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RIDGEFIELD ACADEMY AND LANDMARK PRESCHOOL !"!#

CONNECTIONS

Growing Minds Where curiosity grows, challenge inspires, and learning never stands still.

RIDGEFIELD!CAMPUS 223 West Mountain Road Ridgefield, CT 06877 203-894-1800 ridgefieldacademy.org

inside

BEDFORD!CAMPUS 44 Village Green Bedford, NY 10506 914-234-2300 landmarkpreschool.org WESTPORT!CAMPUS 11 Burr Road Westport, CT 06880 203-226-6982 landmarkpreschool.org BOARD!OF!TRUSTEES Rachel Sondheimer, Chair Kaye Hale, Vice Chair Jenny Zhang, Treasurer Alexa Pessoa, Secretary Mark Albert Mehdi Ali Alex Bellina Tim Birch, Honorary Trustee Marc D’Agostino Renea Dayton Drosten Fisher Jesse Fogarty Lynne Geaney Joelle Krysa, RAPA President Lorinn Leibrock Tom Main, Head of School Kelly Milton Brian Morgan Roberto Redondo Chelsea Thatcher Kelly Ullman ADVANCEMENT!DEPARTMENT Victoria Carrubba Ann Grasing Susan Hodgson Janine Karbon Rebecca Toon PHOTOGRAPHERS Advancement Department RA|LP Faculty Neasa Waaler

features 03

Letter from the Head of School

Growing Minds 06 Strengthening Math Through Challenge, Choice, and Curiosity 10 Growing Together 12 Nurturing Lifelong Learners 14 Learning in Action, Research in Practice

16 Enhancing the Spaces that Support Our Community 28

Meet Pat the Patriot

departments 18

Alumni Spotlight

Faculty Spotlight

Community in Motion

Class Notes

Congratulations Class of 2026

24 Connections is published once a year by the Advancement Department. In compiling this magazine, every effort has been made to ensure that it is accurate and complete. Please advise the Advancement Department at 203-894-1800 x156 if there are any errors or omissions.

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Our Mission 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. 2

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Letter from the!HEAD!OF!SCHOOL Dear Ridgefield Academy and Landmark Preschool Community, As we complete our 51st school year, I find myself reflecting not only on how far we’ve come as a school, but on the momentum that continues to carry us forward. That spirit of forward motion is at the heart of this issue of Connections. At RA|LP, growth is never static. We continually iterate on how we teach, how we support students, and how we design programs that meet the evolving needs of our children and families. Our faculty and administration—deeply dedicated, thoughtful, and committed—are at the center of this work. They challenge themselves and one another to refine curriculum, explore new approaches, and ensure that our students are known, supported, and inspired at every stage of their journey.

What remains constant, even as we grow, is our shared commitment to community. RA|LP will always be a place where relationships matter, where students are encouraged to be curious and confident, and where educators are empowered to innovate with purpose. Looking ahead, I am excited by the possibilities before us and grateful for the collective effort that makes this work both meaningful and joyful. Thank you for being part of a community that honors its roots while embracing the responsibility and the opportunity of shaping the future. Warmly,

Equally important are the spaces in which this learning takes place. Classrooms, gathering areas, and shared spaces are not just physical environments; they are active partners in learning. As our programs evolve, so too must the spaces that support collaboration, creativity, movement, and connection. Thoughtful investment in our campus reflects our belief that environment matters—and that where students learn can meaningfully shape how they learn.

Tom Main Head of School

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Q Growth doesn’t happen by accident. It begins with a question, a challenge, a new perspective, or the courage to try something unfamiliar. At RA|LP, we believe the most meaningful learning happens when curiosity and challenge work hand in hand. Students are encouraged to explore, experiment, and stretch beyond what they thought possible, while teachers and staff continually seek new ways to deepen their craft and inspire those around them. The following stories offer a glimpse into that culture of growth—from innovative approaches to mathematics and hands-on STEAM experiences to the professional learning that strengthens our entire community. Together, they reflect a shared belief that joyful learning is not simply about discovering answers, but about embracing the process of becoming.

