Gaynor Gazette Summer 2020

GAYNOR GAZETTE SUMMER 2020

Stephen Gaynor School

THE GAYNOR GAZETTE IS PUBLISHED TWICE A YEAR BY: STEPHEN GAYNOR SCHOOL 148 WEST 90TH STREET, NEW YORK, NY 10024 T 212.787.7070 F 212.787.3312 WWW.STEPHENGAYNOR.ORG

Table of Contents SUMMER 2020

2019-2020 BOARD OF TRUSTEES BOARD OF TRUSTEES Grant Duers – President Ericka Leslie Horan – Vice President Hamburg Tang – Vice President Jay Kramer – Treasurer Jillian Neubauer – Secretary Andrew Bast Kristine Baxter Hillary Blumberg Lorie Broser Patterson Chiweshe Carol Feinberg *Dr. Scott Gaynor – Head of School Oscar Gil Vollmer Benjamin Hamilton *Megan Hogan – President of Parents’ Association Henrietta Jones Steven Kobre Elizabeth Mily Keech Combe Shetty *Yvette Siegel-Herzog – Co-Founder and Director of Education *Ex officio member TRUSTEES EMERITI Dr. Mary Fitzpatrick Jo Ann Gaynor Gordon Gaynor GAYNOR ADVISORY COUNCIL Chris Canavan Seth Kramer ’95 Kristerfor Mastronardi Aly Organek Josh Wiener

Editor: Deanna Ferrante Executive Editor: Mary-Lou Watkinson Editorial Design: Adriana J. Moreno Cover Illustration: Miguel Gallardo Photography: Deanna Ferrante, Mary-Lou Watkinson Printing: Western Commercial Printing

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2 HUMANS OF GAYNOR 3 BOARD UPDATE RACIAL AND SOCIAL 4 JUSTICE FIVE QUESTIONS 6 WITH… 8 GAYNOR CARES READING/WRITING 9 UPDATE PHOTOGRAPHY 10 UPDATE 12 ART UPDATE BLUE CLUSTER 13 ART SHOW 16 GALA SENSORY 18 EXPLORATION 22 SMART FAIRE 24 ATHLETICS UPDATE 25 CLASSROOM PROJECTS

26 VIRTUAL GAYNOR 30 MATH 32 SPRING MUSICAL MULTISENSORY

34 CURRICULUM

SERVICE LEARNING

36 A PANDEMIC 38 SPIRIT WEEK 40 GRADUATION 46 CLASS NOTES

LETTERS FROM

48 COLLEGE BOUND 49 PA UPDATE 50 SCHOOL EVENTS 52 STUDENT SHOUTOUTS 53 VIRTUAL FIELD DAY ALUMNI UPDATES/

On the Cover: We asked artist Miguel Gallardo to imagine what distance learning might look like for the Gaynor Gator and his reptilian classmates!

RESPONDING TO OUR STUDENTS’ NEEDS We spend a lot of time discussing the importance of diagnostic prescriptive instruction at Gaynor — a complex term that simply means that the teacher is responding to the student’s needs in the moment.

Our curriculum is a tool meant to be adjusted throughout the year and within a lesson. This could include a range of skills from scaffolding content, asking follow up questions, or changing the pace of the lesson. Throughout our classrooms our teachers masterfully use diagnostic prescriptive instruction to individualize our curriculum and ensure all students are working to their potential. It has been one of the hallmarks of our program since Yvette Siegel-Herzog and Miriam Michael founded the school in 1962. But what does this type of instruction look like when our classrooms needed to move to the virtual world?

As we all know, our world drastically changed the second week of March when the Coronavirus pandemic forced us to close our physical doors and open our new electronic portals to distance learning. We were all concerned that this new twodimensional platform would make it difficult to deliver our individualized curriculum, and we would lose the personal relationship between teacher and student. As always, our expectations were high, but the obstacles ahead loomed large. As we planned, tested, and adjusted, I could hear Ms. Siegel's voice in my head saying, “Don’t forget about the child.” How would we be able to bridge the digital divide that would seemingly separate the essential relationship between teacher and student?

The key to this transition was the dedication and expertise of our faculty and staff. At the end of every day in our traditional classrooms, our teachers and specialists walk out our doors, but they don’t leave our students behind. The same held true in our virtual classrooms. They are constantly thinking about how to best meet the needs of our students. Yvette’s voice rings loud in all of our heads: “Remember the child.” They return to school each morning, whether

in person or online, with a renewed plan to make sure our students find success throughout the day. This unending drive to find the right pathways to reach our students is what allowed us to transition to distance learning while maintaining our individualized approach.

I have had the pleasure of watching our distance learning program come to life this spring.

Sitting in on virtual classrooms, there were moments when I forgot I wasn’t in the physical classroom.

Watching our younger students practice their OrtonGillingham sound cards with speed and accuracy, I was impressed by the focus and drive that everyone displayed. Our Intermediate Division students could be seen doing jumping jacks as they worked through math word problems. I also observed our Middle School students discussing complex historical themes of imperialism and sectionalism that stretched their critical thinking skills. At all ages, students adeptly used the tools of video conferencing to transform their bedrooms, kitchens, and living rooms into places of serious learning.

SUMMER 2020

GAYNOR ON GAYNOR

This dedication and care became especially apparent, and important, in the last few weeks of our school year in June, when our community needed to spend time reflecting on the impact of the racial and social injustices that came to the forefront in our nation. While the distance caused by the pandemic challenged us, our community recognized that the essential element of this dialogue was having open conversations, regardless of the platform. It’s most important to allow the space and time for our students to discuss their feelings.

In line with our individualized approach towards students, we also make sure the approach is ageappropriate. Our diversity and inclusion work has taken on a renewed sense of urgency and need for action. I am hopeful that with the collective resources and input from our entire community, we will make measurable progress toward building awareness and action around issues of race and social justice.

SUMMER 2020

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GAYNOR ON GAYNOR

Today, the school/home partnership has never been more important. I am in awe of how our families have helped bring our classrooms into their homes.

Facing numerous challenges of being quarantined while balancing work, school, and home life is no easy task. I am grateful for the support and flexibility our families have consistently afforded our students and faculty during these difficult times. Despite the distance, our community has never been stronger.

While I yearn to greet our students and families at the front doors of West 89th and 90th Street, I am inspired by the success I have witnessed online, and the kindness and strength of our community.

During a recent video conference with Ms. Siegel, she remarked that she could have never imagined her vision for Gaynor being transformed into a twodimensional digital world. She paused to reflect for a moment and added, “You have remembered the child.”

DR. SCOTT GAYNOR Head of School

HUMANS OF GAYNOR:

Students Explore Togetherness and Community Prior to spring break, a group of Green Cluster students explored what it means to be together and form a sense of community with those they might not know well. It took on increased relevance after distance learning began on March 12.

Sara Curwin’s class created “Humans of Gaynor,” a 12-minute video modeled after Brandon Stanton’s “Humans of New York” project.

The students interviewed faculty and staff at Gaynor in order to create a video that shows the vulnerable side of others and helps us understand a little bit more about the people we smile at in the hallways each day.

“During this time of uncertainty and the feeling of loneliness for many, it is my hope that this video is a reminder that while we are all feeling similar confusion and fear, we have each other to confide in, allowing us to feel a sense of togetherness,” Ms. Curwin said.

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 The students interviewed Art Teacher Sophie Yolowitz, among other Gaynor faculty and staff.

BOARD OF TRUSTEES UPDATE

Board Of Trustees News Dear Gaynor Families, While these have been unprecedented and uncertain times, the Board of Trustees remains unwaveringly proud of the Gaynor community.

I want to express my immense gratitude to our faculty and staff for adjusting so quickly and smoothly to an entirely new teaching environment, as well as to our families for remaining flexible and supportive.

Speaking as a parent, the change to distance learning has offered me an “inside view” into Gaynor’s teaching methods, and I can say I am impressed. Gaynor has been able to remain committed to its mission, despite the changing environment. Those institutions that stay true to mission yet are flexible — a hallmark of our school — are the most successful in challenging times.

A big part of the school’s success during this difficult time must also be accredited to the Crisis Response Team, which is a select group of faculty and staff Dr. Scott Gaynor chose during the 201819 school year. Their job is to address crises that have the potential to disrupt the operation of the school. While the group may not have had a pandemic in mind when it was formed, its thorough preparation for dealing with the unexpected made all the difference when disaster struck.

In my travels, I have spoken to parents and children from a number of public and private schools in New York City. It has been fascinating to hear how different schools have adjusted to the new environment. Based on the information I’ve received, Gaynor is the only school that I know of that had live online classes going before New York City schools started closing down, and I believe that is a true testament to how strong our community is.

It has been a joy to observe the interaction between my daughter Anna, her classmates, and her teachers, as well as watching Gaynor continue to find ways for us to stay connected. I’m not sure that this would have been as successful 5-10 years ago, but these days children in EC seem to be so tech-savvy that moving to an online learning environment almost seems natural.

The Board of Trustees could not be more proud of the extraordinary efforts of the faculty, staff, and Gaynor families during this difficult time.

Best regards,

Grant Duers President, Gaynor Board of Trustees SUMMER 2020

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RACIAL AND SOCIAL JUSTICE

COURAGEOUS CONVERSATIONS: TALKING (REMOTELY) ABOUT RACIAL AND SOCIAL JUSTICE ISSUES During the last weeks of school, our community spent

teen conference that discusses race and came up with

time reflecting on the impact of the racial and social

actions to combat racism.”

injustices that rose to the forefront of our nation.

She said students then did a character brainstorm

As Head of School Dr. Scott Gaynor said in one of his

of a teen who attended, indicated their

communications to parents in June, “We are obviously

emotions using a Mood Meter, and

challenged due to the distance caused by the

wrote a monologue about

pandemic, but the essential element of this dialogue is

their fears and hopes in

having open conversations regardless of the platform.

attending such

It’s most important to allow the space and time for our

a conference.

students to discuss their feelings.”

Head Teacher

At Gaynor, we follow an age-appropriate approach —

Jenna Konstantine

for our younger students, we take the time to respond

and Assistant Teacher

to their needs and questions as they arise. When

Courtney Smotkin’s Green

necessary, we follow up directly with a student and

Cluster class participated in

include the support of our psychology department.

a current events lesson about

In our middle school, students are able to share

the death of George Floyd.

their thoughts in morning advisory through writing

“I preface all of this by saying

prompts and discussion.

that I am a white educator,

Drama Teacher Meredith Akins conducted a lesson with her Blue Cluster students on the elements of how to have a courageous conversation.

