Current Connections Magazine

CONNECTIONS RIDGEFIELD ACADEMY/LANDMARK PRESCHOOL | 2024

Landmark PRESCHOOL

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

Landmark PRESCHOOL

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 2023-24 Lynne Geaney, Chair Alison Davis, Vice Chair Stephanie Luedke, Treasurer Dr. Kaye Hale, Secretary Katie-Jane Bailey, RAPA President (ex-officio) Alex Bellina Tim Birch, Honorary Trustee Drosten Fisher Robert Hendrick Sharbari Kamat Tom Main, Head of School (ex-officio) Kelly Milton Brian Morgan Alexa Pessoa Rachel Sondheimer State Attorney General William Tong Wendy Wo Beurket Jenny Zhang

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.

Editor-in-Chief Kim Devine

Editorial Board Advancement Department

Photographers Advancement Department and RA/LP Faculty

Graphic Design KFox Studio

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 x126 if there are any errors or omissions.

inside

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ridgefield academy/landmark preschool CONNECTIONS

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Conquering Denali: A Journey to North America’s Highest Peak

Cultivating a Culture of Growth & Learning

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Authentic Leadership and Everyday Courage

Path to High School

Landmark Preschool Museum Nights

Experiential Learning

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What Does Courage Mean to You?

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Sections

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Community Connections Fall Gala/ Parent Letter from Student Faculty Summer Connections Annual Fund Programs the Head Poetry Spotlight Interview in Motion of School

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50th Alumni Anniversary Notes

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Letter from

the Head of School Dear Ridgefield Academy and Landmark Preschool Community,

It is with great pride that I introduce this year’s edition of Connections, a collection of articles that celebrate “Everyday Courage” – the bravery found in the moments of ordinary life. This theme is one we encouraged our students to embrace throughout the 2023-24 school year. As you flip through the following pages, I hope you will be inspired by the resilience of our students, the achievements of our alumni, and the dedication of our faculty.

This summer, I find myself reflecting on the countless moments of courage that have unfolded within the halls of our beloved school. It could be seen in our eighth-graders sharing their personal narratives before the entire school during Monday assemblies or the sixth-graders facing the challenge of a low-ropes course at Frost Valley in the fall. It could be found on the OCC when one of our younger learners flies across the zipline for the first time or in the classroom when a new student walks in on the first day of school. From the smallest acts of kindness to the greatest leaps of faith, each day at RA/LP is punctuated by displays of “everyday courage” that embody the spirit of our community.

Next year marks the 50th anniversary of our school’s inception. The founders showed tremendous bravery when deciding to start a school in September of 1975. Nearly two decades later, longtime trustee and former parent Howard Turner boldly invested time and resources into developing RA/LP into a true independent day school. Jim Heus took a chance when joining the RA/LP community as its first Head of School. Our school was built on the courage of important figures throughout its history – and continues to thrive thanks to the many community members who exemplify these qualities today. As we reflect on our past at this important milestone moment, we also look forward to celebrating our community today and the school’s bright future.

Tom Main Head of School

of Growth & Learning

Throughout the summer and the academic year, RA/LP educators actively participate in local, national, and international conferences. This ongoing dedication to professional growth empowers our faculty and staff to remain at the forefront of their fields, ultimately enhancing students’ classroom experiences.

2023 Enrichment Grants Give Kids the World Village Middle and Upper School math teacher Jan Dunn volunteered for seven days in Kissimmee, Florida, supporting Give Kids the World Village. The organization offers cost-free vacations to families with children facing life-threatening illnesses.

Together in Differences Head 2s teacher Kristina Svec explored educational programming in her home country, Bulgaria, with a mission to enhance her teaching strategies and bring valuable insights to Landmark Preschool. Svec’s journey exemplifies a commitment to crosscultural understanding and the application of global perspectives in education.

Grade 3 teacher Samantha Heller and Upper School English teacher Patricia Carrington attended the Gardner Carney Leadership Lab in Colorado Springs, CO. This six-day intensive helps teachers learn how to cultivate the leadership competencies of their students.

Crossing Thresholds Larry Curry, Director of Security and Facilities, became the first staff member to receive an enrichment grant. He traveled to Kibera in Nairobi, Kenya, with Crossing Thresholds, helping with the construction of a school.

Curry initiated the early stages of a partnership between RA and Crossing Thresholds aimed at donating technology to schools in Kibera.

These experiences culminated in sharing at the three-campus faculty and staff meeting, marking the beginning of the new school year with refreshed ideas and enthusiasm.

Middle and Upper School English teacher Jenna Rubin honed her skills in deep listening at the Stanley H. King Summer Institute at Brooks School in Massachusetts.

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Cultivating a Culture

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Lessons should not only be planned from standards and culminating projects but should also focus on the connection points of lessons. Questions such as, “How does this lesson provide a window into other people’s experiences that the bubble we live in does not?” should be considered.

NAIS People of Color Conference Four RA/LP faculty and staff members arrived on campus early in the morning at the end of November, ready to embark on a transformative journey to the 2023 National Association of Independent Schools People of Color conference in St. Louis, Missouri. Educators from several divisions—Middle and Upper School English teacher Jenna Rubin; Upper School math teacher Julie Pokrinchak; head 4s teacher Jen Bollaro; and Associate Head of Academics David Dobson-Smith (DDS)—had the opportunity to connect with fellow educators and bring back essential takeaways to the school.

