The Rivers School Riparian - Spring 2025

RIPARIAN

THE RIVERS SCHOOL | SPRING 2025

THE MAKING OF A STRATEGIC PLAN

SHAPING MATHEMATICAL MINDS

THE RIVERS SCHOOL CONSERVATORY

INSPIRING MUSICAL EXCELLENCE FOR 50 YEARS

FEATURES

24 2025 STRATEGIC PLAN

Envisioning a bold future for The Rivers School

28 MATH AT RIVERS

Innovative approaches to teaching and learning

34 RSC AT 50

Delivering musical excellence yesterday, today, and tomorrow

HANNAH PICHE ’26 on the lacrosse field during a home game.

THE HARMONY OF MUSIC AND MATH

AS WE APPROACH the close of another remarkable academic year, I am reminded of the depth and breadth of the student experience at Rivers and the numerous ways students connect with one another through our program. Among the many opportunities students pursue at Rivers, two areas that foster connections in unique yet related ways are our music program—which involves our Performing Arts Department and the renowned Rivers School Conservatory (RSC)—and our engaging 6-12 mathematics program, which guides students through a journey of discovery that culminates in college-level study.

As a former math teacher and lifelong musician, I have always been fascinated by the interplay of math and music. “All musicians are subconsciously mathematicians,” as Thelonious Monk aptly stated. The connection exists in beginning music theory, with the duration of notes and intervals defined by fractions, to more complex concepts such as John Coltrane’s circle of tones, which has been referred to as “musical geometry.” The ways in which our students pursue these two fields are related as well. Music demands technical precision, dedication, creativity, and attention to detail, much like mathematics. Whether mastering a new piece of music or navigating complex formulas, students engage in the learning process with curiosity, perseverance, and joy.

Students also form deep connections with each other and faculty in these contexts. Our rehearsal halls and performance spaces provide venues for collective experiences, just as our math classrooms and lively math offices host students for dedicated engagement and “a-ha” moments of discovery. In fact, when I began at Rivers, a student encouraged me to visit “the best place on campus.” I was surprised when that student identified this spot as the Upper School math office until I visited and witnessed the incredibly welcoming atmosphere, complete with “I Love Math” balloons and faculty eager to welcome and engage students. In the same vein, the newly created, and now popular, HIVE program for Middle School math enrichment and support fosters a similar sense of connection.

This issue of the Riparian highlights both of these programs in great detail, illustrating the daily work of students and faculty who approach mathematical problems and musical compositions with equal enthusiasm. We are also preparing to celebrate an exciting milestone for The Rivers School Conservatory—its 50th anniversary. For five decades, RSC has been a vibrant space on campus where students hone their craft, explore artistic boundaries, and collaborate

across disciplines. RSC’s impact extends far beyond our student body at The Rivers School. It brings together aspiring musicians of all ages from more than 80 towns in Massachusetts, offering private lessons and opportunities to perform in combos, ensembles, and orchestras that enrich the broader community and connect students in that same trusting environment.

This year at Rivers has been one of exceptional momentum and progress. The AISNE Board voted to award Rivers a 10-year accreditation term, the best possible outcome. Many of the recommendations outlined will be addressed through our strategic plan, which was highly informed by the research and analysis conducted during the accreditation process. With final approval expected from the Rivers Board of Trustees in June, we set the stage for Rivers to continue its guiding philosophy of Excellence with Humanity, while positioning ourselves for the challenges and opportunities that arise in an increasingly complex and interconnected world. I extend my heartfelt thanks to our professional community, trustees, students, families, and alumni for their invaluable contributions during this process—your collective engagement has been instrumental in shaping this vision for the future.

As you explore the pages of this magazine, you will find reflections on the year’s accomplishments, including the remarkable achievements of our students in academics, athletics, and the visual and performing arts. As a community, we cheered on the rarefied success of our athletic teams, whose performance through the NEPSAC playoffs in the fall and winter was unmatched by any school in New England and included championship runs and awards for sportsmanship. We also look beyond this year to the lasting transformation of a Rivers education by spotlighting alumni who are creating their own paths toward lives of purpose and impact.

With our campus alive with the energy of year-end traditions, let us celebrate the tremendous growth and accomplishments of our students and look forward to a bright future ahead for Rivers.

With gratitude,

Ryan S. Dahlem Head of School

RIPARIAN

VOL. XXXIX NUMBER 2

HEAD OF SCHOOL

Ryan S. Dahlem

MANAGING EDITOR

Alexandra Ghiz

DIRECTOR OF MARKETING AND COMMUNICATIONS

Colette Porter

DIRECTOR OF ENGAGEMENT

Janet McKeeney

CONTRIBUTING WRITERS

Jane Dornbusch, Alexandra Ghiz, Colette Porter, Erin Prichett, Jacob Werrick, Fine Point Communications

CONTRIBUTING PHOTOGRAPHERS

Kristie Rae Dean, Evelyn Dow, John Gillooly, John Hurley, Gil Talbot

CREATIVE DIRECTOR

Ianka De La Rosa

The Rivers School 333 Winter Street Weston, MA 02493-1040 781.235.9300 www.rivers.org

RIPARIAN: “One that lives or has property on the bank of a river or lake.”

If your contact or mailing information has changed or if you need additional copies mailed to you or other members of your family, please let us know at advancement@rivers.org.

“The original reference photo for ‘Silver Spoon’ was of a cup of Japanese steamed eggs that I had the chance to try over the summer of 2023. I originally chose the photo for its rather simple composition, but I soon realized its actual complexity with the patterns, details, and texture of the materials. The spoon was pretty eye-catching and really stood out to me in the picture because of how reflective it was, and how different it was from the material of the rest of the objects in the piece—that’s why I ended up making it a collaged section with silver and gold paper.”

—SOPHIA GAO ’28

EVERY GIFT MATTERS

ANNUAL PHILANTHROPIC SUPPORT allows Rivers to offer an exceptional arts program, providing the critical resources our students need to discover and express themselves in myriad of ways. Through a wide variety of visual arts offerings and performing arts programming—including classical and jazz ensembles small and large, drama ensembles, one-on-one lessons, the signature Conservatory Program, and co-curricular activities—our students have ample opportunities to thrive and explore their artistic leanings to the fullest, thanks to the support of The Rivers Fund.

The Rivers Fund touches nearly every aspect of the Rivers experience— all in an open-minded and transformative environment. Please help Rivers continue this trajectory of excellence and wrap up the academic year on a high note by making a gift to The Rivers Fund before our fiscal year ends on June 30.

To learn more about how The Rivers Fund supports visual and performing arts at Rivers, as well as many other aspects of school life, visit our website, rivers.org/giving.

Make your gift to The Rivers Fund by June 30!

CAMPUS NEWS

Rivers Nonesuch Players Present Mean Girls

Hilarious, Heartfelt, and Totally Fetch

Rivers Red Wings became North Shore High Lions for the winter musical Mean Girls (High School Version). Directed by Samantha Bower P’31, music directed by John Bower P’31, and produced by Julia AusterHogan ’06, this production showcased heart and a terrific ensemble cast.

“It was a joy to help bring this production to life,” said Sam Bower. “Every cast member came to rehearsals ready to explore, play, have fun, and create something meaningful.”

Mean Girls explores high school social dynamics through the lens of formerly homeschooled Cady Heron (Sarah DuBard ’25) as she navigates

the cliques of her new school.

Befriended by Janis Ian (Jordan Felice ’25) and Damian Hubbard (Andrew Ho ’25), she learns about “The Plastics,” led by Regina George (Ceci Giebutowski ’25). Though warned to avoid them, Cady gets drawn into their world, only to be burned herself—before hatching a plan to take Regina down.

While the plot is largely familiar to fans of the original film or its Broadway counterpart, some elements of the production were updated for the times and for the adolescents who make up the cast. BRIDGE and GSA liaisons worked with the cast

MEAN GIRLS featured a large ensemble cast, crew, and pit band.

and directors to ensure a sensitive portrayal of the content.

Dynamic dance numbers, choreographed by Margaret McFadden and Sarah DuBard, and the talented tech crew contributed to the production’s success. Auster-Hogan reflected, “This show is about being yourself even if that means being different, and I saw our cast and crew bring their authentic selves to the Black Box every day. If nothing else, that’s what I hope the audience saw, too.” R

SCAN

THE CODE TO VIEW A GALLERY OF PHOTOS

HOMECOMING WEEKEND 2024

Friends, Family, and Fall Fun

THE REIMAGINED Homecoming and Fall Fest in October overflowed with Red Wing spirit, featuring athletic competitions, food trucks providing delicious fare, a pop-up shop, and family-friendly activities like the Barn Babies petting zoo, a pumpkin patch, and face painting.

“We decided to make the event more family-friendly to broaden its appeal, while still keeping all the elements of Homecoming that make it a beloved annual tradition,” said Janet McKeeney, director of engagement.

Spanning Friday and Saturday, over 400 members of the extended Rivers community returned to campus to reconnect with each other and experience the Rivers of today while enjoying the beautiful fall weather. From volleyball to field hockey to soccer to football, there were plenty of opportunities to cheer on the Red Wings–Middle School, junior varsity, and varsity teams alike.

In addition to the outdoor festivities, at a standing-room-only event in Hutton Hall, alumni celebrated 75 Years of the Navoni Family: Andy Navoni, former faculty member, coach, and athletic director, and his sons, Jim Navoni ’70, P’09, ’15 and Tom Navoni ’78. (Read more about Jim Navoni on page 47, and view a photo and scan a code to see a gallery from the event on page 51.) R

SCAN THE CODE

TO VIEW A GALLERY OF HOMECOMING PHOTOS

TOP LEFT: Jim Navoni ’70, P’09, ’15 (left), Tom Navoni ’78 (right), and Ryan S. Dahlem (center) celebrated 75 Years of the Navoni Family at a special event last fall.

CENTER: The beautiful fall weather was the perfect backdrop for two days of school spirit!

BOTTOM: Friends gathered to watch sporting events throughout the day.

RENOWNED NEUROSCIENTIST MARY HELEN IMMORDINO-YANG

Understanding Adolescent Brains

THE RIVERS SCHOOL welcomed Mary Helen ImmordinoYang as a guest speaker for a day of professional development in January. A professor at USC’s Rossier School of Education, Immordino-Yang is an expert on the intersection of neuroscience and learning, emphasizing how emotions, culture, and cognition shape education.