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Strengthening Math Through Challenge, Choice, and Curiosity What does it mean to help students grow as mathematicians? At Ridgefield Academy, learning math is about much more than getting the right answer. It is about helping students become confident problem-solvers who can reason carefully, explain their thinking, take risks, and persist through challenge. Strong mathematicians know how to ask questions, try different strategies, learn from mistakes, and communicate not only what they did, but why it makes sense. During the 2025–2026 school year, we have continued to strengthen our math program through new opportunities for support, enrichment, extension, and mathematical communication. These enhancements are designed to meet students where they are, help them grow with 6

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confidence, and provide the right level of challenge at the right time. One of the most significant developments has been the expansion of summer learning pathways for students in Grades 6–8, led by Upper School Math Teacher Dr. Julie Pokrinchak. Designed to support students at important points in their mathematical development, the program offers three distinct pathways tailored to individual needs and goals. The first pathway focuses on strengthening foundational skills, helping students to review essential concepts, to address areas for growth, and to build confidence before the start of a new school year. The second pathway provides opportunities for

students to extend their learning through richer problem-solving experiences and deeper exploration of mathematical concepts. The third pathway supports students who are ready for additional challenges and may be preparing for the advanced math sequence. Early outcomes from this model are already encouraging. Last summer, Arya S. ’26 participated in a pilot version of the program before thriving in the advanced pathway. As Dr. Pokrinchak reflects, “Seeing Arya transition so seamlessly into the advanced curriculum is exactly why we designed this model. It shows what can happen when we provide the right support and resources at

the right time. Students don’t just manage the step up; they truly fly.” That same spirit of challenge and opportunity extended into the school year through RA’s participation in the Noetic Math Competition. This year marked a pilot launch in Grades 4–6, with all Grade 4 students participating as part of their math class experience. By embedding this opportunity into the school day, students who may not have self-selected into a math competition were invited to engage with complex, unfamiliar problems in a supportive classroom setting. The results have been both exciting and affirming. Fourth-grader Sophea H. ’30 earned National Honor Roll recognition, placing in the top 10% nationally, while seven additional students received honorable mentions, placing in the top 50% nationally. Just as important as the recognition itself was the experience students gained in approaching challenging problems, testing strategies, and building confidence as mathematical thinkers. In Grades 5 and 6, Noetic participation was voluntary, with six Grade 5 students and nine Grade 6 students opting in this year. Fifthgraders Otto K. ’29, Andy N. ’29, and Jerry N. ’29, and sixth-grader William R. ’28 each placed on the National Honor Roll, with an additional six students earning honorable mentions.

The school is excited to extend these offerings into the Lower School in the coming school year to help build familiarity, confidence, and problem-solving stamina over time. These early experiences help students understand that math is not simply about speed or memorization; it is about curiosity, flexibility, and the ability to think creatively. Over the past two years, RA has also expanded its math enrichment by offering Math Olympiads for Elementary and Middle Schools, known as MOEMS, to students in Grades 4–8. This year-long program combines monthly competitive contests with collaborative strategy sessions, empowering students to build mathematical flexibility, think creatively, and tackle non-routine problems from multiple angles. This year, our MOEMS participants showcased incredible talent and determination: Of our eight participants in Grades 4 and 5, two students placed in the top 10%, two placed in the top 20%, and one placed in the top 50%. Meanwhile, in Grades 6-8, one student ranked in the top 20% globally, while three additional students ranked in the top 40%. In year two of this program, our dedicated competitors worked incredibly hard, bringing deep focus and critical thinking to each contest, and demonstrating their

resilience and mathematical growth. Together, these opportunities reflect an important belief about challenge in mathematics. Challenge is not reserved only for students who already see themselves as “math people.” At RA, challenge is something students can grow into with the right foundation, encouragement, and support. Some students may need time to strengthen core skills. Others may be ready to extend their thinking or explore more advanced concepts. In all cases, the goal is to help students develop confidence, curiosity, and a willingness to stretch beyond what they already know. At the heart of this work is a focus on productive struggle. Productive struggle is the healthy stretch students experience when they work through a challenging problem with support. It asks students to sit with uncertainty, try different strategies, and keep going even when the answer is not immediately clear. Growth often happens in these moments, when students learn not to retreat from challenge, but to work through it. This mindset is being further strengthened through an increased emphasis on writing in math across Grades K–8. By asking students to explain their reasoning, describe their strategies, justify their solutions, and reflect on their thinking, teachers are helping students develop a stronger

At RA, challenge is something students can grow into with the right foundation, encouragement, and support.

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At Ridgefield Academy, math learning is about much more than getting the right answer.

mathematical identity. Math becomes not only something students do, but something they can communicate, analyze, and truly understand. A defining part of this shift has been RA’s partnership with Paul France, a national board-certified educator, author, and keynote speaker who is helping teachers deepen their approach to student thinking, reflection, and mathematical communication. Throughout the current school year, he has worked directly with teachers and school leaders through co-planning, classroom modeling, observation, and reflection. What began as a 8