The 2023 theme, “Gateways to Freedom: A Confluence of Truth, Knowledge, Joy, and Power,” offered a platform where educators converged to share insights, challenge perspectives, and inspire growth. Keynote speakers, including Dr. Gholdy Muhammad, author of Cultivating Genius, and equity-centered psychologist Dr. Nikkia Young, set the stage for a profound exploration of educational practices. Below are some of the lessons these RA/LP educators brought back into their classrooms: • A sense of belonging is paramount. Before students can learn, educators must focus on psychological safety, the environment set up for students, and the experiences created.

• Establishing a deep understanding of students, including their background and experiences, is imperative. Actively checking in on a one-on-one basis, especially when discussing heavy content, fosters an environment where students feel secure and comfortable sharing openly with their teachers.

• Disrupt the use of “deficit language” and recognize every student’s genius.

• Lessons should not only be planned from standards and culminating projects but should also focus on connection points. Questions such as “Who am I and who are other people in relation to this content?” and “How does this lesson provide a window into other people’s experiences that the bubble we live in does not?” should be considered.

Council for School Advancement: Social Media and Community Director of Technology Kosta Myzithras and Content Marketer Kim Devine presented “Leveraging AI for Small Teams: Boosting Efficiency and Productivity” at the Council for School Advancement’s 2024 Social Media and Community conference in Boston, Massachusetts. Myzithras discussed how RA/LP’s IT department takes the strategic lead on new technologies within the school, establishing guidelines for the utilization of artificial intelligence, and providing insights into the future of these evolving technologies.

Devine delved into the benefits of leveraging artificial intelligence to develop content strategies and enhance production.

National Art Education Association National Convention Middle and Upper School art teacher Lisa Liebowitz presented, “Comparative Applied Contemporary Art History Project: Focus On the Black American Experience Through Textiles” at the National Art Education Association National Convention in Minneapolis, Minnesota. Liebowitz explored the works of Gee’s Bend quilters, Jacob Lawrence, Faith Ringold, and Bisa Butler, which speak historically to the Black experience in the United States. The sold-out hands-on workshop provided attendees with the opportunity to analyze the artistic techniques of these renowned artists, while also empowering them to create narrative textile pieces that reflect their own stories and voices.

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Conquering Denali:

A Journey to North America’s Highest Peak

By Annika Morgan ’15 instructor course to teach rock climbing professionally. I knew I wanted to test myself with a more advanced peak in the near future, and I set my sights on Denali peak, the highest point in North America at 22,310 feet tall, one of the seven summits, and one of the most strenuous climbs in the world.

At the age of fourteen, I stood on the Ridgefield Academy graduation stage and ended my 8th-grade speech with the quote, “I have reached the top of my first peak, but it will pale in comparison to the mountains I will summit one day.” Although at the time I used my love of mountains as an analogy to my academic journey at RA, I would quite literally be moving onto bigger mountains just a few years later.

I always loved hiking growing up. However, after starting college, I became more serious about the caliber of trips I undertook. I began to further my rock climbing and mountaineering education. By my senior year, I had climbed all over the country, including in the Washington Cascades, Wyoming, and Alaska, and completed my

I privately decided I was going to attempt Denali about a year before vocalizing my dream to anyone but my closest friends.

In fact, I waited until I had all my permits approved before even telling my own parents. Denali is widely regarded in the mountaineering world as one of the most mentally taxing mountains. It requires dragging over 120 pounds of equipment and gear up 18,000 vertical feet, significantly

more than Everest. It also does not use a set “basecamp” that climbers return to – it forces teams to carry the full weight of their gear up incremental camps while acclimatizing slowly. In addition to this physical challenge, teams have to live in arctic conditions for about 20 days while climbing with no access to running water (only melted snow).

A week after graduating from Dartmouth College in New Hampshire, I started my journey to Talkeetna, Alaska. There, I met up with my climbing expedition team of 12. We boarded two small bush planes, each holding 7 people including the pilot.

We were flown out to the Kahiltna Glacier, where the plane landed. Without turning off its engine, it immediately took off again

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“I have reached the top of my first peak, but it will pale in comparison to the mountains I will summit one day.”

once we had quickly exited with our gear to escape the inclement weather.

Over the next 16 days, we slowly ascended the mountain, carefully avoiding crevasses.

We were engaged in the constant task of digging and undigging caches—6-foot deep pits in the snow for storing gear and food.

The first two weeks were very meditative for me. Since Denali is so far north, there is no day or night. It is light 24 hours a day, so there is no circadian rhythm. Sometimes we were awake moving for 10 hours and asleep for 15, and sometimes we were moving for 22 hours and asleep for 4 hours.

The “days” are measured in rests and pushes instead of hours.

Upon reaching 17,200 feet, the reality of the mountain became apparent to me. I considered the fact that, at just 22 years old, I was one of the youngest people on the mountain. Denali sees very few women each year, with only 10-19% of climbers being female. Additionally, there are very few people under the age of 25, with the average age being 36.

On July 2, 2023, after a 22-hour summit push, my entire team stood on the summit

of Denali and shared an oxygen-deprived hug. Our elation was well enjoyed but short-lived as a severe storm took over the mountain, and one of our climbers took a serious fall on the autobahn and dislocated his shoulder, resulting in a very difficult self-rescue down to 17,000 feet where we waited out the brutally high winds in frigid conditions. No helicopters could reach us with the storm continuing into the next few days, so as a team, we brought our injured teammate down the headwall (an 800 vertical foot technical fixed-rope section) and tried again for rescue at 14,000 feet. Another one of our teammates started developing frostbite on his hands and quickly became severely ill and incapacitated with an unknown medical condition. No helicopter would be able to reach us again for several days due to the winds, so we made the decision to bring them all the way to the base of the mountain ourselves and hoped a bush plane could land on the glacier at the lower altitude.

