Issuu

Spring/Summer Bulletin 2021

WHAT'S YOUR RE-?

B OARD O F TRUSTE E S 2021–2022 Vince Lorusso PRESIDENT

Patti Satterthwaite VICE PRESIDENT

Kirsten Kester ’01 TREASURER

Sarah Khetani SECRETARY

Irene Todd GOVERNANCE CHAIR

Danielle Heard HEAD OF SCHOOL

Matt Boger Matthew Burr TG’89 Anne Elton Elizabeth Garonzik ‘03 Lynne Goltra Kate Graham ‘98 Lindsey Gund Danielle Heard Agnes Lubega Thomas Mazza Lydia Napoli Sophie Robart ‘09 Kyle Rusconi Conor Shapiro Adam Sureau Charlotte Whitmore Alice Flint, TRUSTEE EMERITUS John Moriarty, TRUSTEE EMERITUS

C ORE VALUE S INTEGRIT Y

We act with honesty, sound judgment, and strong character to build a culture of trust.

COLLABORATION

We build partnerships, foster teamwork, and encourage camaraderie.

INCLUSIVIT Y

We celebrate and affirm all aspects of individual identity and global diversity.

EMPATHY

We seek to understand the feelings of others, value multiple perspectives, build meaningful connections, and inspire ethical action.

RESILIENCE

We value persistence and pursue excellence through continuous learning and growth.

TOP: Students created nature poems as part of an Earth Day activity. BOTTOM: Summer Leadership Academy participants hiked to the summit of Mount Wachusett.

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

4 Danielle Heard Head of School Rachael Beare Director of Marketing and Communications Quincey Katz Assistant Director of Marketing and Communications Mac Stephens English and Communications Jevan Jammal Director of Development Eliza Cowan Senior Development Associate, Director of Annual Giving & Parent Engagement Tandy Bryant Admission and Development Associate, Alumni Engagement Coordinator Nicolaus Czarnecki Photography Kirsta Davey Photography Joe Wallace Photography Nashoba Brooks School Archives

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.

SPRING/SUMMER BULLETIN 2021

C O N T EN T S 3

From the Head of School

What’s your re-?: The Inspired Project

Integration, Innovation, and Iteration: A Robotics Scope and Sequence

Beyond Robotics...Coding the Hero’s Journey

Self-reflections

Class of 2021 Graduates

Community News

Summer Bound and Summer Leadership Academy

Grade 4 Memories

Hands on Science

A 2014 Alumna’s Honeyed Venture

Annual Giving

Class Notes

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“She stood in the storm and when the wind did not blow her way, she adjusted her sails.” –Elizabeth Edwards

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REMARKABLE! What a remarkable year it’s been. We have faced countless challenges and significant uncertainty over the last several months, but in true Nashoba Brooks School form we were able to navigate the choppy waters and chart a new course toward inspired education. Together, we developed and launched a successful hyFlex model, we maintained layers of risk mitigation that allowed us to remain open for on-campus learning five days a week for the full year, and we dug deeply into learning from fundamentals to new reaches of innovation. At different points this spring, we invited members of our community to look back on their experiences during the pandemic and to share their stories. In this issue, we share a few of their responses to the question “What’s your re-?” and we hope these stories will inspire your own reflections and optimism for the future.

remake, and respond proactively to whatever direction their futures may take. The stories of our alumni are equally inspiring as models of the insight, flexibility, and resilience we all need to be successful. In the midst of a year filled with the unexpected, our students gained national recognition for their language study, writing, and documentary filmmaking, as well as local appreciation for their engagement in service learning. Each day at Nashoba Brooks this year has been a joyful gift, and this community is a continuous source of inspiration. Warmly,

Danielle Heard Head of School

This issue is also an opportunity to celebrate the thoughtful, engaging, and innovative work taking place in our classrooms at every level. Whether a Preschool student learning to program the path of a Bee-Bot, a Grade 2 student designing a safe landing for an egg, or a Grade 8 student understanding the nuances of effective VEX robot design, our program is building skills our students need to reimagine,

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WHAT'S YOUR RE-? THE INSPIRED PROJECT

AS WE REFLECT ON THE 2020-2021 SCHOOL YEAR, and consider all we have encountered, all the lessons we have learned, and all we have accomplished together, we recognize that this is only possible because of the strength of our core—creating inspired education through innovation, inclusivity, and impact. And, at the heart of “inspired” is “re-.” The essence of the latin root “re-” is about looking back, or at something once again, but it also embodies a sense of optimism that looking back will help in the process of finding a way forward and improving outcomes. As we consider the 2020-2021 school year and the many ways we have had to rethink, revise, and revision as a school, we find ourselves thinking about the hope-filled words that emanate from the “re-” prefix, and the opportunities they provide us to reflect on the year and renew our sense of the possibilities that lay ahead. This spring, we invited various members of our community—students, employees, parents, and alumni—to reflect on their experiences during the pandemic and to share their stories. We invited them to contemplate the “re-” prefix and to consider these questions: What is your re-? What words best tell your story of reaching back and moving forward with purpose and promise? What makes you most proud, most grateful, or most hopeful? The Inspired Project is the book created from a collection of these community reflections and a series of beautiful portraits taken by current parent and professional photographer Joe Wallace. The book captures an important period in the School’s history. A period in which the School

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Middle School students Diya and Divi Bhaireddy

community was challenged and tested, yet managed to thrive. This sentiment shines through in Joe Wallace’s own reflection of his daughter’s experience:

Our daughter will reflect back on this year not with a lens of despair or loss, but in thinking about how we overcame these difficult circumstances together as a class and as a community. She will reminisce positively, courageously, and with a great deal of pride. On the one hand, this year’s experience is consistent with her prior seven years at Nashoba Brooks. She has continued to be excited to go to school, to be challenged, to be sought out as a leader. It's amazing. I am 100% confident that all the kids in her class are going to look back on this time as a source of strength; they are going to say, ‘I know when things get difficult, that we can still do great things.’ We hope this small selection of reflections and portraits 6 | NA SHOB A BROOK S S CH OOL BU LLE T I N

from The Inspired Project will inspire your own reflections and optimism for the future. LOWER SCHOOL STUDENT: ZACH SILVERMAN (Pictured on page 4) My re- word is “regular” because, to me, this year felt like a regular school year! Last spring, I had to learn from home, but this year I got to be at school with my friends and teachers. MIDDLE SCHOOL STUDENT: DIVI BHAIREDDY This year, the whole school has had to adapt to a completely different way of learning. Though it was hard to wear masks and stay in one space, I am proud that my cohort still managed to have a good time. I was afraid that my last year at Nashoba Brooks wouldn't have the same impact as a normal year, but the reality was the complete opposite. I am most grateful for the teachers at Nashoba Brooks. They guided us through this transition and made sure that every student was well equipped with everything necessary for the school year to run smoothly. I hope that Nashoba Brooks takes some of the values that we learned this year and applies them to next year. The teamwork, resilience, and collaboration that we've all had to exercise during this pandemic are all values that we should never forget.

EMPLOYEE: MAC STEPHENS Rejoice is my “re-” word. I find joy in my English classroom when a student who rarely voices their perspective, takes us all by surprise during a discussion when they can no longer hold back their ideas. Or, when joy permeates sunlit freedom at recess and bursts out in students’ raucous, unbound laughter over a simple joke. When the computer microphone didn't work and the hand-washing line was too long; when the only sight of a best friend from another cohort was a brief recess break; and when the cold, grey days of January accentuated our situation; we rejoiced, so happy to be with each other each day. Joy is resilient. It finds a way to wriggle out through tightly masked faces and six-foot spaces. Joy does not need a curriculum to emerge; its only requirement is that we are together.

Parents David Mayer and Fawn Hardison

TRUSTEE: VINCE LORUSSO While a strong partnership between faculty, administration, parents and students has always been at the core of an inspired education, it would be difficult to recall a period when these bonds were so vital to a community’s well-being. Our shared concern for one another, the examples of personal sacrifice, and the joy we took from each other’s triumphs were constant reminders of our strength. The Board of Trustees became more keenly aware of the enduring nature of the School’s mission. We avoided the temptation to narrow our focus on tactical considerations, and instead we broadened the conversation around our School’s future and strategic direction. With health and safety at the forefront, the School was still able to re-vision tuition, evolve the curriculum, invest in faculty, and advance the campus plan. We leaned upon each other’s unique perspectives—and the whole time we marveled at the resiliency of the community. ALUMNI, EMPLOYEE, AND PARENT: DREW JAMESON TG’90 What makes this year unique is how much it reaffirmed something that I already knew: that Nashoba Brooks is a community first and foremost. It’s not only about excelling at academics and individual growth. It's also about sharing our humanity, taking care of each other, knowing, accepting, and celebrating our unique selves. I feel more appreciated and cared for this year than I have in my ten years of teaching, and I hope I was able to help my students feel the same way.

