2025 Bulletin

2025 Bulletin

The Ripple Effect

B OARD O F TRUSTE E S 2024–2025 Anne Elton PRESIDENT

Conor Shapiro VICE PRESIDENT

Kirsten Kester ’01 TREASURER

Sarah Khetani SECRETARY

Kate Graham ‘98 GOVERNANCE CHAIR

Danielle Heard HEAD OF SCHOOL

Matthew Boger Gary Broberg Erica Cohen Michael Fay Jessica French Liza Garonzik ‘03 Danielle Heard Cheryl Kirkman Agnes Lubega Lydia Napoli Frank Panaccio Megan Pasquina ‘00 Alys Reynders Sophie Robart ‘09 Ricardo Rodriguez Eugene Soltes 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.

Lower School sledding during recess

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

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22 Danielle Heard Head of School Aubrey Bourgeois Director of Marketing and Communications Quincey Katz Assistant Director of Marketing and Communications

2025 BULLETIN

C O N TE N T S 2

From the Head of School

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

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Open Circle

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Ripples in the Art Studio

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

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Summer Programs

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What's New on Campus

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Near Completion: The Campaign for Our Future

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Grade Level Athletics: Creating Strong Communities

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Murals and More

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Community News

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Class Notes

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. © 2025 Nashoba Brooks School

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“It takes but one person,

one moment, one conviction, to start a ripple of change.”

–Donna Brazile

RIPPLES Each year, we select a theme to frame our thinking and practice. This year, we selected Ripples to capture the notion that small actions– like a pebble dropped in a calm pond–can have effects well beyond their initial impact.

Our summer reading books, our focus on civil discourse, and our schoolwide implementation of Open Circle are connected by the power of ripples.

As we consider the impact of ripples in our work, we are grounded in our mission and core values that inform all that we do. As you read this issue of the Bulletin, I hope you enjoy learning more about how these concepts are reflected in the academic, athletic, and artistic pursuits of our students. Whether performing on the stage, taking to the field as a student in Grades 5-7, completing a strength and conditioning unit in our new fitness room, or learning through Open Circle that I matter, I belong, and I can handle what comes, our students are building the knowledge and skills to successfully learn and lead at Nashoba Brooks and beyond.

Fortunately, many of our alumni also remain connected as parents and grandparents of our current students. These multi-generational ripples connect us through story, memory, strategy, and vision that help this small school continue to meet and exceed expectations.

It is a joy to witness the exceptional teaching and learning that happens at Nashoba Brooks School. We are thrilled to share with you just a few of the many small moments of exploration, learning, growth, and discovery that happen here each day. We hope you find inspiration from at least one person, one moment, or one highlight from this Bulletin and create your own ripple by sharing it with others.

Danielle Heard Head of School

In fact, whether serving as leaders on our board, connecting with other alums in gatherings around the country, or returning to campus to share their talents and perspectives, Nashoba Brooks alumni demonstrate a lifelong commitment to learning with purpose, leading with integrity, and acting with impact. In the pages that follow, you will read about the many ways our alumni contribute to their individual communities and to our shared Nashoba Brooks community.

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“A lot of schools teach math and science, but they don’t teach you how to deal with stress.”

- Grade 7 student

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Social and Emotional Learning Competencies

OPEN CIRCLE While there are many things Nashoba Brooks students might tell you about their new Open Circle curriculum, one element is repeated time and time again. As Grade 3 student Lena W. puts it, “Adults should know that there is always an open chair in our classrooms that they can join.” That mentality, to create a welcoming environment and to make room for others to join our community, is something that is not new to Nashoba Brooks but has not been as explicitly taught as it is this year. Now, on a weekly basis, students arrange themselves into a circle in their classroom, leaving one open space in the group signifying that there is always room for more people to join, and begin conversations on friendships, feelings, and identifying different emotions.

Founded in 1987, Open Circle is known nationally as a research-based social and emotional learning (SEL) program with scientific evidence of effectiveness. Through the generosity of an inspiring challenge gift, Nashoba Brooks School has implemented this program schoolwide, with curated lessons designed to meet the developmental needs of students at each grade level. “Talking about what

it takes to be a good friend feels natural in Preschool,” says Associate Preschool Teacher Danyelle Mooradian, “but it can be more awkward as students get older if they haven’t been encouraged to continue engaging in that type of thinking,” she notes. That observation is echoed as Grade 6 student Zaahra Q. mentions that “I feel like before Open Circle we talked about the facts of the day like what’s for lunch, but this year we actually talk about our feelings and what is going on with us.”