Luckily, a day after arriving at the original snowy landing zone on the glacier, a plane was able to sneak in during a tiny weather window and get our entire team out of the range.

Now, several months later, our injured teammates are currently making a good recovery and hope to return to the mountains soon, as with most of the team preparing for their next expeditions. As for myself, I started my first professional season as an outdoor instructor in Washington State and hope to stay in the guiding industry for the next few years. My next major climbing objectives will most likely be domestic technical routes as I want to advance my skills on harder terrain, but I have my longterm sights set on Nepal. Just like when I was standing in front of my graduating class at RA, with every peak I summit, I keep looking forward to the exciting challenges and opportunities ahead.

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Path to High School The Selection Process As students enter Ridgefield Academy’s Upper School (Grades 6-8), they begin to look toward the future with anticipation and excitement. Transitioning to high school presents new academic challenges, greater possibilities for extracurricular involvement, and different social landscapes to navigate.

As an intentionally designed Preschool Grade 8 school, we believe that a change of environment fosters growth and that students benefit from experiencing a schoolselection process at a young age.

At Ridgefield Academy, Head of School Tom Main and Head of Middle and Upper School Clinton Howarth partner closely with families and commit to helping each student find the high school that is the best fit. The high school selection process officially begins in the fall of a student’s

eighth-grade year, when students are invited to attend RA’s High School Admissions Fair and learn about the different types of high schools they may consider.

Four years ago, Howarth founded a curricular component designed to support students as they navigate the high school selection process and prepare for the transition to a new school. The fall’s “Placement” class explores the different school options, including day, boarding, and local public schools. Students practice interviewing, conduct research while navigating school websites, refine their writing proficiency, and review test-taking strategies for the Secondary School Admissions Test.

The Placement class equips students with the knowledge and skills to interact with high school Admissions teams

High School Bound As students complete their applications and begin committing to schools, the second trimester, called “High School Bound,” shifts the focus to the broader experience of high school. Students consider questions such as, “What is it like to be in high school?

What parts of your identity do you want to maintain, and what parts of your identity do you want to change?” This class provides students with the opportunity to reflect on their years at RA before embarking on the next phase of their academic and social development.

“Kids need a chance to think about who they want to be in high school,” Howarth says. “It’s especially helpful for students who have been in the same school since age two or three.”

influences, and fostering healthy friendships are explored, equipping students with the tools they need to make informed choices.

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“There is immense purpose and value in this class as students prepare for the journey ahead,” Howarth affirms. “Students feel supported by it.”

The final trimester of the class offers a space for reflection as students craft their graduation speeches and practice their public-speaking skills. Here at RA, every student steps onto the stage to share their unique RA journey in a hallmark moment at graduation.

Congratulations, Class of 2024!

Additionally, with over 15 years as a high school teacher and leader, Main presents to the class and emphasizes the importance of the choices students will make when they begin high school. Students are encouraged to consider how the types of classes they will take, such as honors and/or Advanced Placement courses, will impact their future, as well as how they will balance academic requirements with personal interests and extracurricular activities.

The Class of 2024 had the privilege of hearing firsthand about the transition from RA to high school from alum Julia Brennan ’19.

During winter break from her freshman year at Colby College, she interned in Mac Rand’s science lab. Based on her own highschool experience at Hopkins School, Julia offered eighth graders effective study and organization techniques, shared advice about building meaningful connections with friends and teachers, and highlighted the importance of trying new activities in high school.

Having completed their high-school selection process, the Class of 2024 crossed the stage in Graduation Garden this June, ringing the Patriot Bell and marking the culmination of their Ridgefield Academy journeys. This accomplished group will attend boarding, day, and local public high schools, reflecting the unique path each student has chosen.

Supplemented by presentations from McCall Behavioral Health Center, eighth graders also gain insights into navigating the social and emotional landscapes of high school.

Topics such as peer pressure, external

Students in the Class of 2024 were accepted to the following schools: Berkshire School Brunswick School Canterbury School Dublin School Emma Willard School Fairfield College Prep School Greens Farms Academy Harvey School Hopkins School Immaculate High School Joel Barlow High School King School Lauralton Hall

Loomis Chaffee School Millbrook School New Fairfield High School New Hampton School New Milford High School Northfield Mount Hermon School Phillips Academy Andover Pomfret School Ridgefield High School Rye Country Day School Salisbury School South Kent School

St. Joseph’s High School St. Luke’s School Taft School Tabor Academy The Frederick Gunn School The Hill School The Lawrenceville School Westminster School Wilton High School Williston Northampton School

and Everyday Courage

As the 2023-24 school year began, Middle and Upper School students gathered in mixed-level groups and participated in an exercise to unpack their definition of a “good classroom.” Some of the questions they answered included, “What creates a positive learning environment? What gets in the way? What are our commitments? What should an MS/US mission statement include?”

Grade 8 students served as the group leaders as students connected to arrive on a collective vision: Our Commitments As Ridgefield Academy Middle and Upper School students, we will:

•B e fully engaged and positive in classroom learning activities and support classmates in doing the same.

