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 / 2 0 2 0
WINTER 2020
Contents
13 2 Health & Wellness by Simon Owen-Williams
3 Portledge Welcomes a New Board of Trustees Member UPPER SCHOOL
5 Going Above & Beyond the Classroom by Harry Grzelewski
7 Portledge is Fit & Healthy
ATHLETICS
9 Athletics Winter Recap MIDDLE SCHOOL
13 Robotics Roar in the Middle School by Susan Edwards-Bourdrez
17 The Art of Calligraphy by Autumn Glass ’26
9
7
Vinny Dusovic
19 28
30
Board of Trustees (2019-2020) MaryEllen Mooney, President Lindsey Barnett, Vice President Donald D. Wilson, Treasurer
24
Claude A. Bahnik ’90, Secretary Donna Burke Susan Foley Joel Friedman Peter Guo Jamal Haughton Dana Pagliara Elizabeth Venuti David Schamis Lisa Warren
LOWER SCHOOL
19 Phonics: The Science of Sound by Saralyn Lawn
21 Lower School Documentation Panels by Samantha Losco
24 Founders Day MISC.
26 Athletic Hall of Fame 26 Panther Den
ALUMNI ASSOCIATION
28 Hitting the Ice with Grace Dima ’18
30 Catching Up with Alana Branston ’05
31 News From the Alumni Council 32 Alumni Wedding Bells 33 The Portledge Fund 34 Summer Adventures
27 News from the Parents Association PORTLEDGE SCHOOL | 1
HEAD OF SCHOOL
&
Health
Wellness By Simon Owen-Williams, Head of School
Our school’s recent focus on health and wellness stems from the tremendous amount of research that is out there, suggesting that many students are graduating with academic prowess but low emotional intelligence. The often-elusive quest for our young to develop self-awareness has resulted in unusually high levels of anxiety, stress, and worse. Hence, our Strategic Plan outlines a Master Plan that includes dedicating more space to health and wellness on campus. Put simply, our focus on additional academic and recreational space for health and wellness is rooted in the long-standing neglect at the hands of our
“
to support existing ways of providing student support), the focus has turned keenly toward creating programs, policies, and now physical spaces that
At Portledge … , the focus has turned keenly towards creating programs, policies, and now physical spaces that provide the appropriate emphasis on emotional well-being. ” —SIMON OWEN-WILLIAMS, HEAD OF SCHOOL
culture in this area. Historically speaking, religion played a significant role in helping us to reflect and center and calm ourselves (and it still does for many). More recently, the arts have provided a vehicle for us to explore our inner being more deeply. There are a plethora of other cultural pathways that do the same. However, as a secular school, we have to address this issue in our unique but deliberate manner. At Portledge (in part
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provide the appropriate emphasis on emotional well-being. The rationale for this is quite simple: Healthier students learn better and are better prepared for the “school of life” after college. When built, the new space will provide a wide variety of opportunities for students that are not readily available as we are currently configured. While
decisions about the exact shape and scope of the new facilities are being finalized, we are proposing they include such things as: ◆e xpanded recreational and athletic spaces that will help alleviate the need to play winter sports off campus (thus saving the school significant transportation costs). Additionally, lacrosse and soccer teams will also have a place to practice during inclement weather. ◆a re-directed road to enhance pedestrian safety and traffic flow by creating a quad area between the Upper School and gymnasium ◆a dditional high-tech classroom spaces used primarily to teach the health sciences such as nutrition, anatomy and physiology, digital citizenship, and mindfulness ◆n ew locker rooms, office spaces, shower areas, and much-needed storage areas ◆ a student lounge area ◆a space dedicated to multicultural, and community service initiatives.
BOARD NEWS
Ultimately, educational institutions stumbling through many decades of inertia in this vital area and this forward movement will result in us providing better programs. By giving renewed focus to these new spaces, Portledge will positively impact the lives of students in the following hypothetical, but realizable ways: ◆ they will become more self-aware, ◆ t hey will become physically healthier, recognizing the vital role nutrition plays in learning; ◆ t hey will be taught fundamental workplace skills such as adaptability, leadership, entrepreneurship, service to others, creativity, communication, effectiveness, resilience, and innovation;
Welcome
New Board of Trustees
Member
Portledge School is pleased to welcome Dr. Elizabeth K. Venuti to the 2019-2020 Board of Trustees. Dr. Elizabeth K. Venuti is an Associate Professor Emerita at Hofstra University, where she served as Chair of the Department of Accounting, Taxation, and Legal Studies in Business, Chair of the Hofstra University Senate Planning & Budget Committee; and Senior Associate Dean of the Frank G.
◆ t hey will be more safe and secure around campus;
Zarb School of Business. Since retiring from Hofstra, Dr. Venuti
◆ t hey will have more focused class time, and less time will be spent moving between classes; and
University’s School of International and Public Affairs and St.
◆ t hey will know how to behave better online, etc. Of course, we recognize that education is first and foremost in conversations between people. Renewing our emphasis on spaces dedicated to health and wellness will help address a range of the most persistent problems faced by students; problems created by a lack of self-understanding and compassion for others, poor nutritional habits, inappropriate social media etiquette. While we are not sketching a utopia at Portledge, we do count possessing emotional intelligence as one of the essential attributes among our student body that needs to be vigorously promoted. Our strong community, rooted as it is in fairness and social justice and the positive and productive student-teacher relationships that emerge from that fertile soil, will always be at the core of our identity and mission as a school.
has served as an Adjunct Associate Professor at Columbia John’s University’s Peter J. Tobin College of Business. Dr. Venuti is a member of the Board of Directors of St. Francis Hospital Foundation, Health Services of Long Island, where she serves on the Audit and Compliance Committee. She is a member of the Board of Trustees of MercyFirst, one of New York’s leading not-for-profit human services agencies and has also served on several committees of Grenville Baker Boys and Girls Club of Locust Valley. Dr. Venuti and her husband Michael reside in Mill Neck and have three children, Christine, Jacqueline and Michael ’19. Dr. Venuti received a B.S. from Cornell University and a Ph.D. from Columbia Business School. She is a Certified Public Accountant in New York State.