Research from the National Education Association, the Learning Policy Institute, and the National Institutes of Health all show the benefits that SEL can have on a young person and a school environment. According to the Massachusetts Department of Elementary and Secondary Education, programs such as these “help all young people and adults thrive personally and academically, develop and maintain positive relationships, become lifelong learners, and contribute to a more caring, just world.” While our students may not be able to rattle off those facts, they certainly understand the importance of these lessons. Grade 5 student Zara G. explains that this 5

program allows her class to “gather around and talk about things that can make us feel better and be better people.”

Grade 7 student Cora C. expands, “we talk about subjects such as tone of voice, anger, emotions, breathing, how to deal with stress. A lot of things to help with our mental wellbeing.” Cora continues, “A lot of schools teach math and science, but they don’t teach you how to deal with stress.”

While dealing with stress is a natural and lifelong practice, being able to more openly talk about this topic has helped bring it to the forefront for students and teachers alike.

“I’ve realized how many of my students are already implementing coping mechanisms and strategies,” Grade 4 Homeroom Teacher Jacob Schrader says. “I get to see what they already come to the table with and that helps me know how I can best support them individually,” he continues. Middle School Science and Grade 5 Homeroom Teacher Patrick Sedney also noticed how implementing Open Circle has impacted his classes and the students’ willingness to engage with these more emotionally driven topics. “The students quickly took to the lessons, and every time we ask for volunteers to 6 | NA SHOB A BROOK S S CH OOL BU LLE T I N

give examples, so many students raise their hands,” he explains. “The lessons are also flexible enough so that they’ve allowed us to tailor it to our specific class and to implement different lessons at different times of the year when they might be needed most.”

This adaptability of the curriculum has been a benefit all across our school. Preschool - Grade 1 Team Leader and Grade 1 Homeroom Teacher Nicole Williams has chosen to substitute one weekly homework assignment with an Open Circle assignment to strengthen the connection between lessons at School and at home. Middle School Social Studies Teacher Emily Gatti has utilized an Open Circle lesson on “talking about your feelings like a weather report” during her classes to be able to more deeply understand students’ feelings, which she notes, “is a more helpful exercise for teenagers than just asking how they are.”

Though this is only the first year of this program, we are already excited about the ways our students have been embracing this new curriculum. “I’ve been able to learn more about my friends, what they think and feel,” says

Grade 7 student Audrey W. She continues, “we learn that everyone is going through something, even if they don’t always talk about it. You have a sense of a deeper connection because you’ve shared about these things.”

Her younger sisters quickly chime in with their own observations. “We talk about how to include everybody and how to be positive to both yourself and to others,” Grade 5 student Elsa notes. The youngest sister, Grade 3 student Lena, adds “we’re learning about feelings; how you can take care of your feelings and that only you are in charge of your own feelings.”

While the Open Circle curriculum may be new, these sentiments echo Nashoba Brooks School’s long held belief in and commitment to Character, Community and Confidence. Teaching children to better understand themselves and those around them has always been an important part of the school experience. Now, by bringing these topics to the forefront, we believe our students will be more prepared to create healthy, fulfilling futures for themselves and their peers.

What “non academic” skills do you want your child to have in order to thrive in school, relationships, and to be successful in life?

What is SEL? The Collaborative for Academic, Social, and Emotional Learning defines SEL as “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.”

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Ripples

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Inspired by our year’s theme of Ripples, students in the art studio have been making a splash! Younger artists observed ripples and created some of their own patterns by painting, ripping, arranging, overlapping, and gluing paper.

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Grade 3 Ripples

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Grade 3 students learned about the Japanese art of suminagashi or “floating ink” and worked to create unique designs with ink and water. These beautiful papers then became the front and back covers of their sketchbooks for the year.

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Summer Leadership Grades 4-7 Through creatively designed group and individual activities, students will learn and develop leadership skills in this program.

Activities include public speaking exercises, navigation, canoeing, and design projects.

One Week: June 16-20

Get Ready for Summer!

Open to current students for the 2025-2026 school year.