Immordino-Yang’s work explores how the brain forms neural pathways that shape both our understanding and behavior. She described the brain’s plasticity, explaining how experiences shape cognitive and emotional development. “All learning is social, emotional, cognitive, and cultural,” she said. She likened the complexities of educational practice to the “Frankenstein problem,” where the multitude of inputs— academic, emotional, social, and technological—often feels overwhelming for educators trying to “stitch” them all together meaningfully.

Immordino-Yang also touched on the importance of understanding how teachers’ brains process information and how their neural pathways can be influenced by their teaching practices. By recognizing the interconnection between teachers’ cognitive and emotional processes and their students’ learning, educators can become more mindful of their role in shaping students’ neural development.

HOUSES OF WORSHIP FIELD TRIP

Learning and Connection Beyond the Classroom

RIVERS’ SEVENTH GRADERS visited three Bostonarea houses of worship in February—Temple Emanuel in Newton, the Islamic Society of Boston Cultural Center in Roxbury, and St. John’s Episcopal Church in Newton, bringing to life their classroom studies on the Abrahamic religions—Judaism, Islam, and Christianity. At each site, students toured the space, met with

Small group discussions, faculty workshops, and a Q&A allowed further discussion and a valuable framework for thinking about how Rivers’ programs can influence students’ intellectual and emotional growth. Said Head of School Ryan S. Dahlem, “These conversations are shaping the future of teaching and learning at Rivers.” R

HALL FAMILY SPEAKER SERIES

DR. ANTHONY ABRAHAM JACK SPEAKS ON ACCESS AND INCLUSION IN HIGHER EDUCATION

ANTHONY ABRAHAM JACK , award-winning author and sociologist, visited Rivers in February as part of the Hall Family Speaker Series. Organized by the Equity and Engagement team in collaboration with Trustee Alison Hall P’19 and Max Hall P’19, Jack’s visit to campus aligned with this

coupled with his own personal narrative and research on “how poverty and inequality shape the trajectories to and through higher education.”

He introduced the concepts of the “privileged poor” (lowerincome students who attend

In his address and in the later group discussions, Jack emphasized the difference between access— enrolling a diverse student population—and true inclusion—practices and policies that allow students from different backgrounds to feel a sense of belonging and place.

“Citizenship is more than just being in a place,” Jack explained. “It’s about access and all the cool rights and privileges that are promised to us.”

Following the assembly, students engaged with Jack in classroom discussions. In Grade 7 Global Citizenship, students shared their “Blueprints for Justice” projects, on topics ranging from mental health and food insecurity to health care affordability and climate change injustice.

At one of the Q&A sessions, students asked about Jack’s process for collecting feedback from universities to make tangible changes in inclusion. Jack said that he tried to pair expensive changes, like keeping dining halls open during breaks, with free ones, like defining office hours. “DEI, to me, is not about programs,” he said. “It’s about retention and access. You can’t focus when you’re hungry.”

Jack left Rivers with a powerful message: “Education is not just about acquiring knowledge but about becoming a citizen. Your education must be a tool for social change, for lifting up others, and for ensuring that the doors of opportunity are open to all.” R

Kristin Cannon Named Director of Athletics

FOLLOWING A ROBUST NATIONAL SEARCH, Kristin Cannon was chosen from a talented pool of applicants to lead the athletics department due to her extensive experience and dedication to fostering excellence in student-athletes at both the collegiate and independent school levels.

Cannon, who holds a doctorate in education, previously served as the athletic director/chair of physical education and head girls’ soccer coach at Poly Prep Country Day School in Brooklyn, NY. During her tenure, the program boasted 27 league championships and 20 state championships with 13 All-Americans and one Olympian. As head coach of girls’ soccer, her teams won two NYSAIS championships, with one All-American and four All-Region players.

“Rivers has a long-standing tradition of athletic excellence, and I look forward to building on that legacy.”

Cannon has also held coaching and administrative positions at Division I, II, and III institutions including Xavier University, University of Cincinnati, Johnson State College, LIU-Brooklyn, and Springfield College, where she most recently served as assistant professor and head women’s soccer coach.

She is excited to return to working directly with students in grades six through 12, leading young people and teams to recognize their capabilities while navigating the challenges of adolescence, emphasizing teamwork, personal growth, and the balance between academics and athletics.

“I am committed to creating an inclusive, supportive, and competitive environment where all of our student-athletes can pursue their goals as they find who they are and where they belong,” said Cannon.

Under Cannon’s leadership, Rivers is poised to build on its strong athletic foundation, maintaining its position as a powerhouse in both NEPSAC and ISL competitions. We look forward to welcoming her to the Rivers community on July 1. R

CHLOE YANG values observing the growth of her Mandarin students.

FOCUS ON FACULTY

CHLOE YANG

Bridging Differences Through Language

UPPER SCHOOL MANDARIN

teacher Chloe Yang sees language study as key to global citizenship. “Learning a new language offers the chance to see the world through a different lens,” she says, “and this can help bridge the gaps that separate us.”

Born and raised in China, Yang began learning English at age 4 and continued throughout her school years. After earning a degree in American literature she began working as a journalist, but she felt drawn to a career in education.

“Education was always an important part of my life,” says Yang. “My parents, who are both professors, often said that nothing is more important than learning.”

Yang began teaching English to Chinese students “at every level—from toddlers through adults.” But, she recalls, “I had long envisioned teaching

in the United States. I was eager to immerse myself in a new culture.”

That opportunity came in the late 1990s when a bilingual education program brought Yang to the U.S., where she observed some notable differences. “Here, teachers have more autonomy and opportunity to be more creative,” says Yang. She also found American classes very studentcentered, a facet Yang now considers essential to her teaching philosophy.

Now in her eighth year at Rivers, Yang teaches grades nine through 12, and until recently also taught eighth grade. “It’s unusual to have the opportunity to work with the same students over a five-year period,” she says. “For me, nothing is more rewarding than seeing their growth.”

To practice culture in action, Yang’s Mandarin V class creates a business

“ It’s unusual to have the opportunity to work with the same students over a five-year period. For me, nothing is more rewarding than seeing their growth.”

– CHLOE YANG

as a culminating project, working in small groups on the same theme or topic. A sample project might be to open a restaurant in China. Students research demographics, menu options and pricing, and basic business and social practices within Chinese culture, bringing it all the way to a mock restaurant where they interact with “customers” in Mandarin. Says Yang, “It’s fun, and the students really benefit from this kind of immersive experience.”

Mandarin students at Rivers also have opportunities to use their skills in the wider world. In 2019 and 2024, Yang led summer trips to China, where students interacted with native Mandarin speakers. “Chinese people don’t expect visitors from other countries to speak their language,” Yang says, “so the students’ efforts got an immediate response.”

During the trip, they experienced firsthand aspects of the culture they’d been studying. “I told the students that we would see a lot of cultural differences, and one of our goals was to try to understand and respect the reasons behind these differences,” Yang says.

Pursuing that goal is an essential step to becoming a good global citizen, she adds: “Keeping an open mind enables us to appreciate cultural differences and also see beyond them, to the things that all people have in common.” R

Grade 7 Students Tackle Climate

AT THE ANNUAL Sustainability Night in March, Grade 7 students shared their potential solutions to climate-related issues around the world. Students researched and fine-tuned their projects over nine weeks, choosing a climate change issue of interest to them, and then presented their findings to guests multiple times within the course of a night, honing their presentation skills.

“Students realize that science is powerful and there are lots of scientific possibilities for solutions worldwide,”

With projects spanning the globe, visitors learned the effects of issues such as wildfires, flooding and rising sea levels, rising ocean temperatures, and melting glaciers, and what might be done about them. The students got creative with their projects: climate-controlled greenhouses in Bordeaux, coral reef look-alikes, trapping methane produced by animals and using it for other energy sources, ice-pack cooling technology to stop glaciers from melting in Greenland, and large-scale fire blankets and fire-resistant tree plantings to reduce wildfire damage.

The global reach ties into the interdisciplinary nature of the Middle School curriculum, with its focus on global citizenship. “The project connects to what students have been learning in humanities class about the culture and people of a place,” said Sarah Freeman, Middle School dean of students.

Another goal of the project and research process is for students to come away with a greater understanding of worldwide issues and approach these challenges optimistically, said Grade 7 Science Teacher Kayley Pettoruto. “Ultimately, students gained a global perspective on climate change through the exploration of some of the most pressing environmental issues of our time and their impacts around the world.” R

EQUITY & ENGAGEMENT WORKSHOPS

ENGAGING IN CITIZENSHIP TOGETHER

AT THE START of the academic year, the Equity and Engagement team introduced the theme of “Engaging in Citizenship Together,” and rolled out a series of student-run workshops and programming aimed at promoting citizenship and encouraging dialogue across different viewpoints and experiences.

The first set of workshops, held in mid-November, focused on the topic of citizenship, spanning over two dozen topics led by Upper School students.

“The goal of the workshops,” said Katie Henderson, director of DEI programming and support, “was to give students a variety of ways to engage in the current civic and political landscape, and to make sure that students could choose a space that felt most necessary or useful for them post-election.”

Student and adult facilitators in the Rivers community led a second set of workshops in late February that gathered Upper School students by grade. The sessions focused on majority/minority in different areas, such as culture, privilege, politics and identity, and belonging.

The February workshops served as a primer of sorts for the keynote address by Anthony Abraham Jack, who visited Rivers the following week as part of the Hall Family Speaker Series (see page 8). R

SCHOLASTIC ART & WRITING AWARDS

SCHOLASTIC GOLD KEY WINNERS

Lucy Bowers ’29, Editorial Cartoon (two awards)

Molly Hazard ’26, Ceramics & Glass

Justin Jang ’25, Ceramics & Glass

Lilly Liebhoff ’25, Ceramics & Glass

Sloane Partlan ’27, Critical Essay

Braxton Seale ’27, Ceramics & Glass

Owen Webster ’29, Photography

SCHOLASTIC SILVER KEY WINNERS

SCHOLASTIC ART & WRITING AWARDS

AT RIVERS, STUDENTS express themselves through a variety of creative outlets, from writing to visual arts. Their creativity was recognized when the Massachusetts results of the Scholastic Art & Writing Awards were announced on January 29. Competing at a high level in this prestigious program, Rivers students earned accolades for their originality, skill, and personal voice or vision. Thirty-nine visual art pieces and five writing submissions by Rivers students received awards.