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UPPER SCHOOL
SNAPSHOTS
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Going
Above Beyond
&
the Classroom
A strong curricular program is essential to any good school, but the extracurriculars that students choose are often undervalued for what they teach. As an administrator who has always tried to maintain his connection to teaching, I think my insights and understanding of adolescents owe a lot to my coaching and advising—as much as my teaching.
By Harry Grzelewski, Director of Upper School
Over the course of my career, I have been involved either as a coach or assistant coach of boys water polo, girls water polo, boys basketball, and girls basketball. I was a speech coach, the yearbook advisor, the newspaper advisor, and briefly jumped in to help with Model UN one year. For students,
extracurriculars can be about pursuing a passion or being involved in something they have always loved. For others, it is merely the “extra” stuff we do at school. Whatever the reason, extracurriculars are an important avenue for developing interests but also for high levels of learning.
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“
Whatever the ‘extra’ is in a child’s extracurricular experience, it is often worth as much as an academic class. Students learn the most when they are open and engaged.” — HARRY GRZELEWSKI, DIRECTOR OF UPPER SCHOOL
from grit to pride, to perseverance to humility, to joy. Relationships are built, skills are learned, memories are made.
I played sports as a kid, and as much as I loved to win and compete, I did it because I loved everything about it, no matter the sport. Most research confirms the same is true for the majority of the participants. Coaching or advising is a huge time commitment for classroom teachers, but I continued to do it because of the value and benefits I saw kids take away from their involvement. For the highest achievers and athletes, the benefits played out in extraordinary ways: recognition, championships,
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scholarships, Olympic medals, and more. I love that former newspaper and yearbook editors are now published writers, professional journalists, novelists, and poets.
As a first-year newspaper advisor, I taught students how to write and report. But we also worked together with T-squares, hot wax, photo croppers, grease pencils, and pica wheels, literally cutting and pasting together the paper, so it could be offset printed. I imagine it is difficult for some to even picture in their minds what I am talking about. Overnight, I was shoulder to shoulder with students learning PageMaker and producing the newspaper digitally. A lot of archaic skills were lost in the transition, but after our first year of digital production, my student editor excitedly reported she had been hired for a very high-paying summer job because she knew Pagemaker.
All students do not go on to such successes, but they all come away from the experience having learned so much about a wide range of topics. From sportsmanship to handling setbacks, from collaboration to meeting deadlines, from responsibility to determination,
Whatever the “extra” is in a child’s extracurricular experience, it is often worth as much as an academic class. Students learn the most when they are open and engaged, and openness and engagement are often the reasons why students choose an extracurricular.
H E A LT H & W E L L N E S S
Portledge is
Fit & Healthy On November 14, we hosted our second annual Portledge Health and Wellness Fair in Wellington Gym. In our collective pursuit to educate, support, and nurture our students, the Health and Wellness Fair aims to add to the development of the whole child. Students had the opportunity to learn from a host of current and former professionals who have an array of experiences and occupations that relate to health and wellness.
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H E A LT H & W E L L N E S S
The list of vendors included: • Dr. Alison Brush and Stephanie Heins (Faculty): As we approach the end of the trimester, stress can begin to climb. Students were introduced to a variety of stress-reducing activities, including zen gardens, fidget cubes, and aromatherapy. • Mia Favretto (Faculty): As a former champion collegiate athlete and PE teacher, Coach Favretto knows fuel for exercise is key to high-level performance. Students were able to sample and given recipe cards for No-Bake Energy Bites. • Lauren Mahoney (Faculty): As our Athletic Trainer, Ms. Mahoney knows how using training equipment for stretching and self-administered massage can help prevent
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injuries. Students were given a tutorial on how to take care of their bodies. • Yahaya Musa (Faculty): Students were taught multiple yoga and breathing techniques as well as the significance of finding their balance. • Gabe ’21 and Shari Staiano P’21, P’22: The conversation and understanding of brain injuries is growing in the field of athletics. Shari and Gabe led a short presentation regarding concussions and their symptoms. • Patrick Wingler (Faculty): When he is not leading our Lower School students in PE classes, Coach Wingler is a CrossFit enthusiast. Students elevated their heart rates with a fast-paced CrossFit workout.
AT H L E T I C S
Athletics
Winter Recap
Junior Varsity Boys Basketball The Junior Varsity Boys Basketball team is currently 5-2 in PSAA league play. There are many points to highlight this season; however, some of the most meaningful moments thus far stem from the players’ passion, pride, and dedication to their school and teammates. The team has won their league contests by a margin of 15 points or more. There are also three
Varsity Boys Basketball
players on the team, Eli Sandy ’22, Joseph Scandalios ’22, and Mahan
Entering his third season the Varsity Boys Basketball Head Coach, Nick Tsikitas and the team have set a very high bar with lofty expectations. The Athletic Department and coaching staff made a strategic decision to move up a division in the NYSAIS Post-Season Tournament, from Class C to Class B. The team has achieved a level of success to date that has far exceeded the coaching staff’s expectations as well as the rest of the state.
Mostafavi ’22, averaging 13 points or better this season. In multiple games, all of the student-athletes on the roster have contributed to the teams’ success. As a result, every team member has either his name in the book for gathering a rebound, delivering an assist, or scoring a point! Looking toward the second half of the season, the Junior Varsity Boys Basketball team focuses on representing the Portledge Pillars tremendously well
through competition. The team is also excited for a chance to clinch a playoff spot and make a run at winning the 2020 PSAA Championship!
