Connections 2019

CONNECTIONS Ridgefield Academy - Landmark Preschool Fall 2019

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BOARD OF TRUSTEES 2019-2020* Dr. Rachel Sondheimer Kate Ritter Stephanie Luedke Lynne Geaney Mark Abrahamsen Jennifer Amadeo Al Bartosic Alex Bellina Kristin Beylouni Tim Birch Honorary Member Alison Davis Dr. Kaye Hale Hide Harashima David Heaton

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Chair Vice Chair Treasurer Secretary

Eric Heaton Dr. Damani Howell Caroline Kellen Laura Masotti Erin Schiller Lewis Schwartz Attorney General William Tong Howard Turner Wendy Wo Beurket

Erin Macri (RAPA President) ex-officio Tom Main ex-officio * This list is subject to change and may not be inclusive of all RA trustees.

SCHOOLS

EDITORIAL BOARD MarCom Department

223 West Mountain Road Ridgefield, CT 06877 203-894-1800 www.ridgefieldacademy.org

BEDFORD CAMPUS 44 Village Green Bedford, NY 10506 914-234-2300 www.landmarkpreschool.org REDDING CAMPUS 20 Portland Avenue Redding, CT 06896 203-544-8393 WESTPORT CAMPUS 11 Burr Road Westport, CT 06880 203-226-6982

Connections Magazine is published once a year by the Marketing & Communications Office (MarCom). In compiling this magazine, every effort has been made to ensure that it is accurate and complete. Please advise the MarCom Department at 203.894.1800 x126 if there are any errors or omissions.

PHOTOGRAPHY Taylor Caldwell Anthony Larson Annamari Mikkola Kara Morgan

Mission Statement The Ridgefield Academy and Landmark Preschool community celebrates childhood, pursues excellence, and cultivates kindness. Our educational program is intellectually inspiring, and we foster joyful learning and mutual respect in all that we do. We empower each student to rise to their authentic self, preparing confident graduates who shape their future with ingenuity and integrity.

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Our Newly Adopted Mission Statement Middle School Matters

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Public Speaking Program

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Preparing the Next Generation of Innovators Future Wise and Lifeworthiness

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RA Goes Solar

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Class of 2019 Graduation

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Matriculation Lists

A Year in Photos 2018-2019 Alumni Notes Abigail Wattley Harry Amadeo Ryan Heaton

In Memoriam

Diana Eldridge Lisa Annunziato

New Faculty and Staff Members RA Students Head West

Classes of 2015 and 2019

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Message from the Head of the School Dreamers Become Thinkers

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s I begin my second year as head of Ridgefield Academy/Landmark Preschool, the depth and scope of my appreciation for this special community have increased exponentially. There are four qualities that clearly define our school. First, our students love their school. There is an infectious joy in every corner of their learning. Second, the academic program is constantly evolving, in an intentional and researched-informed manner to assure that all of our students are having meaningful and valuable learning experiences.

Our teachers and educational leaders are knowledgeable and committed to a program that is regularly assessed, modified, and advanced to assure that our students are having meaningful and valuable learning experiences. Third, we have an army of parents who are always ready to pitch in and do whatever is asked of them to support the school.

And, fourth, our board of trustees is deeply committed to long term strategic planning, assuring that the school will be strong and vibrant years from now. It’s the quality of the people that defines this very special community, and my appreciation for them grows daily.

The school is a busy place this year. The trustees will finish a 5-year strategic plan this winter, which is central to our thoughtful and intentional evolution. We are rolling out our recently developed marketing initiative as we work hard to more clearly and effectively tell the RA/ LP story. We continue to bring awareness of the new Mission to every corner of our community and educational programs. We are preparing for the Connecticut Association of Independent Schools (CAIS) visit for continued accreditation next fall. These are all important initiatives, and great schools should be busy reaffirming those qualities and programs that are central to our excellence, while keeping an eye to our future.

Finally, please spend some time with the gratitude report that follows.

There are many people who have made a difference to our programs and constituents through their generosity. A huge thank you to everyone who supports the school in this way.

Enjoy reading this magazine! This publication is a great way to get an inside view of our school, as well as appreciate what our graduates do after RA.

Thomas B. Main, Head of School

There are three undeniable truths about Ridgefield Academy’s and Landmark Preschool’s educational programs: We design our curriculum with Intentional Connectedness to foster Joyful Learning, and we graduate students who are Authentically Self-Assured individuals.

This is the educational essence along the continuum of learning from Landmark Preschool to Ridgefield Academy. It is what makes us different. Here, the dreamers of today become the thinkers of tomorrow.

Ridgefield Academy and the Board of Trustees recently invested in a professional marketing firm, Overabove, to assist us in articulating what is truly distinctive about our school. Research completed by Overabove and our Marketing and Communications department illuminated our true essence and core values, pinpointed our brand DNA, and brought clarity to what makes our school different. At Ridgefield Academy and Landmark Preschool we Nurture The Wonder of Becoming in our students. Out of this positioning, an ad campaign has been created using the concept of “Dreamers Become Thinkers.”

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rom early childhood to adolescence, students are seen and known as individuals within our kind and nurturing community. Along their journey of inspired learning and self-discovery, they have many partners, faculty, staff, parents and classmates, who guide, challenge, and share in the joy of learning. Our interconnected curriculum is brought to life by our engaging teachers and fosters our students’ natural curiosity and openness to the world. It is here, at this brilliant intersection that discoveries are made, that a strong academic foundation is built, that children become accomplished thinkers, leaders, change makers, scientists and so much more.