They discussed four elements: X recognize intent does not equal impact, X listen more than you speak and ask for clarifications if you don’t understand something, X honor someone’s experience (if someone says that they have been treated rudely because of their sexual orientation, believe them), X and understand/agree on the term of the issue (i.e. prejudice versus racism).

and it is my responsibility to be informed about the events in the world, while also doing my own personal work of being antiracist, and also how to have meaningful discussions without burdening or alienating Black students,” Ms. Konstantine said.

The lesson centered around two key components.

The first was a current events lesson, which discussed the idea that this is a big, important event that’s happening in the world, and why students need to be aware.

The second part of the lesson was a vocabulary

“It went really well,” Ms. Akins said. “We were working

discussion

on monologue writing already and prompts to

individual racism and institutionalized racism.

generate ideas. We did a newspaper prompt about a 4

GAYNOR GAZETTE

about

the

difference

between

RACIAL AND SOCIAL JUSTICE

“We thought it was important for students to have

“This is a good example of how topics of social justice

the specific language to describe that concept,” Ms.

are embedded in our curriculum, and then can serve

Konstantine said. “There were a couple of ‘aha’ moments

as a platform for addressing students’ thoughts about

for some of our students — I witnessed a few of

contemporary issues,” she said. “At the end of the

my white students come to the realization

presentation, I invited students to display their artwork in

that the idea of ‘police’ does not always

a place where others can see it and find support during

equal safety for everyone.”

these turbulent times.”

She said students also had the opportunity

Head Teacher Katie Kolenda and Assistant Teacher

to grapple with, and struggle with,

Lauren Weiss’s Silver Cluster class connected the events

the dissonance between people feeling

from the Boston Tea Party to the present day and

outraged and unsafe, and how people respond to that outrage and unfairness.

“There are so many resources available, and even though this has been a deeply upsetting and discouraging time, it has been exciting to see educators, parents, and concerned people in general share resources to help young people understand what is going on,” she said.

Assistant Teacher Miriam Filer’s Yellow Cluster reading group completed a Pop Art presentation about racial equality that was inspired by their reading book "King’s Courage (Blast to the Past Book 4)"

by Rhody Cohon and Stacia Deutsch.

The book is set during the time of the voting rights protests, and the students were working on the project for a few weeks.

Head of School Dr. Scott Gaynor, Co-founder and Director of Education Yvette Siegel-Herzog, Reading Chair Sloan Shapiro, Orton-Gillingham Fellow Ann Edwards, Photography Teacher Jessica Ressler, Director of the Lower School Donna Logue,

discussed protesting and activism.

Ms. Kolenda said this led to a larger conversation around the injustices and race.

“The students were well-informed coming into the conversation and were mature, reporting facts and remaining emotionally regulated,” she said. “Our class has a lot of angry feelings; they’re wondering why other humans can treat one another in that way.”

A few days after this initial discussion, they continued the conversation, with a moment of silence to remember George Floyd.

They also performed a reflection using the Mood Meter and guiding questions, and they wrote emails to Gaynor faculty of color to show their support and love during these difficult times.

One student wrote, “I know you are troubled about what happened to George Floyd, but do not worry. I support you, and I love you.”

Another wrote, “I hope things will change. I hope one day that people can go outside and not feel scared for their life just because of the color of their skin. I hope one day that we all can feel safe and happy. I hope you are doing ok and I hope you can feel safe again soon.”

and the students’ families attended the rehearsals

Ms. Kolenda said, “Their emails were incredibly heartfelt

or final presentations.

and beautiful. The purpose was to create a space to talk

Ms. Logue said everyone was very impressed with

and feel with appropriate structure.”

the thought and heart that went into the students’ artwork and presentations.

SUMMER 2020

5

FIVE QUESTIONS WITH...

Five Questions With...

Jenna Konstantine Jenna Konstantine is a Head Teacher in the Green Cluster at Gaynor, but she didn’t always picture herself with a career in education. Originally pursuing sociology and acting, she eventually found her calling in special education after working with City Year New York. Guided by her own ADHD diagnosis, she strives to help students understand themselves and how they learn, just like she did.

We sat down with Jenna for the latest installment of our “Five Questions With…” series to learn more about her journey into teaching and what keeps her coming back to work every day.

What was your journey into teaching like?

I was not one of those people who always knew they wanted to be a teacher — it was not my plan. I majored in sociology in college, because I like people and feelings, and for a while I was actually studying to be an actor. I studied theater after college. I decided to get into teaching when I applied for City Year New York on a whim. City Year , a branch of AmeriCorps, is an educational nonprofit that helps support public schools. I was placed in a 5th grade I.C.T. (Integrated Co-Teaching) classroom with a general education teacher and a special education teacher. At the same time, I had just been diagnosed with ADHD, and those two things kind of coincided. I thought, “This is where I am supposed to be. I want to be teaching. I want to be teaching students who have learning differences. I want to help students learn about themselves the way that I learned about myself much later in life, and I want to teach students that are around 10, 11, and 12, because I think that’s the best age ever.” So the year after City Year, I started working at Gaynor as an Assistant Teacher, and I’ve been here ever since.

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GAYNOR GAZETTE

FIVE QUESTIONS WITH...

How did your time working with City Year influence you as an educator?

Being in City Year taught me the importance

of

community.

I

was

working on a team of people. We did not have a big budget, and we were not making a lot of money. But the mindset was that you can do so much more in a group than you could ever accomplish on your own. I learned to take care of my teammates, and trust that they would take care of me, and that community mindset has helped me throughout the rest of my life.

What is one of your favorite student stories?

My favorite student story was on my first day as a Head Teacher. One of my students got stuck in a swing at the park. He got both of his legs stuck in a baby swing. And I thought, "This is it! I had one day as a Head Teacher, and that’s all I’m going to get." He was stuck for about 25 minutes. I was ready to call the Fire Department, and it took five people to get him out of the swing. And on that day, I realized that whatever happens, it’s going to be okay. You just have to try your best, and eventually you will get out of the swing.

What keeps you coming back to work every day?

My coworkers. My students. The fact that the mindset at Gaynor is an individualized approach to learning, but it’s also an individualized approach to teaching. I feel like I am allowed to experiment and find what’s best for me and for my students.

I feel like I am trusted. Also the parents, honestly. I feel like I’m really part of a team — again that team mindset — and that keeps me coming back.

What are you up to when you’re not at Gaynor?

When I am not at Gaynor… well, right now I’m in quarantine. I love to see plays and musicals. I am learning to love to cook and bake. I read a lot, and I love to explore New York City. I never feel like I'm not at Gaynor though, because I’m always thinking of new lessons to do with my students.

SUMMER 2020

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GAYNOR CARES

GAYNOR CARES: Keeping Gaynor Together

T

he goal of Gaynor Cares is to make a tangible

Ms. Homlish said, “It's gotten a bit more challenging

difference for the Gaynor community. Gaynor

as we are all working from home, but we wanted to

Cares is composed of members of the faculty and

explore ways to foster a sense of community and

staff, and meets throughout the year to create positive change in the Gaynor community through projects.

connectedness.”

Together, they came up with activities that faculty and

This year, Gaynor Cares chose to focus on revamping

staff could participate in together. The first activity was

the Summer Institute, because an initial brainstorming

a bingo game, with players choosing a row and trying

session revealed that shortening the program was a

to get BINGO for the following work week. Spaces

desired goal for all.

included, “play a board game,” “write in your journal,”

Faculty felt like the schedule could be consolidated to decrease the number of days, while maintaining the same amount of professional development.

Purple Cluster Head Teacher and Gaynor Cares member Kathryn Homlish said, “Gaynor Cares exists to make Gaynor the best place to work, to keep morale high, make life easier and better for the people who work here, and have a positive impact on the community.”

The committee reviewed previous years’ schedules for open times across departments and divisions and worked to condense the number of days to give faculty and staff more time to prepare for the school year.

The proposed Summer Institute schedule was for two, four-day weeks for returning faculty, with the first week starting in late August. Faculty would also have the Friday before Labor Day off in the proposed plan. This sample schedule was accepted by the Gaynor administration, and the new schedule will be implemented this summer, either remotely or in person.

Gaynor Cares also worked to keep faculty and staff connected during the time of distance learning.

8

GAYNOR GAZETTE

and “plant something.”

Another activity was a Stephen Gaynor Staff Cookbook.

Faculty and staff were encouraged to add their favorite recipes to help create a “bestselling” Gaynor cookbook.

School

nurse

and

Gaynor

Cares

member

Emily

Goodman also volunteered to host yoga classes every Wednesday afternoon for faculty and staff, offering a way to get the body moving and mind at peace.

“I do believe the staff appreciates these workouts, and that they help with grounding, centering, connection, and general well-being,” she said.

Librarian and Gaynor Cares member Dionne De Lancy said she is happy to be part of a committee that helps support faculty and staff.

“I enjoy being part of the Gaynor Cares Committee, because it gives me an opportunity to be a contributing member to Gaynor in ways that promote wellness and satisfaction that considers the changing needs of our growing community,” she said.

READING/WRITING UPDATE

Super Readers!

This year at Gaynor, both Middle and Lower School students participated in Reading Challenges tailored to each group.

The purpose of these challenges was to get students interacting with reading in a positive way.

During the Fall, Gaynor partnered with Nickelodeon for the Middle School Reading Challenge.

Every book that students read over the Winter Break was tallied, and then Nickelodeon donated one book for each one read to an under-resourced school.

Middle School Literacy Chair Jacquelyn Glazer said, “The prize at the end was more of an intrinsic ‘you’re helping someone in need’ reward.”

The Lower School’s Reading Challenge kicked off this spring. The theme for the challenge was Super Readers, a take on superheroes, and that was showcased in a video presented to students before the start of the challenge.

The video, created by Technology Manager William Speedling, showed different Gaynor faculty discussing student reading habits, followed by the Super Readers (Gaynor’s Reading Specialists) crafting up the Reading Challenge in their superhero base.

Students participated by reading a book to themselves or someone else, listening to someone read them a book, or listening to an audiobook.

The goal was to fill up a rendering of the bat signal in the North Building lobby, with the prize being a visit to the school from an ice cream truck. Students added their bat signals to the wall just before the move to distance learning.