PARENT: FAWN HARDISON Education and the quality of our children’s school experience has always been important to us. The pandemic reaffirmed this. In March 2020, Nashoba Brooks teachers, administration, and staff rolled up their sleeves to navigate and provide personalized remote learning and then, in the fall, they reinvented what safe, in-person learning could be by reconfiguring the classroom and the social landscape. The fact that they continue to maintain their level of positivity, excellence in education, and dedication to the student experience, make us proud and deeply appreciative to be part of such a community. They hit the ground running and haven’t let up. For that we are so grateful, as are our children. Drew Jameson SPR I N G/ SU M M ER 2021 | 7

A Grade 6 student fixing an EV3 robot

INTEGRATION, INNOVATION, AND ITERATION: A ROBOTICS SCOPE AND SEQUENCE OVER THE COURSE OF A STUDENT’S TIME at Nashoba Brooks School from Preschool to Grade 8, students will navigate a complex web of integrated literacy and technology skills that help them to better understand, decode, engineer, and create the world around them. At five different stages through the years, Director of Educational Technology and Innovation, Hank Bryant and Instructional Technologist, Rachel Parker use a host of robotic tools to help students develop high level skills in coding, critical thinking, problem solving, and engineering. The range and sequencing of skills students learn through robotics are hallmarks of the carefully devised and intentional transliteracy curriculum. The varied content and skills incorporated in the robotics scope and sequence also provide opportunities for students to develop important transferable skills in areas such as creative problem solving, collaboration, perseverance, and resilience, in an environment that is supportive, challenging, and fun. 8 | N A SHOB A BROOK S S C H OOL BU LLE T I N

elements from other subject areas, the Bee-Bot tasks can also serve as exciting ways for students to develop independent skills and to show their knowledge across the curriculum.

ONE-TO-ONE SEQUENCING WITH BEE-BOTS Preschool students have their first experience with the concept of coding, by working with devices called Bee-Bots. These cute bee-like devices help students to understand key concepts like one-to-one correspondence and sequencing, where pressing a button one time leads to one block of movement across a designated grid. This simple and fun tool helps young students to understand the basic building blocks of coding and they come to understand how they can direct and manipulate commands to help the Bee-Bot follow the specific path they want it to take. In addition to these early coding skills, the information services team works closely with teachers to integrate Bee-Bot programming into other areas of the curriculum. Mr. Bryant explains how they can use the mat grid on which the Bee-Bots travel to support student learning in other areas: “Each square of the grid is equivalent to one press of a button on the Bee-Bot. To integrate this into the curriculum, we can add colors, letters, shapes, or numbers on these mats. When preschoolers are working with number recognition, we can ask students to program the Bee to move from its location to the number nine on the grid to reinforce their understanding of counting, estimation, and correlation. In Kindergarten, students reinforce core curriculum art skills by drawing buildings and placing them on the grids to create their own town for the Bee-Bots to navigate.” As students move on to Grade 1, they will increase both the complexity and duration of their Bee-Bot sequences. Instead of having just a few movements and directions, students will program five or six movements in multiple directions and come to understand how to maneuver their Bee-Bot effectively from point A to point B, while avoiding obstacles along the way. By integrating essential

FROM 2-D TO 3-D WITH LEGO® WEDO In Grade 2, students move into more tangible robotics that involve a little bit of engineering. They work with LEGO® WeDo robots, which are a simplified version of the LEGO® EV3 models they will use in Grades 5 and 6. The Grade 2 students follow a step by step guide to build their WeDo. This helps them to build their procedural knowledge and ability to carefully follow visual instructions. Students develop their early engineering skills and understanding of the core components needed to construct the robot and the foundational terminology of robotics. They also have the flexibility to add unique elements onto the core components, which encourages innovative thinking.

The WeDo is a big step forward in developing coding skills as students use iPads and blocks of code to program the robots. While Bee-Bots operate in a two dimensional grid, the WeDo is a more complex set of wires, motors, and parts that can move three dimensionally by going up and down hills, as well as in multiple directions for infinite durations. Students learn to manage the additional variables involved in moving the robots through three dimensional space and become increasingly skilled in manipulating blocks of code available to them to direct the robot’s actions.

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FORM AND FUNCTION WITH EV3 In Grade 4, students transition from iPads to computer based programming on Chromebooks and learn Scratch, a block-based programming language developed at MIT. The open source platform allows students to continue to develop their understanding of coding and practice writing complex coding formulas including conditionals, variables, and operators. In Grade 5, students expand their knowledge of the major component parts—motors, sensors, and wires—of all robots as they begin to expand their skills with the EV3 robots. When they get to Grade

IPAD-BASED BLOCK CODING WITH SPHERO The Sphero robot used by Grade 3 students looks like a ball, and its ability to move fluidly makes the students’ programming challenges more complex. At this stage, students do less free play and focus more on laying down multiple blocks of code to achieve specific tasks and overcome obstacles. In addition to thinking about the direction, speed, and duration of the robot, the Sphero’s turning radius also requires students to think about the angles of their turns. This really engages their mathematical thinking and requires them to problem solve with each task. A challenge might include going forward, around corners, reversing, traveling up a ramp with enough speed to make it down the other side, and then stopping before hitting a wall. Mr. Bryant notes that navigating these challenges involves “a lot of trial and error, a lot of computational thinking, and a lot of problem solving.” The students need to consider speed, duration, and angles as they move the robot through a designated path. They make mistakes, adjust their coding, and run their sequences over and over again until they achieve their goal. The students come to understand this iterative process of trial, error, analysis, and adjustment as part of the natural course of working toward a goal. The support and guidance they receive from their teachers along the way, help students develop greater resilience and success. The creative elements of changing the robots colors, adding noises, or adjusting how the robot responds when it collides with something gives the students a sense of ownership and agency in the process as well. The introduction to block-based coding in Grade 2 is reinforced and refined as the tasks in the robotics curriculum become more complex and as students learn new programming languages in the Middle School.

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6, students apply this knowledge to consider how the form (the components needed to build a robot that can perform certain tasks) and the function (the desired tasks and challenges ahead) are intrinsically linked and need to be considered when engineering and coding the EV3. They also have the added complexity of creating a robot that can compete effectively in a “sumo robot competition.” The students have to build a robot that can work autonomously to compete against another robot in a sumo wrestling competition. Each robot tries to either push the other robot out of the ring, or incapacitate the robot in some way so that it can no longer compete. The competition brings together a lot of the skills the students have been building. In the engineering stage of the process, they need to understand the task at hand and the components they need to achieve their goals. For example, the robot needs to have a certain friction coefficient so it cannot get pushed out of the ring too easily, and it needs to have a way to displace the other robot by ramming, lifting, or spearing it. The students

research and review past competition videos to get ideas, and, through a process of trial and error, they build, review, and improve their robot’s capabilities over several weeks of informal practice rounds. In the coding component of the challenge, the student’s are working with multiple sensors and motors. For example, students may choose to use three different sensors: an infrared “sight” sensor to detect the proximity of another robot, a color sensor to help the robot stay within the ring, and a touch sensor to help it know when it is being attacked. Each of these sensors needs to be programmed to help the robot respond properly in different situations. Similarly, students may use up to three different motors to direct the robot's movements and mechanisms for attacking competitors. “It’s a big challenge,” says Mr. Bryant, “they’re utilizing multiple sensors, motors, inputs, outputs, and different kinds of if/ then clauses in their code.” Just like they did in earlier grades, students work in teams and use a design thinking approach to go through multiple iterations of their prototype. In this instance, however, they have noticeably more variables to factor in, and a more complex set of coding challenges to navigate. They get the hands-on experience of what it takes to invent, innovate, and collaborate to achieve a desired outcome.