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s part of Ridgefield Academy and Landmark Preschool’s continued development of the student experience, our Board of Trustees led a process to review and revise our school’s mission statement. The mission serves as the first and primary policy of the school, a policy that anchors all that we do. It is important for any school to regularly review its mission statement to make certain the values of the school are adequately reflected. The Board of Trustees approved the new mission statement on April 13, 2019, and it will guide the school in the years to come.

Most notably, it will serve as a foundation as we embark on the process of writing a new strategic plan.

The mission contains three parts, with our core values clearly stated in the first sentence, essential qualities of the educational program in the second sentence, and the results of an RA/LP experience referenced in the final sentence. There is no doubt that the new mission statement clearly connects to the Ridgefield Academy and Landmark Preschool student and family experience. This new mission has taken its place in the school both physically, in our hallways, in publications and the website and philosophically in our communications.

RA/LP is an ambitious and forward-looking school. The work of the Strategic Planning Committee is far from complete, but we have already begun the next steps, including the task of writing a comprehensive Strategic Plan that will guide our initiatives over the next several years.

Our educational program is intellectually inspiring, and we foster joyful learning and mutual respect in all that we do.

We empower each student to rise to their authentic self, preparing confident graduates who shape their future with ingenuity and integrity.

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The Ridgefield Academy and Landmark Preschool community celebrates childhood, pursues excellence, and cultivates kindness.

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t Ridgefield Academy, we know to make connections, consider multiple perspecthat middle school matters — a tives, and deepen their understanding. Our talented lot. These formative years set the teachers design forward-thinking, authentic edufoundation for who a child will cational experiences for their students; experiences become, emotionally and intellecthat not only develop the essential critical thinktually, as a student and as a person. ing, reading and writing skills, but that encourage The middle school program at RA, which covers risk-taking and nurture the collaborative, creative, grades 6 to 8 and is referred to as “Upper School,” and leadership skills that are in demand. is a truly comprehensive educational experience incorporating technology, visual and performing arts, And yet, old-fashioned kindness informs who we are world language, athletics, and so much more. It is and what we do as a community. As leaders of the designed specifically to develop the whole child, and school, our Grade 8 students set the tone for kindis delivered by faculty who understand and celebrate ness, and all students are taught to become allies this pivotal time in a child’s life. Their great passion to those in need. To further develop the social and is knowing their students as individuals within our emotional needs of our students, the Advisory and kind and vibrant community. Our unique PreWellness Program provide children with the inforschool-8 model and faculty advisory program allows mation they need to make sound decisions, have a for learning within the context of these supportive positive self-image, and build healthy relationships. relationships.

Ridgefield Academy has long understood the value Guided by our Center for Innovative Teaching of strong communication skills and public speaking. and Learning, students engage in a lifeworthy and At RA, Grade 6 to 8 students learn how to construct intellectually inspiring curriculum that is meaningwell-written essays, advocate for their ideas around a ful to their lives. We believe education is more than Harkness table, and deliver remarks with confidence a series of tests and a body of knowledge to memand poise. In the classroom and on the stage, stuorize. Educational experiences in Grades 6 to 8 are dents find the power of their voices as they debate, interdisciplinary. This type of study allows students present, perform, and speak publically. They are

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STEM education at Landmark Preschool creates critical thinkers, increases science literacy, and prepares them for STEM at Ridgefield Academy where they can become the next generation of innovators.

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encouraged to use their voices for the good of others valuable ways they contribute to their athletic teams, as they learn to be thoughtful citizens and active their peers, and their communities. change agents in their community through the Service Learning Program.

Our students are challenged to pursue excellence in all of their endeavors. They do so knowing they It is satisfying to see the self-assuredness of our have the support of the entire community. They students blossom as hidden talents unfold through learn how to learn and as they discover the world, participation in one of our 14 different sports they discover themselves. On this journey of becomteams, music, performing and visual arts, and the ing, RA students have the confidence to not only many electives offered. Students in Grade 8 become ask “Why?” but “Why Not?” They graduate Grade confident role models as they lead all-school assem- 8 prepared for success in even the most challenging blies, buddy with a Kindergartener, serve as a team high school programs and beyond. captain or a peer leader in Lower School classrooms.

As they rise to their authentic selves, they learn the

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lasses file into the Summit Gymnasium and are joined by lingering parents for the week’s all-school assembly. A student from Grade 8 waits at the podium, peering out over prepared notecards at the growing audience. This will be his audience, and he has one opportunity to capture their attention and elicit an emotional response to his topic. Those in the audience who think of public speaking as nerve-racking, scary, and overwhelming feel the tension and electricity in the room as the audience awaits expectantly for the speaker to begin.

The student articulates seamlessly and confidently, immediately capturing the audience’s attention. The tense energy in the gym gives way to a beautiful flow of engagement. His speech is given with poise; his story influences.

Although the student’s speech lasted only a few minutes, it was actually years in the making. Ridgefield Academy places great emphasis on oral and written communication skills beginning as early as preschool. In Lower, Middle, and Upper School, students participate in a formal public speaking curriculum and are given many opportunities to practice their skills through class activities, project presentations, and dramatic performances. Classroom discussions and debates challenge students to articulate their understanding and perspective of course topics. This culminates in June when Grade 8 students complete their journey at RA by delivering a personal graduation speech highlighting and reflecting on their experience here.

Ridgefield Academy recognizes the importance of an engaging public speaking program and believes,

to be successful, it needs to include the following characteristics: 1. COMMUNICATION

Public speaking develops important communication skills students will need to use every day. Children will speak or present publicly at some point in their lives, whether at school, outside of the classroom, or in the workplace. Public speaking develops a student’s ability to articulate themselves clearly and concisely.