Reading Chair Sloan Shapiro said, “We unfortunately haven’t been able to give the students their prize yet, but it will be a sweet treat for when we return to the school.”

SUMMER 2020

9

PHOTOGRAPHY UPDATE

The Art of Staying Connected With the transition to distance learning, Gaynor’s art teachers found creative ways to incorporate items students had at home to make lessons more hands-on and immersive.

I

n Photography, students played with shadows by using different objects in their house and a flashlight.

This assignment also helped students look at the relationship

between

negative

light,

which

was

Students were tasked with moving the light around the

the darkness, and positive light, which was produced by

object and at different angles to produce unique and

the flashlight.

interesting shadows.

Ms. Ressler finished off the lesson by showing some

In a video posted for her students, Photography Teacher

examples of the photos she took and encouraging

Jessica Ressler demonstrated the assignment by moving

students to photograph shadows in different ways, such

a flashlight around a pineapple. Ms. Ressler encouraged

as close up or with the shadow projected onto a model.

students to do their best with what they had available, and to get creative with the objects they chose to use.

“Even just doing the activity of trying to look for shadows is really a very good way of opening up your photographer’s eye,” she said.

10 GAYNOR GAZETTE

“It’s okay if your viewer has no idea what the object is,” she said. “Just get creative!”

Students took her words to heart and produced the beautiful images seen here.

ART UPDATE

I

n Art Teacher Andrea Nelson’s class, students created

Students drew flowers or giraffes on a cut paper towel

many different projects utilizing objects around their

roll for another project, and then learned how to make it

home, as well as incorporating the emotions most are feeling during this time.

In one project, students learned how to draw a 3D open box. They then had to use their own creativity to draw rainbows bursting out of the box in different ways.

stand up to display it in their home.

Another project of the week required students to focus on windows and perspective.

Ms. Nelson said, “We talked about the windows we look out of in our home, and how there are two different

“We are all receiving a ton of packages right now, so I

perspectives — one being inside our home looking out

figured we could create our own package of happy,

onto the street, and the other being outside our home

bright thoughts and feelings,” Ms. Nelson said.

looking inside.”

In a different project, students reimagined the city of

After the discussion, students folded paper and cut a

New York. They learned how to draw a skyline by putting

window out of the center. They were then given the task

a series of different rectangles next to each other, and

to draw what they saw from each perspective.

they then added different details to each building, such as a crown for a roof, faces, or candy windows.

A

rt Teacher Sophia Saad tried to provide engaging

Students in the EC used their imagination during one

and fun art activities that students could participate

task to visualize a rainbow in an unusual place. Ms. Saad

in independently.

“The art lessons help maintain the skills the students

encouraged students to create a rainbow that was unique to them by color or shape.

already learned this year, and teach them new skills to keep

In another activity, the students were tasked with looking

them motivated and interested in creating art,” she said.

in the mirror and noticing what happened to their face SUMMER 2020

11

ART UPDATE when they smiled. They then had to take that image and

realistic drawing of their favorite box of cereal, as well

draw it.

as a bowl of cereal.

With students in the Pink and Red Cluster, Ms. Saad

“Since we are spending more time eating at home, our

had students use 3D drawing techniques to create a

kitchen cabinets were the perfect place to find a 3D box to recreate,” she said.

I

n their art class, Green Cluster students worked on a

Students logged on to their Google Classroom and

found object color wheel as one of their first projects

chose art projects to complete out of a folder of

during distance learning.

different options.

Art Teacher Sophie Yolowitz tasked students with

“The hope was that they pursue mediums they enjoy and

finding objects of every color around their home. They

develop a sense of ownership over their own style and

then had to arrange them into the color wheel, which

growth as artists,” she said.

they previously painted in class.

In addition to completing an art assignment, they were

“I thought this was a fun way to be active, creative, and

also expected to turn in one free-art piece, where they

to use the art knowledge they learned earlier in the year,”

created anything they wanted with the materials they

Ms. Yolowitz said.

had available.

In Ms. Yolowitz’s Blue Cluster art class, projects were

Through the use of household items, as well as creative

designed to be more independent and choice-based.

thinking, Gaynor teachers brought art to students, despite the distance.

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GAYNOR GAZETTE

BLUE CLUSTER ART SHOW

BLUE CLUSTER VIRTUAL ART SHOW

At the culmination of the spring semester, the artistic talents of many Blue Cluster students were on display in a gallery for viewers to “walk” through and admire — even if it was through the computer screen.

In January, Art Teacher Sophie Yolowitz staged the first-ever Blue Cluster Visual Arts Show to showcase the work of her students in the first semester of school. Students, teachers, administrators, and parents came to a Performing Arts Center transformed into an art gallery.

Ms. Yolowitz wanted to do the same for her students in the spring semester, however, it would have to look a little different due to the transition to distance learning.

Using Google Slides and a little imagination, Ms. Yolowitz created a virtual art exhibition to display the students’ artwork. Each slide featured different pieces, and the entire presentation was set up to look like an art museum.

In an effort to make the artists feel seen and celebrated, she asked the Blue Cluster teachers to “walk” through the art show and add comments onto the artwork in the speaker notes section of each slide, which were later shared with students.

Walk through the art show yourself on the following pages to see the great work produced by the Blue Cluster students in Ms. Yolowitz’s class!

TURN PAGE TO ENTER GALLERY

Welcome to the Blue Cluster Art Show !

Spring 2020

SUMMER 2020

13

Pearl K. Colors, 2020 Acrylic on Canvas.

Darmia E. Fresh Air, 2020 Pen on Paper.

Jack S. Lunar Fang, 2020 Colored pencil on paper.

Ross T. Theater Through Art , 2020 Acrylic on Playing Cards.

Bailey L. Melting Face, 2020 Acrylic on Paper.

Duncan F. Smushed Bird, 2020 Pencil on Paper.

Julia B. Continuous Marker, Collage, 2020 Pen on Paper.

Oscar K. The Last American Spacelaunch, 2020 3D Computer Assisted Design.

Ben S. The Panda, 2020 Pencil on Paper.

Matilda S. A Vase of Flowers, 2020 Colored Pencils on Paper.

Frankie L. Shattered Universe, 2020 Styrofoam, String, and Wire

Isaac B. Flower, 2020 Pen on Paper.

Max S. Beach During Coronavirus, 2020 Colored Pencils on Paper.

Liam E. The Pendant, 2020 Pencil on Paper.

Noah B. The Missing Girl, 2020 Pencil on Paper.

Jesse S. Sample Drawing, 2020 Acrylic on Paper.

Kate J. Lavender, 2020 Acrylic on Paper.

Andrew S. Astronaut, 2020 Pen on Paper. .

Olivia B. Evergreen Valley, 2020 Acrylic on Canvas. .

Ben B. Picture of Person , 2020 Pencil on Paper.

Aaron K. Baby Yoda, 2020 Pencil on Paper.

Will R. English Muffin, 2020 Pen on Paper. .

Frankie AraL. Lopez Shattered 2020 BeachUniverse, Sunrise, 2020 Styrofoam, and Wire AcrylicString, on Canvas. .

Aaron K.

Andrew F. Baby Yoda, 2020 Pencil on Paper.

Wyndom Stadium, 2020

Andrew F. Wyndom Stadium, 2020 Colored Pencils on Paper.

GALA

GALA 2020:

HONORING THE PAST, EMBRACING THE FUTURE With the rapidly changing situation earlier this March,

Decades later, Yvette continues her daily commitment

the Gaynor Gala originally scheduled for March 12

to ensure the school continues to provide the “highly

transformed from an in-person event at Pier Sixty to a

individualized educational program” embedded in the

virtual one held in living rooms.

school’s mission.

Thanks to the efforts of the Gala Co-Chairs, Nicole

When asked what keeps her coming back to work each

Coslov and Marcy Sakhai, the Gala’s traditional auction

day, Yvette replied, “My love for the school. In part

was able to take place online, with participants bidding

it’s all the children I have right here under my nose.

on each package and raising critical funds for Gaynor.

It is the stimulation of my colleagues. I would hate to

The theme of this year’s Gala was “Honoring the Past, Embracing the Future,” chosen based on the goal of the evening, which was to raise the money needed to

feel ’excessed’ — I would hate to feel I am not doing something useful. One is tempted, but relaxation is only lovely for a short spell in the context of being useful.”

complete the funding of the Performing Arts Center

Over 1,500 alumni have benefitted from a Gaynor

(PAC). The evening was in celebration of the school’s

education, thanks to Yvette’s unwavering dedication to

Co-Founder and Director of Education, Yvette Siegel-

her vision. Over the years, the institution has grown, with

Herzog. With the generosity of the community, we were

hundreds more students, faculty, staff, and administrators

proudly able to announce the renaming of the PAC

than the founders could have ever dreamed.

to the Yvette Siegel-Herzog Performing Arts Center.

Yvette’s vision for the future is to continue the success

Yvette met her lifelong friend and colleague Dr. Miriam

on which the school has been built thus far while always

Michael at New York University in the early 1960s. Their

making sure that every child is getting what they need.

life experiences would lead them to focus on the needs

In addition to having the best teachers, it is “taking care

of bright students who learned differently and in the

of the vulnerable, delicate, resilient, wonderful children

process allow them to change thousands of lives since

that have been entrusted to us.”

the establishment of Stephen Gaynor School in 1962.

Thanks to the solid foundation she has built, the school

From the early days of the school’s founding, Yvette

is ready to support Gaynor students now and well into

quickly became a gatekeeper of sorts with regard to

the future.

finding “Gaynor kids.” She met for hours with each prospective student and family to determine whether or not Stephen Gaynor School would be the right fit for each student’s educational and emotional journey. Although the school has changed dramatically since its founding in an East Side apartment, parents of students from the 1960s through today will recognize the individual attention paid to each child, from that intake interview through their entire tenure at Stephen Gaynor School.

16

GAYNOR GAZETTE

While it may not have been the event that was originally intended, the support and generosity of the Gaynor community ensured that the virtual auction was a success.

We are disappointed that we were not able to enjoy the Gala in person, but we are incredibly proud of our Gaynor community for their generosity, and for helping us celebrate Yvette.

GALA

I am a better person because of the invaluable time I get to spend with this icon. Ms. Siegel, thank you for teaching me the importance of truly doing what you love and continuing to fight for your dream, no matter what!

Thank you Yvette, for creating a place that we needed and understanding why.

