The Crest P O R T L E D G E
S C H O O L
M A G A Z I N E
W I N T E R
2 0 1 9
Contents WINTER 2019
2 Growing Together 4 Board on Board UPPER SCHOOL
6 A voiding Shortcuts 8 Let’s Talk Story 9 Demystifying the International Baccalaureate
12 Balloon Molecules 13 Portledge School Walks for Autism
14 P ortledge Pals
MIDDLE SCHOOL
LOWER SCHOOL
16 Middle School Happenings
21 Growing Adults Together
18 A Season Full of Giving at
23 The Joy of Learning in the
Portledge
Early Years
24
ATHLETICS
14
24 Fall Recap 30 Health & Wellness ALUMNI UPDATES
32 Catching Up with Alex Steinberg ’85
33 Portledge Athletic Hall of Fame
34 Alumni Updates 34 In Memoriam FOUNDERS DAY
36 Founders Day
40 The Portledge Fund 42 This is Portledge Instagram 40 Summer Adventures
Board of Trustees Samara Meshel, President Lindsey Barnett, Vice President Donald D. Wilson, Treasurer Mary Ellen Mooney, Secretary Claude A. Bahnik ’90 Donna Burke Kimberly Dey Peter Guo Jamal Haughton Joshua Kugler Dana Pagliara David Schamis Lisa Warren Valerie Yardeni
PORTLEDGE SCHOOL | 1
“
Not a having and a resting, but a growing and becoming, is the character of perfection as culture conceives it.” —MATTHEW
ARNOLD
Growing
Together
by Simon Owen-Williams, Head of School
Our school theme for 2018-2019 is Growing Together. It is a simple yet powerful message, encapsulating the positivity and hope for our school. In some ways, it expresses an aspiration for not just “having and resting,” but also a desire for us to strengthen the existing bonds within our culture by “growing and becoming,” as Matthew Arnold put it. It is to this issue that I wish to turn my comments for this edition of The Crest. Carol Dweck has written extensively about the difference between what she calls a “growth,” versus “fixed” mindset.* The idea that our abilities, intelligence, and skills are unchanging is represented by a fixed mindset; we have certain talents and we are “stuck” with those for the rest of our lives—they are difficult or impossible to really develop. In a growth mindset, on the other hand, as Dweck puts it “students understand that their talents and abilities can be developed through effort, good teaching, and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.” The difference between the two is neatly summed up in the following diagram.
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Dweck’s central idea is that, as individuals, we often get hamstrung (adopting a fixed mindset) by society’s expectations of us, are surrounded by images of what success looks like in others and rarely quite see ourselves able to attain this status. In a way, she is saying that our beliefs about ourself, often reinforced by external perceptions, can actually hold back our potential. A strange underconfidence develops which sometimes causes us to fear failure. We do not think strategically about how to improve our lives (because we worry about making mistakes and looking silly) or to recognize that confidence is a skill to be taught and learned. I believe this confidence is the key to getting unstuck. Instead of developing and
understanding our own level of selfconfidence, many of us tend sometimes to believe (with an almost Confucianlike conviction) that we are where we are in society for a predestined reason and nothing is likely to change our station in life, no matter what we do. We do not see ourselves, as Alain de Botton says, “to be the sort of people who can win.” Happiness, even, is to be found in simply understanding and accepting these rules, obligations, and our predetermined roles. It’s not too much of a stretch to imagine that an entire community or even culture can adopt this type of fixed psychology, where creativity and innovation is stifled, and where we frown upon change. Whole societies become rooted in the ways things have always been, perhaps fearing collective failure, seeing themselves as an “impostor” when more is expected, perhaps even imagining that the often repeated negative stereotypes must be true. Worse still, this can result in people simply not taking responsibility for their own actions because everything is somewhat predetermined no matter what we do!
School communities can also suffer from the same inertia and doubt when they avoid challenges, stop trying to improve, settle for second best, become closed off, and, ultimately allowing others to define them. Yet, I think that in truth, “nothing fundamentally stands between us and the possibility of responsibility, success, and fulfillment” (de Botton). We can improve and use failure as a key to open dialogue, but we need to build confidence within ourselves and within our school in order to be able to do this. Paradoxically, we have to be open to the idea that being more confident about responding to failure and being able to grow from it is a good thing.
Two Mindsets Carol S. Dweck, ph.D Graphic by Nigel Holmes
For the Portledge community to grow together, we must continue to face some difficult challenges that surely lie ahead. To do this, we must be honest with ourselves and take a leap of faith. Being honest and truthful is essential for our growth to continue. When we are truthful with ourself sometimes the obstacles in our way can seem great and, at times, even insurmountable, but we need to be confident to know that with the right training, vision, teaching, effort, and learning, we can do this! Again, at the individual level, to tackle these obstacles head-on will mean direct conversations about how we, as adults and students, can both improve our learning through ongoing, effective feedback (delivered thoughtfully) and thoughtful discussions. To become better and more knowledgeable people, we must also persevere in this face of failure; we need to face the facts and turn the information and data we have into the knowledge we can use to get better each day. For example, teachers will need to share the value of ongoing professional development with their colleagues, and students must understand themselves and identify what their next learning steps (and character growth) need to be through honest self-evaluation. Both groups need to find “inspiration in the success
of others,” and from each other, both inside and outside the classroom. To grow together, in other words, will require sustained reflection and honest dialogue. Open communication can be messy and fraught with disagreement but ultimately results in more in-depth understanding and a more informed perspective. It is this same dialogue that will help our community to grow together. If we are willing to continue to make these efforts (and it does take concerted,
ongoing effort to listen to various perspectives, to value people’s opinions, to be bold in our thinking, to honor our past, to dare to be creative, to plan, to strategically use the evidence we find, to do the right thing, etc., then we will collectively move forward. And when we grow together, the social and emotional well-being of our children will be nourished, the quality of education will be improved, and we will become a stronger and better school.
* Carol Dweck, Mindset: The New Psychology of Success; Alain de Botton, On Confidence, Matthew Arnold, Culture and Anarchy PORTLEDGE SCHOOL | 3
have focused our attention even more on the Master Facilities Plan. This plan will eventually result in a new school building, a state-of-the-art athletic and wellness center. The center will become another reason for all of us to take significant pride in Portledge and the resources it provides for those on campus. We have also changed the concept of our annual Auction Gala. Now called the Portledge Benefit, the less formal club party theme on a Friday night will allow for more mingling and even more fun. The silent and live auctions that people enjoy so much will, of course, remain. As someone who has chaired or co-chaired the annual Auction Gala multiple times, I am thrilled with its continued evolution. I am also humbled to be this year’s honoree, and I hope that all of you come on Friday, March 29 and have fun, bid on items, and help Portledge continue to thrive. Please also consider sponsoring the auction at whatever level you feel most comfortable, donating items to the live and silent auctions, and taking out advertisements in the Benefit’s Journal.