2.CONFIDENCE

Simply put, practice makes perfect. By speaking publicly on a regular basis, students build confidence articulating ideas to others. Communication becomes more fluid and less stilted. As public speaking skills improve, students have the fortitude to speak up and engage in healthy debate. The ability to speak publicly is also an essential leadership quality.

3. MOTIVATION

Public speaking is designed to inspire and motivate individuals. It allows children to research topics and become passionate about them so they can be shared with enthusiasm and conviction. Skills of persuasion are developed, and compelling language is explored to engage with an audience. Inspiring others builds a child’s self-esteem and earns the respect of peers.

4. KNOWLEDGE SHARING

Public speaking involves mastering a topic and demonstrating in-depth knowledge. This requires research, organization, and structuring information to present it in the most interesting way. It provides

students with the discipline to prepare and carefully plan their approach.

5. EXPERIMENTATION

Practicing public speaking at school allows our students to refine skills in a safe environment.

When children seek advice and support, it reduces the fear of judgment. Students can experiment with different techniques, presenting styles, vocabulary, and content. It gives them the confidence to try something new and perfect communication methods.

The benefits of public speaking are enormous. Once children become comfortable talking to larger groups, they find themselves better connecting to smaller groups and in their own personal relationships. The process brings out a deeper part of themselves that is more real, interesting, and sensitive to others. Public speaking is a competency that will carry them along the journey to becoming their best selves in their high school, college, career, and life.

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believe children are curious, capable, and ready to learn at an early age and we have built our dynamic preschool program to introduce academics through engaging learning activities.

With the continuum of learning uniquely offered by Landmark Preschool and Ridgefield Academy, our preschool teachers lay the foundation of skills that will be built upon as children move from Landmark Preschool to the Lower, Middle, and Upper Schools at Ridgefield Academy. A cornerstone of this foundation is the area of STEM skills. STEM, which includes the disciplines of science, technology, engineering and math, is vital to our economy and our well-being. The highest paying jobs today and most jobs of the future will require STEM skills. Developing STEM skills in preschool prepares Landmark students for success in the STEM classrooms and laboratories of Ridgefield Academy.

Landmark Preschool teachers are skilled in providing STEM: experiences and materials for their students to explore. Our instructors attend special training in STEM, Leslie Pugner and Meg D’Onofrio of Landmark - Redding attended a workshop led

by Miriam Beloglovsky, author of Loose Parts: Inspiring Play in Young Children. Children natu-

opportunity to incorporate some hands on approaches to learning math and numbers in a new way. We built snowflakes with Q-tips and crystals, as well as counted and patterned them.”

Landmark is also a leader in preschool technology. Classes are fitted with Epson Boards and the Ridgefield Academy is committed to teaching technology program encompasses far more than STEM skills, and learning these skills through computers. “I use the Epson Board and iPads as a exploration and fun is a hallmark of Landmark hands-on approach for the children and use them Preschool. In the Redding Fives Class, Jen has as a reinforcement of lessons that I am teaching or created a STEM lesson that explores the engineering have taught in the classroom,” says Maureen. principles of design, building, shape, and structure Technology is a wonderful tool to connect past and current experiences. using marshmallows! The students are immediately engaged by the soft, squooshy marshmallows and Landmark Preschool - Bedford students engage with toothpicks placed before them. Excitement rings code-a-pillars, iPads and Epson Board games, which out around the table as they explore the materials are part of a Tech Cart that was funded by Bedford through touch and observation. The marshmallows smell oh-so-good, but they are not for eating today. parents on their Museum Night fundraiser.

Instead, the class is challenged to build a structure STEM education at Landmark Preschool creates that is more than one story high using the toothpicks to connect the marshmallows. critical thinkers, increases science literacy, and prepares them for STEM at Ridgefield Academy, where “We learn about building up rather than out and they can become the next generation of innovators. what kind of base the buildings will need,” says Jen. Critical thinking skills are activated as children problem-solve through trial and error, and use math to count and even create symmetry.

“Many of the daily activities that we do in preschool incorporate STEM activities. Our students build with Legos and pattern blocks, they estimate, predict, and use manipulatives to solve problems and learn basic counting skills,” says Jen. On the Westport campus, Head Fours Teacher Maureen Capuano teaches children where rain comes from through scientific inquiry and experimentation. “I had the students participate in a ‘rain cloud’ experiment, in which the children used shaving cream, water, food coloring and a pipette to demonstrate the process of the rain cycle.”

Kristeen Chickering, Fours head teacher at Ridgefield Academy, says “We have just introduced number corner last year. This has given us the

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rally gravitate toward STEM activities because, as Landmark Preschool teachers know, children are naturally curious! “Our children are constantly learning about the world around them through exploration and science,” says Jen Bollaro of Landmark Preschool - Redding.

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By Basil Kolani

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Pam Clasby, Basil Kolani, Adele Dominicus, Stacy Hynes, Nancy Freyre, and Lisa Liebowitz have just begun a semester-long class taught by the Harvard Graduate School of Education’s Project Zero called Teaching for Understanding: Educating for the Unknown.

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all Weather means “back to school,” but Ridgefield Academy and Landmark Preschool were hard at work all summer and even busier now that we’re back in the classroom! Summer started with a controversial question: What is something from your K-12 education that was truly worth learning?

consider the “lifeworthiness” of what they teach.

A term Perkins invented, lifeworthiness refers to whether the information is likely to matter in a student’s future.

