2024 Bulletin

2024 Bulletin

ART AT OUR CORE

B OARD O F TRUSTE E S 2023–2024 Anne Elton PRESIDENT

Conor Shapiro VICE PRESIDENT

Kirsten Kester ’01 TREASURER

Sarah Khetani SECRETARY

Irene Todd GOVERNANCE CHAIR

Danielle Heard HEAD OF SCHOOL

Matt Boger Erica Cohen Michael Fay Elizabeth Garonzik ‘03 Lynne Goltra Kate Graham ‘98 Lindsey Gund Cheryl Kirkman Vince Lorusso Agnes Lubega Megan Pasquina ‘00 Lydia Napoli Alys Reynders Sophie Robart ‘09 Alice Flint, TRUSTEE EMERITUS W. Carl Kester, TRUSTEE EMERITUS John Moriarty, TRUSTEE EMERITUS Jason Robart, 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.

Grade 4 student with the Día de Muertos ofrenda

200 Strawberry Hill Road Concord, Massachusetts 01742 978.369.4591 nashobabrooks.org

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4 Danielle Heard Head of School Aubrey Bourgeois Director of Marketing and Communications

2024 BULLETIN

C O N TE N T S

Quincey Katz Assistant Director of Marketing and Communications

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From the Head of School

Jevan Jammal '02 Director of Development

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The Science of Sound

Amy Leahy Development Associate, Director of Annual Giving & Parent Engagement

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Alumni in the Arts

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What's New on Campus

Stuart Beeby Photography Nicolaus Czarnecki Kirsta Davey Photography Krys Streeter Photography Joe Wallace Photography Nashoba Brooks School Archives

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Putting the A in STEAM

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The Art of Teaching Art: 40 Years with Lisa Stanley

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Athletics

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Verdict In: Middle School Matters

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Alum Profile: Sasha Kramer

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Class Notes

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Upcoming Events

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. © 2024 Nashoba Brooks School

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“There are painters who transform

the sun into a yellow spot, but there are others who, thanks to their art and intelligence, transform a yellow spot into the sun..”

–Pablo Picasso

ART AT OUR CORE It was the night of the annual Variety Show. Students shared various gifts with our community—carefully choreographed dances, finely polished piano concertos, original poetry recitations, and complex hula hoop routines.

Quiet members of our community courageously shared their voices in new, bold, and impactful ways. Every student embodied the sentiment of Henri Matisse’s famous quote, “creativity takes courage.” Students supported other students, older buddies cheered on their younger partners, and parent volunteers ensured that everything ran smoothly behind the scenes. We all—performers and audience members alike— were all in. The entire evening was a beautifully authentic display of skill, care, growth, integrity, resilience, community, and connection. As we each wiped tears of pride and joy from our eyes, a parent of a Grade 8 student leaned over and said with a smile, “This is exactly what I needed to feed my soul. The world needs more of this!”

I think of this moment often as I take in the selfportraits in the Tucker hallway, participate in an all-school sing, celebrate the accomplishments of our student-athletes during assembly, cheer on students dancing through the decades, listen in awe to our jazz band and music ensembles, and become captivated by the musical and dramatic talents our students develop for the stage. In this time when the arts can be overlooked and underfunded, art remains at the core—in the heart—of all we do at Nashoba Brooks. The arts demand character, courage, and connection. The arts inspire empathy and deeper understanding. And the arts help students discover and amplify voice, skills, and confidence they may not have known they possessed.

This is an exciting time for Nashoba Brooks School. In the pages of this Bulletin, you will read more about highlights from our interdisciplinary curriculum, the accomplishments of our students, and the inspiring work of our teachers. You will read about many familiar traditions we continue to hold dear, as well as new and innovative developments, from the science of sound to the success of our robotics team in their first interscholastic competition. You will also read the plans for the transformation of our humble arts spaces to match the current strengths and forward vision for our program. And, as we celebrate the arts, it is fitting that we also celebrate Lisa Stanley and her 40 years of dedication to bringing the magic and joy of art to students at Nashoba Brooks School.

In the words of artist Émile Zola, art allows us to, “live out loud.” Whether channeling the magic of Picasso, the courage of Matisse, the gumption of our Variety Show performers, the wisdom and experience of Lisa Stanley, or Émile Zola’s invitation to live out loud, we hope you will enjoy this opportunity to be all in for the arts with all of us!

With gratitude,

Danielle Heard Head of School

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“Sound unbound by nature becomes bounded by art.”

- Dejan Stojanovic

THE SCIENCE OF SOUND

Last spring, Middle School Science Teacher Mr. Sedney introduced his students to a lesson on sound.

Simultaneously, in another building on campus, Middle School Music Teacher Ms. Williams was looking for a way to explain the concept of ‘timbre’ to her students. With a knowledge of what was happening in these two distinct areas of study, the Nashoba Brooks team encouraged the teachers to combine their lessons and create a more robust engagement opportunity for their students. As a result, during the 2023-2024 school year Grade 5 students have been taking a deep dive into the mechanics of music and sound to create instruments and work together to weave them into a single composition.

What is Sound?

First, students broke down the guiding question of “what is sound?” in their science classes by learning how sound is created, travels, and is detected. These focus areas led students to study the structure of the human ear, investigate online simulations of molecular wave movements, observe the way different instruments vibrated when creating sounds, and use a motion detector to graph the motion of sound sources.

At the same time in their music classes, students studied the elements of sound that could be mathematically represented: amplitude and frequency. A focus on these elements not only allowed students to more thoroughly identify the ways that sounds can be manipulated, but also provided them with a new musical vocabulary!

Students recognized the connections between ideas, using the language most appropriately associated with each discipline to discuss what they were learning. For example, a music lesson on different amplitudes would incorporate

dynamic marks on musical annotations such as forte and pianissimo.

To ensure students were merging concepts completely between the different classes, and to maintain appropriately paced instructional integration, the teachers joined one another’s lessons periodically throughout the trimester. This observational opportunity to connect another teacher’s expertise to their own resulted in an innovative project for students: the building of their own newly imagined instruments.