PORTLEDGE SCHOOL | 9
AT H L E T I C S
Currently, Portledge Boys Varsity is 112, with its accolades being recognized statewide. The New York Sportswriters Association (NYSSWA) has Portledge currently ranked #3 in the state among small schools, an achievement that Portledge has never reached. The NYSSWA also have the team currently ranked #4 in Nassau County amongst all private schools and #6 in Nassau County amongst all schools. In addition, NYC Hoops, the most recognized basketball media outlet in New York City, has ranked Portledge #6 on all of Long Island. Continuing his impressive season last year, Zaire Baines ’22 is closing in on 2,000 career points. In the history of Long Island basketball, there are only 11 players who have achieved such a feat in their careers. He is accomplishing this act as a mere sophomore, and is on pace to break the all-time record of 2,799 points and possibly the New York State record should he continue this torrid pace. In addition, both Jahmir Primer ’21 and Zaire Baines ’22 were named among the Top-100 Basketball Players on Long Island by Newsday for the 2019-2020 season.
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Portledge has become the talk of New York in the basketball community due to the student-athletes hard work and determination. The team and coaching staff looking toward the future and have a goal to bring home a PSAA Championship and, a NYSAIS State Championship!
Varsity Girls Basketball The Varsity Girls Basketball team has started its 2019-2020 season strong, currently sitting in first place in the PSAA, with an undefeated record of 5-0. The team has responded well to the new coaching staff and consistently works hard in both practices and games. This season, the team has had outstanding 3-point shooting, which has landed three of the players on Newsdays’ Top 25 scorers in Private Schools (Sarah Buonaguro ’20 sits at #2, Bella Greenwald ’21 at #11, and Alexa Terico ’20 at #22). In addition, the team’s success has been generated from the tremendous defense the girls exhibit on the court as well as the exceptional team composure during full-court press. Special shoutout to Sarah Buonaguro ’20 for being named one of Newsday’s Top 100 Players on Long Island! Looking ahead to the second half of the season, the team is looking forward to
further improving upon help defense as well as a continuation of growth from the underclass under the guidance of the team’s senior leadership. In addition, the team is eager to face difficult competition in preparation for the PSAA playoffs and, ultimately, the opportunity to make a run in the NYSAIS Post-Season Tournament.
Varsity Boys Ice Hockey The Varsity Boys Ice Hockey team has had a strong start to the season under the new coaching staff of Rick DiPietro, Tommy Kolb, and Stephen Dimitri. The coaching staff has been impressed with the team’s ability to quickly form a cohesive bond in the face of limited practices. While in years past the team has shied away from naming captains, this year clear leaders have emerged to help guide the squad, including Joseph Sciabarra ’21, Gavin McDonald ’21, Vitaly Levyy ’21, and Brandon Avezov ’20. While the players have different ability levels, the commitment of each player filling his respective role has added to the success of the team. The Portledge Varsity Boys Ice Hockey team looks forward to the continued development of its players and raising a MAHL Championship banner in Wellington Gym!
Varsity Girls Ice Hockey The Varsity Girls Hockey team has come out of the gate full steam ahead after intense fall workouts with Coach Mia Favretto. The team finished off the first half of the season with a record of 4-1-1, with victories over Canterbury School, Greenwich Academy, Morristown-Beard School, and Chatham High School and a hard-fought tie at Millbrook School. The team has seen tremendous goaltending from both Anna Hamid ’20 and Rachel Lohan ’22. The goalies have a combined goals against average of 1.6 per game and have saved over 95 shots through the course of 6 games. In addition, all three first-year players have made an immediate impact on the ice. Both Natalie Zarcone ’22 and Sarah Wagner ’24 have been solid defensively and have found the back of the net for their first goals as Portledge Panthers. First-year forward Norah Morris ’23 leads the team with four goals and has demonstrated her talents offensively. Coming off of Winter Break, the team is looking forward to a challenging second
half of the season, with WIHLMA league games and competitive non-conference games. The girls are working hard, doing everything they can to secure a top spot entering the WIHLMA playoff weekend in mid-February in Rye, NY.
Varsity ‘B’ Boys Ice Hockey The addition of the Varsity ’B’ Boys Ice Hockey team this year has been met with positivity and success. Coaches Mike Bracco and Scott Murphy have been working hard with the team to develop the younger players and prepare them for the higher-level team. The team is a part of the BAHL and is currently 2-2, with strong victories over Brunswick School and Ethical Culture Fieldston School. The team bond is forming nicely and their cohesiveness is apparent on the ice. Looking ahead to the second half of the season, the team is looking forward to continued skill development as well as the potential to compete for a BAHL league title.
Varsity Squash
out for the team this year in hopes of attaining one of 16 spots. Thus far in the season, the team has worked diligently at practice. The team 2-2, with a 7-0 defeat over Grace Church School and Avenues: The World School. In addition, team captains Callie DeLalio ’20 and Tana DeLalio ’20 have both been accepted to Amherst College, where they will play Division III squash. Coach Jane Larkin was busy in the fall getting her U.S. Squash Coaching Certification after spending three days working, teaching, and learning new ways to coach youth in squash. The team is looking forward to celebrating their senior players, Callie DeLalio, Tana DeLalio, and Tomson Qu, in their match against Friends Academy on Wednesday, January 15. Additionally, the team is amping up for the U.S. Squash High School Nationals, the world’s largest high school squash tournament, which takes place February 21st through the 23rd in Connecticut.
The Varsity Squash team saw an unprecedented 40 student-athletes try
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MIDDLE SCHOOL
SNAPSHOTS
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ROBOTICS CLUB
Robotics Roar
in the Middle School At Portledge, we understand that in this ever-changing world, where technology (and more) is advancing in leaps and bounds, our children will likely have jobs that do not even exist now. We need to prepare them with the mindset and the skills to take on new challenges, to be creative, and to be resourceful. Parents and the school are committed to this, and we value and thrive from our partnership. This year, an example of that strong parent-school partnership has served to bring new opportunities and learning experiences to our children in inspirational ways that we celebrate and anticipate will continue to grow.