Sure, the lifeworthiness of learning how to read or how to count is hard to argue. But after that, we can look at almost everything else we teach – that every school teaches – and wonder whether or not it will This summer, all Ridgefield Academy and Landmark serve our students well in the future. The faculty spent an afternoon professional development session Preschool faculty across our four campuses read a working on taking a lifeworthy concept from our book called Future Wise: Educating Our Children curriculum and, in groups, creating a student-cenfor a Changing World. Future Wise was written by tered experience around the teaching and learning David Perkins, a professor at Harvard Graduate of that topic. Interestingly, many of the ideas that School of Education, and challenges educators to

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came up were around big ideas such as climate change and recycling, and our discussions were proof of how we might study important concepts through personally-relevant challenges. “Why are we learning this?” should never be a question that a student has to ask.

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We’re still using the idea of lifeworthiness to help us in our ongoing curriculum development, but once school started for students, it also started for a small group of faculty.

A group of six RA faculty members (Pam Clasby, Basil Kolani, Adele Dominicus, Stacy Hynes, Nancy Freyre, and Lisa Liebowitz) have just begun a semester-long class taught by the Harvard Graduate School of Education’s Project Zero called Teaching for Understanding: Educating for the Unknown. We often hear that we are preparing today’s students for jobs that don’t yet exist, and this course focuses on creating experiences for students that prepare them for an ever-changing future that will ask them to apply the knowledge and skills that they have learned in unfamiliar situations.

We began the class by asking the question “What is understanding” and are now shifting our discussions to answering the question “If understanding is the goal, then what should we be teaching?” We are now tackling the question of what is necessary to teach in order to help our students navigate an uncertain future. It is exciting to be a part of a faculty group that is challenging every assumption that we make about schools, what and how we teach in them, and the purpose of education today and tomorrow, and we’re already looking forward to

another cohort of teachers taking the next offering of the course early in 2020.

I’m reminded of Tom Main’s letter to the Ridgefield Academy community this summer, in which he wrote that “RA/LP is a thoughtful, forward-thinking institution,” and our faculty has been hard at work on imagining the future of education.

We’ll have more to share with our colleagues and the entire Ridgefield Academy community as the course unfolds over the next several months, but for now, if you have any thoughts about lifeworthiness, the importance of understanding, or thoughts on schools today, please feel free to send a note to Basil Kolani at bkolani@ridgefieldacademy.org – We look forward to hearing your thoughts!

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MIDDLE We believe children are curious, capable, and ready to learn at an early age and have built tekstischool program to introduce academics through engaging learning activities. With the continuum of learning uniquely offered by Landmark Preschool and Ridgefield Academy, our preschool teachers lay the foundation of skills that will be built upon as children move from Landmark Preschool to the Lower, Middle, and Upper Schools at Ridgefield Academy. A cornerstone of this foundation is the area of STEM skills. STEM, which includes the disciplines of science, technology, engineering and math is vital to our economy and our well-being.

The highest paying jobs today and most jobs of the future will require STEM skills. Developing STEM skills in preschool prepares Landmark students for success in the STEM classrooms and laboratories of Ridgefield Academy.

Bollaro of Landmark Preschool Redding.

Ridgefield Academy is committed to teaching STEM skills and learning these skills through exploration and fun is a hallmark of Landmark Preschool. In the Redding Fives Class, Jen has created a STEM lesson that explores the engineering principles of design, building, shape, and structure using marshmallows! The students are immediately engaged by the soft, squooshy marshmallows and toothpicks placed before them.

Excitement rings out around the table as they explore the materials through touch and observation.

The marshmallows smell oh so good, but they are not for eating today. Instead, the class is challenged to build a structure that is more than one story high using the toothpicks to connect the marshmallows.

Fours Teacher Maureen Capuano teaches children where rain comes from through scientific inquiry and experimentation. “I had the students participate in a ‘rain cloud’ experiment, in which the children used shaving cream, water, food coloring and a pipette to demonstrate the process of the rain cycle.”

Kristeen Chickering, 4s head teacher at Ridgefield Academy, says “We have just introduced number corner last year. This has given us the opportunity to incorporate some hands on approaches to learning math and numbers in a new way. We built snowflakes with Q-tips and crystals as well as counted and patterned them.”

Landmark is also a leader in preschool technology. As the first preschool in Connecticut to install the Hatch TeachSmart SMART Boards, our technology “We learn about building up program encompasses far more Landmark Preschool teachers rather than out and what kind than computers. “I use the smart are skilled in providing STEM of base the buildings will need,” board and IPads as a hands-on experiences and materials for says Jen. Critical thinking skills approach for the children and use their students to explore. Our are activated as children problem them as a reinforcement of lessons instructors attend special training solve through trial and error and that I am teaching or have taught in STEM, such as Leslie Pugner use math to count and even create in the classroom,” says Maureen. and Meg D’Onofrio of Landmark symmetry.

Technology is a wonderful tool to - Redding who attended a workconnect past and current experishop led by Miriam Beloglovsky, “Many of the daily activities that ences. author of Loose Parts: Inspiring we do in preschool incorporate Play in Young Children. Children STEM activities. Our students Landmark Preschool - Bedford naturally gravitate toward STEM build with Legos and pattern students engage with code-a-pilactivities because, as Landmark blocks, they estimate, predict, and lars, iPads and SMART board Preschool teachers know, children use manipulatives to solve probgames, which are part of a Tech are naturally curious! “Our chillems and learn basic counting cart that was funded by Bedford dren are constantly learning about skills,” says Jen. parents on their Museum Night the world around them through fundraiser. exploration and science,” says Jen On the Westport campus, Head

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of the benefits of using this source of energy so ith large, flat roofthat our students can see.” As one example, RA’s tops free of shade, solar panels will generate enough electricity to Ridgefield Academy power 20 homes for a year! saw an untapped opportunity to install Commenting on Ridgefield Academy’s recent solar panels on its efforts to increase its environmental awareness buildings as part of a conscious effort to make and decrease its carbon footprint, CFO Briggs environmentally appropriate choices in the best Tobin said, “Ridgeinterest of its commufield Academy has a nity. The solar instalmagnificent history lation is the third of and sits on land that many measures being has been well cared taken by the school in for and loved for gensupport of its mission erations. We are stewto act as a good steward ards of an important of the environment, legacy, and our efforts lower greenhouse gas We are stewards of an important today both honor emissions, reduce legacy, and our efforts today that legacy and build its carbon footprint, strongly upon it.” improve student and both honor that legacy and teacher health, and build strongly upon it.