As in the Lower School, Middle School students learn and build on their coding and fabrication skills across various disciplines, even in the years they are not working specifically with the robots. For example, in Grade 7 English, students learn to code using Twine as a fun way to expand and enhance their understanding of the hero’s journey in fiction writing (see page 13 to read about this exciting assignment). CODING, ENGINEERING, AND PROBLEM SOLVING WITH VEX The VEX robot competition in Grade 8 is a culmination of all the skills that students have learned throughout their years at Nashoba Brooks. The VEX system has the most detailed set of components and presents the biggest constructing and engineering challenge to date. The tasks that the robots perform in the competition also mirror real world situations where robots might be needed. The competition places two robots in a designated field where the robots try to move small green balls or large orange footballs into positions that score points. “Essentially, there are three ways you can score,” Mr. Bryant explains, “one way is by pushing the balls through a low gateway to the other team’s side of the field. Another way is by lifting the footballs, which cannot be pushed through the gateway, up and over the wall. The third way is by lifting one of the small circular green balls and carefully placing it into a tall basket. The more difficult the task, the more

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points the team scores, so students can choose multiple ways to approach this project and different strategies to compete.” Similar to the Grade 6 challenge, students collaborate in teams and work through multiple iterations tweaking both the physical capabilities of, and strategies for their robots, even before they enter the competition field. They also consider real world examples of robot use, like the sunfish robot in Fukushima, Japan which was developed to assist with clean up after the meltdown of a nuclear power plant. The robot was designed to withstand radiation, steer through tight crevices, grasp materials, and transport them safely—all in an area that the technicians could not access. In the same way, the Grade 8 students design their VEX robots to compete in a space they have not seen, and once they get to the practice rounds, they have to confront and adjust to the realities

of the actual environment the robot has to navigate. Perhaps the robot’s grasping mechanism is too large to grasp objects in confined spaces, or maybe the turning radius is not nimble enough for the small competition field. In addition to the engineering and programming challenges, the Grade 8 students also have to learn to pilot their robot through the competition field, just like the technicians in Fukushima or the pilots of the Mars rovers. Mr. Byant notes, “there's the programming side and then there's the actual driving, and they're not the same set of skills. You might have a group that designed their robot beautifully, but then couldn't execute in terms of moving it around the space. Or a team with a robot that was not as well designed, but because they could manipulate it well, they performed better.” The Grade 8 teams have a host of challenges to face at every stage of the VEX process, not the least of which is finding ways to leverage their individual strengths in designing, programming, or piloting, to benefit the group as a whole. Mr. Bryant observes that it can take groups a long time to figure out how to capitalize on their strengths, “but the groups that get there the quickest have the smoothest ride through.” CORE VALUES Successful communication and collaboration are key elements for finding success in the Middle School robotics challenges, and they are important learning outcomes for the program. While the students are developing important coding knowledge and engineering skills through robotics, the program is also geared toward building students’ resilience. Throughout the curriculum, students may confront opposition and difficulties, or fail to complete a specific task or challenge. At every stage, they learn how to respond to these difficulties and to use them to their advantage. “Therefore we're saying that not only is failure okay,” Mr. Bryant explains, “but it's something that we are actually looking for to help us improve. Taking this perspective on failure really helps the students to embrace it a little bit more and build on their resilience through this process.” It is no accident that two of the School’s core values—resilience and collaboration—are such prominent elements of the robotics scope and sequence. As with all areas of the Nashoba Brooks curriculum, the School seeks to teach students both the academic and life skills they will need to find their way in the world.

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Twine’s story mapping process

BEYOND ROBOTICS...CODING THE HERO’S JOURNEY IT BEGAN AS A ZOOM MEETING. Late in the fall, Mr. Bryant, Nashoba Brooks’ director of innovation and technology reached out to the new Grade 7 English Teacher, Mr. Stephens, hoping to continue a now fiveyear tradition of collaboration. The Twine program allows students to create virtual storyboards using HTML and CSS coding languages. Their stories contain choices and use multiple variables, which allow players to change the ultimate outcome of the tale. This year, Mr. Stephens suggested combining his Hero’s Journey unit with the online storyboarding challenge. Students went through Joseph Campbell’s famous steps, learning about the call to adventure, the passage into the unknown world, the ordeal, and the rest of the heroic story cycle. They then put pen to paper, writing their own heroic journeys. These stories served as a jumpingoff point for the playable, Twine version of their stories, which took the seventh graders two weeks to construct. “I was able to combine two things that I enjoy: writing and code. I had already used Twine on my computer at home, and it was fun to learn more about it,” Zoe explained when asked to tell what she found most interesting. Zoe’s story, about an unfortunate skateboarder named Mike who ends up finding a portal to another dimension, was perfect fodder for a Twine conversion. But Zoe also explained the difficulty of

changing a linear, kinetic story, to one with choice: “We turned a normal story into a ‘choose your own adventure story.’ In most stories the ending is happy, but here, we had to add ways that the main character could fail.” “The way we put our writing into storyboard format helped me understand how I wrote each part of my story.” And the failing was epic. Students created all sorts of potholes for their characters (and the players) to fall into. The other positive impact of introducing failure was the “stretching” of their original story. Charlotte was one who saw how this storyboard manipulation helped clarify the writing process: “The way we put our writing into storyboard format helped me understand how I wrote each part of my story.” Students also used HTML to introduce variables— objects characters could take with them, like a key for a door or a wetsuit for the ocean. The decisions players encountered as the stories progressed were easy to see in Twine's block-based storyboarding view. Charlotte explained how they reaped the reward of this new digital literacy: “I loved how interactive this project was, it combined things we are interested in with writing. This was definitely the most fun I've ever had doing a graded English project!”

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SELF-REFLECTIONS GRADE 7 STUDENTS SHOWCASE drawing techniques practiced throughout the fall to create self-portraits. Middle School Art Teacher Ms. Stanley guided them through the project, which required the students to produce two self-portraits, one unmasked, using graphite pencil, and one masked, to which they applied color. The resulting portraits were beautifully executed.

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GRADE 3 CLASS OF 2021 GRADUATES Esben Beleno Carney Benjamin Beresford Joss Callen Brielle Carman Charlotte Chidzikwe Julia Cohen Robert Collings

Taylor Fredriksson Jack Jephson Eve Kirkman Aria Larivee Shepard Leonard Theodora Lerner Page Loughlin

Jack Mattison Charlotte Mountz Molly Neilson Emily Pattinson Viha Ravipati Madeline A. Rushmore Oliver Schnelldorfer

Jane Whitmore Audrey Williams SuoWei Wu Sarah Zidow

NEXT SCHOOLS The Fenn School Willard Elementary School

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GRADE 8 CLASS OF 2021 GRADUATES Hadley Austin Caroline Averill Sera Baang Divi Bhaireddy Diya Bhaireddy Ariella Brown

Lauren Carey Sophie Crawford Caroline DeRosa Rosalie Hutchinson Huxley Jade Mackenzie Kirtland

Sophia Liao Isabella Marland-Hall Parker Neilson Olivia Owen Ava Pascucci Sophia Principe

Molly Schneider Addison Shen Mia Solomon Maya Vasquez Caleigh Weig

NEXT SCHOOLS Acton-Boxborough High School Boston University Academy Concord-Carlisle High School Dexter Southfield School Fay School Gann Academy

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Independent Study Lawrence Academy Lexington Christian Academy St. Mark's School St. Paul’s School Walnut Hill School for the Performing Arts

SUMMER BOUND AND SUMMER LEADERSHIP ACADEMY 1.

1. Summer Bound students found a toad 2. Summer Leadership students on a trail ride 3. Summer Leadership students visit local businesses during a scavenger hunt in Concord 4. Time on the water slide 5. An intense game of soccer 6. Group selfie during the Summer Leadership scavenger hunt SPR I N G/ SU M M ER 2021 | 17

Grade 3 students during the Legacy Day scavenger hunt

CSPAN StudentCam

COMMUNITY NEWS NASHOBA BROOKS LAUNCHES NEW ONLINE EXTENSION PROGRAM BUILDING ON THE SCHOOL'S HISTORY of inspired education and innovation, we were excited to expand our offerings through Nashoba Brooks X, a pilot program offering a chance to reach new students beyond our School community. A few complimentary classes were offered, including The Art of Math, led by former Nashoba Brooks teacher Emily Whitledge. During this session, students viewed work by artist Kristin Farr, reviewed math concepts and vocabulary, and used a compass, protractor, and ruler, to create their own geometric designs.

LEGACY DAY LEGACY DAY IS A TIME for Grade 8 students at Nashoba Brooks to interact with younger grades as an opportunity to establish their legacy and make a meaningful and memorable contribution to the School community. This year, Grade 8 students designed and led a scavenger hunt, played games like “museum” and “red light, green light” with students in Grades 2 and 3, and read stories to kindergarteners. Ms. Mattison, who coordinates this day with student leaders, noted that because of COVID-19, this year’s Grade 8 class has been eager to find creative ways to have a positive presence in School, so the day “was a great time for student leaders to connect with younger students.” 1 8 | NA SHOB A BROOK S S CH OOL BU LLE T I N

GRADE 8 STUDENTS WIN THIRD PLACE IN NATIONAL DOCUMENTARY COMPETITION GRADE 8 STUDENTS JOINED 2,300 middle and high school students from all across the country, creating short documentaries for CSPAN’s StudentCam competition. For more than five years, Nashoba Brooks School’s eighth graders have been investigating current events, scheduling interviews, and producing five- to sixminute videos illuminating their chosen topic. This year, three Nashoba Brooks students, Ava, Divi, and Caroline, submitted a response called “Misinformation in the Voting System,” which won a third place cash prize in the middle school students’ division. The Grade 8 social studies unit in Ms. Gatti’s class starts with an introduction to government and its operations. As students consider and discuss different aspects of government, they eventually agree on a focus area for their documentary projects. This year’s theme for StudentCam was “Explore the issue you most want the president and new Congress to address in 2021,” and Ms. Gatti’s class decided to discover who is included in and/ or excluded from the voting process and what that means for legislation. She explains how she urges students to think critically: “I respond, during their discussion, with counter arguments to encourage them to prove to me why their topic is important.” Ms. Gatti was impressed

Earth Day plantings thanks to Grade 8 students

by all the final videos: “The Grade 8 students showed incredible strength, collaboration, and dedication. I am so proud of their work!”

