the number of minutes they spent reading independently. They then visited the farm at the end of May to volunteer and deliver their donations. Students were able to see the impact of the money they raised first-hand. On the farm, students dug in by sorting seeds, weeding eggplant and squash beds, composting plants, spreading dirt, and planting flowers. They also learned how essential weeding and composting are for farming. Having visited Gaining Ground earlier in the year, students saw the full cycle of life on a farm, from planting to harvesting. Grade 2 Teacher Nicole Myers recalls, “The students loved working hard, getting dirty, and understanding the impact their actions have on the community.”
2019 ELLIS LECTURE: TRENDS IN CHILDREN’S WELLBEING ON TUESDAY, MARCH 26, Nashoba Brooks School hosted its annual 2019 Ellis Lecture on the topic of Trends in Children’s Wellbeing. Distinguished panelists included Dr. David Gleason, Dr. Rachel Kramer, and Susan Ryan, MSW, all parents of Nashoba Brooks alumni and experts in the field of child and adolescent psychology. Before introducing the “all-star lineup,” Head of School Danielle Heard paused to remember Pat Ellis, who served as the head of Nashoba Brooks School from 1972-1992. Inspired by her work, wisdom, energy, and vision, Danielle reflected upon Pat’s time at the School, her enduring legacy, and her belief in the power of education to make a better world. Each panelist shared insights into the health and wellbeing of young people today and offered practical strategies that could lead to positive and healthy outcomes. Trends noted include the rise in anxiety and depression among our young people; the unrealistic standards of perfection placed on today’s children; and the impact of technology on young people and families. Sue Ryan described how parents and teachers can help children feel safe by helping them identify and experience their feelings, even negative ones. Parental modeling, she suggested, is also important. “Our children are watching us and they can feel when we are spinning out or are stressed. If you feel out of breath, our kids may feel the same way,” said Ryan. Dr. David Gleason, author of At What Cost?, has extensively researched and written about the
increase of anxiety and depression in competitive high schools, including the dangerous manifestations of substance abuse, eating disorders, self-injury, and suicide. He noted that “much of the pressure kids feel in secondary schools, starts way earlier.” Gleason stated that parents, while committed to educating their students in healthy, safe, and balanced ways, also need to be mindful of overscheduling, overworking, and expecting kids to act like adults long before they are ready. Pediatric psychologist Rachel Kramer—who refers to herself as a “problem-solving doctor” with her young patients—does not see the uptick in psychological disorders linked to one trigger or events. Instead, she observes a pattern that appears to be rooted in the collective impact of stressors associated with how we are living today versus a singular event. Kramer focused on the ways that electronic communications impact families and children, including brain development, concentration, and social communication skills. Dr. Kramer’s parting words to parents and employees were simple: “Be the thermostat, not the thermometer.” To support children in learning to manage stress, adults can help to read and regulate emotion as a thermostat does, without rising in emotion as a thermometer does. Nashoba Brooks School thanks our speakers for this enriching and enlightening conversation and for their participation in the 2019 Ellis Lecture.
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EMPLOYEE LOUNGE MEETING ROOM
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THEATRE SUPPORT
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NASHOBA BROOKS REIMAGINED: NASHOBA BROOKS SCHOOL
GROWING AT THE SPEED OF OUR STUDENTS NASHOBA BROOKS SCHOOL IS AT A DEFINING AND PIVOTAL MOMENT in our history, as we launch the community phase of The Campaign for Our Future. This $10 million capital campaign will transform our surroundings and inspire generations of learners and leaders for years to come. Our students have always been at the center of everything we do at Nashoba Brooks School and this moment in our history is no different. The Board of Trustees has helped the School design a multi-year, multi-phase strategy to map out a vision and plan for revitalization, transformation, and growth so that we can continue to provide an inspired— and inspiring—educational experience where each child can flourish. Through this process, we engaged members of our entire community including leadership donors, representatives from the Parents’ Association, and employee and parent volunteers. It’s Time. This simple slogan has become our campaign rally cry. For decades, our teachers and students have created highenergy, high-impact learning experiences in every corner of our campus. As a result of this exceptional work, we 20 | NA SHOB A BROOK S S CH OOL BU LLE T I N
recognize that our programs have outpaced our facilities in many ways. Now, we have the opportunity to change that. It’s time for our physical plant to reflect and adequately support the inspired learning that takes place here. It’s time for more inspiration. More innovation. More inclusivity. More impact. At Nashoba Brooks, it’s time for a space that truly matches our spirit. VEST.