Looking ahead, reduce energy costs.

Ridgefield Academy is committed to idenThe Academy began –Briggs Tobin, Chief Financial Officer tifying other ways to its effort to convert to become as environclean energy three years mentally efficient as ago when the majority possible, including of the fuel oil used for eliminating single-use plastics, improving curheating purposes was replaced with propane. RA rent recycling procedures, and possibly creating continued its fuel-efficiency efforts a year later by a composting program. In addition to the imupgrading from flourescent lighting to mercuportant work of educating and shaping future ry-free, 100% recyclable LED lighting. citizens and leaders, RA is setting an example that schools can make significant contributions As the third step in becoming more energy through environmental efficient, Ridgefield Academy installed 443 solar stewardship. panels on the major buildings of its Ridgefield campus, which, in time, will generate approximately 80 percent of the electricity used. Solar energy is a cost-effective way for schools to shine, and schools across the nation, like RA, are taking advantage of this environmentally friendly, cost savings opportunity. RA is also seeking to leverage the solar program as a learning opportunity for students. Larry Curry, RA’s Director of Facilities mentioned, “Monitors set up in both the Summit and Annex lobbies display statistics

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3 1. Summer rocketry camp 2. Upper School Wizard of Oz performance 3. Faculty/Staff vs. Grade 8 soccer game 4. Girls lacrosse takes on Wooster 5. Annual Touch-a-Truck event 6. Patriot Pride Night Game 7. Celebrating after the Socrates trial 8. Lower School campout 9. Preschool & Lower School spring concert 10. Preschool Winter Concert 11. Parent Teacher Appreciation Day volunteers 12. Grade 8 team building activities 13. Morning assembly weekly birthday celebration 14. Rise Against Hunger all-school service learning activity 15. Grade 5 101 Dalmatians performance

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ALUMNI NOTES

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Abigail Wattley with her daughter, Libby, and husband Kevin Kingman

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e recently met up with Abigail Wattley ’97 as she dropped off her daughter, Libby Kingman, for Kindergarten at RA. Abigail is the first alum with a child enrolled at RA, a milestone both for her and for the school!

Shakespeare and Dickens, so we read a lot of great literature.”

A highlight of her RA experience was meeting President Clinton and his cat, Socks, while on her Grade 8 trip to Washington, DC. (This tradition still stands, as Grade 8 students travel to Washington, DC, each fall). Other cherished memories are from her class, consisting of only five girls, taught by Nancy Burkeholder. “She had a beautiful, old, oak table that we would sit around. She loved

Abigail felt “absolutely prepared for high school” upon graduating in 1997. She attended Ridgefield High School and then studied economics at Williams College, where she met her husband, Kevin Kingman. She attended Harvard Business School, and earned her M.B.A. She currently works in endowment management as Managing Director for Williams College.

When touring RA with Libby, the transformation of the school was apparent. But what hasn’t changed for Abigail is that the facilities and people are still beautiful and welcoming. “The character of the people is the same. It is still a warm, friendly, loving place.” She chose RA for Libby because of the comAbigail entered RA in 1995 as a student in Grade munity, small class size, and great teachers. “I loved 7, when the middle school program had just been the thought of her being in a nurturing environlaunched in what she remembers as “a gorgeous, old ment and getting a lot of individualized attention school building in Georgetown.” from impressive teachers,” said Abigail.

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arry Amadeo’s passion for STEM and dedication to finding a more sustainable source of rocket fuel has landed him a spot in Moffley Media’s “Top Teens to Watch,” published in its September issue of Stamford Magazine. RA is proud of Harry, but not at all surprised at the accolade. “Harry is the kind of student you don’t forget.

When you see the spark in a young person’s eyes like that, it stays with you,” says RA science teacher Jerry Nash.

Harry credits RA with preparing him for King School. “Teachers like Mrs. Dominicus were easy for me to interact with. So when I got to high school I wasn’t afraid to go in early to ask my new math teacher for help when I needed it.” Mr. Nash’s Lower School Science class initially hooked Harry on science and engineering. “Mr Nash made things so fun, it was my favorite class. He even came to my house for one of my birthday parties and made oobleck in my sink!” Mr. Kolani, director of the Center for Innovative Teaching and Learning, organized Maker Faires, which offered a place for Harry to showcase his scientific work. “I had made a forge and was melting aluminum to cast it into different shapes. I was able to share that project with the other students out on the turf field, and this is one of my best memories of my time at RA.” Even outside of science class, RA was supportive of Harry’s rocket work. “Mrs. Dolan let me launch my model rockets on the field in front of my history class as part of my research project.”

Here is a section of Moffley Media’s article on Harry: What is it about rockets?

To me, rockets are a gorgeous unity of all STEM subtopics. To hear a rocket roar, as the multi-thousand degree gas comes shooting out the nozzle at hypersonic speeds and to actually feel the rocket’s

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burn are what continually draw me back into rocketry.