NASHOBA BROOKS CELEBRATES EARTH DAY ON APRIL 21 AND 22, bright and early in the morning, Nashoba Brooks students moved out across the Strawberry Hill Road campus to celebrate Earth Day. In grade-level groups, students dove into a myriad of activities, each focused on building a sense of stewardship for the planet. Employees guided students in tasks like preparing the newly reopened School garden, composing naturalist poetry on recycled cardboard, exploring the wildlife around the pond, and identifying species of birds. Students also helped clear invasive vines, learning how to use pruning shears and trowels. When these projects were completed, students went back to their respective cohorts and classrooms, settling in to watch and discuss videos about pollution, climate change, and environmental justice. Students also used what they have learned about environmental science to discuss what the future holds, and how they can contribute positively as stewards of the environment/natural world. One eighth grader, while helping plant new rows of flowers near the Moriarty Family Gymnasium, smiled when she said, “It's always a good morning, especially during the pandemic, when I walk into school and am immediately handed a shovel.” From Preschool all the way up to Grade 8, Nashoba Brooks instills students with the desire and knowledge to protect our planet's unique, priceless natural environment. Earth Day is a fantastic occasion to engage in this important stewardship.

The Grade 4 Invention Convention

GRADE 4 PRESENTS THEIR INVENTIONS TO IMPROVE STUDENT LIFE GRADE 4 STUDENTS BECAME INVENTORS as they identified problems in their personal, family, and outside communities, and came up with solutions to these problems. The project, which began in the fall and spans the rest of the school year, is a co-curricular collaboration between our information services team and our science and social studies departments. Inventions included a slingshot for a dog ball, a backpack organizer, a tool to remove pet hair, and a contraption to hold open a plastic bag to make it easier to fill with snacks.

A Grade 4 invention to make filling snack bags easier

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Latin Exam participants

GRADE 7 STUDENTS RECOGNIZED BY NATIONAL LATIN EXAM EVERY YEAR, THOUSANDS OF LATIN students across the United States and the world take the National Latin Exam (NLE). The NLE is not meant to be a competition, but rather an opportunity for students "to experience a sense of personal accomplishment and success in their study of the Latin language and culture." Depending upon their score in relation to the national average, students may earn certificates or medals, and may even qualify for scholarships. This year, 31 of our Grade 7 students participated in the Introduction to Latin level exam. The national score average this year was 33/40, which is higher than in past years. We are pleased to report that 16 students received certificates, and 12 of them were also awarded medals (8 silver and 4 gold). We are very proud of all our Grade 7 students for the time and effort they have put into their Latin study this year.

Time for a photo-op during the Grade 8 class prank

Spanish, to social skills, to respect and friendship.” And another, summarized the experience for many others: “That was an absolutely delightful morning with Nashoba Brooks and my grandchildren, I can’t thank you all enough. Next year, in person!!”

GRADE 8 PRANK Grade 8 went all out with their class prank this year. They rolled out the red carpet as they brought the Golden Globes to Nashoba Brooks School. Students were greeted with “white glove service” during morning drop-off. Paparazzi and security guards buzzed around the glamorous film stars circulating through the area, and arriving students were handed popcorn as they walked the red carpet and had their photos taken with the stars on their way into the building. The Grade 8 students created a festive atmosphere and a start to school that was filled with high drama.

GRANDPARENTS’ AND SPECIAL FRIENDS’ DAY More than 160 guestss from across the country and around the world joined us for a brief program and classroom visits—showing off their impressive tech skills in navigating in and out of Zoom rooms for the event. Student cheers resounded in the hallways as grandparents and friends arrived on screen in various classrooms. Students were excited to share their classroom projects, and attendees enjoyed student videos, presentations, and interactive games as a part of the experience. One grandmother of a kindergarten student remarked that she “particularly enjoyed learning about the various subjects that are included in the curriculum, from gardening, to 20 | NA SHOB A BROOK S S CH OOL BU LLE T I N

Grade 8 award winners show parade during their class prank

GRADE 4 MEMORIES GRADE 4 ARTISTS HAVE DOCUMENTED this extraordinary year by making Collage Cohort Stories inspired by Romare Bearden’s Memories and Stories collage artwork. After writing down their most positive cohort memories, students chose one moment to sketch and then added an assortment of colorful papers in a variety of shapes to bring it to life. We love how they have told their stories through their artwork!

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Students in Grade 2 prepare to drop their carefully nested eggs

HANDS ON SCIENCE KIM RUSSELL, NASHOBA BROOKS SCHOOL’S Lower School science teacher, is a believer in complementing science learning with engaging projects. In her room, huge cardboard relief maps sit next to models of parachutes and blueprints of water filters. Ms. Russell’s projects align with each grade-level's curriculum goals, and she collaborates with homeroom teachers and other specialists to show students how science is everywhere. In fourth grade, for example, Ms. Russell worked with Humanities Teacher Ms. Mead to design a project investigating one of the largest unfiltered water supplies in the United States: Quabbin Reservoir. Students learned about the Winsor Dam and the Goodnough Dike and how they slowed the waters of the Swift River forming the Quabbin Reservoir. They also learned about 2 2 | NA SHOB A BROOK S S CH OOL BU LLE T I N

the long debate that led to the creation of the reservoir, what it looked like before, and the ecological impact of its existence. All of this learning was supported with hands-on work. In science, Ms. Russell had Grade 4 students build relief maps using recycled cardboard. They painted and labeled the before and after map of the land where the reservoir sits today. In social studies, Ms. Mead divided students into two groups and guided them in writing statements and arguments, compelling the other side to see their point of view. Students gathered in the courtyard in late May, standing up one at a time to present their group's objective, while their peers sat in the cool shade of the blue Nashoba Brooks umbrellas, listening intently. Ms. Russell likes to have one or more major objectives for each grade, every year: “For the fourth grade, it's all

about engineering, but for the second grade, it's a mix.” In the Grade 2 “survey course” model, students spend the year exploring Nashoba Brooks’ campus, learning about the plants and animals that thrive here. One focus is on the many birds that can be found at different times of the year, soaring over the campus. Second grade students learn how birds make their nests by building one themselves. They draw their designs and then use natural and human made materials gathered from campus to weave a nest together. Students gain a new respect for creatures that can build nests without the use of hands! Much like the fourth grade’s intercurricular project, the second graders also learn about aeronautics, studying lift and drag with the wonderfully appropriate, paper airplane. Ms. Russell helped bring this new learning back to the nest project; students designed and constructed parachutes that attached to each nest—then the real fun began. The culminating project was a classic egg drop, but this time, students used their nests, equipped with recycled plastic bag parachutes, to test if their engineering competency would protect their egg. It was a hot, sunny day when the second graders cheered

with glee as their peers came out on the balcony, ready to drop their eggs. “You scientists have worked hard, building your nest and parachute, and today we will see how well you did!” Ms. Russell called out, as the parachute-clad nests were held out over the drop. The Grade 2 class that was on the ground stood back, guided by teachers, as the anticipation grew. “Alright, everyone! We're going to count down from five!” Ms. Russell began counting and everyone joined in. “5-4-3-2-1” they yelled, and the first round of nests were dropped. Eva, looking down from the balcony, saw that her egg hadn't broken, “Mine survived!” she yelled, while classmate Anna cheered her on. Another second grader watched as his parachute billowed out, slowing his nest’s fall, as he stood grasping the balcony railing with baited breath. “Another survived!” Ms. Drew called from below, and the boy cheered. At the end of the period, most of the students had successfully protected their eggs, but even those who had the misfortune of having one crack, were absorbed in the fun of it all. “This egg drop has been the most fun thing I've done in school,” a second grader remarked as the class gathered up their nests and made their way back toward Ms. Russell’s science room of wonder.