BALCONY
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The leadership of our early donors, including current families, past families, alumni, and friends, has been overwhelming. With their generous support, we have reached more than 60 percent of our goal of $10 million in the leadership phase of the campaign. MECH.
“I am so grateful to the Nashoba Brooks School community for the support we have received and the momentum it has created,” said Head of School Danielle Heard. “Our learning spaces will now be ready to keep pace with our vision for the future, the creativity of our teachers, and the growth of our students.” STORAGE
TOILET
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Construction began in June on several preliminary projects, which will be completed for students’ use in September. We look forward to starting the new academic year with the unveiling of three new classrooms and a transliteracy platform, including an instructional lab space for STEAM initiatives such as LEGO® engineering and prototyping; a fabrication studio; three multimedia recording spaces; and direct access to the Denault Library to support exploration of all types of literacy and learning for students in every grade level. “Having this space will be transformational. It will support our current curriculum and allow us to keep growing at an accelerated pace,” according to Director of Educational Technology and Innovation Hank Bryant. “We will continue with our integrated approach toward library and technology skills while expanding into design thinking and project-based learning initiatives,” he added.
Nashoba Brooks Reimagined: A Visual Snapshot unprecedented rates. The mixed media lab will engage both Lower and Middle School students with a range of materials and media including a green screen—preparing them for life and learning in the twenty-first century.
DISCOVERY BARN A beautiful and welcoming entrance to the upper level of the discovery barn—a flexible space that will be used for both performances and events. The vestibule will serve as a gateway to an exciting destination on campus for unique, immersive learning opportunities for all Nashoba Brooks students. TRANSLITERACY PLATFORM Our transliteracy platform will equip students across different modes of research, production, and expression in a world where knowledge is expanding at
FLEX CLASSROOMS State-of-the art learning spaces for reading, math, or world language sections designed to better serve students of all abilities. Strategically located between the Lower and Middle Schools, these classrooms will provide muchneeded flexibility for students and teachers School-wide.
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NEW MAIN ENTRANCE A new main entrance will warmly welcome visitors while enhancing School safety and wayfinding. A renovated east-west passageway will feature a gallery, showcasing our students’ art work.
MIDDLE SCHOOL CO-LAB A Middle School co-lab will enhance the transformative effect of our Middle School program by ensuring that the Middle School has enriched, flexible space for the foreseeable future. Strategically located at the entrance to the Middle School, the Middle School Co-Lab will include the office of the assistant head of Middle School—creating a centralized hub for activity within our Grades 4-8 community. 2 2 | NA SHOB A BROOK S S CH OOL BU LLE T I N
ARTS PLATFORM Two larger music classrooms with increased storage will enhance instructional practice and support the vocal and instrumental programs that have grown exponentially in recent years. The adjacency of these classrooms with performing and visual arts spaces will enhance the development of integrated curriculum offerings. A new, bright, engaging space will support and inspire the artist in every student. Increased studio, prep, and storage areas will allow students and teachers alike to creatively explore a broader range of activities and media. The existing theater will be transformed into an exciting new performance space with state-of-the-art technology, including a new sound and lighting booth, designed to increase the power of our stage productions.
A NATURAL EXTENSION OF PLACE IN CONJUNCTION WITH THEIR SCIENCE UNIT, Grade 5 took a close look at the animals of New England for this project. Under the guidance of art teacher Lisa Stanley, each student artist observed then drew or painted their animal of choice in its natural habitat. Together, the pieces create a beautiful collage—with soothing greens in the foliage and earthy tones—that reminds us we are not the only ones to call New England a natural extension of our place and space.
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Est. 2019 SATURDAY, APRIL 27, 2019
IN A CELEBRATION OF THE ARTS, the Nashoba Brooks School community came together Saturday, April 27, to create, collaborate, and imagine at Nashoba Brooks School’s first-ever music festival, Nashobapalooza. It was a tremendous success! A record-setting crowd of 400+ attendees gathered for an afternoon of celebration that included lawn games, face painting, a tie-dye T-shirt station, music, and more. Guests were treated to delicious food from local community vendors, including ice cream from Reasons to be Cheerful, freshly baked bread from Nashoba Brook Bakery, and hor d’oeuvres from several local eateries including Saltbox Farm, 80 Thoreau, Adelita, and Lavender Bee Baking Company. Inside the Achtmeyer Gymnasium, performances by Nashoba Notes, Jazz Band, Advanced Ensemble, World Music, Grade 6 Choir, Kindergarten, and Grade 3 took center stage. Our students’ displayed their talents as they sang and played a variety of instruments that carried the music into the afternoon. The final act of the day was the employee band, featuring a rousing rendition of “La Bamba” performed by a talented group of Nashoba Brooks teachers.