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focused pilot quickly expanded as faculty saw its relevance and impact across classrooms and grade levels. In Grade 3, this work has supported teachers Samantha Heller and Pam Clasby in integrating “thinking journals” into daily math practice. Rather than treating writing as separate from math instruction, these journals provide students with a consistent space to explain their reasoning, reflect on challenges, and make their thinking visible. Mrs. Heller reflects, “Using writing in math has changed how we see

student understanding. When students explain their thinking, it helps us identify misconceptions we might never have noticed otherwise.” This is the kind of mathematical learning RA continues to build: rigorous, reflective, joyful, and deeply human. Our goal is not simply for students to move through a sequence of math courses, but to see themselves as capable thinkers who can reason, communicate, take risks, and persist. Together, these enhancements reflect RA’s growing vision for mathematics: a program where students build strong foundational

Clockwise from top le%: Fourthgrader Sophea H. ’&# earned National Honor Roll recognition; Grade " Math in action; Eighthgrader Arya S. ’"$, who participated in a pilot version of the program and is now thriving in the advanced pathway.

skills, encounter meaningful challenge, and develop the confidence to see themselves as capable mathematical thinkers. Whether students are strengthening core skills, exploring advanced concepts, participating in

competitions, or writing about their reasoning in a journal, the message is the same: mathematics is a place where all students can stretch, think deeply, and discover the joy and power of problem-solving.

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Growing Together Building a strong school community while fostering belonging through meaningful, cross-divisional relationships.

The Kindergarten and Grade 8 Buddy Program has long been a cornerstone of the Ridgefield Academy experience. From their very first days of school through milestone celebrations at the end of the year, our oldest and youngest students are intentionally paired together, forming relationships that shape both in lasting ways. What begins as a simple introduction grows 10 SPRING/SUMMER!"#"$

into a steady presence: a familiar face in the hallways, a supportive hand during events, and the important reminder that every student belongs. Having a Grade 8 buddy provides a strong sense of reassurance and growing confidence for Kindergarten students. “The Kindergarteners get excited to see them in the hallways, at drop-off in the mornings, or on stage for performances,”

Kindergarten teacher Megan Maloney shared. “They get to know the oldest kids in the school and they love to show them the new skills they’ve acquired.” These consistent interactions help younger students feel known and supported, giving them familiar faces to look up to while building the confidence to navigate school and fostering a warm, welcoming sense of belonging within the community. For Grade 8 students, the experience carries a different—and equally powerful—impact. Serving as a buddy marks a transition into leadership. As the oldest students on campus, they are entrusted with the responsibility of mentoring, guiding, and setting an example. They begin to see themselves as not just students, but also as leaders within a large community. This year, that sense of connection has expanded even further. With the introduction of a new Triad

Buddy System, students from Landmark Preschool and Ridgefield Academy across divisions are now being paired together. These triads bring together students from Preschool through Grade 7, fostering meaningful relationships across developmental stages. The Triad Model is a testament to RA|LP’s commitment to fostering a sense of belonging and leadership development. Our youngest students begin forming connections with their older peers early on, which helps them envision themselves in our community. Meanwhile, our oldest students are given additional opportunities to lead and mentor, while also strengthening ties to others beyond their immediate grade levels. At its heart, the Buddy Program is about more than just pairing students together. It is about cultivating empathy, responsibility,

What begins as a simple introduction grows into a steady presence: a familiar face in the hallways, a supportive hand during events, and the important reminder that every student belongs.

and connection. It is about ensuring that throughout their educational journey at RA|LP, every child experiences both being supported and supporting others. As we continue to develop our cross-divisional relationships, the Buddy and Triad Programs stand as visible reminders of the school’s mission in action. Students do not simply move through the grades independently; they grow together. And in those everyday moments —walking to an assembly, reading side by side, sharing a laugh during a special activity—the foundation of a truly connected community is built, one relationship at a time.

Facing page and above: Students in the Buddy Program, a cornerstone of the Ridgefield Academy experience, and the newly implemented Triad Buddy system. This model is a testament to RA|LP’s commitment to fostering a sense of belonging and leadership development.

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Nurturing Lifelong Learners How RA|LP’s Professional Growth & Enrichment Grant Transforms Faculty, Staff, and Our School Community

At Ridgefield Academy and Landmark Preschool, learning is not confined to classrooms, grade levels, or age. It is a lifelong pursuit—one we encourage not only in our students, but in the educators and staff who guide, support, and inspire them every day. To underscore this commitment, RA|LP offers the Professional Growth & Enrichment Grant, a program that extends far beyond traditional professional development. It is an investment in curiosity, well-being, global awareness, and personal fulfillment across our entire community. During the past year, several RA faculty members embarked on remarkable journeys through the Professional Growth & Enrichment Grant, returning with new perspectives that now shape teaching and learning across our campus.

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What is Ridgefield Academy and Landmark Preschool’s Professional Growth & Enrichment Grant?

The Professional Growth & Enrichment Grant supports all faculty and staff—classroom teachers, administrators, and operational team members alike—in designing experiences that fuel both personal and professional growth. These opportunities may include travel, study, creative exploration, wellness experiences, volunteer work, or cultural immersion.