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A 2014 ALUMNA’S HONEYED VENTURE IN LATE MAY THIS YEAR, as teachers sat down to the faculty appreciation lunch, they found in their gift bags sticks of lavender lip balm, made with care by a Nashoba Brooks graduate. What makes the lip balm unique is that the wax and infused honey each lip balm contains is poured into molds no more than five miles away from Strawberry Hill Road.

pets all through her childhood, but keeping bees was a much larger project; she needed her parents’ help. “I convinced my dad in my sophomore year of high school and really got him hooked; my mom helped out later on.” After Hargraves and her father were up and running, they started to wonder what they should do with the honey and wax their bees were producing.

Olivia Hargraves, class of 2014, got the idea to start her first business just after graduating from Nashoba Brooks School. The idea came from one of her ballet teachers who just happened to also keep bees: “I was a sophomore at Concord-Carlisle High School, and I was dancing with the Boston Ballet, and when I found out my teacher was into bees, I was fascinated.” Hargraves has always been interested in the natural world, keeping plants and

After only one year with bees, Hargraves began experimenting with different products—candles, bottled honey, and lip balm could be found all over the Hargraves’ kitchen. “Experimenting was fun,” Hargraves explained, “but lip balm seemed the most feasible.” When she had finally tuned her recipe to her liking, she drove down to Idyllwilde Farms, just at the end of her road, and her business began. “Idyllwilde was the first

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store to sell my products, and still if I go in there today, the woman who runs the store knows me,” but Hargraves didn't stop there, she started labeling her lip balm with her company name: Olivia Marie and expanded to different farm stands around the Concord area. Eventually, she was filling special orders from customers who loved her product. For the next two years, her business grew, but with college on the horizon, there was some question as to how it could work. “All of my lip balms are hand poured by me or my mom,” Hargraves explained, but it wasn't until college that she realized she should legitimize her business and create an LLC that she understood how much she needed the help of her mother. “It was easy in high school to just come home and make forty lip balms,” she said, “but when I got to college, it was difficult.” Hargraves explained how she would come home for the holidays and try to make as many as she could before she went back to school, “I could make three hundred or so, but eventually I had to teach my mom.” She laughed, recalling a moment during her freshman year when she was sitting in her dorm room, FaceTiming with her mother, trying to teach her how to tell if the lip balm mixture was ready to be poured into each mold.

With her mother taking over much of the production side, Hargraves was able to shift her focus: “I handle all the invoicing, manage the website, and I manage my own social media, but when I'm home for the holidays I still try to make as many as I can.” Olivia Marie was off and running, and Hargraves was doing all of this while attending classes at Cornell University. The company has grown to have online sales and information on where to find her products. It also has honey recipes, information on natural beauty products, sustainability, and mindfulness. All of the content is produced by Hargraves herself, and she is continually experimenting

as she learns more about plant science and health at Cornell: “I love where I go to school because I’ve been able to take classes specifically on honey bees and natural ingredients, and I’ve always been interested in the beauty industry, which I focus on in my business classes.” Hargraves certainly knows what she’s interested in, even if her two main interests, the natural world and business, aren’t usual companions when it comes to college courses. She credits much of her willingness to remain curious and pursue her unique interests to Nashoba Brooks. “Recently I took a leadership class, and it was strange how much of what was taught and discussed, I had already learned at NBS,” she explained. She also appreciates how Nashoba Brooks forced her to be independent, which fostered her resilience: “I talk to my sister who didn't go to Nashoba and she is always amazed at how much we were expected to take part in at Nashoba, and you know, at the time I didn't think too much of it, but I see now how it made me curious and comfortable exploring so many opportunities.” Hargraves has carried this fearlessness into every step following Nashoba Brooks. Even as the pandemic swept across the country this past year, closing brick and mortar stores, Olivia Marie began selling more lip balm online, and Hargraves revamped her website. She sees every challenge as an opportunity, which is also why she applied and was accepted to a summer marketing internship program with L’Oreal. When asked if Olivia Marie helped her secure the position, she replied that “It was definitely helpful, talking about my business in the interview.” L’Oreal noticed so much, they asked Hargraves, as a requirement for accepting the position, to halt Olivia Marie’s online sales for the duration of her internship. Hargraves considers this a nice reprieve, especially while she’s learning so much more about the industry. And while she’s still not sure where Olivia Marie might go in the future, she’s confident in her own ability to deal with those questions as they arise: “I’m studying business and I’m about to take on a marketing internship, and at the end of the day I’m going to have a degree in plant science and human health, so there’s so much I could do with it.” Wherever she steers her new business, Hargraves believes what she learned at Nashoba Brooks will always help to guide her. “One thing I love about Nashoba Brooks is how it's made me independent and confident to go into different areas, rather than going down one path, so I’m not worried about Olivia Marie. I’m excited to see what's next.” SPR I N G/ SU M M E R 2021 | 25

“We make a living by what we get. We make a life by what we give.” –Winston Churchill

26 | NA SHOB A BROOK S S CH OOL BU LLE T I N

ANNUAL GIVING Nashoba Brooks School has ended the 2020-2021 school year in an extraordinary way by meeting and exceeding our goal for the Nashoba Brooks Fund and continuing to move forward on the Campaign for Our Future. The collective effort of our Nashoba Brooks community made it possible for our teachers and students to dig deeply into learning all year long. We cannot thank you enough for your support in making this happen. Because of your generosity, we were able to: • Safely hold classes on campus five days a week from September to June. • Launch our reVision Tuition plan to increase affordability by reducing tuition an average of 15% over the next three years. • Complete the construction of the discovery barn which will be named in honor of the Sureau family this fall. • Complete the renovation of the library courtyard and outdoor classroom which will be named in honor of the Denault family this fall. • Provide a transformational learning experience and deep connection for our students on campus and through our hyFlex program and remote learning platform NashobaBrooks@Home. • Manage myriad COVID-19 related expenses such as improving ventilation and air filtration, instituting a surveillance testing protocol, adding daily cleanings for high-touch surfaces, and improving internet bandwidth to accommodate increased usage. • Support lifelong learning and growth through professional development and leadership opportunities for our employees. Thank you for being part of an incredible community of families, trustees, Board of Visitors, alumni, employees, and friends who invest in Nashoba Brooks School. More than ever, we recognize how important it is for our community to work together as we endeavor to learn and to lead in a diverse and changing world. Gifts listed include cumulative contributions between July 1, 2020, and June 30, 2021. Lists are organized by The Nashoba Brooks Fund, The Campaign for Our Future, and gifts to the endowment. Donors are listed in alphabetical order by last and first name. We hope you will inform us of any errors so that we may correct our records. Thank you.

ANNUAL FUND PARTNERSHIP LEVELS Each year, Nashoba Brooks honors gifts to the School of $1,000 or more by designating the donors as members of the following Nashoba Brooks named Partnership Levels. Founders Circle ($50,000 or more) Adam and Melanie Sureau Heads Circle ($25,000 to $49,999) Alice and Jonathan Flint** Lindsey and Zack Gund Christine and Tom Mazza Carol and John Moriarty** Chris and Irene Todd Charlotte Whitmore * 10 years or more of consecutive giving ** 20 years or more of consecutive giving

Visionaries ($10,000 to $24,999)

Scholars ($5,000 to $9,999)

Gail Burr and Matthew Burr TG’89 Barry Cohen Janet and Steven Correia* Anne and Jeffrey Elton Jay Graham and Kate Moriarty Graham ’98 Anna and Peter Kolchinsky Joseph Lerner David Levy and Persis Barron Levy ’84 Kathryn and Vince Lorusso Jodi and Mark Loughlin Fawn Hardison and David Mayer Rebecca McNeill Greg and Kim Pappas* Lydia Rheinfrank and Kyle Rusconi Liz Kelleher Sells Drew and Kiki Shilling* David and Emily Singer Hilary and Langley Steinert Carl and Nan Stutz Carole and Jean-Claude Sureau Huanmin Shen and Zaozao Zhang

Cheryl and Rand Alexander** Barbara and William Boger Lindsay and Matthew Boger Michael and Nubia Costa The Cowan Family Jennifer and Michael Desrochers Edward and Sophia Garmey Alexis and Lynne Goltra Elie and LuAnn Jammal Althea and David Kaemmer* Gwen and Vic Khanna Michael and Tiffany Mountz ZhiXin Zou and QiuHong Pan Caroline and Michael Partridge Darren and Kendra Perry Neal Dunn and Rene Russo John Muresianu and Patti Satterthwaite* Kevin Bitterman and Kristen Tahirak Andrew and Elizabeth Thut Liz Chang and Joe Wallace Edward Kane and Martha Wallace** Adam Winstanley and Susie Winstanley ’81** Jonathan and Patricia Woodard SPR I N G/ SU M M ER 2021 | 27