Of course, each teacher brought their own subject’s history to the project. Ms. Williams showed students folk music traditions from around the world and encouraged them to see how these instruments were created with local materials and mimicked the natural sounds these cultures would hear. Mr. Sedney provided examples of different instruments and pointed out the ways the construction and designs of these instruments informed the sounds students could expect to hear from them.

Building a New Noise Before beginning the construction of their original musical instruments, all students created the same instrument, a traditional African folk instrument most recognizably known as a kalimba, to learn the basics of construction. Then, they were exposed to categories of instruments such as percussion, string, and wind to begin researching which type they might enjoy creating. “I liked the noise of the drums when we listened to them, so I decided to make a percussion instrument,” one student explained. “I liked coming up with ideas for what my instrument could be and then working in the STEAM 5

Lab and using different tools to get it right.”

Getting it ‘right’ required trial and error as the students embarked on this new creative process. One student noted how many different measurements she took to find just the right screw that would give her the sound she wanted out of her newly crafted kazoo. “I was surprised by how a kazoo actually works,” she recalled. “First, you make a square box and drill a hole into it. Then, you cover the hole with wax paper and screw it all together. A screw (longer, shorter, thinner, thicker) changes how the wax paper is attached and can change the sound. Then, when your instrument gets old, you can unscrew the wing nut and replace the wax paper to bring it back to life!”

Another aspect of ‘getting it right’ was determining if their instruments created proper notes. “I was surprised that this instrument actually sounds how I wanted it to because I didn’t know how it was going to come together,” one student admitted. “Ms. Williams had a machine that could tell me which note I was playing when I would pinch at different lengths along the neck of my bottle guitar. So now, I have the notes G and E marked on it and can find those easily!”

Approaching this complex lesson from multiple angles not 6 | NA SHOB A BROOK S S CH OOL BU LLE T I N

only ensured that students would walk away with a more complete understanding of this lesson, but also allowed learners to engage with the topic in ways they could immediately understand and manipulate. “It was really fun and I liked how we could use different elements,” one student explained. “I liked how the building project connected with music because we could immediately see and hear if our creation was right and learned how to fix it when it wasn’t quite there yet.”

A Musical Masterpiece Once all the students had made their final tweaks and finished their instruments, it was time for our Nashoba Brooks symphony to perform! Each student recorded their unique instrument before Ms. Williams layered these performances together to create one single song.

“We didn’t need fancy objects to make good sounds,” one student excitedly reflected. “Anything can make music.”

And make beautiful music, they did.

We hope you will listen to one of their final compositions by scanning the QR code. Enjoy!

ALUMNI IN THE ARTS

COURAGE: AMPLIFIED Oliver Wells knew he would be graduating from Nashoba Brooks in Grade 3 and going to a new school, but a cross-country move put this young man even farther from the community and friends he had known. “When my family moved to California, I was nervous to go to a new school,” Oliver, now grade 5, remembers. “But in just a few months I joined my class rock band and played a Rolling Stones song in front of the whole school!” Oliver credits his courage to try new things and express himself to the support and encouragement that he received from his teachers and classmates at Nashoba Brooks. “At Nashoba Brooks, you are part of a kind community that believes in you,” he notes. “Everyone knew who I was and learning was fun!”

To find a community at his new school, Oliver relied on his musical acumen and enrolled in the Rock Band Club offered to students in grades 4-8.

Through this program, each grade-level band meets after school for two hours once a week. Then, the bands pick a name and a playlist to perform at the school’s winter and spring concerts. Last year, Oliver played acoustic guitar with his grade 4 band, The Gremlins, but this year he has been excited to make the switch to electric guitar in his grade 5 band, Egg-Sit-Sine, who played “Smoke on the Water” by Deep Purple and “Proud Mary” by Creedence Clearwater Revival for their winter concert last December. “I like to play the guitar and work on a song with my bandmates,” Oliver says, channeling the Nashoba Brooks core values of collaboration and resilience.

“I feel confident and happy when I am playing my guitar and I enjoy the fun atmosphere in our rehearsals and performances,” he concludes.

Oliver shares that “It’s good to try music or art because you can express how you feel and you can create something that is unique and special. You make new friends too!” Now that is the Nashoba Brooks way!

Oliver Wells playing in his class rock band

EN POINTE A core component of the Nashoba Brooks educational experience is encouraging students to find their own, unique voice and to follow the threads of curiosity that excite them. Sophia Principe ‘21 is doing exactly that. Breaking away from the traditional school model, Sophia is embracing her passion for dance. Rather than filling her dance schedule in around a traditional school day, Sophia now is dancing full-time in the Northeast School of Ballet while taking online courses for her high school diploma at the Dwight Global Online School.

Sophia credits Nashoba Brooks with preparing her to make this leap. Not only was she able to enhance her performance skills through her participation in the School's music and performing arts departments, but she also felt ready to take on the more self-guided learning environment that she is now working through. “I learned so many organizational skills that helped prepare me for online school,” she notes. “This structure can be so difficult if you don't have time management skills. You have to manage your schedule and your work since there is no teacher waiting to collect your homework or look in your backpack.”

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ALUMNI IN THE ARTS While balancing her dancing and her studies requires resiliency and a strong work ethic, Sophia gives the most credit to the support she receives from her friends and family for her success. Despite a full courseload and dancing for over 20 hours a week, she makes sure to dedicate time for family and friends. “When I’m doing my best in dance, it’s because I’m happy. And I’m happiest when I’ve made the time to laugh and make jokes with my friends.”

Sophia Principe

As for her future? “You just never know what can happen,” Sophia reminds us, “so I’m taking my future day-by-day. It would be great to go to college for dance, but when that time comes I know I also have other interests and areas I can focus on. When I look back on my high school years, I just want to be proud of myself for how far I will have come.” With this in mind, she encourages others to follow their dreams. “If you do want to take a path that is less traveled, don't let people hold you back from it. Do it for yourself because you don't want anything to regret."