Board on Board by Samara Meshel, President of the Board of Trustees I cannot believe that so much of this year is already over. Soon, our campus
will be green again, the cherry blossoms will emerge, and our athletic fields will be full with energetic young men and women competing with pride for Portledge’s Blue and White. With that in mind, I want to provide an update
Further, we have a mini-accreditation coming up in April. Although it creates additional work for the Board, the faculty, and the administration, it provides a great opportunity to showcase all of the amazing aspects of Portledge, including its unparalleled faculty. Before we know it, another school year will come to a close. I want to thank the whole Portledge community for all its involvement and support in making this another successful year!
on some of the Board initiatives that will hopefully benefit the students, the faculty, the staff, and the administration. The Board remains focused on implementing the Strategic Plan. We have seen so many improvements over the past year, including, most notably, the opening of the Commons. As many of the other goals of the Strategic Plan come to fruition, we
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Samara Meshel President of the Board of Trustees Alexander Meshel ’14 Zoe Meshel ’19
UPPER SCHOOL
SNAPSHOTS
PORTLEDGE SCHOOL | 5
UPPER SCHOOL
Avoiding
Shortcuts by Harry Grzelewski, Director of Upper School I remember my first encounter with the future: a group of graduate students
and I were ushered into a room of Wang computers, handed a very large floppy disk, and welcomed to the Digital Age. We were given a series of steps to write down and eventually commit to memory that would allow us access to this device that would change our lives. The commands were in BASIC, and after a 30-minute session, I had learned enough to log in!
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Very rapidly, programmers developed shortcuts, bundling commands and making the process of accessing and using computers manageable. Where would we be without shortcuts? I am grateful for shortcuts and yet, in many parts of my life, avoiding shortcuts is part of my personal strategy. Of course, I have not regressed to learn BASIC—or any other computer language—but I am always interested in what lurks behind shortcuts. I know the shortest paths on campus to almost every building, but when I have spare minutes, or if I’m here after hours, I will, paraphrasing Robert Frost, choose the road less traveled. All roads on campus are well-traveled, so when I invoke the road less traveled, I mean I’m avoiding the shortest route between two points. Other than accumulating my required steps for the day, avoiding shortcuts rarely uncovers the rewards lurking in the Frostian promise of choosing the less worn path. I misuse his advice, which is meant for living a life of less conformity, of choosing risk over safety, and yet, in my own way, I’m seeking the same rewards—on a much smaller scale. Shortcuts are essential to our fast-paced and productive world, but there are hidden rewards and discoveries in taking some time to write a note rather than send an e-card or email. I have experienced the joy of interrupting Nature when she thought no one was looking and discovered an eagle scanning the
“
area for prey when I have taken the long route. I have even tried a different route home in my car, only to discover I missed a speed trap that I might have fallen victim to in my routine—not that I would ever exceed the speed limit. Avoiding shortcuts often means slowing down as well. If I had paid more attention to shortcuts when I was younger, I would have performed better on math tests. I enjoyed long division and the magic of working problems to their solutions in different ways. Fun but not efficient. I preferred reading every word rather
than skimming, and I still prefer making my own dinner to fast food. My observation of students is that they always prefer the shortcut. I worry about the temptations that come with reading online summaries as opposed to the work itself. In an age of Twitter, the ultimate social media shortcut, reading and composing is often reduced to “sound bites.” Shortcuts have an important role in our lives, but in education, I am recommending that we fight the urge to circumvent the learning process and embrace the sometimes tedious but valuable long way to knowledge.
Shortcuts are essential to our fast-paced and productive world, but there are hidden rewards and discoveries in taking some time to write a note rather than send an e-card or email. I have experienced the joy of interrupting Nature when she thought no one was looking and discovered an eagle scanning the area for prey when I have taken the long route.” —HARRY
GRZELEWSKI, DIRECTOR OF UPPER SCHOOL
PORTLEDGE SCHOOL | 7
UPPER SCHOOL
Let’s Talk Story
by John Greene, Visual Arts Teacher
Each summer stirs up the following questions: “What new life experience can
I bring into the classroom?” “How can I improve the learning environment?” “How can I nurture not only the growth of the individual but also the growth of the community which exists within my classroom?” “How can we learn to grow together?” This year, those questions were answered serendipitously with a chance meeting on my front porch. You see, I am a vinyl record collector and during the summer months, I have record sales on my porch. On this particular day, a man, named Lance, came to my sale and immediately started a conversation. It was not your typical small talk about the weather but rather things like what he does for a living, where he lives and where he lived before—and that’s
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where it got really interesting. Although Lance was born on Long Island, he had spent the last 10 years living in Hawaii and had just recently moved back. He explained that he was having a hard time readjusting to the fast pace of New York and he talked about how much different it was in Hawaii. Life was slower and people wanted to talk and get to know one another. They called it “Talk Story.”
I was immediately struck by the simple yet profound implications of wanting to get to know one another and taking time out of your day to make it a priority. Then it hit me: Talk Story—that was it! That was the answer to all of my summer questions. If I make time in my classes to allow students to get to know one another, I mean, really get to know one another, I can create an environment where students feel free to ask questions, express their opinions, and listen to one another. In essence, by sharing our individual stories, we would grow together. I have been providing time to Talk Story in all of my classes and it has proven fruitful. Students have been willing to share and to listen. Thank you, Lance.
Demystifying the International Baccalaureate by Trish Rigg, IB Coordinator
The International Baccalaureate (IB) Diploma Programme (DP), now in its
third year of teaching and sixth year since Portledge began our accreditation process, is continuously gaining interest; however, many students and parents still have questions as to what it actually is. The program celebrates its 50th anniversary this year, yet in our immediate area, it is less familiar than other curricula. In short, the IB is a vetted curriculum that is recognized all over the world. The IB got its start in elite private schools in the post-World War II era. Diplomats were looking for a challenging academic program that could ensure their children would gain the skills necessary to be successful in all measures of life. Upper School students at Portledge can either take IB courses or opt into the full program, a two-year curriculum that is a dynamic and connected interdisciplinary academic experience. In addition to taking the six traditional academic classes (English, history, mathematics, science, the arts, and world languages), IB DP students also focus on the core of the curriculum, which includes a Theory of Knowledge (TOK) course (metacognition - thinking about thinking), the Extended Essay
(an independent research endeavor), and, finally, CAS, which stands for Creativity, Activity, and Service, through which students document their specific initiatives and contributions in these areas. These components depend heavily on developing students’ ability to deeply reflect on their learning process inside and outside the classroom. The courses emphasize depth and an interdisciplinary approach, integrating elements of TOK into each of the academic courses. The IB program values authentic assessment and allows teachers to find an array of diverse and balanced assessments. While a cumulative exam concludes each course, there are additional internal and external evaluations, giving students multiple
avenues to success. In this way, the IB values synthesizing information in a critical manner over rote memorization. As the IB program has grown and become integrated into more secondary schools, many top-ranked institutions like Stanford University, University of Virginia, New York University, and others feel that students who graduate having completed the DP are better prepared for college-level work than
PORTLEDGE SCHOOL | 9
UPPER SCHOOL
10
Reasons why the IBDP is ideal preparation for university
1 It increases
3 It encourages you to
Research* shows that DP graduates are much more likely to be enrolled at top higher education institutions than entrants holding other qualifications.