What’s the biggest struggle you’ve had to overcome?

When I was competing in my school’s science fair, I was testing different additives to solid rocket propellant to see how they affected the motors’ performance. During this, I had several catastrophic rocket tests. Diagnosing these failures took a lot of time and effort, and I am proud to say that I found the modes of failure and was able to correct them in the subsequent tests.

If you could have dinner with one person, living or dead, who would it be and why?

German rocket scientist Wernher von Braun. He was a pioneer of early contemporary rocket progression. I would love to talk to him about how they solved various engine-related problems on the Saturn V moon rocket.

Future Plans?

My current plans are to develop a new highly efficient rocket propellant that can work in smaller motors. Usually, very large, expensive rocket motors are needed to achieve decent efficiency. However, by using different metals and tweeking particle sizes, I hypothesize that I can make more efficient solid propellant with smaller and cheaper rocket motors.

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lass of 2017 alum Ryan Heaton recently visited to learn how RA is augmenting the technology curriculum. Currently a junior at King School, Ryan is also an RA lifer, having started here in Kindergarten. He has continued his interest in STEM at King and is involved in many computer science projects.

Enjoy excerpts from his interview with Basil Kolani below.

Basil: Share with us what you are doing in the area of STEM at King.

Ryan: I am the lead of a development team that is creating an app for the school that allows all of the students to access assignments, announcements, classes, and other features. The school switched to a new online system that it uses to store assignments and grades. There were complaints about the difficulty of the user interface. We decided to do something to fix it and are planning to launch it in the next few months.

Basil: You are the lead in the group and you are the youngest student in the group. How did that come about?

Ryan: I am a good public speaker and presenter, and can communicate with the community. I am also the only one who had previous experience working collaboratively on a computer science project. It was a unanimous decision to put me at the head.

Basil: RA prides itself on its Public Speaking Program. What do you remember about your experience here at RA? Ryan: RA totally prepared me for public speaking and allowed me to have confidence and speak clearly. You might not like it if you are someone who gets nervous, but the amount to which it prepares you is just incredible. RA had given me the

Ryan Heaton on left with other King students.

Contributed photo.

practice, from the endangered species fair to the colonies project and other opportunities, to present a project.

Basil: How did you get on this computer science track?

Ryan: Mr. Nash was really the first one who gave me a love of science, a love of technology. I kept along that path and became interested in robots, electronics, and programming. I explored these areas at different science camps, and was introduced in third grade science class at RA to something called programming. I eventually developed a passion for it and computer science.

Basil: What’s high school been like, transitioning from RA? Ryan: RA really did a great job preparing me for the necessity of self-sufficiency and figuring out how much I can do and how much I can’t do. RA’s requirements prepared me to figure out what I wanted to do and don’t want to do. I felt nearly 100% prepared for what high school had to throw at me at the beginning of freshman year and I owe it to Ridgefield Academy.

To hear the entire podcast with Ryan, visit http://citl.ridgefieldacademy.org/podcast/

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iana Eldridge, former Preschool and Lower School music teacher at Ridgefield Academy and most recently of Taipei, Taiwan, passed away on April 5, 2019, in New York City at Memorial Sloan Kettering Cancer Center.

Diana was a lifelong violinist, first picking up the instrument at age 10, who always favored (and frequently played) the emotive works of Fritz Kreisler. She honed her musical studies throughout her life, receiving a B.A. in Music Education from Mars Hill College, cum laude, in 1975 and an M.M.E from Boston University in 2010. Diana was a devoted, loving mother, taking time away from the workforce to raise and support her son, Schuyler. Diana finished her life with a 20-year career as a music teacher where she spread the joy and inspiration of music to many young lives (from preschool to fifth grade) at both Ridgefield Academy and Taipei American School. Diana’s passion for music was evident in every class she taught, and she inspired a number of budding musicians through her work.

LISA M. ANNUNZIATO

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n Thursday, August 29, 2019 the Ridgefield Academy community lost a dear friend, colleague and dedicated teacher, Lisa M. Annunziato. Lisa passed away peacefully at her home in Ridgefield, Connecticut, surrounded by family, after a courageous battle with brain cancer.

Lisa earned a Bachelor of Science degree in Psychology from Georgia Institute of Technology in Atlanta, and then earned her Master of Arts in History from Western Connecticut State University. A math and history teacher, she was passionate about education, and was deeply committed to her students and Ridgefield Academy, where she worked for 21 years as a head teacher. During her time at the Academy, Lisa developed deep and meaningful relationships with students, colleagues and parents. Students enjoyed dropping by Lisa’s classroom for a quick visit with her and her therapy dog, Rory. “Without a doubt, she was RA, through and through,” wrote Head of School Tom Main in his announcement to the school community.

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DIANA ELDRIDGE

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RA proudly welcomes 22 new faculty and staff across its four campuses.

They will be working to create a learning experience and culture that students can’t wait to engage in everyday.

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lease join us in welcoming Stephanie Kowalski as the new director of human resources! Stephanie brings to RA 15 years of experience in human resources in the corporate arena. She has a proven range of experience in this field as she has worked for small, innovative startups to large retail companies, such as Ann Taylor.

Stephanie earned a BA in Sociology with a minor in Women’s Studies from UCONN and entered human resources upon graduation. The culture of RA offered a major difference from the corporate sector and was a magnetic draw for Stephanie.

“I was really interested in coming to RA. It is a beautiful, nurturing environment. Everyone cares for the school, knows the history, and is really proud with faculty and staff so that she can “be someone to be here.” people feel they can lean on. I really want to be a valued member of the RA team.”