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Teresa Ghelman, Director of Teaching & Learning Teresa Ghelman traveled to Helsinki to participate in the Teachers’ Summer School HEAT (Helsinki Education in Action for Teachers), a weeklong program grounded in Finland’s worldrenowned, student-centered national curriculum. Through hands-on workshops, classroom visits, and interdisciplinary learning experiences—from museums and forests to vocational schools and the historic Suomenlinna sea fortress—Teresa immersed herself in phenomenon-based learning, an approach that blends inquiry, collaboration, and real-world exploration. Reflecting on her experience, Teresa

shared: “Experiencing student-centered learning in action—whether with five-year-olds or twenty-year-olds— was a great reminder that the love of learning is rooted in curiosity without competition or comparison.” She returned to RA with practical strategies for empowering students, enhancing engagement, and supporting teachers in creating dynamic, well-balanced learning environments.

,&&'-,/' '' Amy Dolan, Upper School History Teacher

Last summer, Upper School history teacher Amy Dolan embarked on a deeply enriching journey across England through the Professional Growth & Enrichment Grant. Her

The grant program enriches our community by:

“History is not just about great events or famous figures, but about the people, choices, and voices that continue to shape our world today.” — Amy Dolan

project, Reimagining Leadership, explored how diverse and often overlooked individuals and communities have shaped British and American history. From mudlarking on the Thames and uncovering Georgian and Victorian artifacts, to visiting museums that tell the stories of abolitionists like Olaudah Equiano, to experiencing World War I and II history through immersive performances and preserved sites— Amy encountered history as a lived experience, not just curriculum. “I returned inspired to help my

Encouraging Lifelong Learning: Empowering adults to pursue passions that deepen their love of learning—modeling for students the intellectual curiosity we hope to instill in them.

students see that history is not just about great events or famous figures,” Amy shared, “but about the people, choices, and voices that continue to shape our world today.” Her travels now inform a richer, more inclusive approach to historical inquiry in RA’s Upper School.

,''&'&'&,﹕' --&﹐'-﹐',&' -& Kevin Haines MS/US Chorus & Drama Teacher Jenna Rubin MS/US English Teacher Kevin Haines and Jenna Rubin traveled to India as part of a two-week Yoga Yatra, immersing themselves in the spiritual, cultural, and physical practices at the heart of yogic tradition. In Delhi, Dharamshala, and Rishikesh, they explored the eight limbs of yoga through daily readings, lectures, and reflection, building a deeper understanding of mindfulness, movement, and wellness. Their experience blended cultural exploration with personal growth,

Fostering Fulfillment And WellBeing: Supporting the whole person through experiences that nurture personal interests, balance, and joy. Promoting Global Perspectives:! Bringing new ideas, new cultures, and new worldviews back to campus.

providing new perspectives they now bring into their classrooms, rehearsals, and interactions with students. Their journey exemplifies the grant’s commitment to supporting the whole person—honoring well-being as a foundation for inspired, effective teaching. These experiences—spanning continents, disciplines, and personal passions—reflect the ultimate goal of the Professional Growth & Enrichment Grant: to uplift the adults who shape our school community and, in doing so, enrich the learning lives of our students. When faculty and staff pursue their own curiosities, engage with new cultures, deepen their understanding of wellness, or refine their professional practice, they return renewed and inspired. Their growth fuels the intellectual vibrancy and sense of possibility that defines a Ridgefield Academy and Landmark Preschool education. At RA|LP, lifelong learning isn’t just a value—it’s a shared experience. And through the Professional Growth & Enrichment Grant, it is one we proudly cultivate in every member of our community.

Cultivating Leadership And Collaboration: Strengthening skills that enhance teamwork, creativity, and innovation. Each grant-funded experience becomes a ripple of inspiration, ultimately enriching the lived experience of our students. SPRING/SUMMER!"#"$ 13

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Learning in Action, Research in Practice STEAM at Ridgefield Academy and Landmark Preschool

This year, Ridgefield Academy and Landmark Preschool invited families to experience one of the most dynamic aspects of our academic program: the STEAM curriculum. Beginning with STEAM Saturdays at Bedford and Westport in the fall and continuing with a STEAM Curriculum Night at Ridgefield this spring, these hands-on, immersive events were designed to make learning visible, interactive, and shared. Rather than traditional showcases, families were invited to step directly into the learning process alongside their children, engaging in activities that reflected the creativity, problem-solving, and collaboration at the heart of our program. Organized in a station-based format across developmental divisions, families moved at their own pace while exploring thoughtfully designed experiences facilitated by faculty. Each station represented a different mode of thinking through hands-on inquiry. Students and families explored concepts such as magnetism through open-ended investigation, designed and tested structures using toothpicks and marshmallows, experimented with basic circuitry, and engaged in introductory coding challenges. Together, these 14 SPRING/SUMMER!"#"$