By Susan Edwards Bourdrez, Director of Middle School
Maria Zografos (parent of Costa ’25 and Niko ’26) inquired about a robotics team in Middle School during the family’s admissions process two years ago. At the time, we were floundering, without a thriving team. Maria offered to start a robotics club to build interest in the team. She had experience leading a team and wanted to offer that to Portledge. Her vision aligned with one of the goals of our Technology Plan,
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ROBOTICS CLUB
to improve our technology curriculum. Maria was passionate, experienced, and willing to work hard, so we decided to give it a try! After one year, interest in the club (which has since doubled in size) did indeed produce interest in a Middle School robotics team, under the umbrella of After School Adventures, led by Maria. The team is now competing in the FIRST LEGO League Challenge for 5th through 8th graders, which includes a Robot Game and Innovation Project, and guided by the core values of inclusion, discovery, innovation, teamwork, impact, and fun. Skylar Friedman ’26 remarked that it was “fun for all ages” and Costa Zografos ’25 elaborated, saying how much fun it is to work as a team! There are many benefits to participation in this endeavor; Maria called it “transformative.” Students learn to problem-solve and collaborate in a
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way that is very similar to the real world. There is a strong element of community outreach embedded in the program; middle schoolers develop poise and confidence as they hone their presentation and communication skills. Maria pointed out that teammates “need to work together while also celebrating, acknowledging, and using each other’s strengths to their advantage in preparation for the competition. While they all know what everyone else is doing, they divide and conquer to get to the finish line as a collective group. There is no “me” or “I did this” but rather “we did this.” In the process, they all grow close as friends and create a bond that is invaluable. Win or lose, the memories and the friendships they make last.” “Coopertition” requires that they both cooperate and fiercely compete, demonstrating “gracious professionalism” as they move out of their comfort zone. Perhaps most
“
We can’t build the future for our children. We must build our children for the future.” —DEAN KAMEN, FOUNDER OF FIRST
importantly, they learn how to “fail forward.” Parental support is crucial. In our case, Vicky Cohen (parent mentor), Peter Cox (parent and Director of Technology at Portledge), and Joel Friedman (parent mentor and a Portledge trustee) offer advice and, at times even coach. This fall, the team gave a presentation to the executives at the Ronald McDonald House about their goals and learned the organization was in need of
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ROBOTICS CLUB
cafeteria tables that could withstand high traffic, be more comfortable, and charge devices. Ultimately, the team chose to improve the tables there for its Innovation Project. To address the challenges, the team then presented to local architectural firm Bentel & Bentel (one of the partners coincidentally has a Portledge grad in the family, Antonia ’16!), and benefited from the firm’s expertise and advice. Finally, the team had an amazing trip to MPOWERD’s offices in DUMBO. The team met with the founder of the company as well as the International Sales & Distribution and Marketing teams and presented their project idea to the entire MPOWERD staff. MPOWERD taught the team a lot about solar power and renewable power in general, and because they were so impressed with the boys and their plans, the staff presented the team with 16 solar-powered USB chargers to help complete their project for the Ronald McDonald House! In November, our team hosted a practice scrimmage at Portledge, which parents, Educational Technology Coordinator/ Upper School robotics teacher Danny Nelson, and After School Adventures
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Director Melissa Worth helped Maria and Vicky Cohen organize. US robotics teacher Kevin Coleman and US robotics student/volunteers helped supervise; teams from all over Long Island participated. Our team has competed in a practice tournament as well and will compete in qualifiers for the Long Island Championship on February 9th. The sky’s the limit! Team members are Bryce Cohen, Jeremy Cox, Skylar Friedman, Kjell Goldstein, Chris Hong, Gary Zhang, Costa Zografos, and Niko Zografos. We hope some girls will ‘“join in the fun” in the future! In the meantime, the boys continue to practice every Monday, Wednesday, and Friday afternoon in B-1 of the Middle School, pushing limits and themselves to make a positive impact on the community. We are very grateful to Maria for making so many connections for the team and for her relentless commitment to doing what needs to be done to bring the team so far. Recently, the Robotics team was asked to try out the new immersive, interactive classroom being installed in the room, the first of its kind on Long Island. Innovation is happening all over—stay tuned!
THE ARTS
The Art of Calligraphy By Autumn Glass ’26 This trimester, students have been learning about calligraphy. We have been discovering different calligraphy fonts and styles. This form of art is a type of decorative handwriting that is designed with a pen or brush. From the last trimester to now, students have developed different skills and are still improving by the day. Students have practiced writing poems, songs, quotes, and drawing borders. By the end of the first trimester, we displayed our calligraphy work in an exhibition for the students and teachers to see, and we are working on some more work to display right now. Make sure to come check it out!
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LOWER SCHOOL
SNAPSHOTS
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READING
Phonics:
The Science of Sound By Saralyn Lawn, Director of Lower School
One of my greatest professional passions is teaching reading and I have strong convictions, which are supported by cognitive science, regarding how to do this well. The research is clear regarding the absolute necessity of phonetic instruction for students to achieve at their optimal level and this is why all Portledge Lower School teachers are trained in the phonetic and morphological principles of English and our curriculum includes a systematic, sequential phonetic program throughout the Lower School. My journey in education began as a high school English teacher. My first teaching experience involved a longterm leave position, in which I taught all honors and AP students and one remedial English course for students who had not passed the New York State English competency test in English/language arts. As I taught these classes, it became clear to me that my students who had not passed the regents competency test were just as capable as the Honors and AP students in terms of their thinking ability, but they struggled to pull the words off the page. As time went on, I noticed that many of the honors and AP students, although pretty solid readers, also did not have adequate word attack skills when confronted with words that were not a part of their everyday speaking and listening vocabulary. This phenomenon set me on a research odyssey: I wanted to know how I could teach my students to more effectively approach unknown words. My research did not readily yield answers to my question. I found much of the literature focused on how to teach students to comprehend more deeply. In my experience, this was rarely the problem - my students, both those excelling and those struggling, could comprehend text fairly well, when text was read aloud, if needed. The issue they were having was fluently pulling the words off the page so that they had the bandwidth to do the “thinking� about the text. A program called Recipe for Reading intrigued me as it offered a scope and sequence for teaching individual sound-symbol relationships and suggested practice applying these relationships to both reading and spelling. I started to
think about how I could bring aspects of this curriculum to the classroom. I decided to pursue an advanced degree in special education, thinking that I would surely learn how to more effectively teach all my students reading skills. I was wrong. I finished my degree in special education, becoming certified to teach children who struggle with reading, and had barely any more skill to teach reading than I had before I started. I knew I had to seek further learning myself so that I could actually make a difference for kids. I stumbled across a center that specialized in tutoring children with reading challenges that offered a course called Phonics First, similar to Recipe for Reading and based on the work of Orton and Gillingham. This course forever changed me as an educator and allowed me to support so many children on their path to reading and spelling that I am eternally grateful. And, in the process, I grew more and more passionate about teaching reading. As it turns out, learning to read is a pretty complex process that many folks take for granted. Being a proficient reader oneself does not necessarily equate to teaching reading well, and teacher education programs usually do not equip teachers with what they need to know most in order to be strong reading teachers. Teachers need to understand how to implement a systematic, sequential phonetic program, a deep understanding of phonology and morphology (units of meaning) of English; and a thorough understanding
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READING
of how to assess reading and use assessment information to guide instruction in order to become effective teachers of reading. Recently, the fact that teacher education programs are failing to prepare elementary teachers using cognitive-based reading research has been increasingly in the news. After years of frustration myself, as an educator, being able to clearly see the issues with reading instruction in the U.S., I am so pleased that this issue is finally receiving more widespread attention. The December 4th volume of Education Week is entitled, “Getting Reading Right,” and, on the front cover are sound-symbol relationship cards. The entire issue is devoted to the importance of phonetic instruction!