Stephanie has taken on the position with excitement for the people she will meet and assist. “I really Stephanie resides in Stormville, NY, with her enjoy connecting with people and learning what family, including two sons. They enjoy watching their interests are.” As director of human resources football on the weekends and sharing a homemade at RA, Stephanie’s goal is to develop relationships veggie lasagna with family and friends.

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oming from the Darien Public School District with an impressive 14 years of experience, Danielle Getchell has joined RA as head teacher for Grade 1. The 2s class has gained Karen Lummis as an assistant teacher. A past Landmark Preschool parent, Karen is “a strong believer in the school’s philosophy and proud to be a part of RA’s faculty!” Regina Yacko, previously a teacher on the Redding Campus, will now be instructing the 4s class on the RA campus. Libby Meuller joins the Library as Preschool and Lower School library

coordinator, where she will apply her prior experience as head of children’s services at Vineyard Haven Public Library in MA, to teach Kindergarten, Grade 1 and Grade 2. “I jumped at the opportunity to join the RA community. I was impressed by the positive, creative, and nurturing learning environment that is evident in every grade level—from Preschool to Upper School,” says Libby.

The Marketing and Communications and Development Departments have also expanded.

After heading up her own design firm for 15 years, Annamari Mikkola is now full time photographer, graphic designer and videographer.

Clancy Healy is serving as the manager of the Annual Fund and alumni engagement for the Development Department. Her previous roles were advancement associate, and community and alumni relations manager at Woodlynde School, in PA. Technology Systems Administrator, Kosta Myzithras, has 17 years of experience in supporting technology in a K-12 environment, most recently in IT Consulting for Charter Schools in CT and NY. “I chose to work at RA because I fell in love with the climate and culture of the school. I was fascinated by the work the faculty and staff do to support the students,” says Kosta.

the “wonderful community.” Coming from Bright Horizons, where she taught fitness and movement, Michelle Lichten is the new assistant teacher in the 4s class and Fun for Ones. She is excited to be part of “a great team of teachers who care about teamwork, support, respect and giving great learning experiences to the children.” Katherine Vincent, head 3s teacher, has prior experience subbing at RA and LP campuses and working as an assistant 4s teacher.

Katherine’s experiences are marked by “the joy and happiness I get to see everyday on the children’s faces. Knowing how much of a positive impact I have on each of their lives is an indescribable, rewarding feeling”. The new assistant teacher for the Stay & Play class is Tricia Callahan. The office also has a new face - Sarah McKimmie who has come on board as an assistant.

LANDMARK PRESCHOOL - REDDING

LANDMARK PRESCHOOL - BEDFORD

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Several Landmark Preschools share Ashley Kirk, who is teaching music to children on the Redding, Westport, and Bedford campuses.

ristina Svec, head 2s teacher, chose Landmark because it is a “great school with strong structure and amazing team leaders.”

Assistant 3s Teacher Jessica Loughran, is enjoying

ebecca Cintolo has joined our Redding campus as an assistant teacher in the 4s class. She enjoys “Watching the children grow from the beginning of the year to the end of the year.

Also, talking and listening to them!”

Some of the new staff members gathered together in August. From left to right: Libby Mueller, Rebecca Cintolo, Kristina Svec, Annamari Mikkola, Andrea Grady, Danielle Getchell, Clancy Healy, Karen Lummis, Sarah McKimmie and Kosta Myzithras

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Andrea Grady, with a background in writing for independent schools and nonprofits, is serving as communications writer and social media specialist.

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n June 13, History Teacher Diana Reid, Academic Technology Coordinator Anthony Larson, and 10 adventurous Grade 6-8 students left their familiar campus for a classroom of a different sort – The National Parks of Utah and Arizona. The eight-day trip was active learning at its best as the group experienced the geography and geology of the western U.S., its history, and native peoples. For nine years, the RA trip has stretched students past their comfort zones, and opened them up to the extraordinary beauty and intriguing science of nature. It is an exceptional bonding experience, complete with nicknames and inside jokes.

its different forms, has shaped the geology of the earth. They even spent an evening sliding down red sand dunes formed 10,000 to 15,000 years ago by winds eroding the nearby Navajo sandstone cliffs in Pink Coral Sand Dunes State Park. This incredible exploration of the west ended with a hike at Zion National Park in Utah.

Although the group followed an itinerary, there was time to break away from the structure that the students are so used to in their daily lives. “They learned to be in the moment and to explore,” said Mr. Larson. “At first they were uncomfortable with it, but they learned to enjoy it,” said Ms. Reid.

“Everyone had unique challenges on the trip and The adventure began when the group launched their opportunities to stand out,” said Mr. Larson. “Some rafts into the Colorado River to gaze at the remark- students felt comfortable at the cliffs, but were able scenery of Glen Canyon, and then explored the challenged by kayaking Lake Powell.” desert on mountain bikes. They hiked through the magnificent Antelope Canyon and Horseshoe Bend, The students did not return the same people as they and paddled through Lake Powell on kayaks. Their left eight days prior. The exertion of hiking and time on the Colorado River was punctuated with mountain biking in a challenging terrain and clia visit to the breathtaking views of Grand Canyon mate developed them physically. They became more National Park. While in Arches National Park, they knowledgeable as the trip wove together interdisstudied the algae, cyanobacteria and fungi that make ciplinary connections. The students also reached up the cryptobiotic soil crusts that protect against new levels of social development as they learned erosion in arid climates. Bryce Canyon National lifeworthy skills – how to work together, approach Park, known for its crimson-colored, spire-shaped new situations with confidence, be responsible, and rock formations, and giant natural amphitheaters, develop a sense of independence. Ultimately, they was a particular favorite of the adventurers. The returned with a new self-assured awareness of themstudents learned about the meaning of the different selves and their place in the world. layers in the formations and how water, in all of

All Photos by Anthony Larson

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On June 12, 2019, Ridgefield Academy 2019 during a beautiful outdoor ceremon the graduates were “lifers,� having

y graduated 26 members of the Class of ny in RA’s Graduation Garden. Eleven of g attended RA since Kindergarten.