Innovators ($2,500 to $4,999) Anonymous Marshall and Nicole Bartlett Kristy and Michael Beauvais Kristin Bullwinkel and William Schneider Caroline Kester Calhoun ’96 and Ian Calhoun Andrew and Colleen Callen Ellen and Jeffrey Campbell* Frances Devitt** Michael Fay and Karisa Lorenz

468 Donors

Elizabeth and John Franson Adeeva and Jay Fritz* The Blackbaud Giving Fund Joseph and Ksenia Hill Judy and Steve Kaye** Jay and Sarah Khetani Huan Liu Cara and Michael Moreau Lydia and Tom Napoli Carolyn and Andrew Noble Adrienne and Steven Principe Jason and Sarah Robart Timothy Gasperoni and Isabelle Rosso Beau and Susan Ryan Scott Smigler and Shanna Theriault Brian and Meghan Wells 1980 Partners In honor of the partnership of Nashoba Country Day and The Brooks School ($1,980 to $2,499) Anonymous The Cahill Family Gwendolyn des Cognets 28 | NA SHOB A BROOK S S CH OOL BU LLE T I N

Annie and Robert Drapeau* Gordon Gund André and Danielle Heard* Chris and Kate Renyi Lamson and Sally Rheinfrank John and Kate Skelly Karla and Sean Slade* Joe Alvarado and Margaret Sullivan

68%

Increase in alumni dollars raised

Blue, White and Green Partners ($1,000 to $1,979) Maggie Barbuto** Janet and Ray Benvenuti Geeta and Sreeni Bhaireddy Karen Birmingham Kyle and Nicole Brookshire Aura and Jeff Bruce* Kerri and John Cahoy Nancy and Patrick Carey Kathleen and Robert Chartener Maylene Chu and Thomas Schnelldorfer Marie and Robert Collings David and Judy Covin E. Kay Cowan and William Potter** Charles and Katharine Denault** Muriel Desloovere ’63 Joseph Farjani and Laurel Millette Patrick Flynn and Barbara Nash Mark and Susan Gally Sarah Garland-Hoch and Roland Hoch Richard Hardy Kate and William Isaacs John and Nia ’94 Jephson Angus and Jenny Junkin The Kaplan Family Kirsten Kester ’01 and Evan O'Donnell* W. Carl Kester and Jane Manilych** Peter Kirkman* Rachel and Robert Kramer* Ashish and Jerry Larivee Jacqueline Deysher Marchand '01 and Luke Marchand Maeve and Patrick McWhinney John Moriarty TG'98 and Kathryn Ross Ganz Moriarty '03 Elaine and Paul O'Connell Tanya and Stephen Oblak Margaret and Paul Parisi Andrea and Dick Patton*

Barbara Pearson Jennifer Couture and Stephen Rodenhiser Florence and Thomas Rosse** Anne and Willard Umphrey Haidong Wang and Xiaojun Yu Gifts Up to $999 Carole and Nancy Allen-Scannell Amy and Brian Amick Christine Anderson David Anderson Martin Anderson Janet Anderson Chris and Sarah Andrysiak Kara Angeloni Williams and Eli Williams Anonymous (4) Amelia Armitage ’07 Caroline Ashley Melanie and Sana Ata Jill and Stephen Atkins Diane Auger Ashley and Christopher Austin Alison and William Averill Jinman Baang and Kipuda Park Elizabeth Barron and William Barron Jr., TG’72* Natalie Bartlett Gary Bartos and Micky Lee George Bass Christine and William Batalden Shannon and Ben Baumann Kim and Ryan Beagin Michael and Teresa Bean Rachael Beare Julie and Kevin Belmont Victoria Benalfew Lisa Bennett Lauren and Todd Beresford Alexander Berlin TG’92*

Allegra Bernene ’13 Christina Berthelsen Maia Bitterman ’23 Violet Bitterman '25 Alvin and Audrey Block Addison Boger ’20 Penn Boger TG’18 Gail Awad Bogle ’70 and William Bogle** Hooper Brooks TG’53 Tandy Bryant ’06 Henry Bryant John and Krista Bryant Sarah Burd ’99 Bettina and Craig Burr Holden Burr TG’26 Paige Burr ’28 Margaret Burt* Jennifer Haines Butler Joann Calcagno Tahn and Albert Tahn Joan and Robert Calhoun Fiona Calhoun ’29 Graham Calhoun TG’26 Pamela and Peter Callahan Jon Cappetta Andrew and Liza Carey Madeline Carey ’16 Gregg Carman Elena and Karina Beleno Carney Anne Cavan ’99 and Ted Cavan Yully Cha Nicole and Norman Chan Fortunate and Genius Chidzikwe Kara Chisholm and Jeffrey Traill Adam and Sarah Chmielewski Jean Cho and George Whiteside Sarah and Steve Church Rebecca Cipriano Lydia and Miles Clancy Kevin Coakley and Pamela Senese David and Erica Cohen Emily Cohen ’98*

95% Parent participation

29 | NA SHOB A BROOK S S CH OOL BU LLE T I N

Adam and Beth Cohen Amy and Jermaine Cook-Wright Adrienne Correia ’18 Beverly Coughlin Catherine and Julian Cowart Brett and Mia Crawford

Owen Elton TG’10 Stephanie Emmet ’06 Josh Epstein and Shana Kaplan Anthony and Erin Escobedo Edward Feather Devra Feshbach-Meriney John Finley and Stan McGee Alison Flanagan Laura Fletcher “I cannot imagine the Lindsay Flynn ’01* Whitney Flynn ’05* hard work, planning Charles and Joanne Forsberg** and coordination Hilary Fournier and Sam Sturgis Brian and Stacie Fredriksson it took to keep the Rachel Frenkil ’04 students learning Peggy Gaffny in-person, but I Marnie Glassman Gale ’94 Kelly and Mike Gallivan* know first hand it Suzanne Gallo ’05 worked. My daughter Hannah Gallo ’02 Melissa and William Gardner commented, ‘this may Emily and Mario Gatti be the best school Mirko and Reshma Geffken Moira and Salvatore Giacalone year I’ve ever had so Linda and Robert Glassman far.’ We could not be Joseph and Regina Goodwin happier.” Kaitlyn Goodwin ’14 Emma Gower ’20 -Current parent Jessica and Donald Goyette John Grandbois Sacha and William Gregory* Tim Croft Anna Gregory ’20 Susan Culman Bob and Marissa Happ Sarah and Kevin Curtis Benjamin Happ Carmela and John D’Elia Abigail Happ ’20 Colleen Daly Laura and Justin Harrison Elizabeth Wang Darling ’89 and Daniel Hart and Ria Hart ’90 Thomas Darling Margot and Patrick Hartunian Barbara Dau Camie Heller Christopher and Kirsta Davey** Gretchen Herter Derek Davidson Raminta Holden Lindsay Davis ’17 Cheryl and Mark Hollinger Anne DeBoalt Karen Holthouse Esther Dechant and Marcus Favero* Bernadette and John Houldsworth Dina and Donald DeMayo Catherine Howerton ’04 Allison Dempsey ’03 Sarah Hsu ’15 Donna and Ronald Demsher* Caroline Hughes ’14 Lisa and Peter DeRosa Stephanie and Owen Hughes Gauri Dhavan and James Olesen Jo Anna and Paul Jameson Barbara and Thomas Donnelley II Andrew Jameson TG’90 and Andy and Lucy Douglass* Minna Scholten Ellen and James Dwinell** Jevan Jammal ’02 and Ben Metcalf Jeffrey and Marguerite Eberle Jared Jammal TG’98 and Kelley Dan Eder and Hannah Flint ’97 Crowley Jammal ’03 Eva Elton ’14 SPR I N G/ SU M M ER 2021 | 29

692 Gifts

LeeEllen Jones and Robert Jones TG’74** Meghan Joumas ’09 Chris and Liz Joyce Ella Joyce ’30 Carolyn Kaemmer ’04 Fulgence Kalisa and Agnes Lubega Joel and Quincey Katz Laura Kaye ’13 Paige Keady Robert Keller Jonathan Keyes* Betty Ann and Michael Killian Meghan Killian ’07 Matthew Killian TG’08 Mark Kirtland Carleton and Patricia Klinck Ann and Henry Knoblock Maria-Christina and Kenneth Kolodziej Taryn Kook-Clark Daniel Kramer TG’08 Sasha Kramer ’08 Talya Kramer ’10 Peter and Sarah Kuper Karl and Sarah Kussin Ian Laczynski Laura Lande Elizabeth Lawrence ’74 Joan and William Lawrence Amy Leahy Thomas Lee and Lisa Stanley Elizabeth and Phillip Leonard Brennan Lerner Shari Levy Susan Lewis Eleanor Linton York Lo and Rebecca Pearson Lo Meredyth Long Joshua and Zoe LoPresti Anne and Scott Lyman Blair and Tracy Lyne 30 | NA SHOB A BROOK S S CH OOL BU LLE T I N