ALL THE WORLD'S A STAGE Adrienne Correia ‘18, traces her love of acting back to her Grade 3 performance in Seussical the Musical at Nashoba Brooks School. This stage debut was shortly followed by “what [she’ll] always consider her first leading role” in her Grade 4 production of The Frog Prince. By Grade 7, she was ready to spread her wings in her portrayal of Ugly in Honk Jr. “I was always an actor and a dancer, but I was never a singer and that was the first time I pushed myself hard in a role,” Adrienne reflects. Adrienne experienced her very own “to thine own path be true”1 moment in her Grade 6 role of Puck in A Midsummer Night’s Dream, setting her down a Shakespearean path.

Through high school, Adrienne remained active in her theater department’s productions, but The Bard kept coming up. Her senior year, Adrienne revisited A Midsummer Night’s Dream playing a female version of Lysander and competed in a national Shakespeare competition where she recited a monologue from Othello and placed second in the state. With no plans to pursue acting as a career, Adrienne believed her life on stage would be finished when she graduated. Though, “we know what we are, but not what we may be.”2 Continuing her educational career at Cornell University and majoring in Fashion Design Management, Adrienne continued to seek out opportunities to hone her theatrical skills but had a difficult time finding something that was not designed specifically for theatre majors. “I didn’t care how big the role was, I just knew I needed the stage lights,” she recalls. After exploring the extracurricular acting clubs at Cornell, Adrienne decided to try out for the Shakespeare Troupe. “I had read so many Shakespeare plays, starting in middle school, that I felt comfortable with that,” she notes.

And her comfort on stage, and with the material, was apparent. “The director told me it was the confidence in myself that led her to cast me,” Adrienne recalls. “That is something I strongly attribute to Nashoba Brooks. Since I was in Kindergarten, I was public speaking and performing for crowds.”

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ALUMNI IN THE ARTS

Her stage presence is only one quality that Adrienne attributes to her 11 years at Nashoba Brooks School. “What did Nashoba not help me with?” she laughs. Adrienne believes that the culture at Nashoba Brooks starts teaching women at a young age how to present themselves as authentic and how to make their voices heard.

“Nashoba Brooks wants people to graduate and stand up for themselves and I am absolutely able to do that,” she remarks just before listing off the Nashoba Brooks core values of empathy, inclusivity, resilience, integrity, and collaboration.

These traits are elements of her character that Adrienne has woven into her life and have helped shape the person she has become. “My family and friends talk about it all the time, how we wouldn’t be the people we are today without Nashoba Brooks.” We are so proud of Adrienne—as we knew her then, see her now, and imagine all that she will accomplish in the future.

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HAMLET ACT 1, SCENE 3, HAMLET

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OPHELIA ACT IV, SCENE 5, HAMLET

Adrienne Correia

THE ORIGINS OF ART: COMMUNITY. CHARACTER. CONFIDENCE. Olivia 'Liv' Cleary ‘11, would tell you that she’s always been a little restless and eager to work on several projects at once. “When I was at Nashoba Brooks, I would build fairy houses around campus between classes. I’ve always done side projects so maybe this makes sense,” she laughs. It’s no wonder, then, that she’s still at it: just two years after her college graduation and the COVID-19 pandemic, Liv is balancing her full-time job as an interior architect while also launching a successful, boutique fashion design brand.

A career in fashion design might seem an unlikely next step for a School of Architecture graduate from the University of Virginia, but Liv had been lucky to find teachers who encouraged her to merge her studies and artistic pursuits. During her secondary school search, Liv recounts comparing classes at different high schools to her experience with Art Teacher Ms. Stanley at Nashoba Brooks to gauge which school would have an art program that was the right fit for her. She landed at Northfield

Mount Hermon where she took one class allowing her to explore recycled materials to create clothing. At UVA, Liv recounts a time when an architecture professor remarked on the doodles she had in the margins of her notebook, “At one point, he pointed them out and just encouraged me to keep doing it.” Liv recalls. And those early doodles?

“Well, they are actually pretty similar to what I’m doing now.” Pairing her academic degree with her artistic flair, Liv’s designs predominantly feature architectural landmarks. “People have so much kinship toward their community and the physical architecture there,” Liv notes.

“Those elements are timeless and span generations.”

But turning those doodles into a design company was not a straight path. Initially, Liv was hand-drawing and painting her designs. “I was literally drawing with fabric markers on pants and shirts but I could only create a few pieces at a time for friends and people close to me.”

So as interest grew, she needed a new way to scale up her production. “I came across the idea of scarves as a 9

ALUMNI IN THE ARTS

Olivia Cleary wearing her creation which is also imprinted on a car

Olivia Cleary's scarf created for Nantucket

wearable canvas,” she says. “They are such a versatile accessory. From older women to young, they wear them in different ways!” And with that, The Clearly Collective was launched.

for small group instruction to support their learning distinctions, or as an adult orchestrating her brand’s first photoshoot in a friend’s Concord home, Liv credits her strong female friendships with aiding her success.

Despite describing herself as risk-averse, Liv began blazing her own path and investing in her entrepreneurial spirit based in part on the foundation she had set during her time at Nashoba Brooks. From her friendships, her mentors, and the guidance she received as a student, she found the support she needed.

Now, in under a year since that first photo shoot, Liv has collaborated on designs with prominent brands such as the New York City Highline, Cartier, McLaren San Francisco, and even the Olympics. “This has been an amazing process,” she notes. “And as I get farther, I recognize how important it is to tell the story for an individual or an organization. My entire inspiration is storytelling, being able to learn about someone, interpret their story, and use that passion to make something beautiful and meaningful.” Her pieces not only reflect the recipient and their story, but her own story is woven into every design.

From a young age, Liv was shown that it was okay to do things differently. While attending Nashoba Brooks, she had been diagnosed with dyslexia and ADHD. “I was so embarrassed at first,” she remembers. “But Nashoba Brooks made such a community out of everyone that there was never any shame associated with that.” With that collective support and sense of camaraderie, Liv built lasting connections with her Nashoba community. “I had so many great women to guide me at a young age,” she sighs. “I was able to build the confidence to do something that wasn’t a cookie-cutter way because that path wasn't going to work for me,” she reflects.