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CLASS OF 2019 GRADUATION

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om Main, Head of School addressed the audience by saying, “The Class of 2019 will exist for me as a class, in perpetuity, of what an RA class can aspire to be. This group is intellectually accomplished, socially conscious, athletically talented, artistic, and clever. They have a lot of fun and truly enjoy each other.”

Mr. Main had a message for the and best wishes for futures filled graduates and said, “The high with success. school education you are about to begin is full of opportunity and The graduates were not the only will require your very best. I want ones celebrated. Ridgefield to impart to you four pieces of Academy also honored two of its advice: families, Eric and Nancy Heaton and David and Lucy Heaton, 1. Take risks over the next four with the James P. Heus Distinyears; 2. Be involved and pursue guished Service Award for their things that you are passionate extraordinary dedication and about and that interest you; 3. service to Ridgefield Academy.

Be in charge of your own life; Eric Heaton is currently on the and 4. Continue to concentrate Board of Trustees and served as on developing into a person of Chair from 2015-2018. His wife, Tradition runs deep at Ridgefield character, integrity and generosity. Nancy, was the RAPA President Academy, and it was evident Value the successes, the memories, from 2012-2014, served in several during commencement. Each the friends, the fun, the chalRAPA Vice President roles, mangraduate processed to the stage lenges you have overcome, the aged the school store and chaired with his or her “Kindergarten obstacles you have conquered, the several Fall Family Days. TogethBuddy” and spoke to the audirisks you have already taken, and er, Eric and Nancy chaired the ence about their RA journey, its use them as the foundation for Patriot Legacy Fund in its incepmeaning to them, and how it has the next four years and beyond. tion year of 2016. David Heaton prepared them to approach future Good luck and best wishes Class is a current Board of Trustees academic and life experiences. of 2019! I look forward to hearmember and held the position ing about your new experiences.” of Board Treasurer for the last 4 The ceremony concluded as the years. His wife, Lucy, has particiClass of 2019 recessed down RA’s Class of 2019 will go on to pated in school focus groups, has the aisle and one by one rang attend private day schools (eight), been a huge supporter of the arts, the Patriot Bell for the last time, local public high schools (three), and a dedicated parent of RA. signifying the end of their days at and boarding schools (six). Con- Both Heaton families have sons in RA and the beginning of new life gratulations to all RA graduate the 2019 graduating class. adventures. In his closing remarks,

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Visit: ridgefieldacademy.org/after-ra/graduates to read experts from our 2019 graduates’ speeches.

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Graduates of the Class of 2019 are attending the following secondary schools:

Graduates of the Class of 2015 are attending the following institutions:

Francesca Babala-Money – Northfield Mount Hermon Ava Beylouni – St. Luke’s School Sarah Bongiorno – Kent School Julia Brennan – Hopkins School Wylie Dell’Olio - Greenwich Country Day School Jackson Goble – King School Charles Goggin – Avon Old Farms Jasim Haneef – King School Bryce Heaton – King School Thomas Heaton – King School Charlotte Henrich – Miss Porter’s School Meredith Joo – Ridgefield High School Henry Kolani – Regis High School Helena Ladah – Suffield Academy Walker Liebowitz – Ridgefield High School Augustus MacInnes – Brien McMahon High School Dylan Macri – Fairfield Preparatory High School Joseph Odyniec – Avon Old Farms Alexander Safir – Hopkins School Dylan Schwartz – Greenwich Country Day School Andrew Seeberger – King School Jordyn Sesler – Greenwich Country Day School Paulina Sierra – Canterbury School Luisa Simon - Marymount School Anne Suter – Rye Country Day School Sebastian Zucker-Malone – Academy of InformationTechnology & Engineering

Charlie Atkins – Ithaca College Catherine Babcock – Miami University (Ohio) Catherine Beran – Groton School (graduation 2020) Olivia Bernstein (Unknown) Audrey Braun – University of Michigan Blake Cilmi – Washington & Lee University Piper Forstl – George Washington University Matthew Garavel – (Gap year) Walsh Geelan – Loyola Maryland Kailey Howell – Wake Forest University Harriet Insley – Rochester Institute of Technology Will Isler – George Washington University Oz Jensen – High Point University Eric Martin – Tulane University Annika Morgan – Dartmouth College Andersson Perry – UMASS Amherst Gabriella Puchall – Lehigh University Rachel Roberts – American University Alexander Ross – Bates College Isabella Schwartz – Bucknell University Avery Smith – High Point University JR Stauff – Yale University Robert Thompson – Johnson & Wales University Jimmy Vigar – Roger Williams University Matthew Zarb – Syracuse University

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RA LIFERS

RA acknowledges graduating students who have been enrolled at the Academy every year since Preschool or Kindergarten. We celebrated 11 “Lifers” in the Class of 2019! They are (from L - R) Tommy Heaton, Jordyn Sesler, Paulina Sierra, Charlotte Henrich, Gus MacInnes, Bryce Heaton, Alex Safir, Julia Brennan, Wylie Dell’Olio, Sarah Bongiorno, and Ava Beylouni.