To learn more email Peggy Gaffny at pgaffny@nashobabrooks.org.

Summer Grades PS-3 Bound Preschool-Grade 3 During this two-week program, children will be guided through exciting outdoor and fun-filled activities from water play and art to music and coding.

Week One: June 16-20 Week Two: June 23-27

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FALL/ WI N T E R 2019 | 12

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

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1. The new fitness room for Middle School students and employees 2. The Pond Shed was renovated this fall, now serving as a launching point for outdoor adventures 3. The main reception was brightened up this summer with a mural of Middle School students 4. Core Values flags now hang on the exterior of Moriarty Gymnasium 5. Initiatives to make our campus more sustainable include LED lighting and wifi thermostats installed 6. Transitional Kindergarten was added as a grade level and serves as a developing year for students to build on established skills 13 learned in Preschool so they may prepare for Kindergarten

The Merry Long Garden and Sureau Family Discovery Barn

THE C AMPAIGN F OR OUR FU TUR E We are thrilled to share the exciting news that Nashoba Brooks School has successfully secured commitments to unlock the inspiring and generous $600,000 match to The Campaign for Our Future! This accomplishment and the momentum it creates positions us well for the renovation of the Arts Platform this summer.

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Student artwork

Through this Campaign, we have raised the highest level of philanthropic support in the history of Nashoba Brooks School, enabling us to create the Shilling STEAM Lab, add three flex classrooms, establish the Merry Long Garden, rebuild the Denault Library Courtyard, reimagine the pond cabin as an inspiring outdoor classroom, and build the award winning Sureau Family Discovery Barn. The addition of these spaces has transformed our campus and provided new and meaningful ways for our students to engage with the physical environment and explore a range of activities and lessons.

The renovation of the Arts Platform will be the capstone in a multi-phased campaign that has touched virtually every inch of our campus, and notably done without incurring any additional debt to enable these initiatives. This renovation will support and enhance Nashoba Brooks School’s unique and impactful visual and performing arts program, touching all students in all grade levels. These program areas, which are increasingly being cut from other schools, have a profound and lasting impact on students’ development of key skills and confidence. “I have heard from my teachers that I show up with more confidence in my classes,” one Grade 8 student reflects. The Arts Platform is the perfect finale for a campaign celebrating Nashoba Brooks School’s enduring commitment to creating inspired education through innovation, inclusivity, and impact.

MAK ING GR E AT THINGS HAPPEN $1M + $750K + $500K + $250K + $100K + $20K + < $20K

MANY

JOIN US IN SUPPORTING THIS EXCITING COMMUNITY INITIATIVE

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The Grades 3 & 7 Musical: Finding Nemo Jr.

In the words of Teacher Sherie Ouellet, “ Theater is the ultimate group project,” and we are excited to build upon the already strong momentum created by the full support of our Board of Trustees and the inspiring leadership and matching challenge gifts from members of our community. And… we still have much work to do. As is true with all things at Nashoba Brooks School, we know that the impact we have is stronger and more meaningful when we work together. We want to ensure all members of our community have a chance to contribute. We invite you to join us by donating to this transformative community initiative before the completion of the Campaign this spring.

To learn more about The Campaign for Our Future, please contact Director of Annual Giving, Amy Leahy, at aleahy@nashobabrooks.org or 978.369.4591 ext. 131.

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PHA SE 1: C OMPLE TE

The Shilling STEAM Lab

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Flex Classroom

Shilling STEAM Lab Flex Classrooms (3)

PHA SE 2: C OMPLE TE

The Sureau Family Discovery Barn

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The Denault Library Courtyard

Sureau Family Discovery Barn Merry Long Garden Denault Library Courtyard

PHA SE 3: IN PR O GR E S S Arts Platform • • • •

Tucker Auditorium Music Classrooms Art Studios Sound/Lighting Booth 17

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GRADE LEVEL ATHLETICS: CREATING STRONG COMMUNITIES Nashoba Brooks School believes in fostering the development of each child’s personal excellence in academics, athletics, and the arts. For many students these three distinct areas of our School community and campus provide unique opportunities to showcase different talents and skills. As with all aspects of the School, we have grown our athletic department and programs to continuously provide new opportunities and challenges for our students. In recent years, we have seen a steady increase in students registering for our athletic programs and have reached a record high number of student athletes in the 2024-2025 seasons. One aspect of this growth has been the expansion of our program to include Grade 5 students, and we believe there is more to this than simply adding another grade into the mix.