The Scholastic Art & Writing Awards, founded in 1923, is the nation’s longest-running, most prestigious arts recognition program for creative students. “The process of creating, selecting, and entering their art and writing is a meaningful step in claiming that their work is worthy of being shared with the world,” said Visual Arts Department Chair Tim Clark. English Department Chair Mary Mertsch P’27, ’29, praised the students recognized for their writing accomplishments; “We admire the initiative our students took in writing and then submitting their work for consideration.” R

Nolan Carlstrom ’26, Ceramics & Glass

Kyra Coggin ’26, Photography

Joyce Do ’25, Personal Essay

Eleanor Leiva ’29, Short Story

Zimon Li ’26, Ceramics & Glass

Nicole Paéz Peñaloza ’28, Photography

Meaghan Richards ’28, Sculpture

Abigail Valente ’28, Sculpture

SCHOLASTIC HONORABLE MENTIONS

Aurelio Better Piermarini ’29, Editorial Cartoon

Kyra Coggin ’26, Photography

Tess Feinberg ’29, Editorial Cartoon and Photography (two awards)

Benjamin Finard ’29, Editorial Cartoon

Sophia Gao ’28, Mixed Media and Drawing & Illustration (two awards)

Sloan Giangrasso ’29, Photography

Ulrika Karlsson ’27, Photography (two awards)

Derick Katz ’29, Photography

Alexander Kyner ’25, Comic Art

Noelle Lee ’26, Mixed Media, Painting, Film & Animation, and Printmaking (four awards)

Eleanor Leiva ’29, Photography

Zimon Li ’26, Poetry (two awards) and Ceramics & Glass

Liv Martin ’26, Ceramics & Glass

Milo Peña ’29, Editorial Cartoon

Julia Poe ’29, Photography

Miles Poindexter ’29, Photography

Noah Previtera ’29, Photography

Maddie Saladino ’29, Editorial Cartoon

Josephine Stein ’27, Printmaking

Jackson Walker ’29, Photography

LUNAR NEW YEAR CELEBRATIONS

Rivers Welcomes the Year of the Snake

THE RIVERS COMMUNITY welcomed the Year of the Snake with much celebration and festivities at a Lunar New Year event at the end of January. The evening gathering, with introductions from AAPI affinity leaders and a welcome from Head of School Ryan S. Dahlem, featured music and dance performances and Chinese-inspired cuisine prepared by Rivers dining staff, complemented by traditional pastries from a local Chinese bakery.

The music selections blended traditional and contemporary influences. The Select String Ensemble played “Lan Hua Hua,” a folk song symbolizing courage. Adalia Wen ’25 introduced her original arrangement of the “Driftveil City” theme from the Pokémon soundtrack, where she wove popular Lunar New Year songs into the score, which was performed by a small ensemble.

Rivers also welcomed guests from the New England Wushu Academy, who performed an exciting martial arts demonstration; and a troupe performing a traditional lion dance to welcome the new year.

Leading up to the event, AAPI leaders organized a community art project, creating a snake-shaped wall collage of New Year wishes. In Mandarin classes, students practiced calligraphy, wrote spring couplets, and made dumplings.

In all-school assembly, Mandarin V students spoke about their 2024 trip to China, and they got the audience to join them in the “Little Apple” dance. The energetic and joyful celebration concluded with the gifting of red envelopes, symbolizing good luck and prosperity, with lucky recipients discovering envelopes hidden beneath their chairs. R

RIVERS welcomed Lunar New Year with a lion dance.

VISITING ARTIST SERIES

RANIA MATAR AND WHITNEY ROBBINS

SINCE 2020, THE VISITING ARTIST

Series at The Rivers School has presented artists whose work has a meaningful impact on the community, sparks interaction and conversation, brings new perspectives on art and art-making to campus, and fosters connections through community presentations, gallery receptions, and class visits. In the 2024–25 academic year, Rivers continued this tradition, hosting exhibitions by two visiting artists.

observations and personal identity as a Lebanese-born Palestinian American. Matar also spoke at an all-school assembly, engaged in a Q&A discussion, and visited photography and literature classes.

Photographer Rania Matar, who visited Rivers in December, had two exhibitions on display that portrayed the humanity of women across cultures and the complexities of everyday life. Her work reflects her

Geographically diverse, the portraits spanned from Brookline, MA, to Lebanon to Palestinian refugee camps. “A Girl and Her Room” featured portraits of teenage girls in their bedrooms, surrounded by personal items that reflect their identities. “Where Do I Go? 50 Years Later” highlighted young women in Lebanon decades after the civil war. In the assembly presentation, Matar spoke about the motivation behind each of her series. When she first started

RANIA MATAR engages with students at the gallery opening featuring her photography in December 2024.

INSET: Rania Matar: Petra, Holiday Inn, Beirut, Lebanon, 2021, from “Where Do I Go? 50 Years Later.”

“As soon as I started looking at life through my viewfinder, I realized the moments I thought were crazy were actually really beautiful.”

– RANIA MATAR

taking pictures, Matar said, “the kind of pictures I ended up taking are very different from the photos I thought I

WHITNEY ROBBINS explores the richness and complexity of the color brown in their “Brown Series.”

the work, visiting art classrooms, and at the gallery reception. R

IN NOVEMBER, Robbins visited studio art classes, including this block painting class.

MLK DAY SPEAKER

Standing on Principle and Finding Your “Perfect Fit”

IN JANUARY, the Rivers community gathered to honor Dr. Martin Luther King Jr. with an assembly featuring guest speaker Col. Marshalee Clarke, a former Boston resident and a distinguished leader in the U.S. Marine Corps. Clarke drew upon her impressive leadership experience to speak about Dr. King’s legacy and inspiration, encouraging students to reflect on their purpose and embrace the importance of principled leadership and action. Clarke was introduced by her niece, Katherine Shaw ’26, who spoke of Clarke’s “strength and commitment as a mother, dreamer, and a believer,” noting her values of service, leadership, and growth.

One key message from Col. Clarke was the power of learning from others. She emphatically believes in seizing every opportunity to listen to those willing to share their life experiences—and to “pay attention.”

As part of the assembly, Clarke invited students to engage in a moment of self-reflection and create a goal for their future. Clarke encouraged the students to take this moment seriously and consider their potential and how individual actions can shape the future.

Clarke shared her story of pursuing neuroscience in college before discovering her true calling to join the Marine Corps. “Find that thing that’s right for you,” she said. “Stand on principle. Fight for what you believe in.” R

COL. MARSHALEE CLARKE (center) gathered with SHADES affinity leaders following her address at all-school assembly honoring Dr. Martin Luther King Jr.

RIVERSIDE CHAT: FIVE QUESTIONS FOR

Erica Casey

WHEN ERICA CASEY, Rivers’ new director of human resources, began her professional journey 25 years ago, she was intrigued by HR’s basic concept of helping people. While rising through the ranks at Boston-based Digitas, a digital marketing firm, Casey created institutional programs that benefited employees’ short- and long-term career goals. Since joining Rivers in fall 2024, Casey has learned a lot about what makes this place so special. “Members of our professional community are all here for the students and dedicated to helping them thrive and succeed, even beyond Rivers,” she says. “There is a totally different motivation here compared to the world I was in before, and I love it.”

1 WHAT FIRST DREW YOU TO HUMAN RESOURCES?

I was an art history and classical studies major in college, and I found out about HR through networking. I enjoy helping people think about their careers and discovering what may make them thrive in the long term, not just at a specific moment in a specific role.

As I got into the field, I also connected with the notion of building something within an organization—creating programs that support employees on an individual level and bolstering the institution in a variety of ways. I enjoy thinking strategically about the small- to large-scale talent management practices that make an organization a place people tell their friends about.

2 WHAT BENEFITS HAVE YOU SEEN THAT ARE UNIQUE TO RIVERS?

The enrichment grants that offer members of the professional community resources to pursue a project of personal enrichment are one of the most unique benefits I’ve seen, because they support the whole person, allowing them to enrich their lives not just as a faculty or staff member, but also as a person outside their role at Rivers.

3 HOW DOES THE SCHOOL’S EDUCATIONAL PHILOSOPHY OF

That philosophy is completely transferable when looking at our talent and our people. There is obviously an expectation that

themselves fully. But in these few months, I have already seen that our people come here because they want to do good work.

WHAT DO YOUR DAYS LOOK LIKE WHEN YOU’RE NOT ON CAMPUS?

Carting my kids around to athletics! I have always loved sports—I played soccer, basketball, and softball growing up and recreationally in college. Now, I get to be the one cheering from the sidelines. It’s a nice, full-circle situation. And, if we are not playing sports, we are watching any Boston team that happens to be playing

I also try to instill in my kids that it’s not necessarily about the sport but about the team. The concept of being part of a team and helping it succeed will translate beyond their athletic career and into the working world. That’s why I love HR: I get

There is an enormous opportunity to build on our existing foundation and bolster employee and institutional success for the future. In the best way possible, there is so much to do, and I am excited to dig in. I want to develop programs that will make our people feel like they truly belong and trust that Rivers is the place for them. R

VENTURE CAPITAL COMPETITION

Club Offers Real-World Startup Experience

ELEVEN STUDENTS FROM Rivers’ Venture Capital Club participated in and won a Shark Tank-style competition against the Winsor School in December. Each team analyzed real-world startups (pitched to them by real business professionals), performed due diligence, created a term sheet, and presented their findings to a panel of judges.

This year Rivers hosted the event, which has been held annually since 2018. The students play the role of junior partners at a VC firm, going through all the steps that would be taken in deciding whether to fund these startups, to make the competition as realistic as possible.

Of the two business pitches presented, Rivers chose to back LuxMed, a startup that makes cardiac ablation catheters, presented by Stephen Richlen ’15. “We were looking to invest in an earlystage company with a high profit margin,” said club leader Elizabeth Lapides ’25.

The VC Club introduces students to concepts, vocabulary, and strategies they’d be unlikely to encounter elsewhere. Club advisor Elizabeth Wendorf, a member of the math faculty, speaks highly of the practical experience the club offers. “The most beneficial thing for students is the exposure to different careers. It might inform their decisions about classes and colleges, and help them have a vision of what it would take to reach different goals.” Moreover, she says, the club and the competition help students learn valuable soft skills, such as “public speaking, answering questions on the fly when you don’t totally know the answer, [and] interacting with impressive adults, and being able to shake their hands and look them in the eye.” R

NATIVE AMERICAN HERITAGE MONTH

Combatting the Myth of Native Disappearance

THE RIVERS SCHOOL acknowledged and celebrated Native American Heritage Month in November with a presentation during all-school assembly, structured as a dialogue between History Department Chair Ben Leeming and Director of Institutional Equity

Jenny Jun-lei Kravitz.