Olivia Robinson

Bradley Tucker

Administrative Assistant

Class of 2001

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Yvette inspires me each day.

Her passion is tangible, contagious and invigorating. I will forever be grateful to know her.

Jensen Pincus Head Teacher

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Yvette, when I think of you, I automatically begin to smile as there is always so much laughter when we meet. Thank you for embodying what it means to make the world a better place.

My life would not be the same without Yvette. Meeting her as a young adult with little life experience 25 years ago, she became my mentor, my confidant and dear friend. Working alongside her has been nothing short of an honor and a privilege.

Ariela Weisenberg

Mindy Stern

Co-Chair, Occupational Therapy Department

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Director of Educational Evaluations for Admissions

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I attended Gaynor for two years.

When I entered, I was hopeless, with low confidence. I left two years later a completely different person.

And 40 years later, those two years are still with me. Thank you.

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Dustin Johnson Class of 1989

SUMMER 2020 GoldSquares.indd 2

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17

SENSORY EXPLORATION

SENSORY EXPLORATION: A RESEARCH-BASED APPROACH

By Lauren Weiss, Silver Cluster Assistant Teacher, and Kathlyn Kolenda, Silver Cluster Head Teacher As educators of students with attentional vulnerabilities, we are constantly looking for ways to provide students with the best learning environment possible. We realize that the students first need to learn how to regulate themselves and better understand their feelings in order to be present and take an active role in their learning. However, we know that attending can be challenging for all children, who during school hours are required to do things like listen to verbally-presented educational materials such as stories, and have to answer comprehension questions based on the content. This can be especially challenging for our students who already have attention problems and who have trouble listening without moving or fidgeting.

After investigating research-based techniques to implement in the classroom, we learned that adding stimulating activities into routine tasks allows students with ADHD to have improved task performance and reduced disruptive behaviors. Because many children with ADHD also have sensory motor difficulties, sensory modulation strategies are said to improve classroom performance of children with ADHD. According to Mulligan (2001), these strategies may help children with ADHD to “compensate for poor sensory modulation abilities by providing their central nervous system with the types of sensory stimuli their bodies require to attain and maintain an optimal state of arousal for learning” (p. 27).

In the first semester, we strove to create such an environment by incorporating this work in our Advocates curriculum. Our hope was for children to better understand their needs and subsequently take action. We created a developmentally-appropriate Sensory Exploration Unit with the goal for children to independently identify how they are feeling and how they can transfer their knowledge of the sensory systems to better self-regulate to find the “just right” feeling. This knowledge and skill-set will help to set them up for success in all phases of life. By better understanding the sensory systems, children can gradually take ownership over sensory modulation strategies for optimal states of being.

Students were introduced to sensory processing, which is how our brain makes sense of the information we get from our senses. In other words, when students are either over or understimulated, they are unable to focus on anything other than their sensory needs. We then explained sensory modulation as a way out of feeling “stuck.” Getting “stuck” might mean feeling overwhelmed, having a hard time paying attention, feeling sleepy, or feeling “fidgety.”

STUDENTS MIGHT GET STUCK WHEN THEY… Receive too much sensory information at one time Are not getting enough sensory information to keep their bodies and minds calm and/or alert Receive sensory information that isn’t a fit with their individual sensory preferences 18

GAYNOR GAZETTE

SENSORY EXPLORATION Based on individual sensory preferences, there are sensory activities that students can do to help find a “just right” feeling, where students can feel focused, calm, and energized. Students learned how to achieve this “just right” feeling through fidget tasting, mindfulness, and movement activities.

FOCUSING - FIDGET TASTING First, we learned about fidgets and discussed how to use one appropriately as a tool and not a toy to remain attentive during instruction.

Fidgets can be used when you…

What is a Fidget?

A small toy or object that you manipulate in

Are seeking things to touch and feel

your hands while reading, working, or listening.

Want to be provided with the “just right” amount of sensory input Need to calm your nervous system

WHY USE A FIDGET? Fidgets provide us with subtle movement and touch input that can help calm our bodies and keep our minds attentive, alert, and focused. Movement has been found to be a powerful component of focus and problem solving, and fidgets provide an outlet for small movement of the hands while we work.

Fidgets are often used to provide sensory input in a less distracting way. They can help improve concentration and attention to tasks by allowing the brain to filter out the extra sensory information. For example, by having a fidget while listening to a lesson in the classroom or paying attention to a book, you may be able to better “filter out” excess sensory information in your surroundings and your own body, which is causing distraction, and encouraging this sensory information to be focused on a fidget in the hands.

Students engaged in a “fidget tasting,” in which they were exposed to multiple types of fidgets that gave sensory input. This allowed them to develop a sense of their particular sensory preferences and discover the best fidget to match their needs. In connection to the Yale RULER socialemotional approach, students learned how to recognize, understand, and label their feelings in order to regulate and express themselves.

“Exposing

students to mindfulness practice

is valuable on so many levels .

The

essence

of mindfulness is about consciously paying

attention to the present moment .

Being

engaged

in mindful exercises helps students sharpen their

‘ attentional

muscles ,’ which is of course what we

want to promote for optimal learning at school .”

—Ariela Weisenberg, Gaynor Co-Chair of Occupational Therapy

SUMMER 2020

19

SENSORY EXPLORATION

DO I NEED A FIDGET? I am feeling ________________________________________________

(overexcited, anxious, sleepy, angry, calm, other)

I would place myself in the _________________________ quadrant on the Mood Meter,

(red, yellow, green, blue)

so, I ________________________________ a fidget. (need/don't need)

After giving students the opportunity to use their preferred fidgets during instruction, we found that appropriate fidget use had a positive effect on their overall focus and academic achievement, while also encouraging self-advocacy.

CALM - MINDFULNESS As students come in from recess full of energy, it is our job as teachers to manage the chaos. What we have come to learn is that sometimes the most helpful thing is to just slow down. During our first semester, we began using mindfulness as a way for students to reset. According to Jones (2018), “Mindfulness restores a sense of calm in the classroom by helping students develop inner peace.” We found that incorporating mindfulness daily, after recess, helped to create a positive classroom culture, decreased anxiety, improved self-regulation, and increased calm.

What Does Mindfulness Look Like?

One of our classroom jobs for students is “break manager,” where students are selected to choose guided meditations, Sleep Stories, soothing nature scenes, or music from the Calm App for the entire class.

During sessions, students are encouraged to get in touch with themselves through activities such as coloring mandalas, using glitter jars, drawing, practicing deep breathing with the Hoberman Sphere, independently reading, or playing musical instruments. These creative outlets allow for students to simultaneously process their day, feelings, and thoughts while engaging in a structured activity. Our overall goal is for students to be present and in the moment.

Focusing, Calming, and Energizing Movements Adding physical activities to students’ routine academic tasks has been recommended by intervention studies that have been based on the Optimal Stimulation Theory (Kercood & Banda, n.d.). Incorporating movement can influence a student’s level of arousal and can have a calming, focusing, or energizing effect.

20 GAYNOR GAZETTE

1k

SENSORY EXPLORATION Individual Movement Breaks Before or during academic tasks, students are encouraged to “check-in” with themselves using the Mood Meter tool to decide if they need to take a movement break. Movement task cards are available to use, but the students particularly enjoyed going up and down flights of stairs and using sensory hallways provided by the Occupational Therapy team.

Whole Class Movement Other times, teachers may notice a need for a whole-class movement activity. In our classroom, we used Zensational Kids Yoga poses. Other structured movements were co-taught in weekly Mindful Movement sessions with Ariela Weisenberg, Co-Chair of the Occupational Therapy Department.

At-Home Connection From our work in the classroom, we are hopeful that students can refer to these sensory modulation strategies to use at home and in their everyday lives. Simple activities, such as using a small fidget, meditation, and chair push-ups are great ways to find that “just right” feeling.

Works Cited Kercood, S., & Banda, D. R. (n.d.). The Effects of Added Physical Activity on Performance during a Listening Comprehension Task for Students with and without Attention Problems. Journal of Applied Educational Studies, 13(1), 20-32.

Jones, L. (2018, October 30). Destress the classroom: Bringing mindfulness to students and teachers. Retrieved April 11, 2020, from https://www.forbes.com/sites/lilyjones/2018/10/26/destressthe-classroom-bringing-mindfulness-to-students-teachers/#77027953179d Mulligan. (2001). Classroom strategies used by teachers of students with attention deficit hyperactivity disorder. Physical & Occupational Therapy In Pediatrics, 20(4), 25-44. doi:10.1080/j006v20n04_03 SUMMER 2020

21

SMART FAIRE

SMART FAIRE

This Spring, the Technology Department hosted the 2020 SMART Faire. Set up in the PAC, the team offered handson demonstrations of drones, virtual reality, 3D design, and more. Students from the Purple through Blue Clusters gathered to explore and learn about various technology and resources.

22 GAYNOR GAZETTE

SMART FAIRE

SUMMER 2020 23

ATHLETICS UPDATE

ATHLETICS UPDATE

By Pat Fitzgerald

D

uring challenging times, it is important to share the positive light of our Gaynor Interscholastic Athletic winter season with highlights from our Gaynor athletic teams.

I would first like to thank all of our coaches for their dedication and hard work throughout the season as they cater to each student-athlete and work with each participant to better develop their athletic skills, game

overall record of 1-5. Their record does not reflect how hard the Lady Gators played against stiff competition.

Our Green Squad, which participates in the AIPSL (American-International

Private

School

League),

combined with a total of 9 wins and 5 losses for the season. The girls were driven to success with their stifling defense and relentless pressure on the ball. They also continued to grow on the offensive end with sharing the ball. Unfortunately, they came up a little short during the AIPSL invitational championship against MCS in a tough defeat of 43-34.

knowledge, and stress the importance of being part of the Gaynor team. Our coaches’ commitment to excellence is a positive reflection on our student athletes' work to represent Gaynor with strong character and sportsmanlike behavior on the court and in all aspects of school life.

Please help me commend the coaches for the winter season who put in all the work: Coach James, Coach Greco, Coach Prasarn, Coach Gaynor, Coach Pena, Coach O’Toole, Coach Sainato, Coach Goco, Coach Kearney, Coach Smith, Coach Lopez, and Coach Rattigan. Also, I would like to acknowledge others behind the scenes who continue to support and work to make the interscholastic athletic program a success: Jackie Smith, Mashawn Butler, Hannah Miller, Sue Sortino, Michelle Fox, Christine Karamanoglou, Deanna Ferrante, Mary-Lou Watkinson, Matt LeWinter, and Dr. Scott Gaynor.