At Nashoba Brooks, teams are typically organized by grade level, and knowing that there is always a space on the team with your classmates has given our students the courage to join new teams, and, in many cases, try completely new sports. This environment becomes a safe place to test out different abilities and preferences across the court or field.

At the most fundamental level, teams that are organized by grade provide an opportunity for students to practice and compete with their friends. Playing a sport together

helps to build class connections and bonding, and, from a competitive perspective, will help with program strength in the long term. Grade 5 students playing on a JV team now, who stick with their sport through Grade 8, will build a cohesive playing unit by the time they are competing at the varsity level. Team chemistry is an important component of overall success and student morale, and we believe that the ripple effect of playing together for several years will result in positive team chemistry and performance across our athletic program and in our classrooms.

Nashoba Brooks athletic programs also provide leadership opportunities for athletes at all levels. A strong player benefits from competing against players their age and size, and they can provide on-the-field leadership to their less-experienced teammates. While a Grade 5 or 6 student might shy away from running for captain on a team consisting of students spanning the entire Middle School, we’ve seen high numbers of candidates running for captain on our grade level teams. Leadership development for girls is what Nashoba Brooks is all about, and we are proud to provide so many unique opportunities for our students to lead and succeed.

Go Bears!

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Cross Country

Varsity Soccer

Varsity Field Hockey

JV Soccer

JV Field Hockey

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Robotics

Varsity Basketball

Sixers Basketball

Fivers Basketball

Thanks to our committed two-season coaches!

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Rachel Gloria Adams (Manly) ‘01

MURALS AND MORE A talented artist who has exhibited at the Portland Museum of Art and Center for Maine Contemporary Art, and an influential muralist with work on display at The Children’s Museum of Portland as well as multiple locations throughout the city. Rachel Gloria Adams (Manly) ‘01 admits with a laugh that as a child with a mother who is an artist and a teacher, “it was one of those things that I didn’t appreciate at the time.” Her exposure to the arts through her family and through her education at Nashoba Brooks School may not have been something her younger self would have highlighted as important, but looking back Rachel sees the deep impact it had on her.

After graduating from Nashoba Brooks, Rachel used painting and other creative outlets to help manage stress 2 2 | NA SHOB A BROOK S S CH OOL BU LLE T I N

during high school. Though she planned to focus her academic pursuits on subjects outside of the art studio, her dedication to creative processes was something that had been deeply ingrained and ended up pushing her to pursue a BFA from the Maine College of Art and Design. “And now I've been doing this full-time for three years,” she notes with a smile. This would be working as a multidisciplinary artist alongside her husband in Portland, ME. Rachel did not begin her professional career believing she would be able to provide for herself through her paintings.

After art school, she opted for what many believed to be a safer and more conventional path, climbing the corporate ladder. “I was always making artwork, I just wasn't selling

Jawbreaker | Acrylic Gouache, 10" x 22", 2023

any of it,” she laughs. It wasn’t until she met her now husband, Ryan, that she could see a way to embrace her artistic side while simultaneously making a financially viable life. As Rachel watched Ryan progress from trading murals for food and drink at restaurants to making substantial money through his murals and paintings, she came to view her corporate job as something that was getting in the way of pursuing the thing she was most interested in. “Maybe I needed the stress of having to juggle multiple things to decide that making art is better than all the rest of it,” she muses. Though attending art school set her on an artistic path, Rachel cites her time as a project manager as the most impactful on her business because “the actual time I spend making art is minimal compared to everything else that needs to happen to successfully run a business.”

“I think it's so important for girls to have the foundation that they are sufficient by themselves.”

-Rachel Gloria Adams (Manly) And her business has certainly grown! Last year Rachel launched a line of hand-printed home goods and kids clothing, available at R&R Super Shopping Center; this year she completed two colorful, geometric murals at the

new Children’s Museum and Theatre of Maine, her first solo mural project. She has also gone on to exhibit artwork at the Portland Museum of Art, Space Gallery, Center for Maine Contemporary Art and Dowling Walsh. Rachel also expects to break ground on a new mural this spring at Nashoba Brooks located in the Middle School.