For example, the Extended Essay requires independent research through an in-depth study.
academic opportunity
2 IB students care about 4 It’s an international more than just results Through creativity, action, service (CAS) you learn outside the classroom and develop emotionally and ethically as well as intellectually.
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become a confident and independent learner
qualification
The DP is recognized globally by universities and employers.
other students. The Extended Essay demonstrates college-level research skills, the reflective process of TOK and CAS develops a level of maturity and self-awareness, and the overall rigor of taking seven courses per year enhances critical time management skills, all of which makes for a smoother transition to college. Recent graduates of our program report that they feel empowered in their new academic settings. In addition to gaining confidence, students have also gained significant academic credit. Will Benjamin ’18, who attends New York University, earned 16 credits from two IB classes. At some colleges, the IB diploma is seen as the equivalent of a full year of college-level work and students enter as sophomores. The admissions officers who visit our school have been excited to learn that we offer the full diploma program and enthusiastically seek out applicants from the program.
to IB courses. The IB style of teaching and learning prioritizes communication and self-management skills, learning from failure, and putting things into a global context to understand multiple perspectives, and these values transcend any discipline or age group.
The greatest value that the IB has provided us to date is the collaborative approach to teaching and learning for both student and teacher. Whether teaching a middle school health class or an advanced chemistry course, all can benefit from the methodology applied
As we move ahead with the program, the intention is to train more teachers in IB pedagogy, whether they teach an IB course or not. The greater our collective understanding of what this program is, and what it can provide, the more we can strengthen our own mission, which in part states, “...students are inspired to realize their individual potential by developing the critical thinking
5 Graduates are
7 DP students
globally minded
Language classes encourage an international mindset, key for increasingly globalized societies.
6 The IB encourages
critical thinking
Learn how to analyze and evaluate issues, generate ideas, and consider new perspectives.
have proven time management skills Take good study habits and strong time management to further education and the working world.
8 It assesses more than
examination techniques
Learn to understand, not just memorize facts or topics and prepare for exams.
skills and moral courage necessary for lifelong learning in an increasingly complex world,” which naturally dovetails with the IB’s mission to “... develop inquiring, knowledgeable, and caring young people with adaptable skills to tackle society’s complex challenges and who will help to make it a better, more peaceful world.” Information sessions regarding the IB for both students and parents will be offered throughout the year, so all can make informed decisions about curricular choices moving forward. For more information visit www.portledge. org/ib or reach out directly to Trish Rigg, IB Coordinator.
9 Subjects are not
taught in isolation
Theory of knowledge (TOK) classes encourage you to make connections between subjects.
10 It encourages breadth
and depth learning
You are able to choose courses from six subject groups and study subjects at different levels.
*Based on IB research- www.ibo.org/research ©International Baccalaureate Organization 2014
PORTLEDGE SCHOOL | 11
11 Balloon Molecules
by Sonna Allen, Science Department Head
On October 24, AP Chemistry students investigated the VSEPR Theory by
transforming their classroom into a balloon wonderland. VSEPR Theory is a simple model for determining the shapes of small molecules by analyzing the pairs of electrons and their arrangement around the central atom of the molecules. Students inflated large balloons to represent the more repulsive, nonbonding (or lone) pairs of electrons, and smaller balloons to represent the less repulsive, bonding pairs of electrons. After inflating the balloons, they tied them together to assemble different combinations of electron pairs around a central atom and to illustrate the molecular shapes that result.
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This laboratory activity is part of the class’ study of bonding, which is part of the AP Chemistry Big Idea 2: “Chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, and molecules and the forces between them.” Students inflated a total of 14 different balloon molecules to represent the different possible molecular shapes
of molecules with one central atom. Creating the balloon molecules allowed students to better visualize the molecular shapes because they could physically handle the shapes and rotate them. It also provided a physical reinforcement of the comparison of the repulsion of the different electron pairs, and that the lone pairs alter a molecule’s shape and reduce bond angles more than a bonding pair. Once students built their balloon molecules, we used them to discuss the behavior of these molecules in terms of their polarity and intermolecular forces, which cause differences in their chemical and physical properties (such as melting points or solubility).
Portledge School Walks for Autism by Kelly Walles, Associate Director of Development Team “Tyler W” was 350 people strong walking for Autism Speaks at Jones Beach on Sunday, October 14. Over
25 Portledge sophomores, including captain Gabrielle Wittels, came out to support the cause. Team “Tyler W” was the largest and raised the most money on Long Island with over $24,600 collected! Congrats, Gabrielle and all those who participated!
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UPPER SCHOOL
Portledge Pals by Kelly Walles, Associate Director of Development The start of the 2018-19 school year brought the launch of a new and exciting tradition called Portledge Pals. The
brainchild of the Head of School, Mr. Owen-Williams, the goal of this new program is to create connections between students across grades and generations while keeping them firmly rooted in the history of Portledge. From the first day of school, the senior class Portledge Pals embraced their new roles as friends and mentors and met with the first graders for lunch and the 2018 Convocation & Pinning Ceremony. During the ceremony, the first graders proudly received Portledge Class of 2030 pins from their senior pals. In return, they wrote heartfelt notes of thanks, which we are sure the seniors will cherish for years to come. The next meeting of the Portledge Pals took place in October, where they met for a reading of The Giving Tree by Shel Silverstein. The first graders were able to learn about the joys of giving and each received a copy of this cherished tale, with a special note from their Portledge Pals.
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There are various other special events scheduled for the Portledge Pals for the remainder of the year, bringing together our soon to be alumni and first graders. We hope this shared experience allows the students to grow together and truly learn what it means to be a part of the Portledge community.
MIDDLE SCHOOL
SNAPSHOTS
PORTLEDGE SCHOOL | 15
MIDDLE SCHOOL
Middle School
Happenings by Susan Edwards-Bourdrez, Director of Middle School
Bruno Mars?! Yes! I promise to get back to him a bit later… As many of you know, we are working hard to reach the goals of our current
Strategic Plan. This first trimester in Middle School, a number of initiatives connect with Goal #4: “Create an inclusive learning environment that engages teachers, students, families, staff, and administrators in a commitment to equity, social justice, and intercultural awareness.” The benefits of such a commitment are numerous, and a few examples of how we are going about this illustrate not only how the community benefits, but also how students grow individually from such experiences.