The individualized lessons at Nashoba Brooks not only created a learning environment where Liv thrived but also provided a place for lifelong friendships to form. Whether it was in Grade 3 when she and a friend would be pulled 1 0 | NA SHOB A BROOK S S CH OOL BU LLE T I N

Each garment reflects a facet of the young woman who was taught that she could approach problems in her own way; a young woman who was encouraged to explore the bounds of her creativity by Ms. Stanley, and used those early lessons as a barometer for other art classes she would take; a young woman whose Nashoba Brooks roots grounded and supported her as she embarked on an entrepreneurial journey to show the world a different side of herself. We can’t wait to see what she’ll stitch together next!

WHAT’S NEW ON CAMPUS? Whether large or small, there are always exciting projects happening on campus, from new lockers to renovated bathrooms. All projects have a significant impact on our students' experiences and create a more welcoming learning environment.

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1. Nashoba Brooks vans got wrapped just before the holiday season. Now students will ride to athletic events, field trips, and service learning while showing their school spirit 2. Noble Field was redone last year and fall and spring teams are loving the refresh this year 3. Furniture in the Denault Library was updated 4. The Library classroom was painted and received new furniture 5. New Middle School lockers were installed 6. New wayfinding signs were installed throughout campus

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Putting the A in

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THE ART OF TEACHING ART: 40 YEARS WITH LISA STANLEY There is no shortage of kind words to describe the impact that Middle School Art Teacher Lisa Stanley has had on the Nashoba Brooks community:

program and culture, we know that her presence will be missed as she embarks on her next creative endeavor: retirement.

“She is an inexhaustible font of wisdom.”

As she tells it, Lisa’s journey to Nashoba Brooks was a string of right-place, right-time moments. “I feel very lucky that somehow I landed here, at that time, and was able to grow every single year,” she reflects. After receiving her B.F.A. from the Massachusetts College of Art, she took some odd jobs but hadn’t found a place where her creative and caring spirit could flourish. “I lived in an old farmhouse at the time,” she recalls, “and on the other side of the orchard, the farmer’s wife was an artist who worked here.” After learning that Nashoba Brooks was looking for someone part-time, Lisa decided to try substitute teaching and see if she would be a good fit for the School.

“She is the most kind, caring, gentle, calming colleague anybody could have.”

“She embodies our Core Values at the base of who she is.”

But Lisa’s deep commitment to and vast influence on the Nashoba Brooks community cannot be completely grasped in just a few lines. In her 40 years at Nashoba Brooks, Lisa has taught art to innumerable students from Preschool to Grade 8 and is highly regarded as an eager collaborator, a powerful mentor, and a patient educator.

With such a broad reach across the Nashoba Brooks 1 4 | NA SHOB A BROOK S S CH OOL BU LLE T I N

“I think she started as the Lower School art teacher when

I was in 2nd grade,” Grade 4 Homeroom Teacher Drew Jameson TG’90 remembers. “She deeply understands children, their development, and what they need, and knows how to have a class be creative, structured, and supported all at the same time” he notes. Over the years, Lisa has researched and drawn upon her understanding of child development to structure her units. “I’ve taught every age, from Preschool to college,” she laughs. “I love human development and am fascinated with it.”

This fascination not only led Lisa to earn her M.Ed. from Lesley University, but it also shaped one of her core teaching philosophies. “Each child is different, each lesson is different, each solution to each challenge is different,” she explains. “Teachers are supposed to be able to have flexible curriculum so it’s appropriate for the class that’s in front of you.”

This mindset of adaptability is something that Lisa brings to everything she does, whether partnering with her colleagues or shaping lessons for her students. “Her willingness to collaborate with us on new curriculum and her openness to explore new avenues of pedagogy has enhanced not only her curriculum but the entire school,” Grade 8 Homeroom Teacher Elaine Rabb notes fondly.

Admission Associate Kristin Moody adds, “She works so well with other teachers and is always up to work on a new project or take on a new curriculum. She creates an environment where the process is valued as much as the product.”

This focus on the work and each student’s unique creative journey brings us to another piece of what makes Ms. Stanley’s class so special. In Lisa’s classroom, there is no such thing as failure, only an unexpected opportunity to create something new. “I love how much she tells the kids to embrace the process and how to turn things into a positive rather than a mistake,” says Office Manager Kate Stone. Grade 7 Homeroom Teacher Maritere Mix expands that idea saying that, “there is something about art where many people tend to feel they aren't good at it, and she is so great at encouraging creativity in that space.

It’s a no-judgement zone. She does her best to make everybody’s work feel valid.”

Seeing art as a vehicle for broader life lessons is just part of the legacy Lisa will leave at Nashoba Brooks.

“I could give a million examples of Lisa being a master teacher,” Head of School Danielle Heard says proudly.

“How she inspires others is powerful. Her classroom is a model for how to manage transitions and how to build leadership.” Ms. Heard then recalled a story when Ms. Stanley was presenting to her peers about a Grubb mini sabbatical she had taken at the National Gallery of Art. “She talked with such reverence for art, for art education, for her colleagues, and for her students. Everyone in the room was speechless, until Merry Long yelled out, ‘I love you, Lisa Stanely!’”

That moment of appreciation perfectly encapsulates the sentiment felt by our entire community for the 40 years of teaching, service, mentorship, and care that Lisa has provided to us all. Her classroom and her presence have served as a cornerstone for our School and for the art program that she has helped build and we will continue in her honor. When she notes that next year, “I know I’m going to be missing it. I’m going to be very sad not to be coming in and seeing these kids,” we echo that feeling right back to her: “She will be missed. Her presence will be missed.”

“If I were able to teach next to her again, I would do it in a heartbeat.”

That validation of their talents and their unique perspective is something that Lisa hopes each of her former students carries with them. “Everybody really is an artist,” she urges. “I try to have them keep that perspective. You don't have to feel like you are going to be hung in a museum, but you are an artist in the way you approach people, your world, and problem-solving.”