“I owe so much to Nashoba and look back at that experience so fondly,” she sighs. The all-girls experience of the Middle School, specifically, is something that Rachel highlights as a foundational element of her character.

“To have gone to a school like Nashoba Brooks where there wasn't that distraction or anxiety or pressure for having to perform around boys, it just allowed girls to be exactly who they are with confidence and curiosity without worrying if it was cool or if someone would think you were interesting,” she says. Rachel points to this time in her life as one that allowed her to build her self-confidence and her self-sufficiency. “I think it's so important for girls to have the foundation that they are sufficient by themselves,” she notes. “If you don’t like me for how I am, then your presence in my life is probably not what I am looking for,” she adds. This mentality is something she sees in her former classmates and reflects on as her own children approach their middle school years. She wonders how their experience will be different from her own, “I look at my own girls, and I worry I would be doing them a disservice by not sending them to a single-gender school.”

Regardless of how her family decides to pursue the children’s future education, we are certain her daughters will benefit from the ripples of Rachel’s Nashoba Brooks education.

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The Robotics Club at Boston Dynamics

Grade 8 students explaining the ballot questions

COMMUNITY NEWS ROBOTICS CLUB VISITS BOSTON DYNAMICS This winter, the Nashoba Brooks School Robotics Club was welcomed on a special field trip to the Boston Dynamics Lab. The group took a tour of the facility, which included seeing different iterations of prototypes and inventions the Lab has created. Students were able to ask questions about the models and about the process of improving them over time.

As an added bonus, students were allowed to operate a Spot® ("The Agile Mobile Robot"). These dog-like robots can walk over uneven ground, open doors, pick up objects, and complete many more complex tasks. While students were piloting their robots, they also witnessed several of the Spot bots moving autonomously through the building, executing the various self-automated functions for which they had been programmed.

We are so grateful for this opportunity to expose our young engineers to this unique and innovative environment!

EXPLAINING THE BALLOT Grade 8 students helped our school community understand the questions on this fall's Massachusetts Ballot!

The objective of this lesson was for students to learn about the levels and functions of our government. To do this, students worked in small groups to prepare interactive presentations about what your vote would mean for each element on the ballot. For questions that impact our national government, students examined and explained the difference in the two chambers of Congress and how the electoral college works. For questions specific to the Massachusetts ballot, students researched how each of the five proposals were able to progress from a petition to a ballot question and explained what a yes or no vote would mean.

Families from all grade levels were welcomed to ask questions and learn from our experts and many adults noted that they left feeling more knowledgeable.

Students also explained how this project allowed them to more deeply understand and critically think about the advertisements and conversations that have been happening around them.

We are so proud of the work that students put into to these projects and presentations and appreciate the care they took to ensure our community is well informed and civically minded.

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Grade 1 extracting honey

Winter Weekend: 80s Dance Party

HONEY EXTRACTION

WINTER WEEKEND FUN

What a bee-autiful sight! The Nashoba Brooks School beehives have been buzzing all summer and have produced their first batch of honey! With the help of Mel, our apiarist partner, Grade 1 students were able to extract a few jars of honey from one of our hives.

Students will further explore this wonder of nature during science class this year as they learn more about the natural world and our local environment.

Our annual Winter Weekend welcomed current and prospective families as well as friends in our community for a festive three-day lineup of activities.

CAMPAIGN FOR OUR FUTURE: CLOSE TO COMPLETION We have so much to celebrate, but we are not done yet!

Fueled by several exciting and inspiring challenge gifts, Nashoba Brooks School has reached an exciting milestone, having raised more than $10M in our threephased Campaign For Our Future.

Preschool through Middle School students arrived at the 80s Dance Party on Friday Night dressed in their best neon attire.

On Saturday, a record crowd attended S’mores & More for community service projects, coding activities, winter art projects, an obstacle course, a s’more-making station, and a hot chocolate bar.

The weekend ended on Sunday with an ice skating party at Middlesex School’s rink where Nashoba Brooks families enjoyed an afternoon gliding on the ice. Hot chocolate and good conversation brought the weekend to a warm close.