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In eighth grade, students reflected on the newly adopted required summer reading book Refugee, by Alan Gratz. The book shares the lives of three different children in three different time periods from three different backgrounds, all refugees. Class discussion and activities explored empathy, the process of making difficult decisions, and appreciating divergent viewpoints. Students told me that the book “gave us a different perspective on what the world’s problems are,” “helped us make
connections to what is going on today,” and “made me think twice about my point of view about refugees.” One student even remarked that the book “changed my perspective on how I see the world.” How about that for meaningful learning? In a Spanish class, Mr. Pedro Torres, one of our maintenance workers, spoke in Spanish with students and shared his family’s Day of the Dead traditions. Students were able to compare and contrast the Mexican holiday with our Halloween, developing their language skills in the process. In 7/8 Chorus, students Skyped with Matisyahu Miller, a multi-talented musician and the composer of a song they will sing at the Thanksgiving Assembly and the Winter Concert. Students asked him questions and learned how he came to collaborate on the song with Bruno Mars (promise kept), how Miller was inspired by music when he was lonely and down as a teenager, and even what countries were his favorite to visit when on tour around the world (Brazil was his first response). Then the chorus got to sing “One Day” for the composer, who beamed as he listened and shared the performance with his son, who was allowed to stay home from school for just that purpose! The lyrics of unity and peace are inspirational, and the experience was one everyone will remember for quite some time. In a wonderful coincidence, as the seventh grade was studying The Running Dream and making connections between Portledge’s Kindness Pillar and the events in the book, the song “One Day” was the background music of “The Kindness” Boomerang video the classes watched.
As we work to foster leadership and responsibility in our students, members of the Upstander Club chose to sponsor a viewing of “Remember the Titans” after school, and one middle schooler gave a most impressive introduction to the issues of racism, discrimination, and inequality explored through the historical context and real-life events portrayed in the film. Many of the students and adults in the room were deeply touched by the movie and its theme of strength through unity. Finally, in November, with Thanksgiving and Veterans Day in mind, health classes wrote letters of gratitude to
our veterans. Research has repeatedly proven how a habit of expressing gratitude increases well-being, so an activity like this not only connects us to others and raises awareness of what that “other” has sacrificed, it also helps develop a gratitude mindset and builds character. As we seek to make real-life connections and build an inclusive, informed, and empathetic community, it is easy to see how interwoven the strands of inclusion, character development, and well-being are (as are the Strategic Plan goals and strategies). I am excited to see how we will continue to grow in these areas and beyond as we move through the year!
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A Season
Full of Giving at Portledge
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by Kelly Walles, Associate Director of Development During the first semester of the academic year, the Portledge Student Council
organized a number of charity drives benefiting those less fortunate during the holiday season. On Thursday, November 15, the Student Council helped to load a truck full of boxes containing non-perishable food items (all donated by members of the Portledge community) to be sent to Island Harvest. Island Harvest serves as Long Island’s largest hunger relief organization. Its website notes its growth and impact, “Our volunteers and staff now deliver millions of pounds of good, surplus food – much of which might otherwise go to waste – to a network of 570 Long Island-based food pantries, soup kitchens and other nonprofit organizations that offer feeding services for those in need.” Students, families, faculty, and staff all worked together in an effort to raise donations for this holiday season. The Student Council set up collection bins in almost every building on campus and, as a result was able to donate 2,364 pounds worth of food! Such acts of kindness do not go unnoticed as each one helps in Island Harvest’s mission to end hunger and food waste on Long Island. The next drives were for toys and winter coats/accessories. The winter coat/ accessory drive was held in partnership with Long Island Cares. We collected over 300 toys and 589 pounds of winter coats and accessories. All of the donated toys will go to the Matthew Fetzer Foundation in support of children battling cancer and as their families. The holidays are a time of giving, and we here at Portledge are very proud and eager to do just that. To learn more about these organizations, visit www.matthewfetzerfoundation.org/, www.licares.org/, www.islandharvest.org/.
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LOWER SCHOOL
SNAPSHOTS
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Growing
Adults Together By Saralyn Lawn, Director of Lower School
Often, when we think about back-to-school, we think about all the important structures, routines, and academic skills our children need to learn to be increasingly “successful” in the next grade. We dutifully purchase their school supplies (thank you, parents!) and new school clothes, and we also typically spend considerable time on scheduling. With the fall and early winter season, the “to-dos” come roaring back and suddenly it seems like there aren’t enough hours in the day again. As you are thinking about all the things you want to do to support your child this year, we’d like to offer some thoughts on how to set our students up for success. One of the greatest things you can do to support your child this year, and help them grow, is to do less. That sounds crazy, right? Many of our children need less from us? In December, the Parents Association held its first book club discussion group. Our first
selection was How to Raise an Adult by Julie Lythcott-Haims and I highly recommend the book as an educator and a parent. Lythcott-Haims does a beautiful job of explaining why play, unstructured time, chores, and adultfree zones are so much more important
to raising an adult than what she calls the “checklisted childhood.” One of Lythcott-Haims most important pieces of wisdom is, “Never do for your child what he/she can do for him/herself. AND, never do for your child what he/ she can ALMOST do for him/herself.” We love our children, and sometimes our sincere love and desire to support them causes us to do too much for them…often, we don’t even realize we’re doing it. I know I have been guilty of this myself; I didn’t think I was doing too much until I read Lycott-Haims’ book this summer. When we do too much for our children, we rob them of opportunities to experience the feeling of independence, of opportunities for growth, and of opportunities to experience struggle, especially the struggle that precedes PORTLEDGE SCHOOL | 21
LOWER SCHOOL • Children taking responsibility for their homework. Help them set a routine and then let them get to it. If they are not completing it correctly, that is between the child and the teacher. We need to know if they don’t know, so don’t correct it. Talk to them about schoolwork being their responsibility.
the rewarding feeling of triumph over adversity. Our children need to experience struggles so that they can rejoice in the wonderful feelings of success when they persevere, push through, and achieve. Our children need to experience failure occasionally, so they learn to work hard for success and so that when life inevitably deals them a bad hand, which it will at some point, they know how to handle disappointment, pick themselves back up, and move forward as capable, competent individuals who thrive, even in the face of adversity. Where, when, and how do they learn to do this? They learn this in childhood. Hopefully, they learn this now, step-bystep, when the stakes aren’t high. They are learning these things every day on the playground and in the classroom, as they navigate social challenges and successes. They learn perseverance from solving problems on their own—not only academic problems but also social problems and creative problems they encounter in social and playbased situations. What does this look like at school and at home? How can we raise strong future adults together?
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• Children navigating social dynamics, ups, and downs independently. They really need our interference less often than we think. Listen and let them talk—you will find they often talk themselves right into their very own solutions to their social dilemmas. • Children taking agency over their learning in the classroom. Setting learning goals for themselves and mapping strategies to achieve their goals. • Children learning self-care skills as early as possible and taking charge of their own well-being. Adults gradually releasing the responsibility to them for managing dressing, bathing, cleaning rooms, collecting materials, even making a sandwich or simple meals. • Children walking into school on their own and carrying their own backpacks. They can do it! Even some of our youngest ones can carry their own belongings and make it into the building on their own! If you’re already doing this (PK and up), give yourself a cheer!
• Adults listening to children when they share a social situation but not trying to solve it. Often, children like to tell us about events and interactions on the playground and, yes, sometimes these stories include aspects that sound like mean or unkind words were shared, but unless your child is asking for help, don’t intervene. Chances are they are working out the problems in their play just fine and will let parents know if they need your support. • Children playing in unstructured freeplay situations, during which they can encounter and solve creative and social problems without the interference or advice of adults. • Children being given responsibility for specific family chores and held accountable for them on a routine and consistent basis, even if they are busy. One of the best parts of Portledge is our parent community’s commitment to supporting its children and the teachers in our collective goal to see them flourish, grow, and achieve. We look forward to growing together with all of you and the children as we support their destiny to become adults who take on challenges with confidence, persevere when life offers the inevitable bump, and pursue problem-solving and new learning with curiosity and joy!