A primary objective of the presentation was to combat the myth that Native populations no longer reside in New England. Leeming and Kravitz emphasized that they do, in fact, have a significant presence in the area.

As an independent scholar, Leeming has studied Native people of the Americas, and through his research he has traced the notion that Indigenous people vanished from New England 100 years ago or more: A series of 19th-century histories of Massachusetts towns all seemed to tell much the same story, one that simply wasn’t true. They had not disappeared, Leeming said, but they had “become invisible.”

Kravitz noted that the month also supports visibility and advocacy, and she told the audience about local organizations that seek to advance the voice and issues important to the Indigenous community in Massachusetts.

“Native American Heritage Month,” said Leeming, “is an opportunity to retire the myth of Native disappearance.” R

Meret Nahas Named Chief Advancement Officer

FOLLOWING A NATIONAL SEARCH, Rivers has named Meret Nahas chief advancement officer. Nahas will provide essential leadership to fundraising efforts and play a key role in implementing the school’s next strategic plan.

“Meret’s leadership, deep commitment to our mission, and proven track record in educational philanthropy will be invaluable as we chart the future of Rivers,” said Head of School Ryan S. Dahlem.

With over 15 years of advancement experience, Nahas has secured transformative gifts and led successful fundraising campaigns. She contributed significantly to a $131 million capital campaign at the Loomis Chaffee School and the College of Wooster’s $191 million capital campaign, securing six- and sevenfigure gifts for critical innovation and access initiatives.

Under Nahas’ leadership as interim director of development and external relations, The Rivers Fund saw a 20% increase in donors, including a 43% rise in first-time donors. She has also helped secure major gifts supporting endowed financial aid, the Science Internship Program, Learning Services, and scholarships.

Her involvement in campus life, including her work as one of five key leaders on the AISNE Accreditation Steering Committee (see page 25), and her role as faculty advisor for the Asian American and Pacific Islander (AAPI) student affinity group, demonstrates her holistic commitment to Rivers.

“Rivers’ focus on fostering academic excellence, emotional resilience, and ethical grounding resonates deeply with my professional mission and personal values. I am excited about the opportunity to further strengthen the philanthropic pillars that sustain Rivers’ enduring legacy,” said Nahas. R

COOKING UP FLAVORS DAILY

A CHAT WITH RIVERS’ EXECUTIVE CHEF COREY CAMPBELL

CHEF COREY CAMPBELL , executive chef at Rivers since fall 2024, takes pride in his approach to culinary invention. “I make all my own menus,” Campbell says, emphasizing thoughtful planning and creativity as key to his cooking philosophy.

A Revere, MA, native, Campbell’s

singing the praises of Chef Corey’s flavors while cheering the arrival of Captain Marden’s truck on campus to deliver the freshest fish to Kraft Dining Hall. R

GIRLS’ VARSITY basketball celebrates winning the NEPSAC Class B Championship in March.

Athletic Excellence

Rivers Red Wings are constantly making and breaking records. Here are a few highlights from Rivers athletes this year and recently.

The only school in New England to advance to the semifinals in every eligible winter sport boys’ and girls’ basketball and hockey

seniors will go on to play at the collegiate level

Girls’ Varsity Basketball Brings Home NEPSAC Championship

THE GIRLS’ VARSITY basketball team capped off a stellar season by winning the NEPSAC Class B Championship with a 53–37 victory over St. Luke’s School.

Throughout the tournament, defense was the Red Wings’ hallmark. They started strong with a win over Greens Farms Academy, before narrowly defeating Berkshire School in the semifinals. A clutch last-second pass from Natalia Hall-Rosa ’25 to Grace O’Sullivan ’25 propelled the team to the final.

In the championship game, the Red Wings overcame an earlier loss to St. Luke’s with a resounding win. Chase Anderson ’25 and Joy Robinson ’28 were key to the team’s defensive success, while O’Sullivan led the offensive charge and was named Tournament MVP. Head Coach Kenny Small, in his first season, was named NEPSAC Class B Coach of the Year.

“Winning the championship in my first year as head coach is something truly special, but what makes it even more meaningful is this incredible senior class,” said Small. “Their leadership, dedication, and belief in each other set the tone for our success. This group set the standard every day—pushing themselves and their teammates to be better, embracing every challenge, and leading with heart.” R

21 First ISL Eberhart Championship since 2018, third Elite 8 appearance for boys’ hockey

seniors will go on to play at the collegiate level

1 of only four schools in New England to qualify for postseason in girls’ and boys’ soccer, field hockey, and volleyball

Taking A Shot

Rivers Athletes Support Brain Cancer Research Through Sports

COMBINE COMPETITIVE athletes with philanthropy and you get A Shot For Life (ASFL), an organization using sports to raise funds for brain cancer research at Mass General Cancer Center. Since its founding in 2011, ASFL has raised over $1 million, thanks in part to 13 current Rivers students and many alumni who have demonstrated their athletic skills and dedication over the years.

focus. Rivers hosted its second ASFL event in July 2024, allowing athletes to compete for a cause greater than themselves.

“You could tell that everyone there was participating for a positive and meaningful reason,” said Rissi Smith ’25, who played in honor of her father and grandmother, both affected by cancer.

Sports represented include basketball, field hockey, soccer, and lacrosse.

ASFL all-star games and shooting competitions challenge selected athletes, who excel in basketball, field hockey, soccer, or lacrosse, in terms of ability, endurance, precision, and mental

Participating athletes commit to a $1,000 fundraising minimum.

“Shooting [hoops] for two hours straight was nothing compared to what they went through.”

Ryan Altman ’25 agreed:

“Getting to combine basketball with helping others is something that truly can’t be beaten.” Abby Lorion ’25 emphasized the importance of fundraising for a personal cause. “ASFL is so much bigger than the game,” she said.

More than just a sports competition, ASFL combines passion, athleticism, and philanthropy. Founder Mike Slonina stressed the value of support from the Rivers community over the years: “We are incredibly proud of all the Rivers athletes and their families who have contributed so meaningfully to the cause.” R

STUDENT-ATHLETES CELEBRATE NATIONAL SIGNING DAY

NINE STUDENT-ATHLETES from the senior class gathered in Benson Gym on National Signing Day in November, to formally recognize their commitment to playing at the Division I level in college next year. Friends, families, teammates, and coaches came out to support these students—who donned their future school colors— as they signed national letters of intent, celebrating the culmination of years of hard work and commitment. “This milestone is a testament to the dedication and determination of our student-athletes,” said Interim Director of Athletics Susanna Donahue. “We are extremely proud of how these athletes have not only been leaders of our teams and on our campus but have also set a great example of how hard work can pay off. We wish them the best and can’t wait to follow along and keep supporting them as they continue their athletic journeys at the next level.” R

Members of the Class of 2025 moving on to play at the Division I level:

Andrew Alekseyenko

Colgate University, basketball

Ryan Altman University of Pennsylvania, basketball

Natalia Hall-Rosa Seton Hall University, basketball

Cece L’Esperance University of Richmond, lacrosse

Abby Lorion College of the Holy Cross, soccer

Lindsay Morin Georgetown University, field hockey

Grace O’Sullivan Princeton University, basketball

Jack Rabazzi Colgate University, lacrosse

Rissi Smith Stonehill College, basketball

Envisioning a Bold Future for The Rivers School

Over the past 14 months, a comprehensive strategic planning process has been underway, laying the groundwork for the school’s next chapter. With final approval set for June 2025, the highly anticipated strategic plan will shape the future of Rivers. But how does a plan like this evolve? It involves research, community collaboration, and a unified commitment to the school’s mission.

Here is how it all played out at Rivers.

The Making of a Strategic Plan

Market Research Study

AISNE Self Study/ Visiting Team/ Accreditation Strategic Design Summit Strategic Plan Development Board Approval

Market Research and Accreditation

The strategic planning process began with two foundational steps: accreditation through the Association of Independent Schools in New England (AISNE) and a comprehensive market research study. As part of the accreditation process, Rivers conducted an in-depth self-study evaluation run by the “AISNE Five,” a small but mighty team of professional community members. The self study included 14 individual reports, AISNE team visits and recommendations, complete involvement of the Rivers professional community, and focus groups and surveys of students, parents, and other stakeholders—and it resulted in a 250page document submitted in July 2024.

Following the self study, an AISNE visiting team provided essential feedback, reaffirming Rivers’ commitment to continuous improvement and academic excellence. “After a year of internal research and reflection,” said Head of School Ryan S. Dahlem, “we were thrilled to welcome the external perspective of independent school colleagues from throughout New

England to help assess our strengths and opportunities for growth as we look to the future at Rivers.”

Alongside the accreditation cycle, the market research study assessed Rivers’ standing in the broader educational landscape. Input (both qualitative and quantitative) from students, parents, faculty, alumni, and peers provided insights that helped to inform the school’s strategic direction.

TOP, FROM LEFT TO RIGHT: Mac Caplan, English faculty; Meret Nahas, chief advancement officer; Melissa Dolan ’98, curriculum consultant; Sequoyah Reynoso, science faculty; and Mary Mertsch P’27, ’29, English Department chair.

Strategic Design Summit: Imagine Rivers 2035

TOP: Former NAIS Chief Innovation Officer

Tim Fish, Head of School Ryan S. Dahlem, Trustee Alison Hall P’19, and Board Chair Alan D. Rose, Jr. ’87. BOTTOM: Guests at the summit, such as Steve Snyder P’12 and Louise Cummings ’98, gathered in small groups to develop key inputs to the strategic plan.

The Strategic Design Summit, held on November 2, 2024, was a milestone event in the strategic planning process. Convened by strategic planning cochairs Dahlem and Trustee Alison Hall P’19, the event drew more than 100 participants. Current parents, parents of alums, trustees, life trustees, alumni, and representatives from the professional community, including the Rivers School Conservatory, gathered to imagine the school’s future. Rivers faculty and administrators facilitated lively discussions on five topics: academic and co-curricular innovation, health and well-being, talent recruitment and retention, institutional equity, and campus and infrastructure.

Consultant and former NAIS Chief Innovation Officer Tim Fish kicked

Building Community Engagement and Vision

TOP LEFT: Head of School Ryan S. Dahlem shared a vision for the future of Rivers at the annual State of the School update. TOP RIGHT: Parents and caregivers, alumni, and professional community members listened attentively at the State of the School.

Susan Abraham P’26, ’30, Ginny MacDowell P’96, ’99, GP’12, ’24, and Michelle Freniere P’28 attended the State of the School gathering.

off the event with an informative keynote address. Then stakeholders broke into groups that explored the five topics in depth. Hall encouraged “the quintessential Rivers experiences we’ve all had as we look out over the next 10 years and imagine what’s next and where we can go.”