•R espect all members of the community, their ideas, and perspectives, as well as learning spaces and resources.

•T reat others with kindness and the way we wish to be treated, and help others to be their best selves.

•A rrive to class prepared to learn with assignments complete and with all necessary materials.

“For the eighth graders, this was an authentic leadership opportunity,” Howarth said. “And all Middle and Upper School students were given agency, a voice, and an opportunity to say, ‘This is what we want our classroom to look like and feel like.’”

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Authentic Leadership

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Everyday Courage Throughout the year, the question of what it means to demonstrate courage has been a central focus. To mark the schoolwide observance of Veteran’s Day in November, all Kindergarten through Grade 8 students read Bernard Waber’s Courage. Prompted with questions such as, “What does courage mean to you?” and “Who or what do you consider courageous?”, the entire school community shared their perspectives on the definition of courage and how it is put into action.

Then, each student identified an act of everyday courage and illustrated it. This activity aimed to inspire students to exhibit leadership and courage in small, meaningful ways. For Ridgefield Academy’s eighth graders, the activity held particular significance and provided an opportunity to reflect, as they had participated in the same activity when they were in Kindergarten.

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15 Minutes at a Time

By Leo Noble ’26 Time.

What is it, anyway?

Some people take life one day at a time.

But that’s too much.

You don’t need all that extra time.

Fifteen minutes will do.

Sometimes I rush into things like a marathon.

But they aren’t.

They’re a leisurely walk.

Sometimes, plans are important.

But they’re nothing to get worked up over.

Why worry now?

As I always say, we’ll burn that bridge when we come to it.

Sometimes fastballs come and hit you in the face.

So bring a glove!

Nothing can stop you if you’re prepared.

Deadlines can be scary, but in the long run, not too important.

As long as you work hard and use your time wisely, they change from a giant grizzly bear in your path to a cuddly teddy bear.

The perfect day of the week is TODAY. 15 minutes is enough time to work, eat sleep, laugh, cry, walk, think, and go where the wind takes you.

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Student Poetry It’s Okay to Make Mistakes

By Izzy Gontijo ’26 You wanna know what mistakes are?

Mistakes are mistakes.

They happen when you spell a word wrong.

It happens when you try to pronounce glockenspiel.

It happens when you mistake a stranger for your mom.

Mistakes come in all different forms.

Riding a bike for the first time and falling off.

Solving a math problem wrong.

Telling your crush you love them but they don’t love you back.

Saying “Hey mom” to the teacher.

It’s okay to make mistakes because Mistakes are mistakes.

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What Does Courage Mean to You?

As students begin their eighthgrade year at Ridgefield Academy, they step into the role of student leaders, entrusted with the responsibility of leading the morning assembly for the entire K-8 community. This platform offers each eighth grader the chance to share reflections on their academic and personal journeys.

At the outset of the 2023-24 school year, Grade 8 students embarked on a transformative field trip aimed at bolstering their confidence and skills as emerging leaders. During the inaugural assembly, Vaughn L. recounted the exhilarating adventures from the class trip to Mountain Workshop, where students conquered a high ropes course, crafted PVC pipe catapults, and discovered moments of tranquility through outdoor meditation. As younger students absorbed Vaughn’s narrative, they likely contemplated how they too would confront similar challenges in the year ahead.

Later in the year, Vaughn provided a “full-circle moment” by delivering her assembly address on a similar theme. In this personal narrative, she acknowledged that physical challenges did not come naturally to her and shared the following journey of overcoming fear.

A Class of 2024 Reflection I have been part of the RA community for my whole life. Growing up at RA, I have learned many lessons. One of them is the importance of courage. What does courage mean to you? Courage could mean many things; it could mean trying out for the school play or perhaps taking the last shot in a game. It could be all those things and more.

To me, courage means having fears and acknowledging them, but still pushing yourself to overcome them.

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When I was little, my family and I used to go to a huge ropes course every summer. It was so much fun! At the ropes course, there was a big bungee drop about 65 feet in the air. It looked so fun. Every time we went, I would always try to go on it, but I was too little. One summer, I was told I could go on it for the first time. I was so excited. I climbed up and got strapped in. I stepped toward the ledge and was about to jump, but then I froze. My heart started racing and tears rushed down my face.

I was petrified. I finally realized how tall of a drop it was and how scary it was. I climbed down and went home so disappointed. I couldn’t believe I was too scared to do something I had wanted to do since I was little.

Then, after a few hours, I realized that I didn’t have to let my fears get in the way of my life. I told my parents I was ready, and we went back. I was very scared, but determined to face my fear. I climbed my way back up the course and stepped to the ledge. I will be honest, I debated climbing back down, but I didn’t. I told myself that I would not let my fears control me, so I jumped. I felt the rush of air as I screamed with joy. It was so much fun. I felt so accomplished, and I wanted to go again.

While that wasn’t a very big challenge in my life, it was a very important one because it taught me to always live life to the fullest and to push myself beyond my limits. It taught me to always have courage, even when you’re scared. I would like to leave you all with a quote from Taylor Swift: “Fearless is having fears but jumping anyway.”

“To me, courage means having fears and acknowledging them, but still pushing yourself.”

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Faculty Spotlight Donna Parrillo

Landmark PRESCHOOL

Head Fundamentals Teacher at Landmark Preschool Westport What led you to pursue a career in teaching?