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“Toughness is in the soul and spirit, not in muscles..”

–Alex Karras

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ATHLETICS HIGHLIGHTS In fall 2023, Nashoba Brooks interscholastic athletics teams added Grade 5 students to the rosters for the first time. Joining a robust program that already spanned Grades 6-8, the addition of Grade 5 student-athletes was an exciting shift for the program. Out of 92 students in those grades, 70 joined a team. This high level of interest among students allowed Nashoba Brooks to field five full teams that season. The mental, social, and physical health benefits of students participating in athletics are well documented. Athletic Director Liz Conant reflects, “when students begin to identify as athletes, they develop their sense of belonging to something bigger than themselves: ‘I’m a Nashoba Brooks soccer player, I’m a Bear!’” Nashoba Brooks athletic teams also learn the importance of supporting our community, as teams were often spotted on the sidelines of other sports cheering on their classmates. The Athletics Department also teamed up with alumna Olivia Achtmeyer Boger ‘95, to support her nonprofit organization, Runway for Recovery, by participating in Playing for Pink games during Breast

Cancer Awareness month in October, with every team having a chance to show their support for the cause.

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by Jill Chelton. More than half of the roster had never played competitively before the season began, and it was inspiring to watch the team come together, learn the sport, and improve dramatically in terms of their skill, knowledge, and understanding of the game, and confidence on the field throughout the season.

Varsity Soccer was led by head coach Liz Conant, and grade 8 co-captains C.Mountz and M. Shapiro. There were 16 players on the roster from Grades 7 and 8. All season our players demonstrated a growth mindset, leadership, and integrity as they approached each contest, resulting in a regular season record of 5 wins, 5 losses, and 1 tie. The season culminated with the first annual Nashoba Brooks and Fenn School Junior Day School Soccer Tournament that included Applewild School, Carroll School, and Pike School. During the tournament, the girls’ games were held at Nashoba Brooks while The Fenn School hosted the boys’ matches. We appreciate all of the fans, families, and athletes who came out to make this new tournament, and every game that came before it, a fun and successful event.

The Junior Varsity Soccer team was led by tri-captains A. Conant, G. Conant, and A. Senties and represented Grades 5 and 6 with 16 players; the team was coached 1 8 | NA SHOB A BROOK S S CH OOL BU LLE T I N

Veteran coach Lucy Douglass, in her 24th year coaching at Nashoba Brooks, led the “small but mighty” CrossCountry team this fall. The team co-captains were B. Carman, E. Kirkman, and H. McWhinney. There were 6 runners on the roster, including students from Grades 5-8. As Coach Douglass noted, Cross-Country is a unique sport, as every course is different, some are multiple loops while others are just one long course; you’ll never have the same conditions for any two races The distances our team raced ranged from 1.7 miles to 2.2 miles and these athletes consistently showed us all what perseverance looks like as they tackled each course. Collectively, all Nashoba Brooks runners improved their times and made personal records on our home course at The Fenn School.

Varsity Field Hockey, led by Grade 8 co-captains T. Rusconi and O. Crawford and Head Coach Megan McGuin, enjoyed a deep bench with 16 players on the roster from Grades 7 and 8. The team ended the season with a final record of 5 wins, 4 losses, and one tie. The nimble and explosive offense generated more than 30 goals, and teamwork was the name of the game as many of those points came from assists and corners.

The Junior Varsity Field Hockey, with a tight roster of 13 players, was led by Grade 6 co-captains J. Cohen and Z. Huggins and Head Coach Amy Leahy. On the first day of practice, only 4 players on the team had ever held a field hockey stick before. With this being the inaugural experience for all Grade 5 and Grade 6 athletes, this season was about learning. Learning about all things field hockey– from the basics of how to hold your stick and move the ball, to all the rules specific to the sport, to what it means to be a member of a team, and how to participate in warm-ups and work as a team on the field. The determined, resilient, and undaunted JV Field Hockey team members enthusiastically showed up each day, ready to learn and improve. The JV and Varsity field hockey teams concluded the fall season with the PlayerParent Field Hockey game, which has become a much beloved and hilarious annual tradition.

New to the athletic roster this winter was the Nashoba Brooks Robotics Team! This offering provided the opportunity for students to construct a robot while learning about the relationship between its structures and functions, and then re-engineer it to compete with their classmates in a competition format. This format encouraged students to work collaboratively, think creatively, and problem-solve in real time.

Competing in their first-ever VEX IQ Robotics Competition at the Quashnet School, three of our amazing students received the overall Judge’s Award! Key criteria of the Judge’s Award were: 1. The team displays special attributes, exemplary effort, or perseverance at the event; 2. The team overcomes an obstacle or challenge and achieves a goal or special achievement; 3. The team interview demonstrates effective communication skills, teamwork, professionalism, and a student-centered ethos.

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Sophie Robart

VERDICT IN: MIDDLE SCHOOL MATTERS When reminiscing with some colleagues in the Manhattan District Attorney's Office, Assistant District Attorney Sophie Robart realized that the stories people shared to explain themselves didn’t take place during their high school or college experiences, but happened in their middle school years. “I think people forget how important middle school can be in shaping you as the person you are going to become,” notes Sophie who graduated in the Nashoba Brooks Grade 8 class of 2009 and has remained engaged with the School as a Trustee. “It's important to acknowledge how impactful it was, even though it is not the most recent school you attended,” she remarks. “Yes, 20 | NA SHOB A BROOK S S CH OOL BU LLE T I N

all of the schools that followed did prepare you for your current life, but you were ready for those long before you got there.”

Sophie believes that this focus was not a phenomenon of just her office, but rather taps into the core of one’s middle school years. “At the moment you don't realize how important that time is,” she reminds us. “Those are the years when you are able to find yourself and explore a lot of different things with other people who are also exploring. You can be in sports, act in the play, or perform music, and you can be great at it or terrible at it but you

do it in a space where you won't be judged so you can find what you enjoy.”