Our Boys Basketball team had a tremendous turnout, as I believe it was the largest group we ever had come out for our teams. Our coaches set the tone from day one,

The Girls Basketball team had a wonderful turn out

and the kids bought into the coaches’ team philosophy.

with Blue and Green Cluster students who wanted to

With a large turnout, we had Squad A and Squad B, who

participate and be part of the Gaynor team. From day

combined with an overall record of 6-2. Both teams had

one, the girls continued to work and develop their skills

impressive talent that was shown on the court and in

and grow as a team. Our White Squad finished with an

games. The boys Dark Blue Cluster participated in the AIPSL and finished with an overall record of 13-2 for the season. The team faced off against the Cathedral Cougars in the AIPSL invitational championship. In an intense game with two very good teams, the boys were able to prevail and capture their third basketball championship with a 56-50 victory. Huge congratulations to all the team members and coaches!

Again, we are all very proud of the Gaynor Interscholastic athletes, as they have continued to represent Gaynor with class, integrity, and high character during games or practices, and continue to push themselves and support one another as a strong community!

24 GAYNOR GAZETTE

CLASSROOM PROJECTS

Classroom Projects Washington vs. Lincoln: Who will win the Lexington Room?

Students in the Lexington Room in the Early Childhood program learned about democracy and wielded the power to vote in honor of Presidents’ Day. The students performed an in-depth study of what a president is and what they do, and then they learned specifically about George Washington and Abraham Lincoln.

They then voted on who they felt represented a better president in their mind in a real election that included ballots, a private voting area, and a voting box.

Once all ballots were in, it was revealed that Lincoln won the election 5-4.

A Multisensory, Interdisciplinary Social Studies Project

Head Teacher Kristin Paresi said, “This experience highlights how important it is to make our students an active participant in their learning. It’s one thing

Miniature tables are set in a grotto-style interior,

to talk about how a president is elected, but it makes

waiting for their Lilliputian guests to arrive. A tiny

it so much more meaningful when they are able to

golden statue wraps his tinfoil arms around a guitar.

experience it.”

A pair of googly-eyed alligators stare hungrily at an airboat, perhaps pondering their next meal. What do these vignettes have in common? They are all located in the Southeastern United States — and they were all the subject of study in Allison Pearlman and Yosefa Sebrow’s Yellow Cluster social studies class.

A multisensory approach to learning is a hallmark of the Gaynor curriculum. Ms. Pearlman said, “As we wrapped up our study of the southeast region of the United States, we wanted to create an interdisciplinary, hands-on project in which students could utilize their creativity to demonstrate understanding.”

Art Teacher Andrea Nelson worked with the class to help bring their creative ideas to fruition. Ms. Nelson said, “The students worked very hard on these models of the Florida Everglades, Blues Hall of Fame in Memphis, and Café du Monde in New Orleans. They really turned out fantastic.”

SUMMER 2020 25

VIRTUAL GAYNOR

VIRTUAL GAYNOR

The start of the new year brought many of the usual Gaynor traditions, such as Spirit Week and Sports Night. But starting in February and March, the COVID-19 pandemic spread across the country, having a major impact on New York City. Among other closures and precautions, all schools were required to close and move to distance learning, including Stephen Gaynor School. Suddenly, our entire community needed to rethink our traditions and our curriculum in order to create a robust educational program and fun activities, regardless of where our faculty, staff, and students were located.

The Preparation While the school moved to distance learning for the remainder of the school year just before Spring Break, Gaynor staff and faculty began preparing for distance learning in February.

Gaynor’s Crisis Response Team, or CRT, began planning and preparing for a possible school closure. The CRT is a select group of faculty and staff Head of School Dr. Scott Gaynor chose during the 2018-2019 school year. The purpose of the CRT is to address crises that have the potential to disrupt the operation of school. At the start of the 2019-2020 school year the CRT published a Crisis Response Manual, covering possible crises from chemical spills to hurricanes, and while health-related crises were included in the planning, no one could have foreseen the impact of a global pandemic. However, the training and preparation the CRT undertook over the past two years paid off when faced with this unexpected crisis.

26 GAYNOR GAZETTE

VIRTUAL GAYNOR The CRT met weekly, then daily, beginning in February to

CRISIS RESPONSE TEAM MEMBERS

create a plan for the shift to distance learning, including

Scott Gaynor - Head of School

As part of the preparation for distance learning, Director

training and preparing teachers, faculty, and staff to work from home.

of Information Technology Operations Matt LeWinter Ellen Lee - Chief Financial Officer

and the Technology team also began giving specific training to teachers and specialists on Google Meet,

Jorge Jaquez - Director of Facilities

helping them explore the different features offered and how to use them to support educators.

Jill Thompson - Assistant Head of School

Teachers also put together packets of work for students

Donna Logue - Director of Lower Division

to take home, so that they would have the necessary

Deanna Ferrante - Director of

and workbooks. Just before the break, the school was

Communications

materials for their schoolwork, such as novels, binders, closed on Wednesday, March 11. Students were able to come pick up materials, and begin distance learning on

Matt LeWinter - Director of Technology

Thursday and Friday. This allowed teachers to perform

and Operations

a test run of their classes on Google Meet prior to Spring Break. Once the break was drawing to a close

Kaye Walls - Director of Human Resources

at the end of March, Dr. Gaynor announced that after

and Talent Management

reviewing recommendations from the city and state government, as well as national and international health

Emily Goodman - School Nurse

organizations, the school would officially be moving to

(added to the standing CRT for the COVID-19 crisis)

distance learning, and the school buildings would remain closed for the remainder of the academic year.

ď ° Teachers trained on distance learning platforms prior to the school's closure.

SUMMER 2020 27

VIRTUAL GAYNOR

Virtual Class is in Session When classes resumed after the break on March 30, students began successfully navigating distance learning at Gaynor, and teachers found numerous ways to incorporate education and fun in their virtual classrooms. Students continued with their academic studies, with teachers pivoting their lessons to fit in their virtual environment. Here are just a few of the projects students across the divisions worked on this spring: roast, and another student collected all the toilet paper rolls in her house to recreate a campfire.

•

In Assistant Teacher Caroline Sugg’s Green Cluster math group, students were tasked with envisioning a new restaurant, and creating a themed menu with prices for each item. The remaining students wrote down the prices for the items of their choice in each of the categories, adding up all the prices to find the subtotal, and then calculating the tax and tip for their “meal.”

•

Orange Cluster Head Teacher Jackie Kolbert’s reading group decided to create their own INFOMag as a final project for their non-fiction book study.

•

In Reading Specialist Kristi Evans’ reading group, students read the book “Mystery at Bear Lake” by Bob Wright. In order to help students have a more immersive, multisensory experience, Ms. Evans had the idea for each student to build their very own campsite. With guidance, the students had the opportunity to creatively build a campsite at home using items around the house. One student went to Central Park to collect twigs for his marshmallow

28 GAYNOR GAZETTE

Each day, for ten days, students read and analyzed the High Noon INFOMags. They discovered the different features of a non-fiction text, such as a title page, table of contents, and informational articles.

Incorporating those elements, the reading group brainstormed different activities they have been doing at home that their friends and teachers would enjoy, and they then turned it into a digital INFOMag that they shared.

VIRTUAL GAYNOR The cards were then printed, laminated, sanitized, and distributed among the hospital staff. One card read, “Thank you to all the helpers. You are the strongest out of all of us.”

•

Students in Head Teacher Jane Moskowitz’s Silver Cluster class recreated famous paintings at home using supplies, people, and pets they had around the house. The goal was to give students something completely tech-free, a project that required them to think outside of the box, and something for which they could recruit other family members.

•

Gaynor traditions were not lost during distance learning — they were simply reimagined in a virtual setting. The Gaynor Community celebrated Earth Day, with students learning about the day in their virtual classrooms: creating art, learning how to recycle, and giving presentations on the research they had done about Earth Day. Traditionally, the Community Service students make basil planters out of recycled materials for each classroom for Earth Day. To keep the tradition going virtually, Blue Cluster Head Teachers Mollie Book and Rebecca

•

Felt created a video on how to make a basil planter

Students in Photography Teacher Jessica Ressler’s

at home.

class created “found mandalas” as one of their photo projects. The concept was for students to reimagine the world they live in, as well as the

•

objects they utilize.

•

Additionally, familiar faces greeted the Gaynor community every day on the school’s social media pages through the Morning Greeting videos. Faculty

Blue Cluster students showed their appreciation for

and staff created short videos every morning to

healthcare professionals during their class advisory

welcome students to a new day at Virtual Gaynor.

by writing thank you cards for the staff at Mt. Sinai

All Morning Greeting videos can be found on the

hospital. After drawing their card, students scanned

Stephen Gaynor School Vimeo page under the

it and sent it via email to a hospital representative.

showcase “#VirtualGaynor Morning Greetings.”

Looking Towards The New Year While there is still uncertainty surrounding the upcoming school year, Dr. Gaynor said in a Town Hall to the Gaynor Community at the end of May that the plan is to open our doors, but our commitment is to be ready for all options.

“Our community is strongest and at its best when we are all working together and remain committed to our mission,” Dr. Gaynor said. “I am confident that we will come out of these difficult times a more united institution. I am proud of every member in our community from the facilities team who is keeping our building clean and safe each day to our faculty and administrators who are working tirelessly to make learning seamless for your children and to all of you who help prepare and assist your children each day in their learning.”

This has been a challenging time, but together we have shown what makes Gaynor so strong: all of us.

SUMMER 2020 29

MULTISENSORY MATH

Multisensory (and Marvelous)

Math!

Math Specialist Rachel Arbesfeld and Art Teachers Andrea Nelson and Sophia Saad created a multisensory project to bring math concepts to life. Red Cluster students used abstract art to illustrate the decomposition of two-digit numbers. In math groups, each student created number bonds showing two different ways to break apart their number into tens and ones. In art class, students used materials to creatively represent these number bonds.

Here are two examples:

ď ° This student decomposed the number 62 into 60+2

ď ° This student decomposed the number 35 into 30+5

and also into 40+22. The left side represents 6 tens

and also into 20+15. The left side represents 3 tens

(made of blue popsicle sticks) and 2 ones (made of

(made of jeweled popsicle sticks) and 5 ones (made

blue wooden chips) and the right side represents 4

of gem designs) and the right side represents 2 tens

tens (made of 4 popsicle sticks) and 22 ones (made of

(made of large flowers) and 15 ones (made of gems).