“This summit was an essential part of our process,” said Dahlem. “It’s been exciting to witness the energy and passion our community has for shaping a future that is both innovative and rooted in the school’s philosophy of Excellence with Humanity.” The language and ideas that emerged from the summit figured heavily in the Strategic Planning Committee’s discussions and development of the initial strategic plan draft.

A key component of the strategic planning process was extensive and enthusiastic community involvement. “We want every voice in the Rivers community to be heard and valued as we chart the course for the next chapter of our school’s story,” Dahlem said. The school took this inclusive approach to ensure that the plan represents the full spectrum of experiences that make Rivers vibrant and diverse.

Hall underscored the collaborative nature of the initiative. “The collective insights from the professional community, students, families, and alumni are guiding the development of a strategic plan that reflects the current and future needs of our community,” she said.

Emerging Strategic Priorities

Three priorities emerged during the planning process:

Pursue Excellence Through Innovation

The new strategic plan builds on Rivers’ legacy as a leader in educational innovation, ensuring that the school continues to be a trailblazer in academic excellence and forward-thinking curriculum design.

Cultivate an Ecosystem of Connection, Well-being, and Belonging

Recognizing the importance of student well-being and belonging, Rivers will prioritize a holistic approach to the student experience, fostering an interconnected environment that provides the foundation for Rivers students to thrive.

Focus on Lives of Purpose

Rivers takes the long view on education, with true success defined as graduates finding their path to a life of meaning, connection, and purpose. The strategic plan will reinforce the importance of cultivating compassionate, responsible individuals prepared to make a positive impact in the world.

How It All Comes Together

Looking Ahead: Timeline and Community Engagement

“ We are excited about what lies ahead and the opportunity to continue engaging with our community as we finalize the strategic plan,” said Dahlem. “Rivers embarks on this next chapter from a position of strength. We remain committed to our core philosophy, Excellence with Humanity, and to delivering a student experience that is challenging, relevant, and full of opportunities for meaningful connection.”

Board approval in June 2025 will include these key directives for the head of school:

Develop implementation plans with the professional community, including resource requirements, timelines, and assessment processes for each strategic initiative.

Provide detailed and regular strategic plan updates to the Board of Trustees.

Along with the Board of Trustees, report on progress annually to the community.

Building Momentum for Rivers’ Future

The journey to a new strategic plan reflects Rivers’ commitment to growth, innovation, and excellence. Rivers is well-positioned for a bright future and remains focused on and committed to academic rigor, student well-being, belonging, and purpose. The best is yet to come— onward and upward! R

BY JANE DORNBUSCH

MATH AT RIVERS A WINNING FORMULA

It’s lunch period, and the room in the Campus Center basement is abuzz. Students are chatting, laughing, peering at their laptops, and enjoying snacks while a few faculty members hover nearby. Is it a popular club? An unusually engaging study group? A social gathering?

In a sense, it’s all of that. The setting is the Math Department office, and many think of it as one of the happiest spots on campus. Head of School Ryan S. Dahlem likes to recount that on his first day at Rivers, students told him there was one place he needed to see, because it was so special. That place was—you guessed it—the Math Department office. Students go there for math help, to be sure, but they get more than just academic support. “It’s a very nice atmosphere—friendly, social, and mathpositive,” says David Runkle, Math Department chair. Math faculty member Elizabeth Wendorf agrees: “It’s a place where students feel really comfortable just being. We all really enjoy it.”

Over in the Middle School, an initiative called the HIVE, created this academic year, offers a similarly supportive space for students in grades six through eight (see sidebar, page 30).

But it’s not just the collegial atmosphere that makes the Rivers math program stand out. The warm welcome of the office and the HIVE are outgrowths of the department’s approach as a whole, one that aims to make all students feel confident and capable within the discipline and to teach them the broader lessons they can draw from the study of math. “Every student can be good at math; every student is good at math,” says Wendorf, who formerly served as department chair. “Everyone is a ‘math person.’ We take a lot of pride in every level of our math classes. Each one is rich and interesting and prepares students meaningfully.”

The notion that everyone is or can be a “math person” might sound surprising to anyone who recalls the once-prevailing mindset that a talent for math was immutable and inborn. That might also be termed the “Why do we have to learn this?” era, when students who aimed for nontechnical careers questioned the value of, for example, factoring trinomials.

That attitude is very much not part of the Rivers math experience. Says Wendorf, “If your students are asking, ‘Why do we need to do this?’ you’re doing something wrong.”

In part, that’s because the goal of the program reaches well beyond the simple acquisition of math’s mechanics. “We’re learning meaningful life skills, such as good communication and logical thought, through the lens of this discipline. Those are vital skills, regardless of what you do,” says Runkle. “The math isn’t in the answer in the box. It’s in the questions you ask along the way—the wrong answers, seeing what doesn’t work. Those are powerful tools for being a critical thinker and a good problem solver.”

Middle School Math: Laying the Groundwork

At Rivers, that mindset starts early. The Middle School math curriculum, adopted three years ago, emphasizes the “why” behind the math, not just the “how.”

Thursday afternoons and Friday mornings before school.

MS math faculty member Sam Vandergrift, who created the HIVE along with colleague Ellie Strayer, says that while many students who turn up for the voluntary sessions are

“What we’re doing,” says Head of Middle School John Bower P’31, “reflects our commitment to fostering lifelong learning, making students into critical thinkers who are equipped to tackle complex problems in any field.”

Prior to the shift to the new curriculum in fall 2022, called Open Up Resources, the MS had taken an approach called the “flipped classroom.” In that model, students watched videos about math concepts at home and used classroom time to engage in group and collaborative work. There were many positives to the flipped classroom, but as needs evolved (and continue to evolve), the MS team determined that an evolution was in order.

“We were focusing so much on the rote procedures and losing the love and fun of math,” says Sam Vandergrift, MS math faculty member and math curriculum coordinator, who has been at Rivers for 13 years. “We’ve always met students

might do well to drop by the HIVE. On a recent Friday, beginning at 7:45 a.m.—well before the start of school—Middle Schoolers by the dozens worked singly, in pairs, and in groups on math problems, while Vandergrift and Strayer served as enthusiastic coaches.

“You got this, Alice! You got this, Sean!” Strayer said to a pair of students bent over a set of math problems. The mood was cheerful and upbeat, and an observer could almost see students gaining confidence and mastery as they worked through the challenges.

“I go over there on Fridays,” says David Runkle, Math Department chair, “and there’s just great energy.”

Vandergrift and Strayer take the remarkable scene in stride. “It’s so fun,” says Strayer. “Kids just come here ready to do math.”

where they are. Thirteen years ago, what we did made sense at the time. But as needs are changing, we were starting to realize that our approach was going to be obsolete at some point.”

Open Up Resources emphasizes discoverybased learning, conceptual understanding, and procedural fluency. Among the goals are differentiated instruction that eschews a one-sizefits-all approach; greater retention; and improved outcomes in future math courses. Bower says the new curriculum also helps address the challenges some students faced following the pandemic. “PostCOVID, the range of elementary math experience was getting wider and wider,” he says. “This curriculum allows for greater differentiation in the classroom, letting us meet students where they are and push them where they need to be pushed.”

Upper School math faculty report that Open Up Resources is effectively laying the groundwork for the more challenging work students will encounter ahead. “We’re increasingly finding that when students arrive in ninth grade,” Runkle says, “they’re already speaking the language we want them to be speaking.”

Runkle says the Grade 9 math teachers recently noted that they can tell which students went through the Rivers Middle School. “There are so many ways in which our Middle School students are better prepared,” he says. “It’s not just about how much math they’ve seen. The kids from the Middle School know what it’s like to be in a small class. Our Rivers students are used to being in an environment that demands engagement. It’s not so much, ‘Oh, they’re so good at math,’ as that they’re much better at taking feedback, and they’re used to thinking reflectively. They know how to self-advocate and ask for help.”

Multiplying Opportunities

That may help explain the popularity of the department office, but it’s only part of the story. Dahlem is fond of reminding the Rivers community that the basis of learning is “connection before content,” and he sees a prime example of that in the Math Department. “It’s rooted in the relationships and connections that our faculty have with our students. I think that’s really the portal to learning and engagement—especially in a topic like math, which some people, even adults, will say they were never good at or didn’t like,” says Dahlem, himself a former math teacher.

TOP: Problem-solving with Math Department Chair David Runkle during class time. BOTTOM: Students work together to solve a math problem in the HIVE.

My goal is to introduce kids to abstract ideas they would traditionally not see in high school and to the kind of math thinking they’d be exposed to at university.”

—VICTORIA MIZZI, US MATH FACULTY

A culture of connection can be found throughout the Rivers campus, but many attribute the Math Department’s particular brand of connectivity at least in part to the influence of a beloved former faculty member. Dan McCartney P’08, ’15, who passed away unexpectedly in January 2020, is cited as an inspiration by those who knew him—and, remarkably, by those who didn’t. “He still looms large,” says Runkle, who joined Rivers in fall 2020.

“His legacy is lived out through his colleagues,” says Dahlem, who, despite never having known McCartney, is able to cite some of his aphorisms, such as, “It’s not you against me—it’s you and me against the math.”

Math faculty member Victoria Mizzi considered McCartney a mentor. “He helped create this buzz in the Math Department,” she says, “and it still exists in his absence. We feel his absence, but we also feel his presence.”

So influential was McCartney that after his death, the school created the McCartney Scholars program, an endowed program of distinction that provides extraordinary opportunities in math scholarship and mentorship for selected students (see sidebar, page 33). But the program is not the only opportunity Rivers students have to delve more deeply into the discipline. Each spring, interested Grade 11 students can apply to become math teaching assistants (TAs) as seniors, supporting students in Middle School or Grade 9. “They help students stay organized, coach them on how to be good math students, and bring an older-student perspective,” explains Wendorf. “It’s an integral part of the math experience. Years later, many students still speak with affection of their math TAs.”

For students wishing to pursue math at a more advanced level, Rivers offers Topics in

TOP: Students in Rivers Upper School math arrive engaged and ready to tackle the challenge of more complex concepts. BOTTOM: Middle School math faculty member Sam Vandergrift strives to meet students where they are as part of her approach.