The Joy of Learning in the Early Years by Leigh DeMaria, Director of Early Childhood Loris Malaguzzi, the father of the Reggio Emilia philosophy of education,
once wrote, “If it is possible, nothing without joy.” It is this statement that helps inspire and motivate our dedicated and passionate Early Childhood teachers at Portledge. When I think of this statement, I see our children running into school in the morning with big hugs for their teachers or news to share from their evening, the marvel in their eyes when Mrs. Sarles brings in a new critter or animal for them to discover, and the pride in a child’s face when they are praised for making a good choice or working hard at a task. It is this pure delight in growing, creating, discovering, and collaborating that inspires me and reminds me of how magical childhood is. I watch the teachers document the children’s moments of learning each day and deliberate over how to further engage them in their interests. The teachers think critically about what new learning centers to create, what materials to offer the children, and how
to allow them to have ownership of their work and their classroom, helping them to establish independence and pride. I am reminded of a time this fall when I was observing Ms. DeVito’s kindergarten class during the literacy block. The children had been slowly adding words to their word wall that could be used as a resource to aid them in their writing. On this day, Ms. DeVito held up several names with pictures attached and told the children that they would be adding their own names to the word wall. Neither Ms. DeVito nor I expected how truly exciting this simple activity was for the children. As each child was called to place their own name on the word wall, the pride and excitement in their eyes was wonderful to witness. Ms. DeVito did not expect to spend so much time on this activity, but she did what great
“
teachers do, and shifted her plans to allow the students the time to enjoy the lesson. On a separate occasion, I was walking down the first-floor hall and heard music coming from the pre-nursery classroom. I entered, finding the children sitting at snack and singing along to the Beatles song, “Yellow Submarine.” They then proceeded to show me the yellow submarine they had made in their classroom using Fort Magic, with beautiful watercolor fish hanging from the top that they had created with Mrs. Benter in art. Similarly, the nursery class has expressed interest in creating its own class store, so the children went for a long walk to the Commons to visit Miss Penne at the Panther Den for inspiration. I watched the children skip and run along the path, holding their teacher’s or each other’s hands with elation. What wonderful examples of joyful learning!
Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning. Play is really the work of childhood.” —MR.
ROGERS
PORTLEDGE SCHOOL | 23
AT H L E T I C S
Fall Recap
by Jon Sandos ’03, Director of Athletics
The Varsity Cross Country Team continued to show vast improvement this
season in both training and competition results. All Private Schools Athletic Association (PSAA) meets had on average 90 percent of Portledge runners attend and participate. The team was especially lucky to have Reid Bahnik ’22 as the team manager and track important runner statistics. Special shoutout to senior captain Brian Chasanoff and sophomore superstar runner Christopher Lall for continuously improving their running time and placing in the top 20 in all races this season, most being in the top 10! The 2018 Varsity Girls Tennis team, although not successful in the postseason, was extremely successful in team bonding and overall attendance and support of the competing players. Practices were held while away matches took place to allow the student-athletes not selected to play in the match an opportunity to continue to develop their tennis skills. The atmosphere surrounding the team was positive and the team saw a boost in the win column in the middle of the season. The team went on to defeat Trevor Day School in the PSAA Semifinal but ultimately fell to The Stony Brook School in the PSAA
24 | The Crest · Winter 2019
final. The team is excited to get back on the court in August and work toward winning back the PSAA title.
Varsity Girls Soccer Captures Fifth Consecutive PSAA Title – Goes Undefeated in League Play After graduating several key players who helped to develop the Girls Soccer program at Portledge School, several people were skeptical as to what to expect from coaches Hills, Giorgi, and Kelly. However, when preseason began in August, this young bunch of strong athletes proved to be up to the challenge. They battled through
PORTLEDGE SCHOOL | 25
AT H L E T I C S
preseason scrimmages and dominated in early PSAA play. The team had several young players who emerged as dominant players to look out for in the coming seasons. Eighth grader Laura Narby consistently dominated the center midfield and was the second highest leading scorer on the team, with 10 goals this season. Newcomer Ava Pascarella ’22 was an unstoppable force on the left wing. In addition to her spot-on crosses, Pascarella ’22
26 | The Crest · Winter 2019
netted 12 goals this season, including two in the PSAA final to seal the win for the Portledge Lady Panthers. PSAA post season MVP Jeannie Wallner ’21 had over 75 saves this season—an unsurmounted accomplishment! Junior Jonah Hirschwerk worked with the Athletic Department to provide a recap from the 2018 PSAA Girls Soccer final:
The Drive for Five was successful as the Portledge Varsity Girls Soccer team brought home a 5th consecutive PSAA Championship with a 3-0 victory over The Stony Brook School on Friday, October 26 at Cantiague Park in Hicksville, NY. Following the game, Coach Phil Hills said, “The Stony Brook School team is a great team so we had to elevate our game, and I think that today’s game was the best soccer we played all year.” The Panthers got off to a roaring start when senior Nicole Guarino ’19 notched a goal in the sixth minute off an assist from Brooke Godsell ’22. When asked about the goal, Guarino ’19 said, “It was awesome. I don’t like to be the one with all the attention, but I feel like that goal really set the tone and brought up the intensity level a whole lot for the team.” Well, that intensity was surely there as the girls fired off 11 shots throughout the two halves of the game. Three of those 11 would find the back of the net, thanks to freshman star Ava Pascarella ’22, who made her impact in the 37th minute and then again later in the second half, sealing the deal for
the team. Laura Narby ’23 and Helen Sweeney ’22 also shined as young members of the team. The back four of Portledge shined in the PSAA final as co-captains Sophie Rosen ’20 and Kamila Sukhov ’19, along with Seraina Caviezel ’21 and Helen Sweeney ’22, never gave the Stony Brook forwards any room to work. At the back of the team was the PSAA postseason MVP and goalie, Jeannie Wallner ’21, who had yet another complete game shutout, making six saves in the game. The win not only made Portledge Varsity Girls Soccer 10-6 on the season but also undefeated in PSAA play with a 10-0 record! This is the first time in history the team has achieved this goal.