What does the research tell us? The research has proven time and again that phonological awareness and explicit phonics instruction during the early years supports children in learning to read more efficiently, effectively, and fluently. Furthermore, strong reading fluency is the number one predictor of reading comprehension. Five crucial components must be incorporated into any elementary reading curriculum: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Phonemic awareness and phonics are the foundation for
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fluency, and fluency, vocabulary, and background knowledge culminate in comprehension. Comprehension is, of course, the ultimate goal of reading, and the building blocks must be in place to make sure our children are comprehending at the highest level.
Why teach phonics? Phonics is not flashy, unless you’re like me and get really excited about new phonics magnetic boards, nor has it been trendy over the years. In fact, many have been vocal advocates against phonics instruction. Some brains are more efficiently wired to see and connect sound-symbol relationships and some, naturally, are going to struggle a bit more in this area. Researchers have observed this phenomenon of neural processing of sound-text relationships using functional MRI imaging. In fact, proficient readers process sound-symbol relationships (text) more efficiently and using different parts of the brain than those who do not decode words efficiently. The good news is that due to neural plasticity of the brain, we know that we can train the brain to process sound-symbol relationships more efficiently and effectively by exposing children to systematic, sequential phonetic training and engaging them in phonemic awareness activities.
Directly teaching sound-symbol relationships, spelling patterns, and the units of meaning in our language (morphemes) supports all students to become stronger readers, even children who learn to read with fair ease. As students approach more challenging and complex texts, they will encounter words that are not part of their everyday speaking vocabulary, and having knowledge of word parts, units of meaning, and syllable types in English, will provide them with concrete strategies to read unknown words in advanced texts. Additionally, a solid base in this knowledge will support their spelling of advanced vocabulary. Consider the following rules in English: ■ The sound /us/ in English can be spelled -us or -ous, as in focus or nervous. There is a rule at play here: A multisyllabic word that ends in the /us/ sound is spelled -us if it is a noun and -ous if it is an adjective. ■ The sound /j/ in English can be spelled -ge or -dge. Use -dge at the end of a word or syllable that contains one short vowel (smudge, porridge). Use -ge after a consonant, after a long vowel sound, and after two vowels (hinge, stage, Scrooge). ■ One of my favorite letters to teach children is the letter x. The letter x has two sounds, /ks/ and /gz/. When
children learn that the letter x actually represents two sounds /k/ + /s/ or /g/ + /z/, they begin to spell words like fox correctly. (Many young children will spell fox as foks if they have not been taught this sound -symbol relationship.) ■ An important and challenging sound to learn is the sound for the consonant r and the difference between the consonant r and the r-controlled vowels such as ir in the word first. Children need to be directly taught that the / er/ sound in English can be spelled ir, ur, or er and that the consonant r in the initial position of a syllable makes a completely different sound. When we analyze student writing, we will often see a child spell the word first as
frist if they do not understand these phonetic concepts or, worse, when a well-intended adult teaches them that r says /er/. Knowing and understanding soundsymbol relationships and rules such as these takes the guesswork out of spelling and decoding. English is actually over 90% phonetic, but most of us weren’t taught the phonology and morphology of our language and, therefore believe English is a completely random hybrid with little rule base. Personally, for me, there is no greater reward than teaching a child to read and spell — to have a command over their language. I also thoroughly enjoy coaching teachers on how to
teach reading. Phonics and phonemic awareness is not the whole package — at Portledge, we also use authentic literature in guided reading groups to teach comprehension, fluency, and vocabulary. Most schools do not offer a daily class in phonics, and in many instances even, students receiving literacy intervention services do not even receive this type of instruction. I am proud Portledge has made phonics non-negotiable! For the sake of children across America, I am eternally hopeful that educators will head the advice of the December edition of Education Week and consider making phonetic instruction an integral part of every school’s curriculum.
Lower School Documentation Panels By Samantha Losco, Lower School Teacher The origin of documentation panels was inspired by our Reggio Emilia teaching philosophy. Faculty observed in Italy how teachers used documentation panels for multiple purposes. The panels, which are 11" x 17" posters, designed to provide students, parents, and visitors with a glimpse of what’s going on inside classrooms throughout the Lower School. Documentation panels can be utilized to communicate learning targets, student progress, thinking routines, collaborative work, field trips, and more. As Documentation Coordinator, I created a standardized and branded template available to all Lower School faculty. Teachers currently send me pictures and text so that I can organize the content on the panel before sharing the draft with the teacher. Once the draft is approved, poster-size prints are made. Feedback regarding the documentation panels has been positive as talking points for students, teachers, the Admissions staff, and visitors. We have even embedded QR codes that enable the viewer to listen to audio and view video content connected to the panel. Overall, the process has had a positive influence on the community among faculty and the administration. Here are some sample panels created this school year to give you a better understanding of what they look like.