I have wanted to be a teacher for as long as I can remember, and I used to love playing school when I was younger. When I went to college, I focused on elementary school special education, and I worked at Landmark in Wilton during school breaks and in the summers. After college, I began my career working with individuals with intellectual and developmental disabilities at STAR, Inc. A year later, I received a call from Landmark’s director about a new preschool campus opening in Westport.

When asked if I would be interested in teaching the 4s, I said, “absolutely,” and accepted my first official role as a teacher.

Now, I am in my thirtieth year at Landmark Westport!

Reflecting on your time at Landmark, what are some standout memories?

Landmark is so much different now than when I joined 30 years ago; we have expanded, changed, and progressed. I still keep in touch with several families from those early days, and a quilt made by my first class of students is displayed on my classroom wall.

One incredibly special moment for me was when an alum Graham Gudis came back to visit in his 20s. To see an adult remember the preschool and teachers, and come back to visit campus, was so sweet. My assistant teacher, Elisabeth Wenman, is also a Landmark alum. That says it all right there!

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Additionally, my own children attended Landmark and thrived. I believe that becoming a parent helped me in my role as a teacher; I saw preschool-aged children at a new and different level. As 21- and 19-year-old college students at Marist College and Sacred Heart University, my children still love school today. I truly believe that comes from their early years here at Landmark. Their transition from preschool into elementary education was smooth, and they remain involved with Landmark to this day—returning each summer to work in camp.

How does the Fundamentals program support students?

Fundamentals is a unique program, providing an extra year for younger students who might benefit from more time to grow. When the school approached me about teaching Fundamentals, I had been with the 4s for a long time, and I thought, “A change might be nice!” I have been teaching Fundamentals since, and I love this age group.

The Fundamentals program especially facilitates social-emotional learning, which is critical at this age. In the aftermath of the pandemic and with new influences such as social media, everything is harder for children these days.

When social dynamics get more complicated, students on the older side are often able to handle it better.

It’s amazing to see the progress students make from the beginning of the year to the end. When the lightbulb goes on and you assess them, you know they have really learned what you taught. The evolution of children learning to read is one of the most exciting and rewarding changes.

Children will come in at 4, maybe knowing their letters and letter sounds, but nowhere near reading. By May, they are fully reading—not just words or sentences, but actual books! It’s a critical subject, and as a teacher, you know the children will succeed next year once they have acquired that academic skill.

What is special about teaching at Landmark Westport?

I love that Landmark is a small-sized, close-knit family. As teachers with small classes, we get to know our students so well, love them, and have a relationship with their families. There are many longtime teachers here, and we are like a family as colleagues as well. It’s something special. I love the people I work with; this is my home away from home.

The job itself is so rewarding. It’s not easy, but it’s so rewarding. Where else do you get hugs every day? When a child comes up to you and says, “I love you, Ms. Parrillo!,” it melts your heart. That’s the reason we’re here.

What three words would you use to describe the Landmark community?

Landmark families are generous, caring, and involved. Since it’s a small school, we get to know each other well, and I think they really appreciate what the teachers do.

Empowering Early Educators During the summer of 2023, Landmark teachers participated in the ALL ELEVATE™ Conference, and brought their insights back to the three-campus professional development beginning the 2023-24 school year. Teachers emphasized the importance of every incremental effort to improve as educators, discussed coping mechanisms, and reminded RA/LP faculty and staff to celebrate all their successes.

In November, faculty and administrators from Landmark Preschool, representing three campuses, attended the National Association for the Education of Young Children’s Annual Conference. Immersed in the world’s largest gathering of early childhood education professionals, Landmark educators connected with their peers and explored a wide variety of essential topics focused on young learners—from children’s emotional intelligence and developmental milestones to the well-being and leadership skills of educators in the classroom.

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A Moment with

Chelsea Thatcher ’97; P’32,’34 When Chelsea Thatcher spent her fourth- and fifth-grade years on the now-closed Georgetown campus, she never could have imagined that those two formative years marked only the beginning of her family’s journey with the school.

Thatcher’s educational path led her to pursue magazine journalism and history at Syracuse University’s S.I. Newhouse School of Public Communications. While enrolled in one of the top communications and journalism schools on the East Coast, she founded her first company, InternCircle. In the early days of social media, InternCircle provided resources, support, and information to students searching for internships, networking, and navigating new cities in their fields. Soon after, Thatcher began working at Condé Nast while continuing her entrepreneurial ventures in California, founding an award-winning publishing company of her own.

When presented with the opportunity to help launch Grace Farms Foundation, Thatcher embraced not only a new role but also a return to her home state of Connecticut. Today, Grace Farms is a humanitarian and cultural center set within an 80-acre preserve in New Canaan.

“I like to bring people together for good and for the peace that we need in the world,” she said. “At Grace Farms, the space is both contemplative and active. You may take a walk, connect to nature, and spend time with your child—but we hope that you leave with a sense of action as well.”

The physical space was designed by multi award-winning architectural firm SANAA to fit with the topography of the land.

Filled with natural light to evoke feelings of hopefulness, the building and surrounding environment helps visitors pause and be present. Whether for families spending time together, individuals connecting with nature, or even United Nations representatives gathering with human rights leaders to discuss humanitarian issues, Grace Farms provides a vital space where people can focus on what matters most to them.