experiences highlighted our approach to fostering creativity, collaboration, resilience, and critical thinking. By structuring these events around ways of thinking rather than isolated subject areas, RA|LP aligned the experiences with nationally recognized, researchbased frameworks that emphasize inquiry, application, and deeper learning. This approach reflects both current educational research and our commitment to creating

integrated, learner-centered activities for our students. The purpose of these experiences was to deepen understanding of how learning happens at RA|LP by highlighting student thinking over finished products and emphasizing the value of process, experimentation, and productive struggle. Guided by the Deeper Learning Framework, the Buck Institute’s PBL Works principles, and other research-informed standards such as NGSS and constructivist approaches,

the activities prioritized hands-on, applied learning that encouraged family collaboration, student voice, and authentic problem-solving. Together, these experiences reinforced our learner-centered philosophy across all divisions, celebrating the meaningful work happening from Preschool through Grade 8 and making visible the dynamic, research-informed practices that define the Ridgefield Academy and Landmark Preschool experience. SPRING/SUMMER!"#"$ 15

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Enhancing the Spaces that Support Our Community A school day at Ridgefield Academy and Landmark Preschool is truly defined by the spaces where we come together. Thoughtful campus upgrades have reimagined these shared environments, offering even more dynamic settings for our students to explore, build independence, and feel a deep sense of community.

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A school day at Ridgefield Academy and Landmark Preschool is shaped not just by what happens in the classroom, but by the spaces in between—the spaces where students gather, play, connect, and grow. Thoughtful upgrades across our campuses have helped to reimagine these shared spaces, enhancing the daily experience for our community. As our Upper School baseball and softball teams took the field this spring, new mesh fencing bearing our school’s name and logo surrounded its perimeter. Players and spectators stepped into a space that is unmistakably theirs, framed by a visible sense of school pride and community. For our youngest learners, the playground is where their imaginations soar. At both our Ridgefield and Bedford campuses, new, larger play structures transformed these spaces into even more dynamic environments for our Landmark Preschool students. These vibrant

structures spark curiosity, encourage exploration, and inspire imaginative play that extends well beyond recess. Up at the Summit building, a newly paved walkway featuring an unmistakable “RA” etched at its center welcomes students and families. For Preschool and Lower School students, this spot is where each morning begins—greetings are exchanged, independence blossoms, and the first steps of the day carry both excitement and possibility. In this daily ritual, the logo becomes more than a simple design element; it’s a quiet symbol of community and belonging. Finally, inside Perry Commons, the space has been redesigned to feel bright and inviting. With new furniture and an open layout, the cafeteria now encourages conversation and movement, giving our community room to gather, connect, and share meals more freely. Individually, each of these upgrades tells its own story. Together, they

reflect a shared commitment to creating spaces that are not only functional, but also meaningfully support connection, inspire pride, and enhance everyday moments. Because, ultimately, it’s not just about the spaces themselves—it’s about the experiences they shape and the community they help bring to life.

Individually, each of these upgrades tells its own story. Together, they reflect a shared commitment to creating spaces that are not only functional, but also meaningfully support connection, inspire pride, and enhance everyday moments.

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Alumni!SPOTLIGHT

Two Paths, One Frontier: TWO!RIDGEFIELD!ACADEMY!ALUMNI!SHAPING! THE!FUTURE!OF!ARTIFICIAL!INTELLIGENCE

Artificial intelligence may be rewriting the rules of modern life, but for two Ridgefield Academy alumni, the seeds of innovation were planted long before AI became a global conversation. Members of the Class of 2017, Neil Sachdeva and Ryan Heaton, have each carved bold and distinct paths in the fast-moving world of machine intelligence. What unites them is something deeper: a shared foundation built at Ridgefield Academy, where early curiosity, hands-on exploration, and meaningful relationships with teachers set them on trajectories toward becoming two promising voices in AI today.

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Neil Sachdeva ’17: Engineering the Next Wave of Machine Learning

For Neil Sachdeva, the journey into AI began in the robotics kits and exploratory projects of Ridgefield Academy classrooms. RA o!ered him what he describes as a place where technology, storytelling, and critical thinking stood side by side. A pivotal moment came in Ms. Reid’s fifth-grade history class, which ignited his fascination with humanities and geopolitics—interests that today intersect with the global implications of AI. After deepening his technical interests at Pine Crest School (FL) and publishing research in healthcare robotics before college, Sachdeva accelerated through Yale’s Computer Science program. He dove into machine-learning applications in cell biology research, completed a thesis in human-genome AI modeling, and joined Yale’s prestigious Schmidt Program on Artificial Intelligence, Emerging Technologies, and National Power—training designed for the next generation of leaders at the intersection of technology and society. Now a machine-learning specialist in

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Microsoft’s cloud and AI division, Sachdeva focuses on developing models and infrastructure that power large-scale, real-world applications. Yet he is equally focused on AI’s broader societal impact. He sees a world racing forward with powerful tools that demand oversight and public understanding.