ADVANCING A LEGACY

WHEN MATH FACULTY member Dan McCartney P’08, ’15, an influential teacher who inspired countless students and mentored many colleagues, died unexpectedly in January 2020, the community quickly came together to determine how best to honor his legacy. Not long afterward, Rivers launched the McCartney Scholars program. Through the endowed program, selected students spend their junior and senior years exploring various aspects of math and tying it to the community as a whole, through guest speakers, field trips, capstone projects, presentations, and more.

Linear Algebra and Multivariable Calculus, created and taught by Mizzi. “My goal is to introduce kids to abstract ideas they would traditionally not see in high school and to the kind of math thinking they’d be exposed to at university,” says Mizzi. It’s not so much about taking in new content, she says, as it is about the pure joy many find in the discipline: “We think about math as a means to an end. But it’s also something people love to study for itself.”

And there’s ample evidence that that love is being nurtured in Rivers’ classrooms. “I think in a lot of other schools, kids might dread going to math class,” says Mizzi. “But I have never heard a kid at Rivers say, ‘Shoot, I need to go to math class.’ Because we can be creative and respond to the needs of each individual, every student has access to a class where they can succeed.” R

“At base, it’s a program to expose these students to how math can be used in the real world and in careers,” says Upper School math faculty member Elizabeth Wendorf, who took over the program this year. “We want them to connect with the community on and off campus, to open our students’ world view and share some of that enthusiasm with their peers.”

To that end, the scholars have traveled to Gillette Stadium in Foxborough to meet with members of the Kraft Analytics Group and heard from speakers such as Anna Littman-Quinn ’08, a senior manager of forensic and integrity services at EY (formerly Ernst & Young). After speaking with the group last year, Littman-Quinn says, “I left the presentation energized by the students’ excitement and interest in the topic.”

The scholars are mindful of their debt to McCartney. “I was interested in becoming a McCartney Scholar because I wanted to partake in Mr. McCartney’s legacy,” says Taylor Ehler ’25. “He was the person who truly introduced me to Rivers.” Invoking a favorite maxim of McCartney, she adds, “I hope to ‘find the good’ in everything I participate in.”

MCCARTNEY SCHOLARS:

THE MCCARTNEY SCHOLARS program allows junior and senior students to tie math concepts to real-world applications in the wider community.

The Rivers School Conservatory

INSPIRING MUSICAL EXCELLENCE FOR 50 YEARS

BY ALEXANDRA GHIZ

When The Music School at Rivers first opened its doors in 1975, founder Ethel Bernard might not have imagined how the small community would grow and flourish. Now The Rivers School Conservatory (RSC), it serves more than 1,100 students yearly from over 80 surrounding towns and cities, and over one-third of students at The Rivers School who participate in the performing arts. A center of musical excellence and a unifying place, RSC brings families and communities of musicians together and inspires young learners on a weekly, daily, and hourly basis.

Pop into Rivera Recital Hall or a practice room at any time, and you’re bound to hear a wide cross-section of sounds, with many overlapping simultaneously. Maybe it’s the Rivers Select Jazz combo rehearsing their set for a competition or a one-on-one lesson with a student preparing to perform a piece at one of the Friday recitals. Bradley Hall, the main building of RSC and the seat of the performing arts program at The Rivers School, is a thriving community gathering place, hosting everything from Middle School division meetings to orchestra rehearsals, early music education, and individual practice sessions.

“We’ve been very lucky since our founding to have our home here at The Rivers School,” says Javier Caballero,

executive director of performing arts. In this newly created role, he is responsible for strategic vision and administrative oversight of RSC and The Rivers School performing arts, including their signature Conservatory Program. “The Rivers School has been visionary in welcoming this robust music school and valuing the arts, and as a result, there’s this unique partnership,” he says. “I’m not aware of any other day school in the U.S. that hosts such a large and high-quality music school that serves both the school and the greater community the way that Rivers does.”

Dan Loschen, a longtime piano faculty member who teaches at RSC and in The Rivers School performing

Middle School Assembly

8:30 a.m. | Rivera Hall

The Middle School gathers as a community every Wednesday morning in Rivera Hall.

arts program, says the synergy of the two schools is key: “I think the fact that RSC is on the Rivers campus benefits Rivers immensely and the other way around.”

THE CONSERVATORY PROGRAM: A CULTURE OF TEAMWORK

In 2003, Loschen was a founding member of The Conservatory Program, one of Rivers’ signature performing arts programs.

The program attracts top-level student-musicians and provides them with robust performing arts training in a supportive environment to complement the rest of their Rivers experience. Under the direction of Matthew Heck, it has expanded into three tracks—classical, jazz, and musical theater—and consistently graduates high-achieving students.

Andrew Ho ’25, a classical track Conservatory Program student who

started his RSC journey with piano in the second grade, is immersed in the musical collaboration and teamwork of the shared campus.

Ho began studying oboe in addition to piano around the fourth grade, which he says “opened up a world of new experiences” when he was later admitted to Rivers, such as playing in an orchestra, performing in district competitions, and premiering new works in the Seminar on Contemporary Music for the Young (see sidebar, page 37). He has also had leading roles in the winter musicals and says the welcoming community has been critical to his personal growth.

The daily routine of The Conservatory Program creates a strong sense of camaraderie and community among students as they engage in their afterschool programming.

“We’re there every day in perfor-

mance class or theory,” says Ho. Those classes “require you to be vulnerable in front of your peers in a way you aren’t able to do on a regular school day.”

ACCESS TO AN EXPANDED COMMUNITY

RSC’s programming also promotes collaboration between musicians and pairings of instruments that may not typically perform together.

Joyce Do ’25 started taking piano lessons at RSC in second grade with Jeanie Lee, her current piano teacher, and, like Ho, was later admitted into the rigorous Conservatory Program at The Rivers School. The strong performing arts program at Rivers, says Do, was “a big reason I applied.”

She and three other pianists are in Victor Cayres’ piano seminar, where they learn about history, performance practice, and repertoire for solo piano and for multiple pianists. “Pianists

Seminar on Contemporary Music for the Young

OF ALL OF RSC’S PROGRAMS, one of the most impactful and notable is the Seminar on Contemporary Music for the Young. Bringing together young performers to hear, play, and learn the music of their time, the seminar has hosted some of the most influential voices in the world of contemporary classical music, including distinguished names such as John Cage, Philip Glass, and Libby Larsen as past seminar guests.

Formatted as a series of concerts over the course of a weekend, the seminar is unique in that it encourages students to perform music living composers have written within the last 25 years. Each year, a composer is commissioned to write a major work for

RSC students to premiere at the festival, which has given hundreds of music students an opportunity to collaborate as they explore new performance practices.

In 2025, the commissioned composer was Elena Ruehr, composer in residence with Lincoln’s symphony orchestra and a professor at MIT. Students premiered Ruehr’s work Piano Quartet No. 2 Maple the first weekend in April. In addition, for the past three years RSC has collaborated with university student composers on 10 commissioned pieces; this year the school worked with students from Boston University.

Lindsey Robb, RSC director of operations, declares the seminar his

favorite event of the year. “Our student recitals are already high-quality, but the concerts at the seminar are at an even higher level,” he says. “Students need to be invited to perform in the seminar. It’s wonderful to see students playing new music, the music of their time.”

RSC faculty member Ethel Farny, who led the seminar for many years, says the event always makes a big impression. “Mostly, the audience leaves very excited, very stimulated,” she says. “The sense of accomplishment for the students is huge—it is a lot to pull off, to keep it streamlined and [to make] families happy.”

Middle School

String Quartet

10:25 a.m. | Rivera Hall

Chamber music ensembles allow students to develop more independence as a small group.

Rivers School Orchestra

11:20 a.m. | Rivera Hall

Rivers musicians have the opportunity to perform as part of large, combined groups such as this joint ensemble of orchestra and chorus.

Piano Seminar

12:25 p.m. | Rivera Hall

In Victor Cayres’ piano seminar, pianists such as Joyce Do ’25 (pictured) play together in a small chamber group.

Select Jazz Combo

1:15 p.m. | Rivera Hall

Student musicians in the jazz ensemble Select Combo 1 are masters of improvisation and free expression.

don’t usually get the opportunity to play together,” says Do, which makes the class unique.

On Saturdays, Do is a member of a quintet during ChamberMusicLab, another signature RSC program. She says playing and collaborating with high-level musicians from surrounding schools has been a highlight of her involvement with the Conservatory. “Through this, I’ve been able to meet other high school students from all over the place, and I’ve gone to some of their concerts, some who are pre-professional and going to music school next year,” says Do. “Pianists can be a bit isolated sometimes, and it’s been really nice to find that community as a high school musician.”

The sheer blend of musical genres and styles, too, is a highlight. Rivers jazz ensembles, under the direction of Rivers Jazz Director Philippe Crettien,

have won multiple awards and performed at Jordan Hall, Symphony Hall, the Hatch Shell, and on tour in Cuba.

“As a classical musician, it’s been really nice to see the jazz program over the years,” says Do. “They’re always playing at all-school assembly—I would pay to see that! When the jazz performers play, I can see how free they are.”

A HAVEN FOR MUSICIANS

Many faculty members who have taught at RSC for decades could tell you the enormous changes in the campus landscape that have taken place over that time period, with music lessons once taking place in a barn and intimate recitals once taking place in the area that is now administrative offices in Blackwell House.

“Bradley was built and designed as a music school,” says Lindsey Robb, RSC

director of operations, who joined the RSC faculty in 1999 as a piano teacher. “The hallway on the main floor is L-shaped—that is for acoustics,” he explains. “Rivera Hall is beautiful and sought-after, and we have an excellent fleet of pianos—every student has a piano lesson on a grand piano, and that’s really rare.”

Do agrees, “I feel like for a lot of students at RSC who take lessons here, the red building of Bradley Hall is like an oasis, a safe haven for music. When you walk in, it really feels like home,” she says.

INSPIRING MUSICAL EXCELLENCE

The RSC mission is “pursuing musical excellence,” and fulfilling it requires an exceptional teaching faculty.

Bill Jones, who has taught Upper School and Middle School jazz

Continued on page 42

50 STORIES FOR THE 50TH

Throughout the year, we will share 50 stories highlighting the depth of The Rivers School Conservatory experience in honor of its 50 years of musical excellence. To formally launch the series, we sat down with longtime faculty member Sarah Tenney.

Sarah Tenney

The Magic of Learning Through Play

“Playing marimba, with a chromatic keyboard like a piano, provides excellent explains. “As students sing, drum, move, play written pieces, and create their own music, their rhythm, pitch,

And creating is the most profound way that children learn.” Tenney’s unique approach has earned her ensembles invitations to play at numerous conferences in the U.S. and Europe

to return to create a group class for 5- to 7-year-olds that would provide a solid musical foundation leading to success in future lessons on any instrument.