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Founders Day 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 another monumental year, with over 900 friends, family, alumni, faculty, staff, and students on campus for the day. A very special thank you to our Founders Day co-chairs, Maria Gray and Sharon Cleary, and the members of the Founders Day Committee. 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. We cannot say enough about how much we appreciate everyone’s commitment to making Founders Day special and memorable for all. Your dedication truly reflects the spirit of the Portledge community!
Please save the date for Founders Day 2020... Saturday, October 3rd! 22 | The Crest · Winter 2020
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Thank you to all our sponsors, whose generous donations helped make the day even better! The Askeland Family The Bodian Family The Calleo Family The Cleary-Luethi Family The Daniels Family The Dubofsky Family The Faltischek Family 24 | The Crest ¡ Winter 2020
The Gray-Cohen Family The Halpern Family The Juguet Family The Kashinsky Family The Kellan Family The Koundourakis Family The Ma Family
The Meier Family The Mostafavi Family The Passelis Family The Perlmutter Family Jon Sandos ‘03 The Sanveren Family The Schamis Family
The Slinger Family The Smithers Family The Terranova Family The Vissichio Family Kelly Walles
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HALL OF FAME
Athletic
Hall of Fame
On Friday, September 20, the Portledge Athletic Department, in conjunction with the Development Office, hosted the 2nd annual Athletic Hall of Fame Induction Dinner. During the evening, four inductees: Nils
Nils Youngwall ’84, Tamara Simpson ’14, John McIlvain (accepting on behalf of Willa Sky-Bacon Freer ’99), Chris Masotto ’94
Youngwall ’84, Chris Masotto ’94, Willa Sky-Bacon Freer ’99, and Tamara Simpson ’14 were presented for induction by their former coaches and gave a brief speech thanking all who were part of their journey to reach this prestigious accomplishment. The tradition continued into Saturday afternoon when we again celebrated the four inductees at Founders Day, and presented them for induction to the entire community. Interim Athletic Director Michael O’Donoghue spoke briefly and presented each individual with an official Portledge Athletic Hall of Fame jacket. The entire Portledge community gathered around the stage to hear the accomplishments of these four alumni and to cheer them on. We are immensely grateful for all of the support received and look forward to celebrating once again in 2020!
Panther Den The Den hopes the holidays were pleasing to our community with added treats from the Panther Den, adorned with our wonderful crest logo. We appreciate all those who did some of their holiday shopping in the school store. Thank you for your continued support! Stop in for a peek of new merchandise featuring limited items from Land’s End. 26 | The Crest · Winter 2020
Portledge Athletic Hall of Fame:
Class of 2020
Nominations are now being accepted for the Portledge Athletic Hall of Fame Class of 2020. Eligible alumni from the following years are up for nomination through March 1, 2020: 1980, 1985, 1990, 1995, 2000, 2005, 2010, and 2015. For nomination criteria, deadlines, and to nominate, visit www.portledge.org/hof.
News from the
Parents
Association With 2019 in the books, it’s a good time to reflect on things that went well for us in the last year and things we wish we could go back and “do over” differently. Although
Melissa Halpern Parents Association President
it’s not helpful to sit with regret, we can always gain insight from acknowledging where we are and to visualize what we would like to see happen in 2020. When I became President of the PA, I didn’t know very many parents at Portledge. One of my intentions was to make new connections that would hopefully turn into friendships. I am grateful for every person who made an effort to connect and share their story. As a result, my entire Portledge experience has become enriched and I am more appreciative than ever for this supportive community that we are all so fortunate to be a part of. Our leaders recognize the importance of community and a lot of effort is invested in offering new opportunities to engage with other families and faculty. Recently, I have received numerous calls from families who are interested in attending Portledge. They have visited other schools and every single family said that they felt more welcome and comfortable on our campus than on their other visits. We are part of something that is incredibly special and not easily found in other institutions.
The common thread seems to be; Portledge is truly a gift you are giving to your child. As a community, how can we build upon our already strong foundation? We can do this by attending school events, by joining the PA, by showing up for PA meetings and parent coffees, and by volunteering our time to work the Book Fair or to participate in the Book Club that meets twice a year.
PORTLEDGE PARENTS ASSOCIATION UPCOMING EVENTS Portledge Book Club 8:45 a.m. Thursday, April 2 Bahnik Hall
The Person You Mean to Be by Dolly Chugh
Parents Association May Meeting 8:45 a.m. Tuesday, May 12 Bahnik Hall
Vaping 101: How to Talk to Your Kids about the Dangers of Vaping Guest Speaker: Dr. Mangala Narasimhan
Plus, our most exciting adult night event of the year is on the horizon! I hope to see you all on April 3rd for our annual Portledge Benefit which promises to impress and dazzle! The theme is being collectively conceived by this year’s talented and artistic Benefit Committee. This is the first time our Gala is being conceived and executed by a cohesive team of parents working together to create something unique, entertaining, and spectacular. The 2020 Benefit will not be forgotten anytime soon! So, when the time comes, purchase those tickets, bid on items and carve some time for yourself to make new connections and continue to build our sense of community at our incredible school. Your participation in school events leaves a lasting impression on you, your child, and our wonderful school. In 2020 and beyond, may Portledge flourish with this positive energy that we all have a role in creating, nurturing, and sustaining! Melissa Halpern Parents Association President Max ’24
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Vinny Dusovic
ALUMNI
Hitting the Ice with
Alan Schaefer
Grace Dima ’18
28 | The Crest · Winter 2020
After spending a year at St. Lawrence University, what made you decide to transfer to Long Island University?
How is it being a part of the inaugural Division I Women’s Ice Hockey team at LIU as well as the first-ever women’s ice hockey team on Long Island? It is a dream come true. The creation of this team, full of such talented and strong women, gives young girls on Long Island a Division I team to look up to so close to home. Although it’s growing at a rapid pace, women’s hockey on Long Island is not as popular as other places, and LIU is starting a movement and a new era of women’s hockey. It’s an amazing stepping stone in history and it’s only uphill from here for women’s ice hockey on Long Island.