Marisa and Michael MacClary Caitlin Macy ’84 Claire and Peter Macy George Mandler and Joy Flood Mandler ’86 Eden Marland and Duncan White Anthony and Maria Marolda Guida and Scott Mattison Joan and Paul McCarthy* Anne and John McCormack Megan McGuin and Tjerk van Herwaarden Kaitlyn McHugh Alison Spring Millerick ’93 and Chris Millerick Maritere Mix Annie Montesano and Dan Scheibe Alexander and Kristin Moody Rick Mosher

100%

Board of Trustee participation

Nicole Myers Hannah Nardi ’06 Jen and Macdara Nash Elizabeth Neilson Judith Neilson Christine Nelson Anna Newberg Justin Newberg TG’91 Jane Nitze Regina Nixon Constance Noble Daniel and Jennifer Noel Kate Noel Annelie NyGren-Mitchell Jane O'Connor Christine O'Neill and Phil Rossoni Eleanor Pao Caroline Pappas ’13 Courtney Pappas ’17 Margaret Parker Rachel Parker Supriya Parvatini and Sarat Ravipati

Ginger Pearson ’95 Michelle Perreault Maxine Phaisalakani and Daniel Yusup Lauren Piligian Saly Pin-Riebe and Paul Tatelman Brian Pindura Edmund and Eleanor Polubinski Chris and Patty Popov* Lizbie and Philip Porter* Erin and James Quinlan Elaine and Marcus Rabb Claire Randall Ivy Randall ’20 Kerry and William Ray Paul Benzaquin and Rebecca Magill Chelsey Remington ’81 Tessa Renyi ’20 Timothy Reynolds TG’62 Amy Riddle Molly Rinehart Olivia Ristaino ’19 Anne Roddy* Gilbert Roddy TG’04* Kathryn Roddy ’07* Emily Rose Evan Rosso TG’20 Anna Rusconi ’22 Mae Rusconi ’19 Tessa Rusconi ’24 Christine and Richard Rushmore Angela and Mark Russell Jenni Russell Kim Russell Jennifer Rutherford Amy and David Sagalyn Lisa Sample ’06 Kip and Thuy Saunders Charles Sawyer Claire and Justin Schaeffer Jeffrey and Lina Scherck

100%

Increase in dollars raised during Giving Week/Day

Total dollars raised

$861,000

Penny Schindler and R. Wade Williams Thomas and Tracy Schofield** Christine and Douglas Schuster* Kaitlin Schuster ’17 Kimberly Schuster ’13 Aimee Scott Patrick Sedney Allyn Seymour and Karen Seymour ’72** Conor and Elisabeth Shapiro Eric Shapiro Kristen and Sean Sheehan* Ellie Shilling ’17 Maggie Shilling ’10* Reid Shilling TG’07* Christine and Richard Siegrist Erica and Scott Silverman Ann Simione Adam and Amy Simon Michelle and Gregory Singer Anne and Andrew Slugg Madeleine Smith ’20 Marin Smith ’93 Elise Sohn ’20 John S. Solakian Christine and Douglas Sproule Elizabeth and Platt Staunton Katherine Steele Lexie Steinert ’17 Max Steinert TG’10 Nicholas Steinert TG’09 Mac Stephens David and Kerry Stevens Jeffrey and Lynne Stone Kate Stone Nancy Stone Laura and Stuart Strong* Lindsay Strong ’15 Josh Stuebing Natalie Sullivan Alexander Sureau TG’20

Sophie Sureau ’28 Mollie Surprenant Sarah Thomsen Desi Thorne Natasha and Zachary Tofias Lisa and Frank Tursi Sonia and William Valentine Donald and Katy Van Dyne Meredith Van Dyne Maggie-Molloy Van Dyne ’15 David and Lora Venesy Emily von Weise ’11

“I give to The Nashoba Brooks annual fund because I am moved and inspired by the hard work and dedication from all the employees. Their hearts and passion for education is clear and, knowing that the annual fund is the key to supporting their work, I give in their honor.” -Current parent David Wadleigh TG’57 and Susan Wadleigh Kayleigh Wanzer Emily Watulak ’00 Catherine Wayman ’03 Gia Weaver ’20 Matthew and Rebecca Weig David White TG’52 Jonathan and Sarah White Tricia White Emily Whitledge Andrew and Heidi Williams* Nicole Williams Rita Wiswell Elizabeth Wolfram ’19 Ryan Wonsor Arlene and Patrick Wood Christina Woodford

19%

Increase in average gift size

Byron Woodman Esther Yoon Amy and Robert Zidow Jason Zindars and Katharine Zindars ’98

THE CAMPAIGN FOR OUR FUTURE Thank you to the following donors and community leaders whose generosity helped make Phase 1 and 2 of The Campaign for Our Future possible. Maggie Barbuto Kevin Bitterman and Kristen Tahirak Bettina and Craig Burr Gail Burr and Matthew Burr TG’89 Ian Calhoun and Caroline Kester Calhoun '96 Barry Cohen Janet and Steven Correia E. Kay Cowan and William Potter Erin Daly and Konrad Lee Barbara Dau Charles and Katharine Denault Dorothy Denault Jacqueline Deysher Marchand '01 and Luke Marchand Annie and Robert Drapeau Neal Dunn and Rene Russo Anne and Jeffrey Elton Alice and Jonathan Flint Adeeva and Jay Fritz Timothy Gasperoni and Isabelle Rosso Jay Graham and Kate Moriarty Graham ’98 Lindsey and Zack Gund Fawn Hardison and David Mayer Richard Hardy SPR I N G/ SU M M ER 2021 | 31

∞

Infinite gratitude for everyone who made this possible. André and Danielle Heard Hathaway Jade Holly Kimball and David Sharrow Chun Jen and Walter Kelt Fulgence Kalisa and Agnes Lubega Jay and Sarah Khetani Rachel and Robert Kramer Stephen Lanzendorf and Ann Peterson Kathryn and Vince Lorusso Christine and Tom Mazza Carol and John Moriarty Michael and Tiffany Mountz John Muresianu and Patti Satterthwaite Greg and Kim Pappas Caroline and Michael Partridge Andrea and Dick Patton Saly Pin-Riebe and Paul Tatelman Elizabeth and Thomas Renyi Lydia Rheinfrank and Kyle Rusconi Huanmin Shen and Zaozao Zhang Drew and Kiki Shilling Karla and Sean Slade Hilary and Langley Steinert Carl and Nan Stutz Adam and Melanie Sureau Carole and Jean-Claude Sureau Andrew and Elizabeth Thut Chris and Irene Todd Charlotte Whitmore

CORPORATE, FOUNDATIONS, AND MATCHING GIFTS American Family Insurance Anonymous Bank of America Charitable Gift Fund Benevity The Benvenuti Family Foundation Bessemer Trust The Blackbaud Giving Fund 32 | NA SHOB A BROOK S S CH OOL BU LLE T I N

The Boston Foundation C-Span Education Foundation Charitable Flex Fund Charles Schwab Charitable Fund Clara Jeffery Charitable Trust Community Foundation for a greater Richmond The Dau Family Foundation The Donnelley Foundation Fidelity Investments Haldeman Family Foundation JPMorgan Securities Kane Wallace Foundation Merrill Lynch Bank of America Corporation NSTAR Foundation Okemo Capital Management Olympus Corporation of the Americas Raytheon Company Rosse Family Charitable Foundation State Street Corporation Tom and Patty Doar Foundation, Inc. Varallo Orthodontics Vertex Pharmaceuticals Incorporated

ENDOWED GIFTS Special gifts were made to the following funds: Denault Library Fund Charles and Kathleen Denault Dorothy Denault

E. Kay Cowan Faculty Fund Barbara Dau Katherine Bair B’80 Memorial Fund Kelly and Mike Gallivan Rosse Family Scholarship Fund Florence and Thomas Rosse Service Learning Fund Janet and Ray Benvenuti The Huyen Truong Memorial Fund for Financial Assistance Chau and Kim-An Nguyen Suu T. Trieu Nancy R. Ashkar Science Fund James W. Ashkar The Mikal R. Cohen Memorial Scholarship Fund Barry F. Cohen

Class

NOTES Emily Capofreddi ’16 and Hayden Monahan ’19 at Tulane University

School tennis team. Gusty currently ranks 165 in the United States in the girls 16 and under age division.