Grace Farms began as an entrepreneurial venture that has grown and expanded in the past nine years. As the Chief Strategy Officer and Founding Creative Director, she has seen the continuity of the foundation’s goal of creating grace and peace. In addition, they have launched significant new movements, such as Design for Freedom, which helps eliminate forced labor in the building material supply chain.

One standout memory for Thatcher was meeting her best friend at Landmark.

Thatcher describes Niven McCall-Mazza—currently Editor-in-Chief of the digital media company theSkimm—“like a sister” to this day.

“To be able to meet a lifelong friend in fourth grade is amazing,” Thatcher said.

Thatcher also vividly recalls the impact of the teachers—such as Mrs. Dunn, a Middle and Upper School math teacher now in her 30th year at the school—in growing her confidence as a student and person.

“Landmark valued us as individuals and supported us for who we were,” she said.

“That gives you all the wings you need to keep going and be yourself. Not every school experience does that.”

A New Chapter When Thatcher and her husband, Adam, began considering where their children would attend school, it was not a given that their daughter would attend Ridgefield Academy. Hazlett was presented with several options and empowered in the decision-making process.

There was an immediate sense of comfort and belonging for the family when Hazlett spent an immersive visit day on the 42-acre Ridgefield campus and didn’t want to go home. Though the campus and school differ from Landmark Georgetown, Thatcher found that the cornerstones and mission of the school have remained the same.

“The fact that she chose the same place as her mom is really heartwarming,” Thatcher said. “It is so meaningful that Hazlett also personally connected with the staff, students, and school values.”

Throughout their children’s first year at the school, Thatcher has witnessed how each child is treated as an individual with different strengths and identities. Hazlett has formed a special bond with her kindergarten teacher, Ms. Bundy, who has helped her thrive in the areas in which she is really adept.

“Her teacher has been a champion for her academically,” Thatcher said. “When you know that your teacher is supporting you and serving as a mentor at an early age, learning and developmental growth are accelerated. You can’t ask for anything better.”

Thatcher has also seen this experience manifest in her son Weston’s experience at Landmark Preschool. Weston gravitates toward the immersive experience in Mrs. Bollaro’s 4s classroom, enhanced by fun themes.

“Mrs. Bollaro brings fun and joy while continuing to reveal the next step in their learning—which keeps Weston so engaged,” she said.

While her children formed connections inside the classroom, Thatcher also took on a volunteer position as a kindergarten class representative to engage with the parent community.

For Chelsea Thatcher and her family, this is a journey that unfolds every day. With three young children, they are looking forward to many years to come at RA/LP.

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When reflecting on the educational path that led to her career, Thatcher recognizes the integral role of her years at Landmark Georgetown. Early development of public-speaking skills, connecting to nature in an open-campus environment, and participating in plays were some of her formative experiences at the school.

2023-2024

Community

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1

in Motion n unforgettable adventure! Grades 6-8 students 1 A embarked on a four-state Grand Canyon trip in the summer of 2023 2 During Upper School Trip Week, students immersed themselves in challenges, history, and fun in Frost Valley, NY; Plymouth and Boston, MA; and Washington, D.C.

o raise fire safety awareness and help protect 3 T our community for Fire Safety Week, Landmark Bedford learners participated in a memorable, hands-on experience with the Bedford Fire Department

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4 Ridgefield Academy’s Parents Association hosted a festive fall outdoor movie night 5 Landmark Westport families gathered for a fall hike to explore the outdoors together 6 Landmark Bedford students prepared a pumpkin to be displayed on the wall of the Village Green for the Bedford Blaze 7 Lower School faculty and staff surprised the audience at the winter concert by joining in with an amazing holiday-themed performance

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Community

in Motion, cont.

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total eclipse of the heart! K-8 students enjoyed a 8 A watch party outside on West Mountain for the total solar eclipse 9 The first-ever Spring Soirée brought the three-campus community together to socialize and hear updates on different aspects of the school

t Catherine Violet Hubbard Sanctuary, Grades 10 A 4-6 participated in the City Nature Challenge: a competition that motivates people around the world to find and document wildlife in their area

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Connections

How to Play Find *four* groups of four RA/LP-related items that share something in common and write them in the lines provided below. Answers can be found on page 33.

SIOBHAN

PRIDE

BELL

SUMMIT

ANNEX

ALISON

EVELYN

OCC

CAMP

BARN

JOYFUL

PORTAL

AUTHENTIC

CLINTON

KINDNESS

RESPECT

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Connections

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Experiential Learning

Learning by Doing Experiential learning is a dynamic approach that combines hands-on activities with thoughtful reflection. It’s more than just acquiring knowledge; it’s about actively engaging with the world and making connections.

From Hatching to Habitat In collaboration with Trout Unlimited’s “Trout in the Classroom” program, over 100 trout were hatched in RA’s science lab, and Middle & Upper School students had the opportunity to witness their growth and development. A group of students joined Middle & Upper School science teacher Joy Munro to release the trout into the Norwalk River. In a real-world context, this program fosters a conservation ethic and connects students with their local watershed.

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Robotic Innovation In our technology class at RA, robotics provides the opportunity for students to engage in handson activities as they build, test, and refine their robots. On a memorable pajama dress-down day, Grade 6 engineers meticulously fine-tuned their VEX programmable robots and assembled them for an exciting race, cheered on by their project partners. Following this race, they equipped the robots with arms and investigated how this modification influenced performance.

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Exploring Literature Through Art Grade 6 students enhanced their comprehension of Tuck Everlasting by crafting visual one-pagers. Through art, they explored key themes, incorporated quotes, reflected on their reading experience, and delved deeper into the text.