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Class
NOTES SUMMER 2019
TEDDY LORUSSO TG '17, TYLER WELLS TG '17, OLIVER ALI TG '15, and MICHAEL LANDO TG '13 were all recognized with Citizenship prizes at last summer’s Fenn graduation. TORI BARROW '16 completed a semester program at the High Mountain Institute, while her sister LIZI BARROW '16 spent a semester at Chewonki. GRACE CROZIER '13 is at Georgetown University, Louisa Crozier is at Middlesex School, and NATE CROZIER TG '12 is attending St. Mark’s School, after receiving the Mark Biscoe Award at the Fenn School graduation last year, recognizing his personal growth and citizenship.
in the fall, where he plans to continue his soccer career. PISETH SAM TG '09 finished year one at Boston College. DAVID NERROW TG '09 just completed his first year at the University of Colorado, Boulder. EMMA MURESIANU '09 graduated from Harvard University last spring and is now studying at Einstein College of Medicine in New York City. ALEX MURESIANU TG '08 just wrapped up his first year at Tufts University and is a proud Middlesex alum.
GRACE CAMPBELL '12 spent last summer doing health and human services work with women in South Africa after graduating from Concord Academy. JOSEPH SOLOMON TG '12 was awarded the Mark Biscoe Award, as well as the Walter W. Birge III Prize, recognizing a ninth grader for his community service and helpfulness to teachers and peers at Fenn’s graduation. OWEN HICKEY TG '12 was awarded the Faculty Prize, Fenn's highest honor, recognizing ninth graders for their character and involvement in school life, as well as the Philip S. Burbank Prize, awarded by teacher-coaches to graduates with generous and unselfish spirits who helped foster the success and self-esteem of teammates. MAX STEINERT TG '10 wrapped up a year as form officer of the junior class at Groton School, together with GRACE MASTROIANNI '16. WALKER DAVEY TG '09 completed a successful high school year at Groton, including serving as House Prefect. He will be attending Boston College 26 | NA SHOB A BROOK S S CH OOL BU LLE T I N
Jevan Jammal '02 at her wedding with Nashoba Brooks classmates and co-workers.
JEVAN JAMMAL ‘02 married Ben Metcalf last fall with Nashoba Brooks alumni and employees in attendance, including her brother JARED JAMMAL TG ‘98, HANNAH GALLO ‘02, KELLEY JAMMAL ‘03, ANNE GERAGHTY ‘03, Assistant Head of Middle School REGINA NIXON, and former Kindergarten Teacher CAROLINE ASHLEY. Jevan currently works at Nashoba Brooks School as the director of admission.
RICH DOWNING TG '92 is the founder and chief executive of Subwhisper, a shift-trading app for skilled service shift workers. The app was originally developed to solve headaches related to the subbing of shifts between instructors at Turnstyle Cycle, a company Rich founded and grew to four locations in the Cambridge and Boston area, before exiting to pursue Subwhisper. Katie Quayle ’99 at her wedding with Nashoba Brooks classmate, Liz Herrup.
KATIE QUAYLE '99 married Forrest Maclean in Sundance, Utah, on August 18 of last year. In attendance was one of her Nashoba Brooks School classmates, LIZ HERRUP. Katie and Liz also shared an apartment when they were both students at the University of Massachusetts Medical School. STEPHEN MCCARTHY TG '97 finished an assignment to an Anglican church in Paris where he learned French in the process. He is now headed to Oxford University where he is studying for his Doctor of Theology degree.
MATTHEW BERLIN TG '89 and his wife, Rachel, welcomed their second child, Maria, on May 7 of last year. She joins her now three-year-old brother, Theo, in the Berlin family. DAVID FROTHINGHAM '48, despite being ‘retired’, is as busy as ever. David started the Savannah Philharmonic Orchestra and Chorus and remains on two Philharmonic committees. He has also joined another board involved in providing services for minority and low-income families. His four sons and eight grandkids are all happily ensconced in Maine and New Hampshire while David and Patty reside in Savannah.