What is your major at LIU? Do you think your classes at Portledge prepared you for your future career? My major at LIU is business. My years at Portledge have definitely prepared me for the rigors of college academics. Without the dedication and commitment of the of the faculty at Portledge, I would never be where I am today.
Alan Schaefer
Truthfully, I loved St. Lawrence University. I had great friends and a fun time; however, I originally came to school to pursue the hockey program. Unexpectedly and unfortunately, hockey didn’t work out the way I planned, and it was hard for me to lose the sport I had played for my entire life. Once I got in touch with Coach Rob Morgan and he offered me an opportunity to play again here at LIU Post, it was impossible to turn down this amazing chance.
What do you miss most about Portledge? I miss the community, the home it provides for each of its students. I miss my amazing friends, teachers, coaches, just about everything. I switched to Portledge going into my junior year, and all I can say is that I wish I made the decision sooner. Portledge is a school like no other.
What is your favorite Portledge memory? My favorite Portledge memory is winning Blue and White Day my senior year. I just remember how enthusiastic every student was—I didn’t see one frowning face that day. Everyone was laughing, dancing, singing, just having the best time.
Where do you see yourself in five years? In five-years I see myself working in some sort of employment in business or coaching a team of my own (hopefully, at the collegiate level). Or, who knows, maybe I’ll work at Portledge (can’t let go of it that easily).
If you could give one piece of advice to the Class of 2020, what would it be? My advice to the Class of 2020 is when you get to college, do not procrastinate! Time management is so important, especially when it comes to studentathletes. Also, make the most of your time as a growing adult, College is so much fun, but it goes by even quicker than high school, if that’s even possible. And, don’t be nervous! I promise you will love college but Portledge forever, obviously.
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ALUMNI
Catching Up with Alana Branston ’05 Co-founder and CEO of Bulletin
Where did you go to college and what was your major? I went to Wake Forest University and majored in Economics.
What was your inspiration for creating Bulletin? My co-founder and I started Bulletin as an online marketplace for emerging brands, similar to Etsy, and were struggling to grow it. We figured out that the brands on our platform were super interested in getting into retail space but found it almost impossible to get into traditional stores. This realization inspired us to pivot the company to focus on helping online brands get into physical retail stores.
Can you describe Bulletin for those who don’t know what it is? Bulletin helps brands get their products into retail stores. Online brands (like the brands you see all over Instagram) join our platform and can connect with retailers all over the country easily and affordably. This helps small, digitally native brands grow their presence and finally makes physical retail possible for them. We also have our own store in SoHo (27 Prince Street), where people can find our favorite brands from the platform. We’re a venture-backed company and have raised over $10 million in funding.
30 | The Crest · Winter 2020
Left: Alana Branston with Bulletin cofounder Ali Kriegsman. What is it like being your own boss?
What is an average day like for you?
I love it most days! We’ve grown the team to over 25 people and have expanded really quickly, so it can definitely be stressful at times, but building this company has been an extremely rewarding experience.
I’m in meetings or calls for most of the day. I work very closely with our engineering team and spend a lot of time working with them on our platform. I also spend a lot of time interviewing new candidates, working with our investors, and managing the overall team.
What is your favorite part of your job? Because we’re a technology company, there are always exciting new features that we can add to the platform. I love working with the team to brainstorm what we should build next and how it should function.
What is your favorite Portledge memory? So many amazing memories! I loved Dr. McIlvain’s English class, Mr. Hills’ history class, and playing on Mr. Coope’s lacrosse and soccer teams.
News from the Alumni Council When I reflect on my time at Portledge, I think of the welcoming sign that greeted me every morning when I made the turn from Duck Pond Road. When I drove through the entrance then, I was usually tired. Waking up was never easy. It would be sweltering, raining, or snowing. I would have a soccer game in Manhattan, or maybe a hockey game in Connecticut, followed by an SAT prep class. It would be at least 12 hours before I was back home. Yet, the moment I drove onto campus, through the stone pillars and down the winding road, I knew I was already there. My years at Portledge provided me with the foundation to be a lifelong learner and a global citizen. At a school that celebrates diversity and promotes inclusivity, I was able to start to become the best version of myself. My own talents, hobbies, and interests were encouraged and fostered through the connections we were able to make with one another and with our teachers and members of the administration. I have relied on these connections well past my years at Portledge. They helped carry me through college when I didn’t know what classes to register for or what to major in to writing cover letters and finalizing my resume for job interviews. Our teachers always went above and beyond. The learning never stopped in the classroom. The teachers, administration, and staff were our mentors, many of whom inspired me to become a teacher. Through the Alumni Association, I am able to continue making connections at Portledge. The Alumni Association is dedicated to working in partnership with the school, current students,
and alumni to continue to spread the mission of Portledge and nurture relationships to promote good will and pride, professional growth, communication, and social interaction. Life at Portledge does not end when we graduate; it continues, grows, and thrives. Staying involved is one way we can pay it forward so that Portledge can continue to flourish, and we can continue to make connections. To this day, my former classmates and I still look to each other for guidance and support. Even now, when I’m walking through Central Park in New York City on a crisp fall day and catch the breeze in the air, I’m immediately transported back to the Portledge soccer field. Mr. Coope is taking out the cones and soccer balls. Some sort of conditioning drill was closely approaching as my teammates and I warmed up and chatted about the debate we got into during Mrs. Johnson’s English class over what Vardaman meant when he said “My mother is a fish” in William Faulkner’s As I Lay Dying or how British colonial policies regarding
“
Life at Portledge, does not end when we graduate; it
continues, grows, and thrives. Staying involved is one way
we can pay it forward so that Portledge can continue to
flourish, and we can continue to make connections. To this day, my former classmates and I still look to each other for guidance and support.” —ADDIE REILLY ’10 President, Alumni Council
North America led to the Revolutionary War in Mr. Hills’ history class. Someone usually intervened with a joke and we erupted in laughter right as Mr. Coope blew the whistle and we hopped on the line. Something as simple as a fall breeze has the power to take me back to that time. That’s what lies in the power of graduating from Portledge. No matter where we go in the world, we will always be connected, which is a testament to the environment Portledge creates.