National Poetry Month RA/LP celebrated National Poetry Month in April with enthusiasm as students immersed themselves in the world of poetry – reading, writing, and meeting with authors firsthand. The Lower School embraced “Poem in Your Pocket” day, wearing clothes with as many pockets as possible in order to share their favorite poems with classmates. RA/LP welcomed three acclaimed children’s authors: Janet Wong, Kenn Nesbitt, and Allan Wolf, whose unforgettable presentations brought fun to learning poetry.

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As Easy as “A,B,C” At Landmark Bedford, learning about the alphabet is not just about singing, reading, and writing. three-year-olds kick off each letter with “Show & Share” sessions, bringing items from home that start with the letter they are learning. From there, it’s all about hands-on exploration! For the letter “X,” students listened to a story, crafted paper xylophones, and practiced drawing the letter and pronouncing words.

Arctic Animals Kindergarten students did not just study arctic animals this year; they actively engaged with and experienced their learning. In science class, students braved cold water, both with and without imitation whale blubber serving as insulation. In the kitchen lab, they baked arctic-themed treats for their families to enjoy at their performance and exhibition.

Each student conducted research on a specific animal and discovered how their research connected to their learning.

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Join us on November 2, 2024 for the 2024 Fall Gala as we celebrate 50 years of the Ridgefield Academy/ Landmark Preschool community Keep an eye on your mailbox for a formal invitation and additional information in September. In the meantime, we hope you will save the date and be sure to join us for this special milestone celebration!

Annual Fund Make your Annual Fund gift today and help support tomorrow’s leaders!

Through the Annual Fund, we are able to provide transformative opportunities that enrich the educational journey of every student. From scholarships that open doors to an RA education to innovative programs that foster creativity and critical thinking, your contributions help create the foundation upon which our students build their futures.

Every donation, no matter the size, makes a difference in the lives of our students. Together, we can ensure that every student has the opportunity to thrive and succeed.

To make your gift, follow the above QR code or contact the development office at 203.894.1800 x.129 or development@ridgefieldacademy.org.

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Programs

Camp Landmark

Patriot Camp

Explorer Program

Discover Fun and Learning at Ridgefield Academy/Landmark Preschool Summer Programs!

Ridgefield Academy and Landmark Preschool offer engaging programs that blend learning and creativity with classic summer fun. Available in Ridgefield (CT), Westport (CT), and Bedford (NY), Camp Landmark provides preschool students with a nurturing environment enhanced by exciting weekly themes, sensory activities, and outdoor play. For children entering Kindergarten through Grade 3, Patriot Camp builds self-confidence and promotes social and educational growth. With a variety of morning and afternoon sessions available on the 42-acre Ridgefield campus, the Explorer Program sports camps led by professional coaches and academic programs designed to engage every Preschool - Grade 8 child.

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Summer

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Landmark Preschool Museum Nights

Each year, Landmark Preschool Museum Nights are a celebration of creativity and community for our Westport and Bedford campuses. Families, faculty, and staff gathered for an evening of socializing, marveling at student artwork, and participating in an exciting auction.

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As we approach Ridgefield Academy/Landmark Preschool 50th Anniversary next year, we look forward to providing our entire community with multiple opportunities to celebrate together and share in the telling of our school’s history!

To commemorate five decades of educational excellence—embodied through various pedagogical approaches across multiple campuses—we invite our alumni, past families and faculty, former Board members, and all current members of our school community to help mark this milestone by sharing your memories with us. Whether you have a favorite tradition or teacher, memorable photographs, or personal anecdotes, we want to hear from you! Your contributions will help us honor our rich history and the remarkable journey our school has undergone over the past 50 years.

Please reach out to us at communications@ridgefieldacademy.org to share your memories as we prepare to honor this special anniversary in a way that reflects the spirit and legacy of our school.

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Class of

’21

2024

Alumni Notes World Changemakers. He presented virtually to 1,500 educators and learners at the Yale Center for Emotional Intelligence’s RULER Conference. With his passion for mental health and inspirational story, Sam encouraged all students to become changemakers within their communities.

Annika Sachdeva, Class of 2021

Class of

’22

Grace Getchell, Class of 2022 Alum spotted on campus! Grace Getchell supported her sister Josie ’24 at this year’s Patriot Pride Night.

Annika, a junior at Pine Crest School, balances her interests in music and computer science.

Last summer, she accepted the prestigious NASA STEM Enhancement in Earth Science internship and studied the optimum utilization of the Mars Rover’s resources.

Annika reflects on her experience with RA, “I remember RA very fondly. RA helped me develop my leadership qualities and learn to lead by doing.”

Ari Torchia, Class of 2022

Class of

’20

Owen Abrahamsen, Class of 2020 Owen recently became an Eagle Scout in Wilton’s Troop 20. For his Eagle Scout project, Owen designed and led the construction of three mobile book carts for Wilton Library to be used for book sales and transporting materials within the library.

Now in his sophomore year, Ari is excelling at the King School, where he is actively exploring his passion for photography and his interest in science.

Kyle Abrahamsen, Class of 2022 Kyle, a sophomore at Hopkins School, plays drums in the Jazz Band and Varsity Squash.

This year, Kyle traveled to Philadelphia with his squash teammates to compete in high school nationals.