Through this Campaign, Nashoba Brooks has raised the highest level of philanthropic support in the history of Nashoba Brooks School, enabling us to create the Shilling STEAM Lab, add three flex classrooms, establish the Merry Long Garden, rebuild the Denault Library Courtyard, reimagine the pond cabin as an inspiring outdoor classroom, and build the award winning Sureau Family Discovery Barn. The renovation of the Arts Platform this summer will be the capstone in a campaign that has touched almost every inch of our school.

We want every member of our community to have the opportunity to join this transformative community initiative before we wrap up the Campaign and begin construction this summer.

Winter Weekend: Skating Party 25

Class

NOTES

CHLOE BROOKSHIRE ‘24 has joined the varsity field hockey team at Concord Academy and was recently scouted by a modeling agency.

Keeping busy in the theater department at The Cambridge School of Weston, OLIVIA BROOKSHIRE ‘24 has taken a directing class and worked on the props for a recent performance of Pride and Prejudice.

Boarding at St. George’s School in Rhode Island, JAMEY CALLEN ‘24 has found community on the field hockey team and through multiple clubs.

When not in advanced math or honors science at Lincoln-Sudbury Regional High School, ISABELLA CIARAMELLA ‘24 can be found spending time with her horse, Monty.

LARA GEFFKEN ‘24 is thrilled with her freshman year at Lawrence Academy.

Recently visiting Nashoba Brooks, ADDI KUPER ‘24 shared reflections with the Middle School students about her new experiences at Phillips Exeter Academy.

You can find TESSA RUSCONI ‘24 on the field hockey and ice hockey teams at Middlesex School. She is also participating in chapel chorus and the medical club.

At Concord Academy, MAURA SHAPIRO ‘24 has found a place on the volleyball court and in different affinity groups.

KASSIDY TRAIL ‘24 has been keeping busy at Lawrence Academy by joining the psychology club, American Sign Language club, and the women’s empowerment club.

Varying her extracurriculars at Middlesex School, TAYLOR TURSI ‘24 can be found as part of the theater tech team and the varsity ice hockey team.

CAROLINE ‘21 AND MAGGIE ‘23 AVERILL were in Vantaa, Finland this January playing in the 2025 IIHF Ice Hockey U18 Women's World Championship where they helped team USA earn a silver medal.

At Lawrence Academy, ELLIE EPSTEIN ‘23 has found passions for Latin, Chemistry, and acting.

BRIANNA LOPRESTI ‘23 is thrilled to announce that she is now diving and attending Littleton High School.

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Will and Alison Averill with daughters, Maggie and Caroline

While KEIRA MCNEILL ‘23 reports that life at Rivers School is great, she also notes that she misses her time at Nashoba Brooks.

Recently, MAELLE MCWHINNEY ‘23 has become a certified lifeguard. She is also busy at Concord Academy participating in the musical Chicago and acting as a tour guide for prospective families.

ANGELINA TAHN ‘22 is attending Boston University Academy where she is the chair of the Model UN and also a part of the basketball team.

SIERRA ATKINS ‘20 graduated from The Hotchkiss School and is now enrolled at Northeastern University at the West Coast undergraduate campus in Oakland, CA as an engineering major. Next semester, they will study at Northeastern's global campus in London, England.

After graduating from Lawrence Academy, ANNA GREGORY ‘20 has begun her freshman year at the University of Richmond.

The Babson Field Hockey team has welcomed a new player as ELISE SOHN ‘20 joined the team this year.

Graduating from high school in Salt Lake City last June, GIA WEAVER ‘20 is now having a fantastic time as a freshman at Duke University.

CAROLINE DRAPEAU ‘17 is a senior at Northwestern University double-majoring in theatre and English Literature. While she loves theatre and performing, she has spent the last two summers doing research through an undergraduate research grant at Northwestern where she was selected as a Franke Undergraduate Fellowship for her research, and hopes to pursue a PhD in English Literature.

LIZI BARROW ‘16 is graduating with environmental science and art degrees and looking to enter the workforce.

TORI BARROW ‘16 is applying for a PhD program in plant biology where she hopes to continue studying the bromeliad plant at a program through the New York Botanical Garden.

In his freshman year at St. Lawrence University, CHARLIE PORTER TG‘15 still makes a point to keep in touch with Nashoba Brooks friends such as PANHA SAM TG‘15 when he is back home.

with her partner and 15-month old child. She works in publishing and continues to stay in contact with many of her Nashoba Brooks classmates. Her sister now lives in the family home in Concord and we hope to see them both during Elisabeth's next visit to MA. LEXI ARMSTRONG ‘02 is living and working in the Portland, ME area. She has two young children.