Look Ahead at the Winter Season Squash popularity is at an all-time high at Portledge School. With over 40 students interested in playing squash this season, tryouts took place to determine the rosters for the 12 Varsity team positions and 15 Prep team positions. Team practices are all about skill development, learning and adjusting to the game, all in the
spirit of improving as a player. The team’s daily practice goals come with a purpose; something to work on every day to produce improvement. With improvement as their goal, the coaching staff instills confidence, which ultimately is the key to the success of
the individual and the team. In addition to the game, the team will learn and display personal conduct, citizenship, and Portledge pride. Practice and game day sportsmanship and effective communication will be of the highest importance. In addition, personal health
PORTLEDGE SCHOOL | 27
AT H L E T I C S
is an important part of the athletic process and will be discussed and practiced on and off the court. Varsity players will be competing in matches against other NYSAIS schools and will have the opportunity to compete in the United States Squash High School Nationals in February. We are thrilled that the program is gaining such recognition and interest. It’s MAHL season! This year’s Boys Hockey team is one that shows tremendous potential and promise. Coaches Pasko Skarica, Jon Sandos ’03, and Tommy Kolb are extremely excited for this season of Boys Ice Hockey. A strong lineup returns this year with key players, including Brandon Chabrier ’20 and Jeremy Wilmer ’21. In addition to returning players, new additions to the team this year have everyone focusing on one thing: bringing home the MAHL Championship trophy! When asked about what the coaching staff is most looking forward to this year, Sandos highlighted three things: “the growth
28 | The Crest · Winter 2019
and top-tier skill level of our returners, new guys blending and meshing with the group to make an impact, and young role players from last year coming back and having more of an impact.” If this group of talented young men can come together and perform against big-time teams, they have a strong shot at winning big this season. The Girls Hockey program at Portledge continues to develop and evolve this season with an adjustment to the coaching staff. Joining Phil Hills is Mia Favretto, a former player at the SUNY Plattsburgh where she won several NCAA Championships, and former Portledge student Erin Brand ’13, who continued her education at Northwood Academy and then went to play at the SUNY Plattsburgh, where she also won several NCAA Championships. With a revival in coaching, the talented group of young athletes is eager for the season to get rolling. When asked about what three things she is most
excited about for this season, Coach Mia Favretto responded: “I am excited to have the opportunity to work with the Varsity Girls Hockey team and continue to build on the tradition and culture here at Portledge. I’m looking forward to building whole student-athletes and an atmosphere where each player develops core values through sport that they can apply to all aspects of their life. I am also looking forward to sharing my own experience with the girls and helping guide them through their journey as a student-athlete. Coming from coaching NCAA college hockey, I also have an understanding of what coaches and institutions are looking for during the recruitment process, so I hope I can
work with the athletes in assisting them in that process. I have been in their shoes as a player and have an idea of what they are going through as they have to balance school, sport, extracurricular activities, and their social lives, all while ensuring they are taking care of themselves to perform at their best. I hope that by sharing my own experience and life lessons with them, it can help them understand how to maintain peak performance and how important time management and self-care is. Lastly, I am honored to be working alongside a great coaching staff here at Portledge. Coach Hills has been a pillar here in Portledge Athletics and he comes with a wealth of knowledge and experience that I hope I can learn from and implement into my coaching and teaching. Working with Coach Brand also builds excitement for the season as she had a phenomenal playing career and I was fortunate to play alongside her at Plattsburgh. I can’t wait to see her begin her coaching career here at Portledge. We are all very eager for the season to start, and I look forward to growing together and continuing to take the Portledge Varsity Girls Hockey Program to the next level.” This team shows budding talent and an exciting commitment level. We are
all excited to see what the team can achieve this year! Girls Basketball is returning this year looking to continue dominating PSAA league play. The team is excited to face stronger non-league competition in hopes of being better prepared for the NYSAIS tournament. The team has several returning stars including Remi Sisselman ’21 and new additions Bella Greenwald ’21 and Sarah Buonaguro ’20, who will continue to elevate the Girls’ Basketball program at Portledge. In addition, freshmen who have developed their skills through the Middle School program at Portledge will provide great energy. It will be exciting to see these young players elevate their game, now playing at the varsity level. The coaching staff is looking to continue strengthening the program as a whole and bringing tradition, school spirit, and pride to Portledge School. Head Coach Corinne Turner commented, “We are all looking forward to coming together as a team through hard work, commitment, and dedication. Ensuring the players are having fun and getting better is our goal, and we want to assist them in achieving both their individual goals and team goals.” The season should be incredibly exciting as the girls begin their journey for their second PSAA title.
The Boys Basketball Program looks forward to continue developing our student-athletes both on and off the court. Both Varsity and Junior Varsity teams will continue the tradition the program started last year of practicing together. The coaching staff believes this is beneficial for the students’ development on the court. When asked about his goals and expectations for the season, Varsity Head Coach Nick Tsikitas said: “As the Varsity Boys Basketball coach, my goal is to witness individual growth, in both players” academic and personal lives, through the values I teach in basketball. During the upcoming season, our identity will be defense. We will be utilizing our speed and toughness with a constant full court press. I truly believe pressuring the ball and creating chaos for our opponents will create our offense. We will be using our diverse personalities and talents that each team member exudes to succeed. To achieve this goal, my staff and I must instill a total commitment from our players to the running game. Teams may judge us by our lack of size but will experience the scope of heart from the Panthers as we look to bring home not only a conference championship but also a state championship.”
PORTLEDGE SCHOOL | 29
Health & Wellness by Alex Simson, Heath and Wellness Department Head
30 | The Crest · Winter 2019
On November 1, we hosted our inaugural Portledge Health and Wellness Fair in
the Wellington Gym. In our collective pursuit to educate, support, and nurture
• Kim Hoban (Certified Intuitive Eating Counselor)- Students sampled pumpkin hummus, learned how
our students, the Health & Wellness Fair aims to add to the development of
healthy food fuels our body, and
the whole child. Students had the opportunity to learn from a host of current
took home recipe cards to make
and former professionals with an array of experiences and occupations that
• Brandon Narkin (Adelphi University
relate to health and wellness. The list of vendors included:
their own pumpkin-themed dishes.
Faculty)- Students were led by • Christina Kavanagh (Faculty)-
nearby Adelphi University’s strength
Students had the opportunity to learn
and conditioning coach in sport
Parisi ’11- As recent Portledge
from our athletic trainer and health
specific exercises.
alumni who excelled in the
teacher about injury prevention and
classroom, on the ice, and the court,
how to attend to injuries.
• Tamara Simpson ’14 and Tom
they are uniquely qualified to share
• Anthony Bruno (Faculty)- Students
their stories with our Middle and
learned fire safety as well as the
Upper School students about
strength and courage necessary from
the importance of doing well in
firefighters to protect and serve
school and how to balance work
their community.
and athletics.
• Yahaya Musa (Faculty)- Students were taught multiple yoga and breathing techniques as well as the significance of finding their balance. As we grow our Health and Wellness Department, be on the lookout for future events!
PORTLEDGE SCHOOL | 31
A L U M N I U P D AT E S
Catching Up with
Alex Steinberg ’05 by Kelly Walles, Associate Director of Development Where did you go to college and what was your major? I attended the George Washington University School of Business where I majored in International Business and Sports, Event and Hospitality Management.
What made you decide to go to law school? I held several internships in college in the sports and media industry and noticed that the lawyers I worked with always played a unique role, providing both business and legal advice. It is also not uncommon for high-level executives at sports leagues, teams, and media organizations to have legal backgrounds. I quickly decided that if I wanted to have an impactful role in the sports, media, or entertainment industry, getting a law degree would be beneficial.