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ALUMNI
Alumni Wedding Bells
SHAPIRO-KEPPLER
LEE-ANASTASI
Weddings BEN SHAPIRO ’10 & MICHELLE KEPPLER October 20, 2019 District Winery, Washington, D.C. Best Person: Eve Shapiro ’13
LANZA-BEATON
SIWIEC-KUCHARSKI
DOURMASHKIN-GREEN
ELIZABETH LANZA ’08 & ROBERT BEATON
MARK DOURMASHKIN ’10 & REBECCA GREEN
October 11, 2019 The Garden City Hotel, Garden City, NY
July 4, 2019 Hildene, Manchester, VT
Co-Maids of Honor: Miyuki Miyagi ’08 and Alexandra Siwiec ’09
Groomsmen: Steven Dourmashkin ’11, Ben Shapiro ’10, Jonathan Brailsford ’10, John Litke ’10, Daniel Leask ’10, James Scarmozzino ’10, Vishal Chinchwadker ’11, Stephen DiBartolomeo ’11, and Christian Sbarro ’10
Groomsmen: Mark Dourmashkin ’10 and Jonathan Brailsford ’10
Bridesmaid: Siena Falino ’09
AARON LEE ’09 & DANIELLE ANASTASI ’09
ALEXANDRA SIWIEC ’09 & RADEK KUCHARSKI
August 24, 2019 Oheka Castle, Huntington, NY
August 31, 2019 The Hempstead House, Sands Point, NY
Bridesmaids: Leah Heffernan ’09, Becky Ashby-Colón ’09, Megan Costello ’09, Samantha DaSilva ’09, Rachel Lee Thomas ’99, Pamela Lee Van Dina ’01, Jessica Lee ’01
Bridesmaid: Elizabeth Lanza ’08
Engagements
Also in attendance: Zaidat Animashaun ’09
Congratulations to Ali James ’11 and Nic Leask ’11, who became engaged in September 2019!
Groomsmen: Matt Ardito ’09, Matthew Schmidt ’09, Ari Anastasi ’06
32 | The Crest · Winter 2020
Groomsman: Adam Lanza ’06
Also in attendance: Robyn Worrall ’10, Ali James ’11, Lisa Dourmashkin ’12, Nic Leask ’11, Ashwin Chinchwadkar ’09, Francesca Woll, Nick Woll.
Congratulations to Portledge Alumni Council President Addie Reilly ’10, who became engaged to Renee L’Heureux in November 2019!
A L U M N I U P D AT E S
The Portledge Fund Each year, we ask the entire Portledge community to come together to provide a gift of support to The Portledge Fund. Serving as the cornerstone of our success at Portledge is the close partnership that we
We ask that you make Portledge one of
have built with you, our active and engaged community.
your philanthropic priorities.
Your continued support and philanthropy is a vital part
Please support The Portledge Fund today.
of our school’s foundation and future, and one that continues to grow year after year. There is no doubt that without the generous efforts of our community, Portledge would not be able to provide the educational enhancements that have helped to secure our place as
Make your gift online at www.portledge.org/support or contact the Development Office at 516-750-3205.
one of the top independent schools in our region.
Alumni Updates Kacey Farber ’85 was nominated for the Northwell Health 2019 President’s Award for Exceptional Patient/Customer Experience. Alain Mathieu ’08 was selected as one of The National Black Lawyers Top 40 Under 40 in Massachusetts. Sevket Mete Seker ’08 began the NYU Langone part-time MBA program in spring 2020. Benjamin Lobley ’11 completed his legal internship with the Hofstra Community and Economic Development Clinic. Nicholas Lobley ’12 was promoted to Portfolio Manager at W.E. Donoghue & Co., LLC. Delilah Leibowitz ’15 began a new position as Associate Fellow at Columbia University Joshua Yoder ’18 began a new position as Computer Science Department Grader at Rochester Institute of Technology.
Alumni
Summer Reunion REMINDER Saturday, June 13 5:00 p.m. Wall’s Wharf , Bayville, NY
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SUMMER ADVENTURES
What’s new for 2020? Portledge Summer Adventures Embarks on Partnerships for 2020 Portledge Summer Adventures has been a part of the community for the past 23 years offering art, science, technology, sports and more for children ages 2 through 16. This summer we are excited to partner with two other local organizations, Seawanhaka Corinthian Yacht Club of Centre Island and Mainstages Theater program in Locust Valley. The Seawanhaka partnership will offer Summer Adventures participants an opportunity to get out onto the water to try sailing and other water sports. Over the course of two separate weeks, children will have the opportunity to “add on” programs at Seawanhaka. An “add on” at Summer Adventures is a program that “adds on” in the afternoon, bringing variety and choice to
34 | The Crest · Winter 2020
their day. Students will be transported from Portledge to Seawanhaka on Centre Island to engage in sailing and other water sports such as swimming, and kayaking. We are thoroughly excited about the range of opportunities this will bring to the Summer Adventures program. We will also partner with Mainstages Theater programming. Mainstages produces full theater productions in the Locust Valley school district two times per year. They were looking for a summer venue in Locust Valley and chose to partner with Summer Adventures! Lucky us! Mainstages bring with them a range of Broadway talent to share with our students, offering two separate week-long programs.
In this short period of time, students have a great time singing, dancing, participating in Mainstages famous “game show” activity, and much more. We will have a total of six weeks of drama at Summer Adventures; two individual one-week programs and one four-week program, so if your child enjoys acting, singing, and dancing please be sure to spend your summer at Portledge this year! There will be so many exciting programs this summer between the dates of June 22 and August 14, so please plan to spend part of or the entire summer with us.
We can’t wait to see you!
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355 Duck Pond Road Locust Valley, NY 11560 (516) 750-3100 www.portledge.org
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