22 pom poms).

The use of both visual and tactile pathways enhances and deepens learning of complex concepts.

30 GAYNOR GAZETTE

MULTISENSORY MATH

Math makes it all add up

By Kristen Benvenuto, Gaynor Math Specialist At Stephen Gaynor School, math is everywhere, in

strategies are then woven through the curriculum of

every class and in every lesson.

Singapore Math, to build mental math skills rather

We make it a point to show this to the students

than focusing on rote memorization.

each day. We try to motivate students and enhance

The students in this group made books titled Ten

student learning by bringing in real world applications

Ways to Make 10. These books use the concrete and

to each lesson.

pictorial approach, showing pictures of the students

Building a deep understanding of math from the beginning is important. We develop a conceptual

using

different

manipulatives

and

drawings

to

support representations of ways to make 10.

understanding by starting with the concrete-pictorial-

No addition symbols are used in the books, because

abstract (CPA) approach that Singapore Math sets as

the students are truly internalizing what it means to

a foundation and way of teaching.

add and building their conceptual understanding,

The CPA method starts with using actual objects

rather than using an abstract symbol.

for children to add, subtract, multiply, or divide with.

A similar project completed by a different group,

Children then use picture representations of the object,

who are now in the Red Cluster, showed 20 Ways to

and ultimately, move on to using abstract symbols.

Make 20 by adding scoops to an ice cream cone. This group did begin to use the symbols for addition and subtraction when the foundation was built and they were ready for the abstract stage.

The students were so excited to keep adding a scoop to their cone and motivated to think creatively to show 20 in another unique way. When our students are thinking about numbers in different contexts and using oral or written number stories, they become more excited to build and explore solutions to problems.

I encourage parents to bring math into everyday conversations at home to keep the excitement going with your children, so that math in their lives continues to add up!

This year, a group in the Pink Cluster worked with numbers up to 10 using different manipulatives. Objects such as Stern Structural Arithmetic blocks, Unifix cubes, counting bears, 10 frames, pom poms, etc. get students comfortable with the concept of addition and putting objects together.

These materials, especially Stern Blocks, can be used in conjunction with number bonds and bar modeling when solving oral or written word problems. These SUMMER 2020

31

Wildcats everywhere, wave your hands up in the air!

This year’s spring musical, Disney’s High School Musical JR, had its virtual premiere during the first week of June.

In an email to the community, the musical directing team said, “While we are sad that we were not able to watch the musical together in person, we are proud of the hard work and dedication that went into this production, both before we left the building and after our transition to distance learning.”

32 GAYNOR GAZETTE

SPRING MUSICAL The musical directing team includes Music Teacher

The cast list includes Jake Sklar, Hazel Koch, Olivia

Abby Shuppy, Drama Teacher Meredith Akins, Music

Beal, Jonah Lichtman, Ella Gometz, Gunnar Smith,

Teacher Michael Piedmont, and Blue Cluster Head

Ross Tuchman, Sam Norman, Ava Cantarella, Andrew

Teacher Brendan Stackhouse.

Ferrante, Pearl Koch, Noah Braun, Savannah Randle,

The musical features the full story of High School Musical presented through a variety of technological mediums. From pre-recorded video rehearsals to music videos made during the time of social distancing, the cast and crew put together something spectacular.

The directing team would like to give a special thank you to Technology Manager William Speedling, the Blue and Green Cluster advisory teachers, Director of Student Life Sue Sortino, Director of Intermediate Division Michelle Fox, Director of Upper Division Christine Karamanoglou, Assistant Head of School Jill Thompson, Head of School Dr. Scott Gaynor, and Co-Founder and Director of Education Yvette Siegel-Herzog.

They would also like to thank the students and families of the cast for all their support during the making of

Oliver Chessler, Lucy Meer, Zoe Saenz, Nicholas Hamm, Alexa Zeccardi, Yma Xhafa, Morgan Tang, Blake Silverstein, Iris Johnson, Lucian Bogen, James Hamilton, Grant Bennett, Chace Roebling, Morgan Tennett, Calvin Hills, Liv Olesen, Cassie Ball, Cooper Stelwagon, Vicky Ross, Elena Russo, Halle Maanavi, Hailey Lester, Ella Black, Izzy Gorman, Henry Dean, Everett Glasser, Taro Lasky, Gigi Tarr, Chandra Kyrwood, Thailandi Tanis, Liv Ginsberg, Biulu Betancourt-Poor, Alexa Lasky, Ella Neubeck, Kaylia Dobrick, Abby Kennedy, Julian Lombardo, and Daniel Liodis.

While the spring musical looked different this year given the circumstances, through the hard work, flexibility, and positivity of all who were involved, Gaynor proudly presented a fantastic rendition of Disney’s High School Musical JR.

the production.

SUMMER 2020 33

SERVICE LEARNING CURRICULUM

DOING GOOD

Beyond the Classroom

During their time at Gaynor, students learn about

The curriculum was created in a single class by Speech

much more than just math equations, rock formations,

and Language Pathologist Rachel Waldman and Blue

and reading skills. Students learn how to be good

Cluster Head Teacher Erika Bentsen a few years ago,

human beings.

and now it is taught across the entire Blue Cluster.

From the Purple to Blue Cluster, students are

Ms. Bentsen said, “The curriculum helps students figure

constantly learning how to be informed and active

out what they’re passionate about and what they want

members of society.

to be activists about.”

While incorporated into the curriculum in all clusters,

Students in the Light Blue Cluster took a field trip this

activities such as this are increasingly present in the Blue

past Thanksgiving to help distribute food to the hungry

Cluster, where students are getting ready to end their

and homeless at Holy Apostles Soup Kitchen.

time at Gaynor and move on to their next school.

Some of the issues Dark Blue students looked at as

Through their Service Learning curriculum, Blue Cluster

part of their study on barriers to the American Dream

students learn about different issues that exist in New

included poverty, ageism, and environmental concerns.

York City, which are then paired with a field trip.

“We always want students to become aware of

The Light Blue Cluster focuses on food insecurity,

discrimination and issues that surround them in their

and the Dark Blue Cluster focuses on barriers to the

world,” Ms. Bentsen said.

American Dream.

34 GAYNOR GAZETTE

SERVICE LEARNING CURRICULUM Two students were paired with one adult for the sixweek program. They talked to the adults, worked on thematic art, and learned not only about the adult, but also about themselves.

Ms. Bentsen said, “Not only did the kids bond with each other, but they had really sweet interactions with the adults.”

She said one of the older men only spoke Spanish, so a student brought cue cards during his next visit so they could still talk to each other.

Another student found out they had similar music tastes to their paired adult, and another student received relationship advice from the older woman she was paired with.

Ms. Waldman echoed these sentiments, saying, “They don’t always connect that there’s poverty down the street. For them to realize that it’s not just a child in Africa, but the homeless man across the street, is important.”

This year, a new program called Sweet Readers was added to the service learning options for Blue Cluster students. This program pairs a trained middle school student with an older adult who suffers from Alzheimer’s or dementia at a local nursing home.

Students visit the nursing home every week for six weeks, and they are able to form relationships with the

Ms. Bentsen said these kinds of interactions, along with

adults by making art projects that help connect them

the Service Learning curriculum as a whole, are important

with each other.

for students in this age range.

Ms. Bentsen said, “The program tries to encourage

“Biologically they turn more inward and are more selfish,

community between generations. Art is more of a vehicle

so to give them an opportunity to turn outward and to

for starting conversations.”

feel empowered is important,” she said. “They get to

The program is an optional part of the Service Learning curriculum, and student participation is voluntary.

The first group at Gaynor consisted of nine students.

Before the program began, they learned about the science of dementia and best practices for interacting with a person who has dementia.

Ms. Waldman said, “I think some of our students are naturally inclined to think about others, but for some students, it pushes them. I think some students signed up to challenge themselves and learn more about their own grandparents.”

lead the conversations and help these adults who rely on them.”

Ms. Waldman agreed that middle school is a difficult time, when a lot of students tend to turn inward. She said she grew up doing community service at school and feels that it greatly informed the way she sees people and views the world.

“Learning about something in the class is one thing, but then going and experiencing it is another,” she said. “Ms. Bentsen and I are very passionate about helping our students to become good people.”

SUMMER 2020 35

LETTERS FROM A PANDEMIC

“Dear Future Me” — Letters from a Pandemic While we may not know when life will return to “normal”

Mr. Stackhouse said this gave the students an

after the current pandemic, we can be sure of two

opportunity not only to express how they’re feeling,

things — this time will pass, and it will be remembered

but also helped reinforce organizational writing skills

as historically significant.

they are working on in other major subject areas.

Change is constant, and this will eventually be a distant

“The students responded eagerly and were able

memory, but what would we want our future selves to

to articulately express themselves through this

know about this time?

assignment,” he said.

That is the question Blue Cluster Head Teacher

Here are some of the things students wrote to their

Brendan Stackhouse posed to his advisory class for

future selves:

their “Letter from a Pandemic” assignment.

“One thing I have learned is that it is really important

The assignment required students to write a letter to

to keep yourself safe. Another thing is that you need to

themselves that they will receive 6 months from now,

keep yourself active and healthy.”

when Mr. Stackhouse mails the letters.

“An experience I’ve had during quarantine is playing

He said the idea came to him when he was researching

with my friends online even though I can’t physically

the Great Depression for two of his English classes

play with them which is important because we

that were reading texts set in the depression era.

should always stay social.”

“I think it’s really difficult to wrap your head around

“Even though I have been quarantined I have kept

the magnitude of a situation unless you’re able to

myself occupied by starting to learn Hebrew.”

see things from the primary perspective of people who lived at that time,” Mr. Stackhouse said. “We are obviously in an incredibly difficult and almost incomprehensible time right now, and I thought that, when the dust settles, these letters might be helpful for the kids to remember, emotionally process, and ultimately feel gratitude for the things they have in their lives.”

The beginning of the lesson starts with the statement,

“One thing I have learned from this pandemic is how things can get very bad so fast and we should have taken actions sooner.”

“Even though I have been stuck inside, I have talked to my brother more.”

“Even though this experience has been difficult, I have grown as a person.”