JONATHAN WEIGEL TG '96 is an assistant professor in the International Development Department at the London School of Economics. He graduated from Harvard University with a Ph.D. in political economy and governance in June 2018.
Share your news! Hey, alumni! Please share your news for the class notes section of the Spring 2020 issue of the Bulletin. Have you graduated or started a new job? Recently gotten engaged or married? Have you added to your family? Traveled to exotic places? Made an impact in your local community? Have you gotten together with Nashoba Brooks friends? We want to know. Drop us a line and be sure to share a photo! Send your news or update your contact information by emailing alum@nashobabrooks.org.
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GRADE 3 CLASS OF 2019 GRADUATES Grace Agreste Kaden Ata Eunha Basu Jack Beresford Chloe Brookshire Olivia Brookshire Jamey Callen Elsie Carson
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Olivia Crawford Ethan Edwards Samuel Farjani Lara Geffken Sabina Green Annika Hill Beckett Kavanagh Joshua Langham
Mia Lazaro Annabelle Lewis Giovanna Little Amara Muller Presley Noel Bridget O’Connor Vivian Rauktys Tessa Rusconi
Sebastian Schnelldorfer Andrew Sells Maura Shapiro Alexander Signorovich Kassidy Traill Gabriella Turpin Adrienne Venesy
GRADE 8 CLASS OF 2019 GRADUATES Julia Barrow Molly Branigan Sarah Burke Catarina Carapezza Lindsay Carey Matilda Chartener Natalie Crownover Chelsea Fernandez Ellie Fritz
Chloe Maya Funk Elizabeth Gardiner Gretta Goorno Georgia Gund Camilla Harvey Ainsley Haut Naima Kaldi Julia Lanzendorf Sophia Lester
Avery Monahan Lydia Morgan Claire Partridge Chiara Petracek Lindsey Piper Olivia Ristaino Driscoll Rodman Mae Rusconi Ames Scott
Amy Sharma Caroline Thut Margaret Todd Margot Venesy Ashley Wieland Caroline Wieland Elizabeth Wolfram
NEXT SCHOOLS Cambridge School of Weston Concord Academy Concord-Carlisle High School Dana Hall School Deerfield Academy
Groton School Innovation Academy Lawrence Academy Lincoln-Sudbury High School Middlesex School
Noble and Greenough School Rivers School St. Mark’s School Sanborn Middle School Winchester High School
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OUR SUMMER READING LIST:
EXPLORING THE POWER OF PLACE EVERY SUMMER presents the opportunity to get lost in a good book. And every summer, Nashoba Brooks School introduces our summer reading list and its theme, which serves as the platform for conversations and professional development throughout the year. This summer, we read with a focus on the concept: The Power of Place. Every place has a unique history, environment, and culture. This applies to places of all sizes, from schoolyards to neighborhoods to entire towns. With that understanding, the educational philosophy of placebased learning promotes learning from the topics and issues that most directly surround us. Learning about the unique history and culture of their surrounding environment provides a launchpad for students to gain an understanding of the broader topics and issues. Through place-based education, students gain the opportunity to apply their learning to the immediate world around them, and their communities benefit from their creative insights and innovative contributions. This summer, employees have the choice of reading Black Walden, by Elise Virginia Lemire, The Peabody Sisters, by Megan Marshall, 27 Views of Greensboro, by Marianne Gingher, or The Third Teacher, a collaborative project by OWP/P Architects, VS Furniture, and Bruce Mau Design. In Black Walden, Elise Lemire brings to life the former slaves of Walden Woods and the men and women who held them in bondage during the eighteenth century. 30 | NA SHOB A BROOK S S CH OOL BU LLE T I N
The Peabody Sisters casts new light on a legendary American era, and on three sisters who made an indelible mark on history. Marshall’s research uncovers thousands of never-before-seen letters as well as other previously unmined original sources. In 27 Views of Hillsborough, twenty-seven journalists, novelists, poets, and essayists offer a broad and varied picture of life, present and past, in the southern city—from the city's brief stint as capital of the confederacy to stories of its famous and less well-known civil rights protests.