For Sachdeva, that next chapter has arrived. As an AI Engineer at Finch, an early-stage startup, he is building AI infrastructure for Personal Injury law—automating complex pre-litigation workflows to help firms scale and expand access to justice. SPRING/SUMMER!"#"$ 19

Alumni!SPOTLIGHT!"CONTINUED#

Ryan Heaton ’17:

Building Intelligent Swarms at Charon Labs

RYAN!HEATON!’"#

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Ryan Heaton is forging an equally revolutionary yet di!erent path. While studying at King School, excelling in science fairs, and later attending Dartmouth, he held onto a sense of initiative he says began at Ridgefield Academy: the confidence “to take my path into my own hands.” Today, Heaton is CEO and co-founder of Charon Labs, a startup exploring a fresh frontier in AI: collaborative “swarms” of machine agents that learn together using evolutionary algorithms. These AIs experiment in simulated environments by testing strategies, forming cooperative behaviors, and improving over time. The aim is to transform how businesses analyze and optimize complex workflows by blending machine learning with principles inspired by human cognition. The result is a system that doesn’t merely automate tasks, it reasons, adapts, and evolves. Heaton believes these systems foreshadow how humans will soon interact with AI: not as tools, but as cognitive partners. He predicts a future where human expertise becomes more valuable, not less, as people collaborate with intelligent systems as extensions

of their own thinking. For Heaton, this optimism rests in part on the foundation he built at RA. He recalls visiting any teacher’s classroom, opening the door, and knowing he would be welcomed. Those relationships nurtured the independence and intellectual appetite he carries into his work today.

Ridgefield Academy’s Lasting Influence Although their journeys have taken them through di!erent institutions, industries, and accomplishments, Sachdeva and Heaton return often to the same theme: Ridgefield Academy gave them both the permission and the encouragement to explore. For Sachdeva, RA’s interdisciplinary approach made him as comfortable discussing geopolitics or history as he was taking apart a machine. For Heaton, RA’s culture of self-advocacy and curiosity helped him trust his unconventional path and take entrepreneurial risks. They now stand at the edge of one of the most transformative technological eras in human history, one deep in questions about ethics, learning, creativity, and human potential. We are excited to see what comes next!

NEIL!SACHDEVA!$TOP%!AND!RYAN!HEATON!$BOTTOM%!SPEAKING!IN!&'"#

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Faculty!SPOTLIGHT

Noah Hurlburt GRADES!"-$!SCIENCE!TEACHER

In his first year at Ridgefield Academy, Grades 7 and 8 Science Teacher Noah Hurlburt has already made a lasting impression. With nearly three decades of experience as an educator, curriculum designer, and consultant, Noah brings deep expertise and an infectious enthusiasm for making science come alive. His hands-on, inquirydriven approach has quickly made him a favorite among students, who are diving into experiments, exploration, and discovery in exciting new ways. Beyond the classroom, Noah is a nationally recognized thought leader in professional learning and curriculum design, but here at RA, we know him best as the teacher inspiring our Upper Schoolers to ask big questions and to get excited about the process of scientific discovery.

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Q Q. What drew you to teaching science, and what has kept you passionate about it for more than 20 years? I had never planned on becoming an educator. I had aspirations of medical school and working with athletes as a career, until my middle school science teacher asked to see me during a free period. She asked if I, now in high school, would be willing to be a TA in her classes. Not knowing that it would change my career plans was an understatement! I was able to tutor, run small groups, and even participate in lessons. Connecting with my younger peers, and being given permission to explain subjects in my own way sparked a desire to understand how learning works, especially how each of our brains makes connections differently. As the years go on, this field changes more and more (thanks, science!), keeping me excited to come to school every day for almost 30 years.

Q. If you could design the “ultimate” science experiment with no limits, what would you do? !e ultimate experiment would have many components. It should be a student-designed question that represents authentic process and understanding. I would always want the experiment to connect to our larger study of science, creating connections within our studies. With that set up, taking students to !e Large Hadron Collider (CERN) would be an amazing experience. Exposing students to experiments that seek to understand the basic nature of the Universe would be a life changing trip. Seeing science in action, especially the constantly evolving nature of human understanding, can be so powerful for students. Q. What do you hope students take away from your class? I hope that students leave my class with an understanding of how they

learn, how learning can happen in multiple ways, and that each person has unique talents that allow my classes to create a culture of learning. My long term hope is that each student maintains a curiosity to understand the world around them. Q. What’s something your students might be surprised to learn about you? !ey might be surprised to learn that I aspire to cultivate my own apple orchard and Christmas tree farm. Q. In your first year at RA, what has stood out to you about the community so far? My first year at RA has been so much fun! I absolutely love the focus on teaching the whole child, respecting who they are, how they learn, and supporting their growth—all while promoting that learning should be joyful!