“We are living in a time of uncertainty and fear, but it

“I’m trying to stay positive but it’s sometimes hard.

won’t last. In the grand scheme of your entire life, this

This will end, maybe not soon but it will. It’s really

is a very quick, yet impactful moment.”

important to stay positive at times like this. Even

The lesson then goes on to explain the assignment and gives a two-paragraph outline of the letter with questions students should address.

36 GAYNOR GAZETTE

though this experience has been difficult, I have grown as a person because I am closer to my family and realize I am lucky to have what I have.”

LETTERS FROM A PANDEMIC

Dear Futu

re Victor

ia,

Hey!!! I bet that you are fe eling pre tty good feeling. I right now hope that , or at le you are r ast bette elieved th r than I’m months; h at this pa as the wo ndemic is rld chang fi n ally over. ed at all?

It has bee with their Currently n6 family. W , e v erybody e have be is s tu en doing ck in the ir homes online lea about thr ee weeks rning ove now. Eve r Google Meet and rywhere we go it is Zoom for to limit s preading r e q u ir ed to wea the Coron r a mask avirus. Sin and glove closed do ce COVID s, wn schoo -1 9 is so seve ls, social in re, the go teraction v ernment , camps, s all these th has porting e ings very vents, an much, esp d m e u cially bec ch more. pandemic ause I can I miss is dreadfu ’t see my l, I have b fr ie n d s . Even tho een keepin time with ugh this g an onlin family, an e g r a ti tu d going on de journa l, spendin nice, long most out g more walks. I d of anythin e fi n it ely miss s g because eeing my I am very friends th my friend social, an e s. One po d I s pend the sitive thin majority g about b o f m y day wit sleep bec eing stuc h k in quar ause I do antine is n’t have to leave m that I can get more down wh y house. ich is ama Also, poll ution in th zing for th e planet. e world h as gone Although the COVID -19 pande mic has b life lesson een upsett s. One les ing and b son that I oring, I h have lear ave learn family an ned becau ed many d many o s e o f the curr thers are e n t situation always th is that my ere for ea pandemic ch other, , I have le th rough any arned tha thing. Du t everybo love each ring this dy in the other. An w o r ld has th other less e potenti on that I al to care have lear need as m and ned from uch help th as I thoug is experie ht I did to nce is tha has been t I don’t be indepe difficult, n d e n t.

Even tho I have gr ugh this e own as a xperience independ person b ent. ecause I am more self-suffic ient and Sincerely , Me SUMMER 2020 37

SPIRIT WEEK

SPIRIT WEEK

38 GAYNOR GAZETTE

Students at Gaynor showed they’re proud to be Gators during this year’s Spirit Week in February. The week kicked off in a sea of green and white as students attended their Spirit Week assemblies. Day two had students showing pride for their favorite team, while also recognizing that we are all Team Gaynor. Students donned their cluster color for day three in honor of Cluster Pride Day. Day four showcased many wacky hats and socks, and day five celebrated Valentine’s Day with pink, red, and white.

Throughout the week, students and staff showcased their pride and celebrated being part of the Gaynor community!

GRADUATION

CELEBRATING THE CLASS OF 2020

T

he Class of 2020 differed from previous classes in

The chat was also open during the Zoom session so

many ways — it was the largest graduating class

family, friends, faculty, and staff could all share their

in Gaynor’s history, and it was the first graduating

congratulations and well wishes throughout the ceremony.

class to include students who started in the Early Childhood Program.

The ceremony began with the traditional “Pomp and Circumstance”

played

by

Gaynor

faculty

and

staff

However, above all, the Class of 2020 were pioneers, setting

members and accompanied by a photo of each graduate.

themselves apart from previous classes as their final year at

After the virtual processional, Head of School Dr. Scott

Gaynor ended over the computer screen.

Gaynor welcomed everyone to the ceremony. “I want

With the move to distance learning due to COVID-19, graduation got a new look — moving from a two-day, inperson celebration to one that was completely virtual.

The festivities began on Thursday, June 11, with a virtual Graduate Breakfast, followed by a virtual graduation ceremony over Zoom on Friday, June 12.

The virtual ceremony combined pre-recorded speeches with a photo of each graduate and a video montage at the end to honor and celebrate the students. Hundreds of people tuned in from parts of the United States, Europe, and Canada.

40 GAYNOR GAZETTE

to acknowledge how you have all shown a great deal of resilience in making the transition to distance learning and successfully completing your last term at Gaynor.

You are soon-to-be graduates of Stephen Gaynor School.

The diploma you receive today signifies that you are battle-tested and ready for your next academic challenge.

Persevering through your academic challenges makes you infinitely prepared for the obstacles that lie ahead.”

Following Dr. Gaynor’s introduction, Board of Trustees President Grant Duers, father of Orange Cluster student Anna and alumnus P.J., congratulated the graduates on overcoming an unprecedented school year. “I have to say

GRADUATION that in my ten-plus years at this school, this year has been, without doubt, the most challenging. The good news is, you’ve gotten through it, and you’ve come out on the other side as a better person. This attests to your ability to adjust, to adapt, and to persevere under very trying conditions. If there is a silver lining from this pandemic, it will be that you have been able to add these new skills to your life skill set that will help you as you move to the next stage of your educational career.”

Student speakers Lilyblue Prince-Ramus and Aidan Schwartz both presented their speeches, expressing their gratitude for the Gaynor community and the confidence the school gave them to go forward and tackle the next chapter of their lives.

“Gaynor’s foundation of friendship and connection is interwoven into all of us, and it’s something that lives within every member of the Gaynor community. It keeps us connected beyond the building, no matter where we are.”

— Lilyblue Prince-Ramus

“I came to Gaynor not speaking, and here I am, delivering a speech to the Graduating Class of 2020.

Gaynor has taught me to read, speak, advocate, interact, socialize, and succeed. I could not have done any of this without the unending support of Stephen Gaynor School. I am more grateful than words can express. Gaynor has turned out to be more than a home for me.

Gaynor has helped me to have a chance at life.”

— Aidan Schwartz success. Take chances, and know that Gaynor has trained you well.”

Susan Wine Bender, parent of graduating student

Elise Mordos ’04 instructed, “Focus on being your best

Madeline, talked about dropping her daughter off for her

self, and don’t compare yourself to others.”

first day at Gaynor, and how far all the students have come.

Caroline Watters ’14 encouraged, “Cultivate those Gaynor

“Thanks to the vision and commitment of Yvette Siegel-

relationships. Continue to grow with them, because those

Herzog and Miriam Michael, our children read novels,

are going to be some of the best relationships you’ve

write essays, solve algebra problems, conduct science

made, ever.”

experiments, play sports, and perform fearlessly in front of audiences. It’s hard to think about life after Gaynor, but thanks to Gaynor, you, the Class of 2020, will succeed in your next school and beyond.”

A few alumni speakers also provided some words of advice for the new graduates.

Aden Wiener ’13 informed, “Gaynor is going to do so much for you guys. It’s done so much for me, and it was a huge stepping stone in my life, and I’ve learned so much.”

Dr. Gaynor returned to give one last congratulations to the graduates, remembering a trip he took in 1996 to trek through the Himalayan mountains. After recounting the joy

Joaquin Consuelos ’17 advised, “Don’t be nervous. Don’t

he felt at reaching the base of Mt. Everest, he noted that

be scared. High school is a massive opportunity to better

everyone’s journey is different. “We all have our own peaks.

yourself, and turn yourself into the architect of your own

Today graduates, you reach the end of your middle school

SUMMER 2020

41

GRADUATION trek. Hard work, determination, and a little help from your teachers and family got you to this peak. Take a moment to admire the view from here.”

He then introduced Director of Upper Division Christine Karamanoglou. “I’m so proud of this class of 2020. Their determination and resilience in the last few months has

LIST OF SCHOOLS GAYNOR GRADUATES WILL ATTEND IN SEPTEMBER*:

been so impressive, and I’m so proud to be able to be part of this graduation," she said.

She then read out the names of each graduate as they appeared on the screen, awarding them their virtual diploma.

After this, Director of Education and Co-founder Yvette Siegel-Herzog gave a special congratulations to the Class of 2020. “As we go into the future proud of our accomplishments, sad at our parting, yet full of hope

The Beacon School Berkeley Carroll School Brooklyn Friends School Calhoun School

for continued friendships, forged in laughing together,

Churchill

competing with each other, and sympathizing with one

Dwight School

another, we become more and more the men and women we are meant to be. I salute your accomplishments and in my dreams the images in my mind are walking hand in hand with you to the next chapter in our lives.”

The ceremony ended with an instrumental rendition of “Here Comes the Sun,” performed by Music Teacher Michael Piedmont, and a video montage of the graduates.

Dwight-Englewood School Eagle Hill School Forman School Grace Church School Greenwich High School The Heschel School

2020 AWARD WINNERS President’s Education Award AARON W. KUPER LILYBLUE BLINK PRINCE-RAMUS Comptroller Community Service Award OLIVER CHESSLER Helen Rosenthal City Council Award ANDREW JACOB FERRANTE Gordon Gaynor Award

Léman Manhattan Preparatory School LREI Mary McDowell Friends School NYC iSchool NYC Lab School Princeton High School Solebury School The Summit School Trevor Day School Trinity-Pawling School

HAYDEN ROSS GERE

Winston Preparatory School

Class Representatives

Yeshiva Prep

ANDREW JACOB FERRANTE AARON W. KUPER SOFIA ELLE NOSSEL LILYBLUE BLINK PRINCE-RAMUS

42 GAYNOR GAZETTE

York Preparatory School *This list is accurate as of June 10, 2020.

GRADUATION

CHEERS TO THE GRADUATES! The virtual graduation ceremony allowed viewers from all over the country and the world to tune in and send their congratulations to the graduates via the Zoom chat feature. Here are a few highlights:

Welcome Stephen Gaynor School: Congratulations Gaynor Graduates, Class of 2020!!

09:55 Christine Karamanoglou: Congratulations to all the graduates. The Blue Cluster Faculty is so proud of you!

09:59 Michael Piedmont: Congratulations to all the graduates and their families.

It can’t be done alone and you’ve had a lot of help.

Best of luck in the future!

10:00 Dionne De Lancy: Congratulations to all our amazing graduates! You did it and I am so very proud of you!

10:01 Sue Sortino: To the graduates, families and friends, wishing you many congratulations, and all good things, in this moment, and always!