The exposure to different talents, interests, and experiences that Sophie had at Nashoba Brooks is one of the main reasons she remains involved today. “I am not a particularly artistically talented person but I loved my art classes. I think they were a great balance for me because, as somebody who loved sports, it was something that allowed me to experience a different side of myself, and bring out a different side of that I don't usually get to: a playful side, a fun side, a side with a different view” she remarks before noting that as someone who self-describes their wardrobe as containing all black items, her Grade 8 self-portrait was filled with the brightest colors she could find.

Those moments of self-revelation are just one element Sophie hopes she can help continue to expand for students at Nashoba Brooks. During her first term on the Board, with the unexpected rise of the COVID-19 pandemic, she and her peers remained focused on the experience of each student. “It wasn't just about the efficiency of opening a school, but about the experience of being at our school: How can they be as happy as possible? How do we make sure they still experience and learn as much as possible?” she notes.

“The students are putting so much heart into these moments and trying so hard. They deserve a place that matches that spirit.”

-Sophie Robart

Sophie in her middle school years at Nashoba Brooks School

much goes on” she reminds us. “It’s a central part of the school where everyone gathers but it’s also where you get to experience the opening night of your first musical!”

Though Sophie no longer lives locally, she is committed to making sure the magical moments at 200 Strawberry Hill Road continue for students today. Sophie makes Nashoba Brooks a philanthropic priority to ensure a learning foundation for students to stretch and explore the people they will become. “I want them to find what they enjoy and to surprise themselves with something they didn’t think they would enjoy,” she remarks. “If we really think about it,” she reminds her fellow alumni, “a lot of our success, if we track it back, comes from lessons we learned or experiences we had at Nashoba Brooks. And donating, or volunteering, or helping spread the word about all the good things the School is doing, is how to make sure current students and future students have those experiences, too.”

Now, moving into her second term with the Board, Sophie has invested in the Campaign for Our Future because of the transformative experiences the arts at Nashoba Brooks make possible. “Some of the smallest moments, and biggest experiences happen there,” she reminds us all. “The students are putting so much heart into these moments and trying so hard. They deserve a place that matches that spirit.” Looking at other areas of the School where dedicated financial resources have been allocated, such as the Shilling STEAM Lab or Sureau Family Discovery Barn, Sophie hopes that Tucker Auditorium can also rise to that level. “It is one of those places where so 21

Fall Weekend

Student model of the Middle School playground

COMMUNITY NEWS FALL WEEKEND FUN On Friday evening of Fall Weekend, members of our Families of Students of Color affinity group came together for dinner, music, and conversation before joining the entire community for a showing of Encanto on the side of the barn. Families from all grade levels brought blankets, snacks, and glow sticks to enjoy this magical evening together.

Saturday began early for our soccer team who hosted a tournament in partnership with Fenn School and took third overall. Then, our Harvest Festival was a hit with an inflatable obstacle course, a photo booth, temporary tattoos, delicious food, and games to keep everyone entertained. The day ended with a tied score for the annual Faculty vs. Grade 8 flag football game.

Sunday brought prospective families to campus as the Admissions Team hosted an Open House, highlighting areas of our school and campus that differentiate a Nashoba Brooks experience from other schools.

Thank you to all the parent volunteers, student ambassadors, faculty members, and all other roles who contributed to making this weekend so memorable for our School.

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SIZING DOWN THE PLAYGROUND Using a variety of skills including math, orienteering, and art, Grade 4 students replicated the Middle School playground structures! First, students measured the outdoor structures and used these dimensions to scale down the entire project so that 4 feet = 1 inch. Then, breaking into smaller groups, students began to build the different elements they use outdoors each day at recess including the swings, basketball court, pond, and more! Finally, students used a compass to identify which direction was North so they could more accurately orient their pieces on the 3D map and create a key so visitors could fully enjoy and understand this project! We can’t wait to see how the final project comes together!

GRADE 6 STUDENTS ARE IN THEIR READING ERA! Grade 6 students are in their Reading Era! This year's Book Ball was enchanted beyond student's wildest dreams with a Taylor Swift theme! Ms. Surprenant and Ms. Wanzer selected dozens of titles from the Nashoba Brooks library that paired with themes from Swift songs: fantasy, romance, revenge, and many more! First, to get excited, students sang along to music videos and then listened to the different ways each book related to the lyrics. Then, students browsed the curated collection to find the one, the perfect book for them.

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Book Ball

Grade 3 Native Peoples SoU

GRADE 3 NATIVE PEOPLES Grade 3 students participated in a favorite Nashoba Brooks tradition: a Sharing of Understanding. The event hosted family members to listen and learn about what their students have been working on at School, including a recorder recital and in-depth explanations of multiple indigenous peoples.

For their Native Peoples unit, students broke into small groups to research many facets of life for their selected tribe including their unique celebrations, diets, living arrangements, and more! Students also reflected on the importance of learning about these cultures and explained how no single project could encompass the varied experiences of every native person. Through multiple classes, including Spanish, science, social studies, art, and library, these students not only gained a wide view of these cultures but also developed a deeper understanding of the people whose lives they were researching.

Non-profit Board Panelists

GOOD GOVERNANCE The entire Nashoba Brooks community was recently invited to a digital panel presentation on the role of governance in organizations such as ours. Head of School Danielle Heard was joined by friends of Nashoba Brooks School Rory Cowan, Judy Kaye, John Moriarty, and Greg Pappas to discuss the critically important role governance plays in the success of any school or non-profit organization. This panel of experts spoke to the community about the work of a nonprofit board, why it is important, and how listeners might become involved in supporting schools and organizations they are passionate about.