The Grade 8 Class of 2021

CLASS OF 2021 ALUMNI INDUCTION The Class of 2021 was officially welcomed as Nashoba Brooks School Alumni at their Induction Ceremony on June 9. The event included delicious breakfasts, wise words from fellow Alumni, IVY RANDALL ’20, SASHA KRAMER ’08 and TALYA KRAMER ’10, and keynote speaker MAGGIE SHILLING ’10, as well as questions and reflections from our graduates as they looked ahead to their new adventures while being mindful of staying connected to their Nashoba Brooks roots. Finally, the Class of 2021 Alumni Ambassadors were announced as MOLLY SCHNIEDER ’21, BELLA MARLAND-HALL ’21, and SOPHIA LIAO ’21. As a parting gift, our graduates received branded fanny packs with letters from older alumni tucked inside. Thank you to ERIN SHEEHAN ’20, CHIARA PETRACEK ’19, MAE RUSCONI ’19, MARGOT VENESY ’19, ELIZABETH WOLFRAM ’19, OLIVIA RISTAINO ’19, MEAGHAN SHEEHAN ’18, LULU FEENEY ’17, MEGHAN KILLIAN ’07, and MARGARET DAVEY ’12 for sharing kind words of encouragement and advice to our newest group of alumni. GUSTY BEVERIDGE ’20 recently qualified for the Easter Bowl National Championships in San Diego in March. The tennis tournament features the top 64 players in the country in each age group. She qualified as a Boston Herald All-Scholastic. Gusty played an undefeated season on the Concord-Carlisle High

HAYDEN MONAHAN ’19 and EMILY CAPOFREDDI ’16 are rooming together at Tulane University this fall! LULU FEENEY ’17 graduated from Lawrence Academy after winning the theater award and spent the summer working at Fog Town Farm on Nantucket. Lulu also volunteered at Windthrush Farm in North Andover, MA. She is excited to attend Skidmore College in the fall.

The Steinert family with Max TG ’10, Lexie ’17, and Nick TG ’09 at the center

LEXIE STEINERT ’17 has spent the summer in Hawaii where she has been learning about farming and sustainability, as well as absorbing local culture. She is excited to attend Vanderbilt University this fall.

CHARLOTTE GALUSZA ’16 graduated from St. Marks School in June of 2020. She was a tri-varsity athlete and captain, attaining New England and national team wins in field hockey, squash and crew. She earned 11 varsity letters and was awarded the Independent School League Award of Excellence. As a freshman at Boston University she made the dean’s list and was 6-seat in the varsity’s 1st boat that went to the Patriot League Championships. This fall she

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Charlotte Galusza ’16 (center) with her family

will row for their division 1 women’s open weight team. JESSE RYAN ’13 graduated from Tufts University and has moved to New York. She is working as a paralegal for the eastern district of New York's public defender’s office in Brooklyn.

Sophie Robart ’09 at her law school graduation

NICHOLAS STEINERT TG’09 will enter his junior year at Washington and Lee University, where he plays on the men’s soccer team.

NOA RYAN ’11 is working for an educational software company, writing scripts for video games that the company produces for schools. She also volunteers for Parole Prep, which supports people getting their advocacy packets together for clemency and parole applications. MAX STEINERT TG’10 will be going to the Princeton University School of Engineering and Applied Science after a gap year. MAGGIE VAN DYNE ’10 returned to Nashoba Brooks this fall as a Grade 6 teaching assistant and had lots to say about her experience: “Returning to NBS brought back many memories of my time as a student. I was welcomed with open arms by teachers, administration, and the students. I loved working alongside teachers I once had and learning first hand how to run a classroom. So many amazing changes have occurred on campus and I had a great time exploring the new spaces. This experience allowed me to affirm my love for teaching and motivated me to continue my career path in education. I truly enjoyed my time back at Nashoba Brooks School and I plan to visit campus when I return from college!” SOPHIE ROBART ’09 graduated from Wake Forest School of Law in May 2020, took the bar exam, and moved to New York City in the fall to start her job as an Assistant District Attorney in the Manhattan District Attorney’s Office. Sophie’s current caseload is majority domestic violence cases. Outside of work, Sophie is enjoying exploring the city, especially finding small farmers markets on the weekends. 3 4 | NA SHOB A BROOK S S C H OOL BU LLE T I N

Matthew Killian TG’08 in the Dominican Republic

MATTHEW KILLIAN TG’08, is a junior at St. Lawrence, and had a great experience traveling to the Dominican Republic this summer.

Daniel Kramer TG’08 rowing

DANIEL KRAMER TG’08 graduated from Dartmouth College with a double major in Quantitative Social Science and Government. A 4-year member of the varsity rowing team, he earned a silver medal at the 2021 IRA National Collegiate Rowing Championships. In July, Daniel began work as an analyst at PJT Partners in New York.

15 years ago through Yankee Swaps, Nashoba Brooks Alumni events, and celebrations such as this one. TANDY is also starting a new role in the development office at Nashoba Brooks which includes responsibility for alumni relations. She looks forward to seeing many of you at alumni events, and to hearing and sharing your news.

Sasha Kramer ’08 in front of the ship she worked on this spring

SASHA KRAMER ’08 wrote to tell us about her experience this spring participating in a NASAfunded field campaign in the North Atlantic ocean called EXport Processes in the Ocean from Remote Sensing (EXPORTS): “This project aims to improve our understanding of the ocean's biological pump, which is the process by which carbon moves from the atmosphere into the surface ocean and eventually to the deep ocean. Our ship left from the port of Southampton in the United Kingdom for the monthlong research cruise. I was a member of the science team and was processing ocean water samples from different depths. We accomplished all of our scientific goals and collected a huge number of samples that will help us to characterize the variability of the phytoplankton that live in the surface ocean and the nutrients they consume. Now, we are home analyzing the data and writing up our results! It was a lot of work but also a lot of fun - particularly because our science team was more than 70% women!”

Suzanne Gallo ’05 and Jevan Jamma ’02 while hiking

SUZANNE GALLO ’05 is completing her Masters of Science in Behavior Analysis at Simmons University while focusing on “evidence-based interventions for individuals with developmental disabilities and autism spectrum disorder.” Suzanne and JEVAN JAMMAL ’02 completed the Pemigewasset Loop hike together in the White Mountains in May 2021. They covered 31 miles of unforgettable terrain.

Sara Gillis ’03 and son Boden in Maine Stephanie Emmett ’06 with fellow Class of 2006 alumni

STEPHANIE EMMETT ’06 was joined by her fellow Class of 2006 alumni, HANNAH NARDI ’06, LISA SAMPLE ’06, and TANDY BRYANT ’06, to celebrate her bridal shower. Members of the Class of 2006 have stayed connected since their graduation

SARA GILLIS ’03 delivered her son Boden in March. She returns to her job at Lawrence Academy this month, where she works in the admissions office. ANNE GERAGTHY ’03 married Michael Marinella at the Cliffside Resort in Ogunquit, Maine, in July 2021. Anne and Mike reconnected at Lucky’s Lounge SPR I N G/ SU M M ER 2021 | 35

Anne Geragthy ’03 and husband Michael Marinella

in Boston in July 2016 and realized they knew each other from their Fenn and Nashoba Brooks days!

From the ARCHIVES We took a look into the archives for memories from the Classes of 2011, 2001, and 1991 to acknowledge and celebrate their 10, 20, and 30 year Nashoba Brooks anniversaries! Check out the class photos below and see if you can spot a few familiar faces. We’d love to hear updates from members of all classes and hope to create some opportunities to reconnect. Please email us at alum@nashobabrooks.org to share your ideas for class connections.

2011

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2001

1991

1981 Grade 3

Share Shareyour yournews! news! Hey, alumni! Please share your news forfor thethe next Class Notes section of the Bulletin. Have youyou graduated or or Hey, alumni! Please share your news next Class Notes section of the Bulletin. Have graduated started a new job? Recently gotten engaged or married? Have youyou added to your family? Traveled to exotic started a new job? Recently gotten engaged or married? Have added to your family? Traveled to exotic places? Made anan impact in in your local community? Have youyou gotten together withwith Nashoba Brooks friends? We We places? Made impact your local community? Have gotten together Nashoba Brooks friends? want toto know. Drop usus a line and bebe sure to share a photo! Send your news or update youryour contact information want know. Drop a line and sure to share a photo! Send your news or update contact information byby emailing alum@nashobabrooks.org. emailing alum@nashobabrooks.org.

SPR I N G/SU M M ER 2 0 2 1 | 6 SPR I N G/ SU M M E R 2021 | 37

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The White team gets ready battle Blue at Field Day