10:04

Stephen Gaynor School: Please let us know where you are watching from!

Well Wishes

Tzipora Ungar: So proud of the class of 2020. We will truly miss you!

Scotland

Mollie Book: We love you, Class of 2020!

Cragsmoor, NY

Erica Kasindorf: Congratulations!! So proud!

Washington, DC! Beaufort, NC Kennebunkport, ME Italy!

Easton, PA Sharon, CT Cork, Ireland Los Angeles, CA! Utah Paris Cambridge, Massachusetts Philadelphia, PA Toronto!

Faculty Farewells

Elizabeth Philipp: Congratulations graduates.

Thank you to all the teachers and staff for eight wonderful years!

10:13 Joel Klasfeld: Thank u to all at Gaynor and best of luck to the graduates. GO GATORS! 10:13 Helane Brachfeld-Colvin: Wishing the Blue Cluster congratulations on achieving your middle school diploma. Best of luck to all the students.

10:14

Kate Homlish: Congratulations Class of 2020!!

Rachel Zucker: Congratulations Class of 2020!!

Kate Adlin: Congrats to all!! It’s has been an honor to watch you grow!

Nicole Goldman: Congratulations Class of 2020!!! You will truly be missed!

Emily Ngau: Congratulations graduates!

We are so proud, and we love you!

Kristen Benvenuto: Congratulations Class of 2020! With love, Ms. Kurre Chryzl Goco: Congrats to all the Graduates! We’ll miss you!

Chris Meyer: Congrats to all the grads!!

Florida

SUMMER 2020 43

GRADUATION

CONGRATULATIONS, CLASS OF 2020!

44 GAYNOR GAZETTE

GRADUATION

SUMMER 2020 45

CLASS NOTES

CLASS NOTES TODD MORDOS ’05

SPENCER TAYLOR ’94 Spencer is currently living in Boston, Massachusetts,

After graduating from Muhlenberg

with his wife and two kids. He started a new

College in 2015, Todd went on to

company two years ago called Knox Financial, to

law school, attending Widener Law

help make owning investment property simple.

Commonwealth. He graduated in

The company is expanding from Boston to new

2019 and is currently working for the NYPD Legal Bureau. Todd said

cities in 2020.

he used many strategies he learned from Gaynor while in law school.

SARAH BRAVERMAN ’09

This

May,

Sarah

Environmental

started

Science

her

and

MPA

in

Policy

at

Columbia University's School of International and Public Affairs. Sarah said Stephen Gaynor School empowered her with the reading, analysis, and organizational skills that have served her throughout academia and the start of her career.

ANDREW PAUKER ’09

Andrew will be attending Fordham Law School this fall to pursue a career in public interest law. Previously, Andrew worked at Mobilization for Justice, Inc., a nonprofit legal services organization, where he assisted the

MILES LIU ’10

Miles was commissioned as a 2nd Lieutenant in the Marine Corps. He would like to thank Gaynor and the Alumni Department for helping him reach out to fellow alum Murphy Bright ’01 to reach his ultimate goal of becoming an officer. He said he owes a great deal of his success to the

Housing Project and the Mental Health Law Project. Reflecting on his current path, Andrew remarked, "I have always felt a special connection to Gaynor because of the skills and confidence it gave me. I truly do not think I would be where I am without those foundational experiences."

mission and faculty of Stephen Gaynor School.

PAIGE BRAUSER ’10

Paige stopped by back in December to visit with Chris Meyer. She was on winter break from Connecticut College. In May, Paige graduated as an English major and presented her nonfiction honor’s thesis via a virtual presentation due to COVID-19. We look forward to reading Paige's work in the future!

46 GAYNOR GAZETTE

CLASS NOTES

GRANT SVARRE ’11

Grant came to visit Gaynor. Since graduating from Landmark College, he's now a certified personal trainer in the city. He is passionate about health and fitness and is excited to share helpful health tips with his friends.

SAMANTHA LANG ’16

CAROLINE WATTERS ’13

Sammy is currently a host for

Caroline is an actress, singer, and

Radio Disney. She also told us about her new podcast that came out on February 4, “Let's Be Real with Sammy Jaye,” where she got to meet and interview some pretty cool people. We can't wait to see what else Sammy has in store for us in the future.

graduate of York Preparatory School. Caroline is currently a sophomore at Lafayette College, majoring in English. At Lafayette, she is involved in one of the campus’ acapella groups and had a lead role in the spring semester production of Footloose. Caroline has always considered Gaynor to be a second home, and she appreciates how it helped her grow during such formative years of her life.

DEVAN KODALI ‘16

Devan is a sophomore at Poly Prep in Brooklyn. He plays

PHILIP ROSS ’18

varsity baseball and has

Philip is a sophomore at The Pennington School

committed to play baseball

in New Jersey, where he plays on both the soccer

at Vanderbilt University.

and lacrosse teams. His soccer team finished second in the state. He is taking honors history, and he says he got “hooked on history” thanks to

MATEO LEVIN ’18

Erika Bensten.

Mateo is loving Churchill School and even started a Youth Animal Protectors (YAP) Club there.

He said it's going great! During Mateo's visit to Gaynor, he saw many of his former teachers who were thrilled to see him.

WILLIAM VAN DER RHOER ’18

William is a sophomore at

York

Preparatory

School with an interest in photography and real estate.

Recently, his pictures have been

CHARLOTTE SHAPIRO ’19 & ZACHARY EISENMAN ’19

Two members of the Class of 2019, Charlotte and Zach, celebrated their last day of Regents Exams by stopping by Gaynor in January. They're both loving Churchill and said everyone there is warm and welcoming.

acknowledged on various prestigious real estate social media platforms. After he graduates from York Prep, William would like to study real estate, architecture, and design. William is grateful to Gaynor for helping him academically, allowing him to tap into his full potential.

SUMMER 2020 47

Alumni Updates ALUMNI UPDATES

JACKSON POTTER ’09 Assistant Director of Youth Services

Given

the

circumstances

with

COVID-19, the vast majority of community

programs

running

through the Mayor and/or District

Given the current circumstances, we reached out to our Gaynor alumni to see how they were doing and what they’ve been up to during the pandemic.

Attorney's office have shifted their attention to concerns regarding food security. Jackson’s team is working around the clock on food distribution. Since the mayor decided to close schools, their number one concern are those students

TODD FELTMAN PHD, ’86 Literacy Instructional Specialist

Todd

has

They’re working to organize different food giveaways and deliveries, at various times and locations, to ensure those relying on the DOE for meals don't go hungry following

supporting

the closure of the city's public schools. When not focused

teachers and teaching online.

on food, they’re trying to assist those with mental health

He has been videotaping himself

needs and improve the online learning experience for

each

day

been

who rely on the Department of Education for meals.

children’s

those students who are now taking classes remotely.

books aloud and sharing them on social media. He is

reading

Times are tough, but Jackson said he’s amazed by the

also sharing a weekly recorded read aloud in each of the

city's resilience, and he’s confident we'll come out of this

classrooms that he supports.

stronger than ever before.

COLLEGE BOUND HERE’S WHERE OUR RECENT HIGH SCHOOL GRADS ARE HEADED

With the uncertainty around the pandemic and college admissions, we were not able to create a full college list for the Class of 2016. We hope to have an update in a future Gazette. If you are a member of the Class of 2016, please email alumni@stephengaynor.org to let us know where you will be attending college!

48 GAYNOR GAZETTE

PA UPDATE

L E T T E R F R O M PA P R E S I D E N T Dear Gaynor Families, While the end of this school year was not what we had originally envisioned, I am incredibly proud of our community for continuing to remain strong and connected, even when we cannot physically be together.

Just as the outside world has been evolving and changing on a daily basis, so has our community at Gaynor. We have had to become creative and flexible, and a good example of this was demonstrated during Faculty and Staff Appreciation Week.

While we unfortunately could not honor the faculty and staff in the way we had originally planned, we were able to find new ways to show our gratitude. During the week of May 4, students and parents participated in a variety of activities to ensure that faculty and staff know how much we appreciate all the work they do to ensure our children maximize their full potential. This included sharing photos and messages of appreciation on Padlet — a virtual community board — a visit from parents and caregivers to virtual classes for a school-wide thank you, a “devices off” afternoon, and a delivery of candy care packages.

Along with celebrating our faculty and staff, we were also able to reimagine Gaynor’s annual Scholastic Book Fair in a virtual way. Families enthusiastically supported our community through their participation in the Virtual Book Fair. By buying books through Scholastic’s website, we were able to earn rewards for the Gaynor Library and expand our collection!

I am continuously proud to represent the parents and families of the Gaynor community, especially now. I look forward to continuing to build our connections and strengthen our community, whether that be face-to-face or virtually.

Warmly,

Megan Hogan Megan Hogan

Parents’ Association President

SUMMER 2020 49

SCHOOL EVENTS

SCHOOL EVENTS

Proje

ight

ct Cic ero

ts N Spor

Women's History Month Assembly

Fall Blue C

luster Vis

50 GAYNOR GAZETTE

ual Arts S

how

SCHOOL EVENTS

Stude n

ts vs.

ts por

S

Facult y

t igh

Virtua l

N

ow er Visual Arts Sh Fall Blue Clust

Virtu al

Little

Jeopa

Red H e

rdy

n Mus

SUMMER 2020

ical 51

STUDENT SHOUT OUTS

STUDENT

SHOUT OUTS

Pink

Cluster

students

Zachary

and

Christian

Gaw

competed in the K-12 Grade National Chess Championship at Disney’s Coronado Springs Resort in December. They both played seven rounds in the 1st Grade section and won 3.5 games.

For the second year in a row, Blue Cluster student Jolie Landau participated in the Springfield Museum Gingerbread “House” Exhibit/Contest. This year’s theme was Hollywood, and Jolie created a fullyedible popcorn bucket.

Yellow Cluster student Mark Silverman qualified for the Junior Olympics in swimming.

52 GAYNOR GAZETTE

HAVING A FIELD DAY!

This year’s Field Day went virtual, with students participating in activities organized within four different themes: skills, fitness, knowledge, and Gaynor pride. Students were also assigned to either the Green or the White team to add an element of friendly competition. The Green team won in skills and sportsmanship, while the White team won in fitness, knowledge, and pride, giving them the win overall. Despite having to make Field Day virtual this year, we are proud of all of our Gators for making the day a great one!

SUMMER 2020 53

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