Launched in 1986, Marimba Magic filled up quickly and stayed consistently full, as RSC’s subsequent director, A. Ramón Rivera, advised all families inquiring about private lessons to first enroll their little ones in

After nearly 50 years, Tenney remains a passionate and animated presence at RSC, represented in its signature annual events, Music and the Holiday Pops.

“I enjoy being in a community of faculty who are dedicated to giving their full selves to teaching music, many who are now good friends,” Tenney says. Inside and outside the classroom, she embodies an insight from Ralph Waldo Emerson that she loves to share: “It is a happy talent to know how to play.”

Suzuki Guitar Lesson

3:00 p.m. | Bradley Hall

Afternoons in Bradley Hall and Blackwell House are filled with lessons and one-onone instruction from RSC faculty members.

Marimba Magic Ensemble

4:30 p.m. | Bradley Hall

Musicians can start their journeys at RSC from a very young age, building a solid foundation through programs like Sarah Tenney’s Marimba Magic ensemble.

Friday Evening Recital

6:15 p.m. | Rivera Hall

Dozens of students apply their learning and showcase their progress at the weekly Friday evening recitals.

ensembles at Rivers and RSC since 2007, calls RSC “the best place around” for private instruction. “Teachers really do care about their students and put extra effort and care into their lessons,” he says.

Ethel Farny, a longtime flute faculty member at RSC, concurs. “The students study with teachers who take them very seriously, and it’s wonderful to see that,” she says.

For Robb, part of taking them seriously means “gently pushing students” to do their best. “We can’t practice for the kids,” he says, “but we can encourage them and give them ways to dig deeper into themselves and really express something.”

Ho says he has benefited from that kind of supportive approach: “Good teachers know what to say to spur their growth forward and choose the most helpful piece of advice to give a student at a given time.”

RSC’s commitment to musical excellence is also reflected in the breadth of its offerings. Students have

access to year-round programming such as the Seminar on Contemporary Music for the Young, competitions, guest recitals and workshops, and summer camps that focus on chamber music, percussion, orchestra, band, Suzuki, and jazz. Early music education, such as Suzuki lessons and the acclaimed Marimba Magic ensemble (see sidebar, page 40), engages students as young as 3 to 5 years old.

“A student could have their whole education here, knowing they won’t be sacrificing high-quality arts [instruction],” says Caballero.

While there are many choices for students to study music privately and enroll in ensembles in the surrounding area, faculty members and students alike tout the community feel, the location on the Rivers campus, and the breadth of programmatic offerings that make RSC’s caliber unmatched.

No matter the time of year or what is happening inside the buildings, it’s the strength of the community and

the personal attention given to every student-musician that sets Rivers apart from other schools.

RSC will celebrate its 50th anniversary during the 2025–26 academic year, and Caballero is optimistic about what the next 50 will bring, as it builds on the legacy of artistic excellence that has been a constant since the school’s founding.

“We will continue engaging worldclass faculty and enabling them to do what they do best: to teach, perform, and inspire,” says Caballero. “We’ve had so many great people come through this campus. John Cage wrote a poem for RSC when he came as a guest speaker for the seminar in 1983. I’m excited to imagine who will come to this campus in the next five decades.” R .......................................................................

To learn more about The Rivers School Conservatory, visit riversschoolconservatory.org.

RSC Over the Years

Inspiring Musical Excellence Since 1975

1975

The Music School at Rivers is founded by Ethel Bernard

2007

Bradley Hall is constructed

2018

RSC alum composer Matthew Aucoin is selected as a MacArthur Fellow

1983

Renowned composer John Cage is a guest speaker at RSC’s Seminar on Contemporary Music for the Young

2003

RSC launches its signature Conservatory Program at The Rivers School

2008

The Rivers Music School is renamed The Rivers School Conservatory

2024

RSC alum cellist Leland Ko wins Concert Artists Guild Competition

RIVERS GIVING DAY 2025

A Community-wide Effort for a Community-wide Impact

Our community’s love for Rivers was on full display on this year’s Rivers Giving Day, February 20, 2025. The theme was #LoveRivers, and the goal was simple: to reach 534 gifts for 534 students in just 24 hours. The impact will resonate widely, providing resources for experiential learning, performing arts, athletics, professional development, and so much more. The overwhelming outpouring of support helped us exceed both this year’s goal and last year’s results, raising $437,273 from 640 gifts and unlocking another $150,000 in challenge dollars for The Rivers Fund. R

Participation came from a wide variety of community members

FOR MORE INFORMATION ABOUT SUPPORTING THE RIVERS FUND, please contact Julia Wills at j.wills@rivers.org or visit our website: rivers.org/giving.

1 Gifts came from alumni spanning the decades, including a gift from a member of the Class of 1954, and 37 gifts from the Class of 2025.

Alumni, communityprofessional members, and students shared personal videos to leverage their voices, amplify our message, and share why they #LoveRivers

14 Matches and Challenges, including a power hour, class- and decade-specific challenges, and the $150K challenge for 534 gifts added to the fun and inspired more people to participate. THANK YOU to everyone participated!who

THIS SPRING, RIVERS BID GOODBYE to two longtime professional community members whose impact resonated with decades of Rivers students, alumni, and colleagues. We asked them to reflect on all they accomplished here and share their thoughts as they move along to their next chapters.

DEBBIE ARGUETA P’15

Advocate, Confidant, Mentor

school because they saw what it was giving Brendon and the fantastic opportunities this child was going to have,” she says.

“Kids would say, ‘This is the place where I can take off my armor and be myself.’”

Having her son at Rivers also allowed Argueta to make an impact beyond her official role in the Upper School. As a trusted, non-teaching adult, she welcomed students to her office, creating a safe space for them to talk. Her ability to notice students and lend them a supportive, listening ear attracted the attention of administrators. In 2004, Tom Olverson, then head of school, asked Argueta to fill in as interim director of diversity, a position she held for three years. She advocated for changes that would make school policies more inclusive, taking the first groups of students to local and national diversity conferences and on the recently launched Rivers Civil Rights trip. In her counseling work for the Satter program, she has helped students and their families overcome the stigma of asking for financial help.

WHEN DEBBIE ARGUETA, EET program assistant and Jewish affinity advisor, retires from Rivers at the end of the 2024–25 school year, she will leave behind a bright office filled with toys, plants, snacks, and student art, and she will bring with her many fond memories. Over her 24-year career, she has taken on many roles, building a reputation as a trusted adult, a beloved chaperone, and an advocate for equity and inclusion.

After retiring from a 20-year career in special education, Argueta joined

Rivers in July 2001 in the office of the head of Upper School, on a campus much different from the one of today.

“Remember, there was no Revers, no MacDowell,” says Argueta, and the Rivers Day Camp was in full swing on the open grounds. At the time, Argueta’s son, Brendon ’15, was about 4 years old. He attended the camp the following summer, then attended Rivers for six years.

Argueta recalls the pride she felt when her own parents visited Rivers for Grandparents’ Day. “They loved the

Argueta has touched the lives of generations of students in personal and genuine ways, maintaining close relationships after they’ve graduated, witnessing their life milestones, and inviting them back to campus as guest speakers for the alum speaker series. Outside of her work at Rivers, she is an active volunteer and advocate in her own community. After retiring from two full careers, Argueta says she plans to spend more time with her grandson, take advantage of the reclaimed daylight time, and “just enjoy life.” R

JIM

NAVONI

’70, P’09, ’15

Leaving Behind a Rivers Legacy

NOT MANY INDIVIDUALS

developed a relationship with their workplace before they were born, but Jim Navoni did. His deep ties to Rivers started with his father, Andy Navoni, who began his Rivers career in 1950 on the Chestnut Hill campus before making the transition to Weston in 1960. Jim and his brother, Tom Navoni ’78, both enrolled as students at Rivers, where the open space of the campus was their playground.

With his retirement at the start of 2025, Navoni bids farewell to a nearly 50-year career, one in which he has filled various roles at Rivers: student, alum, teacher, coach, and parent, to name a few. Despite a campus move and numerous changes to the facilities, Navoni says he has seen a throughline that maintains the Rivers spirit.

“It’s the atmosphere—we’re all in it together, students and faculty,” he says. “As a faculty member, I hope the kids felt that I was on their side, just as I had teachers who were on my side when I was a student.”

The mentorship and support he received, as both a student and a new teacher, was pivotal.

Navoni’s father continued to work at Rivers until his untimely passing in 1976. Jim began working at the school later that summer, initially teaching seventh-grade history and coaching, with lots of support from his new colleagues. Soon, he was pulled into the math classroom.

“That’s the best thing that happened to me when I started teaching,” he says. “I always wanted to teach the kids who didn’t like math, or struggled with math, because I was one of them. I would hope by the end of the year the students would find math challenging but interesting, and with real-world applications.”

As a coach, he guided hundreds of Rivers student-athletes through the sports program during his years in the athletics department. In recognition of his contributions, the athletics award was renamed in his honor in 2010, highlighting the qualities of loyalty to personal athletic development, a solid sense of sportsmanship, and tremendous effort.

For Navoni, Rivers has always been a family thing. When his children, Andrew ’09 and Jamie ’15, attended the school, the bond strengthened, with Jim coaching Andrew just as his father had once coached him.

“He died at 55, and I just felt that we spent really good quality time together,” Navoni says. “He coached me [at Rivers] in sports and we had

a really good relationship. I always strive for that with my kids, too.”

Navoni’s retirement plans involve spending more time with his wife, Debbie, and taking care of some overdue projects around the house. But this is far from goodbye to the place that has been home for decades. In his last few years at Rivers, Navoni worked with the facilities (buildings and grounds) team, which he says was a great way to end his time at Rivers, and he promises to visit.

“The facilities we have now are incredible,” he says. “My dad would have loved to see this place now. Look at these fields. Look at the gym. Look at our athletics facilities. We’re really lucky.” R

1960s

Richard Skinner ’62 writes, “I have offered The Rivers School library a gift of my first two published translations of Victor Hugo’s visionary poetry, written during his 19-year political exile. I recently published my revised fifth and final work in the series, two volumes titled Victor Hugo’s ‘Dieu’: The Evolution of a Text. I feel that I have accomplished my task, and we will now move back from rural isolation to Gainesville (Florida), and try to enjoy the amenities of a college town. I see that Rivers has grown exponentially since its beginnings in Weston, when some of us actually helped in its groundbreaking!”