The Third Teacher explores the critical link between the school environment and how children learn, and offers 79 practical design ideas, both great and small, to guide readers’ efforts to improve our schools. As we build and renovate learning spaces as part of The Campaign for Our Future, this book is bound to spark meaningful discussion about environment as an essential element of learning. Preschool students will read Over and Under the Pond, by Kate Messner. Over the pond, the water is a mirror, reflecting the sky. But under the pond is a hidden world of minnows darting, beavers diving, and tadpoles growing. These and many other secrets are waiting to be discovered…over and under the pond.
Kindergarteners will read Beyond the Pond, by Joseph Kuefler, a stunning picture book that celebrates imagination and its power to transform and expand our world. After the story’s hero, Ernest D., gazes deeply into the pond in his backyard, the whole world around him begins to look a little less ordinary. Grade 1 students will read 50 Things to Do Before You’re 11 ¾, by Nosy Crow and Tom Percival. This inspiring and funfilled guide is bursting with ideas to help kids discover the great outdoors and get closer to nature. The pocket-sized companion contains fifty fantastic activities and is full of handy tips, nature facts, and activity checklists. Grade 2 students will read When Green Becomes Tomatoes: Poems for All Seasons, by Julie Fogliano. Flowers blooming in sheets of snow make way for happy frogs dancing in the rain. Summer swims are replaced by autumn sweaters in anticipation of when the snow comes back again. Illustrated by Julie Morstad's charming pictures, the seasons come to life in this gorgeous and comprehensive book of poetry. Grade 3 students will read Crossing Bok Chitto: A Choctaw Tale of Friendship and Freedom, by Tim Tingle, which blends songs, cedar flute, and drum with tribal lore to bring the lore of the Choctaw Nation to life in lively historical, personal, and traditional stories. Grade 4 students will read The Arrival, by Shaun Tan, a wordless graphic novel portraying the experience of a father immigrating to a new land in order to support his family. The story conveys messages of solitude, alienation, and hope, while also encouraging empathetic thought among readers.
Grade 5 students will read The Wild Robot, by Peter Brown, which follows Roz, a robot who awakens on a remote island and must learn to survive from the island’s hostile inhabitants. Over time, the island starts to feel like a home, until the robot’s mysterious past comes back to haunt her. Grade 6 students will read The Bridge Home, by Padma Venkatraman, a novel based on the stories of real homeless children in India who must use their instincts and grit to survive. Our narrator, Viji, tells the harrowing tale of love, loss, and looking out for each other as these children face appalling hardship. Grade 7 students will read Climbing the Stairs, by Padma Venkatraman. Venkatraman’s debut novel tells the story of a girl’s struggle to find her place in a mixed up world. This is a powerful story of love and loss set against the fascinating historical backdrop of British occupied India during World War II. Grade 8 students will read Ghost Boys, by Jewell Parker Rhodes, and How I Became a Ghost: A Choctaw Trail of Tears Story, by Tim Tingle. Ghost Boys is layered with historical and sociopolitical messages that tell a gripping story about how children and families face the complexities of today’s world. In How I Became a Ghost: A Choctaw Trail of Tears Story, a Choctaw boy tells the story of his tribe’s removal from the only land his people had ever known, and how their journey to Oklahoma led him to become a ghost, one with the ability to help those he left behind.
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IT ’S TIME FOR T HE SPA C E
THAT MATCHE S OUR SPIR IT IT’S TIME TO BUILD A PLACE THAT’S AS CREATIVE AS WE ARE. It’s time to make room for more collaboration and more creativity, to match our students’ ever-growing love of learning, insatiable curiosity, and vast potential. It’s time for The Campaign for Our Future. Join us as we bring a brilliant new vision for Nashoba Brooks to life.
To learn more, visit reimagine.nashobabrooks.org.
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UPCOMING EVENTS Opening Day of School
Thursday, September 5, 2019 Harvest Festival
Saturday, November 2, 2019 • 1:00 to 4:00 p.m. Open House
Sunday, November 3, 2019 • 1:00 to 3:00 p.m. Grades 3 & 7 Musical
Thursday, December 12, 2019 • 7:00 to 8:00 p.m. State of the School
Thursday, January 9, 2020 • 6:30 to 7:30 p.m. S’Mores & More
Saturday, February 1, 2020 • 10:00 a.m. to 12:00 p.m. Nashobapalooza
Sunday, May 3, 2020 • 1:30 to 3:30 p.m. Grandparents’ & Special Friends’ Day
Monday, May 11, 2020