PROFESSIONAL DEVELOPMENT TAKES CENTER STAGE Each year, the entire faculty and staff at Nashoba Brooks School participate in continuous learning and professional development. This year, we have been lucky to learn from a host of speakers focusing on different mental health areas that impact our students. First, Dr. Jacqueline Nesi, a psychologist who studies the role of social media in adolescents’ mental health and development, spoke about Raising Kids in the Digital Age using research-backed tools to help young people navigate tech in their homes, including smartphones and social media. Next, Dr. David Stein presented on "Understanding ADHD" which covered 23

Dr. Jacqueline Nesi

Dr. Mira Kaufman

how ADHD has been understood over time, what ADHD is and what it is not, myths surrounding ADHD, and how educators can support students with ADHD. Then, Clinical psychologists, Dr. Mira Kaufman and Dr. Elana Bayer-Pacht, gave a presentation on “Understanding Anxiety” that helped us develop a better understanding of how anxiety functions in our students and ourselves. In addition to having a fuller working definition of anxiety, we also learned strategies to employ in the classroom and when to bring our Student Support Team into the discussion. Finally, our emloyees engaged in a professional development session with A Long Talk About The Uncomfortable Truth. The first conversation in the two-part series on the history of racism in the United States.

Dr. Elana Bayer-Pacht

A Long Talk Dr. David Stein

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ALUM PROFILE DR. SASHA KRAMER ‘08 is doing some pretty incredible things in the world of marine science!

After graduating with her Ph.D. in Marine Science from the University of California Santa Barbara, Sasha headed to Monterey Bay, California to begin her postdoctoral work examining the link of surface phytoplankton to sinking carbon flux. As Sasha explains, there are certain types of phytoplankton that are able to take more carbon from the surface and sink it deep down into the ocean–thus removing that carbon from Earth’s atmosphere, helping to regulate temperature and reduce the impact of climate change. The challenge with this work?

Currently, there are satellites with the ability to tell us how much/where phytoplankton are on the ocean’s surface, but not what type of phytoplankton this might be. Scientists usually have to be much closer to the phytoplankton in order to test for type, informing them if this particular species of phytoplankton is the type capable of bringing that carbon deep below the ocean surface. Sasha and her colleagues have developed a new algorithm, Spectral Derivative Pigments (SDP), which will help them, in partnership with NASA, to better understand where and how much of certain types of phytoplankton exist on our ocean surfaces measured with ocean color from satellites. With the SDP algorithm and the launch of NASA’s new Plankton Aerosol Cloud and Ocean Ecosystem (PACE) satellite in 2024, Sasha and her team will be able to gain important new insights into phytoplankton across all of Earth’s oceans and consider their implications for our climate.

Sasha looks forward to her continued career in science and we were lucky to have her join us on campus to chat with our current students about her work and creative solutions to fighting against climate change.

Top image: onboard R/V Sally Ride in the Santa Barbara Channel and collecting seawater samples from the CTD rosette. A CTD measures conductivity, temperature, and density as it goes into the deep ocean water. The bottles around the CTD collect water from the deep ocean that is brought back on deck to be sampled on the ship.

The samples I was collecting will tell us more about the phytoplankton community in the water at that time. Photo credit is to Gad Girling Bottom image: onboard R/V Paragon in Monterey Bay and preparing to deploy the HyperPro sensor, which is lying on the deck. This sensor measures radiometry, which is the same as what a satellite sees. I will use this data as part of my postdoc work to link in-water measurements with satellite measurements! Photo credit is to Natalia Llopis Monferrer

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Class

NOTES Sara Gillis with her daughter Emerson

Paige Mary O'Donnell

SARA GILLIS ‘06 and Logan welcomed their second child, Emerson Gillis, on May 11, 2023. She joins her big brother Boden Gillis, and all are embracing the chaos and love that comes with two kids under three!

KIRSTEN (KESTER) O'DONNELL '01 and Evan O'Donnell were delighted to welcome Paige Mary O'Donnell to their family on January 25 to a full moon.

Eliza (age 2) is a wonderful big sister, adorning sweet Paige with daily kisses and compliments.

Catherine Walker-Jacks ‘09 at her Harvard Law School graduation

LIZA (COWAN) GARONZIK ‘03 and Ethan Garonzik welcomed Sarah "Sally" Conover Garonzik on February 20, 204. They are overwhelmed with joy!

CATHERINE “LIA” WAYMAN ‘03 graduated from Georgetown University in 2011 and received her MBA in Finance in 2021 at INSEAD graduate school outside Paris, France. Currently, Lia is a Senior Vice President at Providence Strategic Group (PSG), an equity growth fund. Lia lives in Boston.

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CATHERINE WALKER-JACKS ‘09 graduated cum laude from Harvard Law School in May 2023.

Catherine is currently serving as a law clerk for Judge George O’Toole of the U.S. District Court for the District of Massachusetts and will join the Boston office of WilmerHale next fall.

ALLIE WINSTANLEY ‘15 plays soccer at Georgetown as a grad student. During the Big East Championship, Allie was recognized as Most Outstanding Offensive Player, with one goal and one assist in the championship game.

LINDSAY STRONG ‘15 is playing field hockey at Georgetown as a graduate student.

ASHLEY WIELAND ‘19 is in her freshman year at St. Lawrence University where she is running cross country and track & field. Her cross-country team competed at Nationals and placed 26th overall. Ashley is majoring in Psychology.

CAROLINE WIELAND ‘19 is a freshman at Bucknell University where she is a novice rower on the D1 program.

Lulu Feeney ‘17 playing polo

LULU FEENEY '17 attends Skidmore College and plays for the polo team. Playing polo has taught Lulu so much about what it means to work with not only her fellow teammates but also how to put trust in another being. It allows her to feel free and encourages her to work hard at something she loves!

AUGUSTA “GUSTY” BEVERIDGE ‘20 will graduate from Concord-Carlisle High School this spring and has committed to play tennis at Middlebury College starting this fall. She is most looking forward to joining a tennis team after many years of playing on an individual basis, as well as being able to ski regularly in Vermont!

ABBY LEAHY-HAPP ‘20 has returned to Nashoba Brooks this spring as part of the Concord Carlisle Senior Internship program and will spend the summer as a cabin leader at YMCA Camp Takodah this summer.