Q. How do you make science come alive in your classroom? Can you share a favorite lesson or activity? I can’t say that I have a favorite lesson. Rather, I love lessons that put student inquiry, voice and choice into action. !e process of scientific inquiry, where classes have to solve a genuine problem through modeling and experimentation is so much fun. !ose moments where dynamic understanding springs from messy processes makes time in the classroom so much fun. My favorite lessons change from class to class, because you never know what ideas will arise as we learn together.

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Community in MOTION

1. RA|LP joined millions of students around the world in celebrating Global School Play Day

2. Landmark Westport students showed off their creative costumes during this year’s Halloween Parade

3. Fall Family Day brought our community together for a day of fun, friendship, and lasting memories

4. RAPA’s outdoor movie night featured Hocus Pocus, family fun, and fresh popcorn from the Ridgefield Playhouse

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5. Pat the Patriot Eagle made a memorable debut as RA|LP’s new school mascot

6. Landmark Bedford celebrated Fire Safety Week with a special visit from the Bedford Fire Department

7. Through monthly lemonade stands, Lower Schoolers raised more than $1,000 to benefit the Catherine Violet Hubbard Animal Sanctuary, who visited campus this spring to host a pollinator party for our Preschool and Lower School students

8. During February’s Community Night, Lower School families played Bingo and board games, Middle Schoolers enjoyed a showing of Zootopia 2, and Upper School students took part in a carnivalthemed social

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We marked the Lunar New Year with activities including a vibrant Lion Dance, calligraphy lessons, and a traditional tea ceremony

10. Grade 5 students built international friendships through a yearlong pen-pal and video exchange with students in Italy 9. 11. January’s Patriot Pride Night showcased the spirit, energy, and enthusiasm of our community

12. Grade 5 students—and a few special Lower School guests— delighted audiences in four performances of Finding Nemo Kids

13. Faculty and staff from all three campuses built and donated 19 bicycles during an August community service project led by the Community & Culture Committee

14. Through King Arthur’s Bake for Good program, students baked and assembled more than 400 rolls to share with our community and Ridgefield’s first responders

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15. Students across all divisions celebrated World Kindness Day through mixed-grade activities that fostered connection and community

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14.

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16. 16. Upper School students dazzled audiences with their performances of High School Musical Jr.

17. Upper School Trip Week combined adventure, learning, and exploration in Frost Valley, Boston, and Washington, DC 17. 18. Several local alumni returned to campus over winter break for a spirited pickup basketball game

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Pat MEET

THE!PATRIOT

You’ve seen them on the sidelines, in the hallways, and at some of our most spirited events—but who is Pat the Patriot, really? We sat down with RA|LP’s biggest cheerleader to learn more about the heart behind the hype.

Pat, how would you describe your role in our school community? I’m the o!cial cheerleader for all things RA|LP! I love to celebrate big wins, small victories, and the everyday moments that make our community so special. High-fives are my love language! I want to ensure every new Patriot feels like they belong here from day one. How did you land here? I heard there was a place full of energy, kindness, and serious Patriot pride—and I couldn’t stay away. I showed up ready to cheer, and the RA|LP community said, “You’re one of us now”…and I’ve been cheering ever since. What moments define the RA|LP experience for you? Patriot Pride Night—no contest. Seeing our entire community, from preschoolers to alumni, come together with so much pride reminds me just how far our impact reaches. You feel that same connection when students ring the Patriot Bell, celebrating both where they began and how far they will go. How do you show up for our students and how can they show up for one other? I show up loudly, enthusiastically, and occasionally with questionable dance moves. I believe our community shows up best for one another when they cheer each other on, help someone who needs it, and make sure no one is sitting on the sidelines alone. I hope they always remind others that the entire RA|LP community is rooting for them. If you could give our community one message, what would it be? Keep showing up for each other. That’s what makes this place special.