How did you end up working as an Associate Counsel for the National Football League (NFL)? During law school, I worked in the Legal Department at ESPN, Inc., and then after graduation, I practiced corporate law at DLA Piper LLP (US) for five years, focusing on sports, media and entertainment matters. I particularly enjoyed the media work during my time at DLA, so when the opportunity presented itself to work as an attorney at the NFL supporting its media business, it was too good of an opportunity to turn down.
32 | The Crest · Winter 2019
What’s the best part of your job? The best part of my job is having the opportunity to work daily with the business team that shapes the NFL’s media strategy both in the United States and globally. Given the substantial revenue that the NFL generates from exploiting its media rights and the overall value of NFL content in the broader media ecosystem, there is significant attention on our group and the partnerships we manage, both
“
Portledge played a significant role in the person I am today, both on a personal level and also with respect to my career thus far. ” —ALEX
STEINBERG ’05
from the league’s stakeholders and the general public.
What’s an average day like for you? One of the best aspects of my job is that I don’t really have an average day. Some days, most of my time is spent in meetings (sometimes all internal and
other times with our partners), while other days, a majority of my time is spent drafting and negotiating contracts.
What is your favorite Portledge memory? Two of my favorite memories relate to success in athletics. Throughout my time in Upper School, we had a dominant Varsity Tennis team, winning the IPPSAL Championship all four years. Also, I was a member of the Varsity Soccer team that made the New York State Championships.
As part of the Portledge Alumni Council, why do you feel it’s important to give back to your alma mater? Portledge played a significant role in the person I am today, both on a personal level and also with respect to my career thus far. Serving on the Portledge Alumni Council is one way to give back to a place that did so much for me and is also a great way to stay connected to the school and hear about its incredible growth.
Portledge Athletic Hall of Fame Portledge Athletic Hall of Fame: On Friday, September 21, the Portledge Athletic Department, in conjunction with
Class of 2019
the Development Office, hosted the inaugural Athletic Hall of Fame Induction
Nominations are now being
Dinner. The goals behind the creation of the Hall of Fame are twofold. First,
accepted for the Portledge
the Athletic Department aims to honor the careers and accomplishments of
Athletic Hall of Fame Class
select extraordinary student-athletes in a special way to both recognize their exceptional accomplishments and inspire our current student-athletes to strive for greatness. The second is that Portledge School is actively and thoughtfully working to strengthen the ties between alumni and the school. The Athletic Hall of Fame hopes to accomplish both of these priorities in a celebratory way,
of 2019. Eligible alumni from the following years are up for nomination: 1979, 1984, 1989, 1994, 1999, 2004, 2009, and 2014. For nomination criteria, deadlines, and to nominate, visit www.portledge.org/hof.
and the event this year was a true celebration! During the evening, the five inductees— Paul Sclafani ’86, Emily EdwardsBourdrez ’07, Aaron Lee ’09, Siena Falino ’09, and Addie Reilly ’10—were presented for induction by their former coaches and they also gave a brief speech thanking all who were a part of their journey to reach this prestigious accomplishment. The tradition continued into Saturday
afternoon, where, at Founders Day, the five inductees were presented for induction to the entire community by Director of Athletics Jon Sandos ’03 and received an official Portledge Athletics Hall of Fame jacket. Students, varsity teams, parents, faculty, and staff gathered around the stage to hear of the accomplishments of these five alumni and showed their immense support for,
and acknowledgment of, these members of the community. We are incredibly grateful for all the support received from the community as the Athletic Department and Development Office presented this new tradition, and cannot wait for the tradition to grow for many years to come.
PORTLEDGE SCHOOL | 33
A L U M N I U P D AT E S
Alumni Updates Anne Glass ’91 was installed as Purnell School’s eighth Head of School. Purnell is a 9-12 grade day and boarding school for girls with learning differences in New Jersey. Glass is a graduate of Wellesley College with a B.A. in Economics and earned an Ed.M. in Reading and Learning Disabilities from Teachers College, Columbia University. Katie Henry ’99 and her husband, Jesse Firestone welcomed a daughter, Lucille (Lucy) Kiely Firestone in July. Congratulations to Katie, Jesse and, Big Brother Jimi! Louis Liotti ’03 was married to Megan Greth on September 2 in New Jersey. Elizabeth Lanza ’08 became engaged to Robbie Beaton in summer 2018. An October 2019 wedding is planned. Aaron Lee ’09 and Danielle Anastasi ’09 became engaged in summer 2018. An August 2019 wedding is planned. Ben Shapiro ’10 completed his first-ever New York City Marathon on November 4. The weekend prior, he Mark Dourmashkin ’10, Ben Shapiro ’10, also became engaged and Michelle Keppler to Michelle Keppler. Congratulations to Ben on two momentous occasions! Adeola Adegbite ’11, a 2018 graduate of the Maurice A. Deane School of Law at Hofstra University, recently passed the New York State bar examination.
Portledge Class Agents Portledge is looking for Class Agents to represent each graduating
In Memoriam: Paul Sclafani ’86 Paul Sclafani, Jr. ’86 passed away on Saturday, September 22, 2018, after a lengthy illness. Paul was born on December 13, 1967, in Queens, NY, the son of Paul Sclafani, Sr. and Frances Perrillo. Paul made his home in Sandy Hook, CT, with his greatest joy, Bridget, his wife of 24 years, and his beautiful daughters, Brianna and Morgan. A 1986 graduate of Portledge, Paul was a leader and role model for so many young men. He was the captain of nine different athletic teams throughout his career, as he showed an innate ability to lead others and make those around him better. He was extremely unselfish, classy, and a great motivator. Paul was the first ever Boys Lacrosse All-American at Portledge. He held the school scoring record for 16 years. He was the Varsity Boys Lacrosse MVP all four years in the Upper School. In hockey, he was the MVP of the Princeton Day School Tournament in 1985 and the MVP of the team his senior year. He was also a standout goalie on the soccer team, saving many big penalty kicks throughout his time in the net. Paul showed those around him how to compete with class and humility through both victories and defeat. On the day of his passing, Portledge celebrated his life and athletic successes by inducting him into the inaugural Athletic Hall of Fame.
class. The Class Agent role is designed to build excitement, encourage
participation, and create awareness for Portledge alumni events. To get
Did you know the Portledge Alumni Association is on LinkedIn? Request to join today and connect with fellow alums!
involved with the Alumni Association, contact Alumni Coordinator Kelly Walles at kwalles@portledge.org or 516-750-3244.
34 | The Crest · Winter 2019
F O U N D E R S D AY
Founders Day 2018 This year’s Founders Day celebration was incredibly successful, thanks to all
the hard work and dedication of our parent volunteers and the Portledge community. We had a monumental year, with over 900 friends, family, alumni, and students on campus for the day. A very special thank you to our Founders Day chairs, Lisa Vella and Maria Gray, both current Portledge parents. The Spirit Week parent events leading up to Founders Day incited much enthusiasm, and their generous contributions, creativity, and tireless planning led to a wonderful day for everyone. And a special thank you to Carl Huber ’99, chair of the Portledge Dad’s Den, for organizing the first-ever dad’s night out. Over 35 Portledge dads met up at Oyster Bay Brewery for a fun night of laughs and camaraderie! We cannot say enough how much we appreciate everyone’s commitment to making the day special and memorable. The giving of your time and talent is priceless, and without you, the day would not have been possible. Your dedication truly reflects the spirit of the Portledge community. Please save the date for Founders Day 2019—Saturday, September 21!