HANNAH GALLO ‘02 is living in Philadelphia and her family is expecting their second baby.

KATH (GANZ) MORIARTY ‘03, MEGAN PASQUINA ‘00, KATE TAKVORIAN ‘99, all alums who are also current parents, welcomed new babies this fall!

NASHOBA BROOKS ALUMNI CURRENTLY SERVING ON THE BOARD OF TRUSTEES: Teddy Stiga

Congratulations to TEDDY STIGA TG‘15 who was drafted 55th overall by the Nashville Predators in the 2024 NHL entry draft.

Keeping busy in Portland, ME, FIONA HASLETT ‘06 got married last summer and is working as the Dean of Admission at Waynflete School. She remains in close connection with good friend GRETCHEN WILLIAMS ‘06 who also lives in the Portland area and whose first child is expected to arrive this winter.

Last September, SUZANNE GALLO ‘05 welcomed a new baby named Frances. Suzanne is currently living in Portland, ME and working as a school social worker.

In November, ELISABETH DENISON ‘04 had dinner with Danielle Heard in London where she is living

Kirsten Kester ‘01, Treasurer Kate Graham ‘98, Governance Committee Chair Liza Garonzik ‘03 Megan Pasquina ‘00 Sophie Robart ‘09

NASHOBA BROOKS ALUMNI CURRENTLY SERVING ON THE BOARD OF VISITORS: Alexander Berlin TG'92 Emily Cohen '98 Sarah Davey Gillis '06 Fiona Haslett '06 Meghan Killian '07 Elizabeth Lawrence '74 Jacqueline Deysher Marchand '01 Chelsey Remington '81 Colby Schofield '10 Maggie Shilling '10 Catherine Wayman '03 Jessica Weigel '01 Adam and Susie Winstanley '81

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.

Nashoba Brooks Alumni at the Young Alumni Reunion in November 27

Did you know that a founding member of the International Coalition of Girls Schools (ICGS) sent her children to Nashoba Brooks School? Whitney Ransome, mother to KATHERINE WILCOX '97 and CHRISTOPHER WILCOX TG'96, recently published a new book Why Girls' Schools Matter: Reflections of a Lifelong Advocate about her experience championing girls’ education. Whitney’s care and stewardship have seen ICGS grow from an ironing board in a spare room at the Head of School’s house at Concord Academy in 1991 to now serving more than 550 girls’ schools in 24 countries.

Our ties to this organization run deep. Nashoba Brooks School’s Head of School Danielle Heard has served on the ICGS Board for several years and is currently finishing her third year as the Board Chair. Middle School Math Teacher Duncan Flaherty and School Counselor Liz Joyce have both participated in the ICGS Global Action Research Collaborative. Grades 6/7/8 Team Leader Kayleigh Wanzer has been selected as a Global Leadership Institute Fellow, and countless other Nashoba Brooks employees have participated in the world class professional development provided by ICGS. Though many gains have been made in the 30+ years since the founding of this organization, there is still work to be done to fulfill the missions of “elevating women’s leadership worldwide by educating and empowering our students to be ethical, globally minded changemakers.” With that in mind, Whitney kindly shared some reflections and hopes for the young women learning and leading at schools like Nashoba Brooks: The beat goes on for having to stand up for girls and women's rights! We need young women who will hold on to their confidence as they grow, and data shows that girls in an all girls’ environment support each other more deeply than in co-ed environments because the majority of their examples for leadership come from other young women.

I think girls’ schools in particular prepare young women for the challenges that come with being a leader. Leadership is a multifaceted arena and people lead whether they know it or not; by their example, by their willingness to collaborate, by their integrity. * interview has been summarized for length and clarity

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UPCOMING EVENTS Spring Social Saturday, May 3 Nashobapalooza Sunday, May 4 Grandparents’ and Special Friends’ Day Monday, May 12 Spirit Week May 19 - May 23 Closing Day for Grades 4-8 Wednesday, June 4 Grade 3 Graduation Thursday, June 5 Grade 8 Graduation Thursday, June 5 Scan to view the full event calendar!