Rod MacPhie ’66 writes, “I recently celebrated my eighth year with the Maine Celtics as a game day usher. This past season, the Maine Celtics made it to the G-League finals and, of course, the Boston Celtics won Banner 18 as 2024 world champions! We celebrated ‘Championship Day’ with the championship trophy on display in Portland, Maine. And in March, the Maine Celtics celebrated women in sports with EmpowHER Night! It’s always been such an honor working with all the talented women in minor league sports. It was a blast, and the Maine Celtics are preparing for the G-League playoffs.”

1970s

GOT

George Sutcliffe ’70 writes, “I am semi-retired, working for Camp Deerwood on Squam Lake, where I started back in 1968 as a camp counselor. Since 1972, my wife and I have spent summers here, working in various roles. In 1986, I built a house on camp property where we now live year-round. I help maintain the large property and its buildings. I hope to attend our 55th Reunion in May.”

Steve Kravit ’78 recently became a grandfather for the first time.

Jeff Rollert ’78 made it in from California for Homecoming in fall 2024. He is retired and doing great.

ROD MACPHIE ’66 poses with the Celtics’ championship trophy from this past season.

ALEXANDRA BYER ’07

Producing Movie Magic

found the confidence to dip back into that world,” she says. “I think allowing myself back into that world opened up a door for where I am now.”

She was editor-in-chief of The Rivers Edge, the student-run newspaper, for two years, and considered a career as a journalist. But a voice inside her asked her to also consider colleges with a film program.

It’s a good thing she listened. By her sophomore year at Johns Hopkins University, she had changed her major to film and media studies.

Byer’s career has been on a fast track since graduating from college. She started working as a freelance producer right away, and just as quickly, she found a mentor who helped her get established in the industry. To date, Byer has co-founded the boutique production company Rathaus Films, produced 10 feature films, and produced numerous commercials for such brands as Apple, Dunkin’, and Land Rover.

AS A RIVERS STUDENT,

Byer ’07 explored everything from journalism to track and field to the flute. Today, as an independent film producer, her days are still full of such variety.

Byer does practically everything necessary to make a movie happen: She matches scripts with the perfect director, oversees casting, secures funding, books locations, schedules shoots, and negotiates with distributors. The behind-thescenes work combines her knack for management with her love for telling

“The first time I saw a producer at work, and I saw them communicating with lots of different people, I knew that was what I wanted to do,” Byer says.

Byer took risks and explored novel pursuits at Rivers, encouraged by her friends and mentors. In her junior year, friends convinced her to try out for the musical A Funny Thing Happened on the Way to the Forum, reviving a childhood love of acting that had been sidelined by stage fright. “I got a tiny role in the chorus, but I

With two of her films hitting theaters in 2025, it is shaping up to be a big year. Ex-Husbands, released in February, is about marriages ending and beginning in three generations of a family. Familiar Touch, which Byer has been involved with for seven years, will begin its theatrical run in June. The story of an octogenarian woman who is transitioning into assisted living, the film won three major awards, more than any other, when it premiered at the Venice International Film Festival in September 2024.

“Between the pandemic and the strikes, our industry has had a rough few years,” she says. “I am thrilled that two of my films will be released widely in theaters this year, an honor that many independent films don’t get anymore. It is special to share my work with audiences across the country.” R

RICKI ASKIN ’00

supervisor, she has worked with media giants including MTV and VICE Media.

Though she has spent most of her career in the music industry, Askin came to the profession without a formal music education. Instead, she developed her keen ear listening to the soundtrack of her youth.

“I lived in a home that valued music,”

as a career path, thanks in part to popular TV shows like The O.C. and Grey’s Anatomy, which included current hits in their soundtracks and storytelling. It was exactly the kind of career Askin was looking for after she graduated from Muhlenberg College. She began her career selecting and licensing music for MTV programs.

Askin then joined VICE Media, where she supervised the music for all six seasons of the Emmy-winning documentary series VICE. Most recently, Askin managed the team responsible for music-led brand partnerships at TikTok.

Today, Askin owns a consultancy that teams with major media organizations to help develop brands and stories through music and sound.

“As a young person, I thought MTV was cool. Concerts were cool; song credits were cool. But that’s not what motivates me anymore,” she says.

“Now I strive to give artists opportunities to make money doing what they love. As a woman in an industry that is historically male-dominated, I am also driven by naysayers. I’m aware that my leadership can encourage other women in this field.”

Askin credits Rivers with contributing significantly to her personal development.

“I transferred in as a junior, so things could have turned out differently for me,” she says. “It’s hard to be 15, and I was getting lost at my previous school. When I came to Rivers, I was immediately welcomed by my peers and teachers. The small environment challenged me to show up and engage. My teachers took a strong interest in my well-being. I would not be who I am today if not for my time at Rivers.”

The music and media landscapes are continuously evolving, and the most important lesson Askin has learned in her career is the power of adaptability.

“I’ve come from a place of hard work and have learned that sometimes it is necessary to pivot,” she says. “To make it, you need to embrace change with a positive outlook.” R

Photo Credit : Saene Esmee

THE CLASS OF 1978 gathered to celebrate the Navoni family, including Tom ’78, in the fall for Homecoming.

SCAN

TO VIEW

PHOTOS FROM 75 YEARS OF THE NAVONI FAMILY

OF THE

MEMBERS

CLASS OF 1985 recently gathered to help kick off classmate Josh Kraft’s mayoral campaign. LEFT TO RIGHT: Mike Campbell, Bob Borgman, Jeff Cross, Dan Goodness, Jon Baker, Mike Hoban, John Lynch, Marius Gallitano, Josh Kraft, Steve Dubbs.

Bill Sullivan ’78 has recently retired and is enjoying his new chapter in life.

2000s

Brad Belin ’03 writes, “Life is full and busy in all the best ways! I’m in my third year as assistant head of school for curriculum and upper school director at Glen Urquhart School (GUS) in Beverly, which continues to bring me joy and inspiration while working in a school environment. At home, my three kids (ages 11, 9, and 6) keep me on my toes, along with our 110-pound Bernedoodle, who still thinks he’s a lap dog. We’re loving the North Shore—beach days, youth sports, and plenty of local excursions. I’m excited to be reconnecting with the Rivers community as a member of the Alumni Council and looking forward to catching up with familiar faces!”

Chris Whittier ’07 writes, “As senior director at Tishman Speyer, I am currently overseeing the largest real estate development project ongoing in Massachusetts at the Allston Enterprise Research Campus. The project is delivering summer 2025.”

Stephanie McCartney ’08 and her husband, Jay Petricone, welcomed their son, Daniel Christopher Petricone, on October 5, 2024. Daniel is named after Stephanie’s father, Daniel McCartney P’08, ’15, who was a beloved and inspiring teacher at Rivers for over 15 years.

2010s

Adam Lowenstein ’10 was recently honored as a 10 Under 10 award winner, a prestigious recognition by the American Dental Association. He will be presenting dental research at the American Association for Dental, Oral, and Craniofacial Research/Canadian Association for Dental Research Annual Meeting and Exhibition in New York City and the AAPD Conference in Denver, Colorado.

Emily (Snider) Glasgow ’12 and her husband, Sam, welcomed Harrison “Harry” Stanley Glasgow on September 23, 2024. They brought Harry to Rivers this fall with Emily’s dad, Jeff Snider ’82, P’12,’15 and brother, Justin Snider ’15 for Homecoming!

STEPHANIE MCCARTNEY ’08 and husband Jay Petricone welcomed son Daniel in October 2024, named after his late grandfather, beloved Rivers teacher Dan McCartney P’08, ’15.

OPE OLUKOREDE ’13 (right) and partner Stanley wed earlier this year.

OLIVIA (MCSWEENEY) AND MATT LOMBARDOZZI, both class of ’15, celebrated their New Year’s Eve wedding with Rivers alumni and friends: Shannon (McSweeney) Parker ’10, Zoë Cohen ’10, Bobby McSweeney ’13, Patrick Young ’13, Sean McGonagle ’13, Ryanne (Daley) Kramer ’13, Will Carlin ’15, Sean Sullivan ’15, Bella Eberth ’15, Erin Connolly ’15, Vannie Knisley ’15, Ali Kraft ’15, Jordan (Cross) Cunningham ’15, Patrick Daley Jr. ’15, Hunter Dempsey ’15, Lexie Masiello ’16, Brendan Hamblet ’17, Lilah Knisley ’17, Shannon Daley ’18, Pat Daley Sr. ’84, P ’13, ’15, ’18 and Shawn McEachern, former Rivers hockey coach.

Ope Olukorede ’13 writes, “Earlier this year, I had the joy of marrying my wonderful partner, Stanley. It has been such a special time, and I am grateful to have this new chapter of life ahead of me!”

Kat Dutille ’14 and Stephen Richlen ’15 recently competed on a team that won the Tuck Tripod Hockey Championship at the Tuck School of Business at Dartmouth, where they both are current students.

Olivia (McSweeney) Lombardozzi ’15 writes, “After starting to date our junior year at Rivers, Matt Lombardozzi ’15 and I finally got married December 31, 2024, surrounded by other Rivers alumni.” R

IN MEMORIAM

James F. Carlin

April 30, 1940–March 2, 2025

JAMES F. “JIM” CARLIN, former Rivers trustee, parent, and grandparent, passed away peacefully on March 2 at age 84. Jim served Rivers as a trustee from 1978 to 1984. His commitment to the school extended to his family of Rivers alumni, including his three sons, James (Jamie) Carlin III ’81, John Carlin ’83, and Matthew Carlin ’84, as well as four of his grandchildren: Will ’15, Grace ’16, Maddie ’16, and Julia ’18.

Jim was a distinguished businessman, public servant, and entrepreneur. With sharp business acumen and a tireless work ethic, he was known for his unwavering dedication to everything he pursued.

The family’s connection to Rivers runs deep. Jim’s eldest son, Jamie ’81, served on the board at Rivers from 2014 to 2023 and is a life trustee. Several spaces on campus are named in honor of the Carlin family, including the Carlin Administration Building and Carlin Green, given by Jim’s three sons and their families “in celebration of a longstanding relationship with The Rivers School.” In addition to his wife, Brenda, Jim is survived by his three sons and their families.

David I. Steinberg ’46, December 5, 2024

Roger A. Pomeroy ’51, June 13, 2024

Arthur M. Love Jr. ’52, January 9, 2025

Alfred T. Spalding ’62, December 13, 2024

Craig C. Young ’64, October 19, 2024

John Lafferty ’66, March 16, 2025

Edward D. Tompkins ’76, October 14, 2024