IVY RANDALL ‘20 is in her junior year at Phillips Academy Andover and is enjoying taking philosophy classes. She recently produced a schoolwide show which sold out over 2000 seats!

Caroline ‘19 and Margaret ‘23 Averill at the 2024 International Ice Hockey Federation Under-18 Women's World Championship

Sisters CAROLINE AVERILL ‘19 and MARGARET AVERILL ‘23 helped secure a gold medal for Team USA at the 2024 International Ice Hockey Federation Under-18 Women's World Championship. The team posted a perfect 6-0 record en route to the championship and the Averill sisters were integral parts of those victories with Maggie securing an assist in the first period of the championship game and Caroline being named Player of the Game during the match against Slovakia.

L-R Addison Boger ‘20, Megan McGuin, Lilly Woodman ‘22, Elise Sohn ‘20, Lauren Carey ‘21

MATILDA CHARTENER ‘19 graduated from Concord Academy last year. She is attending Haverford College, where she’s playing D3 Women’s Squash and continuing her Latin studies…just two of many things she learned at NBS!

Coach Megan McGuin had the pleasure of joining alumni and former Nashoba Brooks field hockey players ELISE SOHN ‘20 and ADDISON BOGER ‘20 at their final home game for Concord-Carlisle High School. The two seniors were joined by fellow Nashoba Brooks alumni, sophomore LILLY WOODMAN ‘22 and junior LAUREN CAREY ‘21.

CHIARA PETRACEK ‘19 is in her freshman year at the University of Vermont where she is majoring in neuroscience. Chiara is also a rower and coxswain for the University of Vermont rowing team.

DIVI BHAIREDDY ‘21 is in her junior year at St. Mark’s School where she is a house prefect in a freshman dorm.

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ANAYSHA BENALFEW ‘23 is a freshman at the New England Innovation Academy where she has decided to branch out of her comfort zone and try improv theater!

FELICIA CURTIS ‘23 is a freshman at The Bromfield School where she made the varsity field hockey team.

ZAYNA GILANI ‘23 is in her freshman year at The Rivers School. She is in the process of working with teachers to create a Muslim Affinity Group, which she would lead. Zayna was also a tech manager for the fall play, Clue! She has joined many clubs and made several new friends.

Attendees at the Young Alumni Reunion in November

KELSEY JOHNSTON ‘23 is in her freshman year at The Rivers School where she has made the varsity basketball team.

SYDNEY JOHNSTON ‘23 is in her freshman year at Concord Academy where she played on the varsity soccer team.

NIKKI KHANNA ‘23 is a freshman at Lawrence Academy where she tried volleyball for the first time and won two out of her four games.

BRIANNA LOPRESTI ‘23 is a freshman at Littleton High School. Brianna has joined DECA (formerly Distributive Education Clubs of America), participated in the school play, and is learning to play the guitar.

MAELLE MCWHINNEY ‘23 is in her freshman year at Concord Academy. Maelle played a strong season with their JV soccer team and was cast in the musical.

ANIKA OLESEN ‘23 is in her freshman year at Concord-Carlisle High School where she is enjoying being a member of the Improv Club.

Divi ‘21 and Diya ‘21 Bhaireddy with Ms. Mattison at the Young Alumni Reunion in November

centered around Nashoba Brooks factoids past and present. It is always so special to see our community come back together and we look forward to our next opportunity to reunite!

YOUNGEST ALUMNI REUNION DECEMBER 6, 2023 Our youngest group of alumni from the Grade 3 classes of 2020-2023 reunited for an evening of fun and theater! Before gathering in Tucker Auditorium to watch current Grade 3 and Grade 7 students perform Matilda, Jr., former classmates were able to reconnect over basketball games in the gymnasium and pizza.

CICI ZOU ‘23 is a freshman at St. Mark’s School where she has joined the biology club and is having a ton of fun so far!

YOUNG ALUMNI REUNION NOVEMBER 21, 2023 On November 21, alumni from the classes of 2019 - 2023 reunited for an evening of Nashoba Brooks trivia, burrito bowls, and laughter. Alumni had the opportunity to reconnect with several Nashoba Brooks employees as well as their peers from surrounding classes. Tables engaged in rigorous trivia competition 28 | NA SHOB A BROOK S S CH OOL BU LLE T I N

ALUMNI, SHARE YOUR NEWS! Drop us a line and be sure to share a photo with the interesting things you have been up to lately!

Send your news or update your contact information by emailing alum@nashobabrooks.org.

UPCOMING EVENTS Spring Social Saturday, April 27 Nashobapalooza Sunday, April 28 Grandparents’ and Special Friends’ Day Monday, May 13 Spirit Week May 20 - May 24 Grade 3 Graduation Thursday, June 6 Closing Day for Grades 4-8 Thursday, June 6 Grade 8 Graduation Friday, June 7 Scan to view the full event calendar!

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IT ’S TIME We are transforming the auditorium, music studios and art studios so that the artistic spaces at Nashoba Brooks reflect the excellence and creative spirit of our students and teachers. Our students find and learn to utilize their voices to communicate, connect, and create.

OUR STUDENTS AND TEACHERS DESERVE OUR INVESTMENT. To help us get to the finish line, please contact Director of Development, Jevan Jammal ‘02, at jjammal@nashobabrbooks.org or 978.369.4591 ext. 122.

N A SH O B A BR O O K S S CHO O L 200 Strawberry Hill Road Concord, Massachusetts 01742 978.369.4591

Nonprofit Org. U.S. Postage PAID Permit 215 Mailed from 01889

NASHOBABROOKS.ORG If this publication has reached you in error or should be addressed to additional members of your family, please notify the advancement office so we may update our records. Thank you!

978.369.4591 or info@nashobabrooks.org.

GO BLUE! GO WHITE!

Calling all Nashoba Brooks School alumni! We need you!

We are launching our first-ever Spirit Week competition between our Blue Team and White Team alums leading up to Alumni Giving Day on Field Day, May 24 – it’s our “Alumni All-In!” Which team will come out on top this Field Day? All we know is that when we work together we ALL win! Go Bears!