Madden Albert, Class of 2021 and Chloe Carroll, Class of 2021 Madden, a junior at The Frederick Gunn School, supported Chloe, a junior at the Canterbury School, in her ice hockey game against Choate.

Sam Young, Class of 2021 A junior at St. Luke’s, Sam is active on the debate, football, and ski teams. He is also the founder of RestVest, a weighted vest that discreetly relieves stress and anxiety. During Interdisciplinary Week, Sam joined RA’s Sustainability Class to share his journey in developing RestVest, a project he first became passionate about as a sixth grader at RA. Five years later, Sam has secured funding through the Young Entrepreneurs Academy, received a grant from Civics Unplugged, and been recognized as part of T-Mobile’s

Class of

’19

Paulina Sierra, Class of 2019 Paulina recently graduated from The Westover School and is now a freshman at Villanova University pursuing a major in psychology with a minor in economics.

Sydney Zarb, Class of 2019

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Sydney graduated from Miss Porter’s School in June 2023 and is currently enrolled at Cornell University, where she is pursuing a pre-veterinary path as a member of the Class of 2027.

Class of

Class of

’17

’15

Alex is a recent graduate of Bates College, where he played four years of baseball and hockey and was elected vice-chair of the Maine College Republicans.

Currently, he works for The National Review and is applying to law school.

Julian Sierra, Class of 2017 Julian, a Class of 2021 graduate of the Masters School, is studying biology at the University of Vermont.

Class of Meredith Joo, Class of 2019 Meredith, a freshman at Georgetown University, had the chance to meet up with her sister Carolyn ’24, on the Upper School trip to Washington, D.C.

Bryce Heaton, Class of 2019 Bryce, a freshman at Duke University, met up with his kindergarten buddy Aidan M. ’27 in December for a game of basketball.

Alexander Ross, Class of 2015

’16

“I attribute a lot of my academic and early professional success to the amazing people and resources at Ridgefield Academy,” he said.

Luke Hruska, Class of 2016 Luke completed his degree in biopsychology last year, as a junior, at Tufts University and was part of the swim team. He is continuing to pursue his education at Tufts, graduating with a Masters in Biology in May.

Class of

’11

Jimmy Murphy, Class of 2011

Class of

’18

Class of

’15

Class of

’12

Mae Cilmi, Class of 2018 After graduating from Westminster School, Mae is now completing her sophomore year at Wake Forest University.

Blake Cilmi, Class of 2015 Blake spent four years at The Hotchkiss School, before heading to Washington & Lee University. He is currently working as a first-year investment banking analyst at Stephens in Atlanta.

Addison Cilmi, Class of 2012 After RA, Addison attended the Westminster School, before heading to Lexington, Virginia, to attend Washington & Lee University. He is currently a senior underwriter at Chubb Insurance in New York City.

Jimmy, a graduate of the University of Miami, works in New York for a digital technology startup.

Micherre Matras Fox, Class of 2008

Isabella Ferrante and Josh Harris, Class of 2011 Last winter, Isabella and Josh visited the place where their journey began - the Ridgefield Academy campus - and got engaged in front of the beautiful West Mountain view. The pair will return to Ridgefield Academy in the fall to tie the knot on campus. RA is honored to provide the backdrop for this momentous occasion and eagerly awaits the joyous celebration ahead!

Class of

’08

Taryn Murphy, Class of 2008

Taryn currently heads influencer partnerships at DraftKings and lives in Hingham, MA. She recently got married at Castle Hill in Newport, RI, where fellow RA grad Jimmy Murphy ’11 was in attendance (see note to the left).

Connections

Connections

DIVISION HEADS Siobhan, Alison, Evelyn, Clinton RIDGEFIELD CAMPUS SPACES Summit, Annex, OCC, Barn MISSION STATEMENT WORDS Joyful, Authentic, Kindness, Respect PATRIOT ______: Pride, Bell, Portal, Camp

Brooks DuBois, Class of 2005

Class of

Class of

’02 ’01

Anni Denzel, Class of 2002 and Chris Denzel, Class of 2001 The Denzel family is continuing their overseas adventure in Okinawa, Japan!

Among their favorite things to do are to visit playgrounds, pottery festivals, the gorgeous beaches, and other sights around mainland Japan whenever they are able. Chris still loves his job with the Marine Corps. Anni, in addition to her remote work, is now hosting a podcast called Military Birth Talk, featuring birth stories from the military community.

Class of

’05

As a software engineer recently appointed to an architectural team at Ford, Brooks DuBois focuses on enhancing their public-facing e-commerce platform and driving value across the entire system’s processes. Many of the lessons Brooks learned at RA have remained important to him. From time to time, he still finds himself pulling up composers from Director of Fine Arts Dr. James Kantor’s composer timeline. And, the old IBMs with the giant CRT monitors and PC towers laid flat form the foundation of his career.

Stay connected—we want to hear from you!

Ridgefield Academy ridgefieldacademy.org

Like us on Facebook: ridgefieldacademy06877

Landmark Preschool landmarkpreschool.org

Follow us on Instagram: ridgefield_academy

Prefer to talk to us in person?

Call our Advancement Office at 203-894-1800, ext. 129

Follow us on Twitter: ridgefieldacad

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Micherre is finishing her MS in Sustainability Management at Fordham University and working as an event designer in New York City all while running a charity called Local Literacy Project serving rural Afghanistan.

Micherre considers her eighth-grade year at RA to have been formative, echoing through a decade of life choices.

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