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READ!PAT’S! REFLECTIONS !HERE

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Alumni$NOTES !""#

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ALISSA$MORABITO Alissa Morabito ’08 traces meaning through motion. A self-taught artist based in New York City, Morabito is known for her minimalist, continuous line drawings, which are de!ned by restraint, intention, and emotional clarity. Each piece unfolds in a single, unbroken stroke, a deliberate act that resists revision and embraces presence. “Each line I draw is an unbroken thread,” she explains. “One stroke, one movement, one truth.” For Morabito, art has always been deeply personal. It became a language through which she could express her inner world as an internal landscape shaped by memory, connection, and the beauty of impermanence. “I have always been deeply connected to who I am as a person,” she reflects, and that authenticity is central to her practice. Her work is not concerned with embellishment, but with essence; it reflects what remains when excess is stripped away. Morabito credits her time at Ridge!eld Academy as a formative chapter in her journey, expressing gratitude for an environment that encouraged curiosity and self-discovery. “Through my experience at RA, I learned what was possible,” she says. Today, Morabito’s drawings reflect both discipline and vulnerability. Each line is intentionally !nal, deliberate, and unaltered, mirroring the artist’s commitment to honesty, intention, and process. Through simplicity, her work invites viewers to pause, connect, and !nd meaning in what is quietly and beautifully essential.

SOPHIE$ELMHIRST$AND$ MARY$ELMHIRST Sisters Sophie Elmhirst ’11 and Mary Elmhirst ’14 visited campus this spring, spending time with beloved former teachers, Mrs. Clasby, Ms. Spiro, and Mr. Nash. It was a joy to welcome them back and to reconnect after all these years!

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arti!cial intelligence, and !nance. She is actively involved in several extracurriculars, including the a cappella group Logarythms, the Bollywood dance team Mirchi, and the Sloan Business Club. Annika has also secured a summer 2026 internship in Amsterdam with an AI company, where she will spend three months helping to advance the startup’s AI model.

Sophie Elmhirst ’11 and Mary Elmhirst ’14 with Jerry Nash

Annika Sachdeva ’21

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Sophie Elmhirst ’11 and Mary Elmhirst ’14 with Pam Clasby and Katie Spiro

!"!% ANNIKA$SACHDEVA Annika Sachdeva ’21 is a rising sophmore at MIT, where she plans to major in computer science,

GRACE$GETCHELL Grace Getchell ’22 will be heading to Syracuse University in the fall. She recounts, “RA gave me some of my !rst leadership experiences, which helped me in many of my leadership roles at Canterbury. I know those experiences will continue to bene!t me during my time at Syracuse.”

!"!& COLE$DESIANO Congratulations to Ridge!eld High School wrestler Cole Desiano ’24 for winning the 2026 Connecticut Interscholastic Athletic Conference State Open Championship for his weight class in February! JOSIE$GETCHELL Currently a Fifth Form Council member at Canterbury, Josie Getchell ’24 enjoys representing her grade and helping plan school events. She also serves as a school admissions tour guide. In reflecting on her time at RA, she shares, “Going to RA really helped me get ready for high school at Canterbury. The classes were challenging and I learned strong study skills and how to stay organized. Public speaking was a big part of RA, too, and that has helped me become more con!dent when presenting in front of others.” MATEO$GUPTA This spring, King School soccer player Mateo Gupta ’24 earned All-State Prep honors from the Connecticut High School Coaches Association, along with an Honorable Mention recognition from the Fairchester Athletic Association. Notably, he was the only sophomore goalkeeper to receive All-State honors since 2009! Mateo has quickly established himself as one of the top young goalkeepers in the Tri-State region, distinguished by his leadership, shotstopping ability, and competitive mindset. This August, he will travel

More than two dozen alumni from the past decade returned to campus for Patriot Pride Night this January, creating a lively and spirited atmosphere in the Summit Gymnasium. With a thrilling boys’ victory over RBA and a hard-fought game on the girls’ side, there was plenty to cheer for. It was especially meaningful to see many of our alumni back in the stands, reconnecting with one another and enthusiastically supporting the next generation of Patriots.

to Madrid with GSS Goalkeepers to train, compete, and experience the game on an international stage. !"!' CONNOR$MORGAN Connor Morgan ’25 enjoyed his freshman year at Ridge!eld High School. He is taking a variety of required and elective classes including photography, !lmmaking, and creative writing. While he misses his classmates and friends from RA, he is excited to explore areas of study that build on his longstanding interests.

far, playing volleyball and basketball and doing theater in addition to my classes. This summer, I will be learning about political reporting at the School of the New York Times in the city and taking classes on Egyptian mythology and the Supreme Court at Brown University. Looking forward to visiting RA again soon!”

SASHA$SONDHEIMER Sasha Sondheimer ’25 says hi following her !rst year at Miss Porter’s in Farmington, Connecticut. She reports, “I am having a great year so

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RIDGEFIELD!CAMPUS 223 West Mountain Road Ridgefield, CT 06877 203-894-1800 ridgefieldacademy.org

inside

RIDGEFIELD ACADEMY AND LANDMARK PRESCHOOL !"!#

CONNECTIONS

Growing Minds Where curiosity grows, challenge inspires, and learning never stands still.