36 | The Crest · Winter 2019
PORTLEDGE SCHOOL | 37
F O U N D E R S D AY
38 | The Crest · Winter 2019
PORTLEDGE PORTLEDGE SCHOOL SCHOOL | 39 | 39
The Portledge
Fund
By Mel and Bill Mooney ’87
Dear Portledge Community, If you had the opportunity to make a difference in the life of a child, would you take it? We think you would, and we all have that opportunity right now. From its humble beginnings, the Portledge Fund has been making a difference in the lives of thousands of children. The money you give is what keeps all the amazing things happening at Portledge – happening. It allows Portledge to attract the best teachers and the finest students. It’s what keeps us on the cutting edge of technology in the classroom. It’s how we keep our sports teams in the best physical shape, our blossoming artists attending the finest museums, and our burgeoning scientists and mathematicians striving to understand our world. Your gift to the Portledge Fund creates access, independent minds, and life opportunities – it makes a difference in the life of a child. For parents, we applaud and appreciate the sacrifices you make in sending your children to Portledge. Tuition is expensive, to be sure, but tuition only covers 90 percent of the cost of this firstrate education on our spectacular 63-acre campus. For alumni, it is about the legacy of Portledge – your legacy. When we grow together, so does the value of our time at Portledge, and our pride in being part of this amazing experience grows too. Your participation in the Portledge Fund sends a message that you believe in the children, their education, and the legacy of the school where they learn. If you have given to the Portledge Fund in the past–thank you–and please give again. If you have never given, please do so now. And give until it hurts. No gift is too big or too small, and the school simply cannot fulfill its mission without the generosity of people like you.
For our family, the legacy is strong, and we are committed. Our twins are the 10th and 11th members of our family to attend Portledge, spanning two generations and covering every decade the school has been in existence. We see the school as former students, parents, and Board members, and understand that curiosity, integrity, and strength of character are at the core of Portledge. Portledge has made a difference in the lives of 11 of us. Think, how many more lives we can make a difference in, with you by our side. Please give a gift of real impact by making a donation today.
Mel and Bill Mooney ’87 Olivia Mooney ’21 Quentin Mooney ’21
Donate at: https://www.portledge.org/donate
40 | The Crest · Winter 2019
Eat, Drink & BE GivinG
Portledge School Benefit Join us for siLEnt anD LivE auCtions, hors D’oEuvrEs, sushi, savory tastinG taBLEs, Drinks, anD DanCinG! honorinG saMara MEshEL P‘14 P‘19 PrEsiDEnt of thE BoarD of trustEEs
friDay, MarCh 29, 2019 7:30 - 11:30 PM thE sPaCE at WEstBury 250 Post avEnuE WEstBury, nEW york 11590
S AV E T H E DAT E CoCktaiL ChiC for MorE inforMation aBout attEnDinG, sPonsorinG, DonatinG auCtion itEMs or voLuntEErinG, PLEasE ContaCt kELLy WaLLEs at kWaLLEs@PortLEDGE.orG or 516.750.3244. PORTLEDGE SCHOOL | 41
#ThisIsPortledge
42 | The Crest · Winter 2019
Follow us on Instagram
@portledge_school PORTLEDGE SCHOOL | 43
Explore.Create.Excel. This summer, own adventure choose your
at Portledge! Our Summer Adventures are designed to excite, engage, and encourage kids from ages ages 2 -15 to have their best summer yet! Campers enjoy thoughtfully planned and skillfully executed summer programs that will open doors to new experiences, friendships, and interests.
EARLY CHILDHOOD EXPLORERS Our youngest participants follow weekly lessons by theme within a Reggio Emilia inspired classroom model and setting, with snack and lunch included. Play is front and center, both inside and outdoors, as that is the best form of growth and learning for our littlest students. Daily activities include water play, art, yoga, and music. Class assignments by age include toddler, nursery, pre-K, kindergarten and first grade, and run from 9:00 a.m. to 1:00 p.m. For our early childhood participants seeking a sports option, we also present Tumbling for Tots, Gold Coast Mini-Day Soccer Camp, and Shooting Stars Multi-Sport Program, also held from 9:00 a.m. to 1:00 p.m. with lunch and snack included. To extend the day from 1:00 – 3:00 p.m., we offer our Add-On Programs, with choices of Water Play, Clay Play, or Outdoor Art Explorers.
THE ARTS Cooking, crafting, visual and performing arts take the stage with our Summer Adventures in art. From painting to pottery, ballet to baking, campers looking for creative pursuits will find options to suit every style. Classes are open to students ages 5 - 15, and sample offerings include: Mixed Media Art Explosion, Cake, Bake, and Decorate, iMovie…Lights, Camera, Action, Ballet, Drama and Quilting. To extend the day from 1:00 – 3:00 p.m., we offer our Add-On Programs, with choices such as Summer Slime Club, Jazz/Hip Hop, Construction, and Outdoor Art and Nature.
.
SCIENCE, TECHNOLOGY, AND GAMING Our labs are filled with smiling scientists during our Summer Adventures in science. From Minecraft to mazes, from Intro to Coding to codes of a different sort in spy camp, STEM is at the forefront, whether lasers or Lego. Classes are open to students ages 5-15, and sample offerings include: Space and Rocketry, Marbles, Mazes, Ramps and Roller Coasters, Chess Challenge, Robotics, and Video Game Programming. To extend the day from 1:00 – 3:00 p.m., we offer our Add-On Programs, with choices such as Can You Dig It? Fossil Hunt, Electronic Lab, and Pokémon.
SPORTS ACADEMY Ready, set, compete! Our Sports Academy allows new athletes and athletes seeking to improve the opportunity to build skills. Whether choosing soccer, basketball, golf, gymnastics, volleyball, baseball, crew, tennis or lacrosse, our athletes will have fun and grow in ability while experiencing the thrill of competition in scrimmages and athletic contests. To extend the day from 1:00 – 3:00 p.m., we offer our Add-On Programs, with choices such as Yoga and Mindfulness, Horseback Riding, Mini-Day Baseball, and Fencing.
ACADEMIC INSTITUTE For those looking to fine tune existing understanding and delve into new topics, Portledge presents our Academic Institute with Summer Reading Instruction for all ages,
Take the Next Step Summer Adventures fill quickly. Visit www.sa.portledge.org for a complete program descriptions, offerings, and registration information. We look forward to welcoming you to Portledge! Melissa Worth, Director of Summer Adventures summeradventures@portledge.org | 516.750.3104
Middle School Prep Study Skills, SSAT/ISSE Test Preparation, Geometry I for high school students, and SAT/ACT Test Preparation.
Ex p lo r e . Cr e a te . Ex c e l. Portledge School | 355 Duck Pond Road | Locust Valley, NY 11560
355 Duck Pond Road Locust Valley, NY 11560 (516) 750-3100 www.portledge.org
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