Stephen Gaynor School Gazette, Summer 2021

GAYNOR GAZETTE SUMMER 2021

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 2021

2020-2021 BOARD OF TRUSTEES Board of Trustees Grant Duers – President Ericka Leslie Horan – Vice President Hamburg Tang – Vice President Jay Kramer – Treasurer Jillian Marcus – 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 Alyson Organek Josh Wiener

Editor: Deanna Ferrante Executive Editor: Mary-Lou Watkinson Editorial Design: We Can Design That, LLC Printing: 44interactive

See more on Instagram @sgaynorschool

1 ON GAYNOR

24 THE PANDEMIC

2 BOARD UPDATE

29 GRADUATION

4 QUESTIONS WITH…

34 UPDATE

6 FIELD DAY

37 MUSICAL

GAYNOR

FIVE

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READING/WRITING

SPRING

10 AUTHORS GUEST

38 TO GAYNOR

13

VOICES OF HOPE

40 UPDATES

SAYING GOODBYE

ALUMNI

14 PROJECTS

41 COLLEGE BOUND

19 UPDATE

42 ADVOCACY

20 SUPERHERO DAY

43 UPDATE

22 FRIENDS DAY

44 WEEK

CLASSROOM

PA

If you are receiving duplicate copies of the Gaynor Gazette or would like additional copies, please contact the Advancement Office at 212.787.7070 x 1118

TEACHING DURING

RELATIVES & SPECIAL

STUDENT

PHOTOGRAPHY

SPIRIT

On the Cover: Students from the Purple to Blue Cluster enjoyed this year's in-person Field Day in Central Park. See more photos of students in action on page 6!

I started my career at Gaynor in

teachers. Immediately, I could see

June of 1994. The school building, a

the joy of learning was evident

five-story brownstone on West 74th

throughout the building, and I

Street, was closed for the summer,

knew the source of this energy.

and I was given the keys to let myself

Mimi and Yvette’s offices were right

in each morning. I would enter an

next to each other just inside the

empty building and go about my

front entrance. They had founded

work as the bookkeeper. Years later,

the school on the single ideal that

my children shared with me that they

every child who walked through

thought I was the school librarian,

the front doors had great potential,

or in their minds, the keeper of the

and it was their job to unlock it.

books. It was solitary work as I tried to balance the

What surprised me is that their vision emanated

books, or as my children would imagine, trying to

from their offices and was shared by everyone who

balance stacks of books in my hands without any

worked at Gaynor. They had built a community of

of them falling. Double entry accounting without the

educators who all believed in the same mission of

use of a computer was painstakingly detailed work

helping children find the joy of learning.

that required great accuracy and lots of erasers. Not

We were a small school, so bookkeeping also

nearly as dynamic as if I really had been the school’s

encompassed having my own reading group that

librarian. I definitely took my share of breaks from

year. One might say that keeping books at Gaynor

the green ledgers to wonder if I had made the right

also entailed teaching children how to read them. I

choice to leave my job in banking.

SUMMER 2021

GAYNOR ON GAYNOR

had two emerging readers in my group. I looked forward to the reading class each day,

I roamed the empty halls and classrooms for the

when I would have an opportunity to

next two months trying

help my students break the code

to figure out what made

to become fluent readers. I would

the school tick. I would

spend my free time learning the

try to imagine what it

foundations of reading instruction so I could best support my students.

would be like when the

However, I quickly realized that this

faculty and students returned. I

was just one piece of

had visited the school many times as a young child, and even helped

what it meant to be a

out in the art room over winter breaks.

Gaynor teacher.

My memories were of energetic teachers

Yvette would hold daily

and happy children, but I never understood

meetings in her office to

why Gaynor was different. The two founders,

work with teachers on their

my grandmother Dr. Miriam Michael and her

instructional

closest friend Yvette Siegel-Herzog, loved their

approach.

The

teachers would cram into her office

work and would always break out into giant

sitting on the floor, counters, and

smiles anytime someone asked them about

spilling out into the hallway. Since my

the school, so I had a good feeling I was in the

office was directly across from Yvette’s, I would

right place.

always listen in on the discussion. The conversations

The first day of school that year, it became apparent

would center on how the teacher was engaging the

to me that I had joined the right community. The

student. It was assumed that you knew the phonics

students burst through the front doors excited to

sequence

be back, welcomed by warm greetings from their

Yvette was mostly concerned with how the teacher

and

Orton-Gillingham

methods,

but

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1

BOARD OF TRUSTEES UPDATE

related to the students and motivated them. It was this

Yvette’s presence in classrooms throughout the year via

connection that fostered the joy of learning and led to

Zoom buoyed our spirits and kept us moving in the right

academic progress.

direction. Almost sixty years after our founding, Yvette is

As the school grew, we never lost sight of making sure

still the champion of our mission and the source of our

our faculty and staff supported this mission. This year

community’s strength.

we were challenged like no other. The pandemic tried to

I am grateful for Mimi and Yvette’s drive and confident

break our spirit, but we all worked together to ensure that

that the decision I made in the summer of 1994 was the

our efforts remained on our students having a successful

right one. I am still in awe of how their vision permeates all

year. The strength of our community and focus on

of our constituents. Magical things happen when everyone

each child’s growth remained our number one priority.

is working together towards the same goal of each child’s

Regardless of what was occurring around us, our faculty

success. I love working at Gaynor and still enjoy being the

and staff were unyielding in their dedication to this work.

keeper of the books in all its definitions.

DR. SCOTT GAYNOR Head of School

Board of Trustees Update At

the June 2021 Board of Trustees meeting, Head

contacted him with an emergency. He was always ready

of School Dr. Scott Gaynor thanked the Board

to move to problem-solving mode. I am grateful for his

members for their unwavering support and wise counsel

calm leadership and support throughout his presidency.”

during the past year.

Duers will be succeeded by Megan Hogan (mother to

Grant Duers joined the Board in June 2017 and began

Jackson, Orange Cluster), who is taking on the mantle of

his term as president in 2018. He completed his tenure as

the Board presidency after serving the past two years as

president of the Board this spring, and he will remain on

the president of the Parents’ Association.

the Board as a valued member of the team. Duers and his

Ericka Leslie Horan (mother to William Horan, Class of

wife Jane Gundell are parents to Yellow Cluster student Anna, and Gaynor graduate PJ, Class of 2019.

2021) and Elizabeth Mily (mother to former student John Zwilling) are also finishing their service on the Board. Both

Duers began his tenure as president when the school was

were elected to the Board in 2016, and their accomplishments

in a period of stabilization and reflection after a significant

and contributions to Gaynor are numerous and significant.

growth period, and his tenure ended by helping guide the

Horan served as co-president with Duers for one year in

school through the prolonged pandemic crisis.

2018, and together they helped steer the school toward

At the Board meeting, Dr. Gaynor honored Duers by

completing the Yvette Siegel-Herzog Performing Arts

saying he was the leader the school needed during both of these periods. He said Duers was, “always cool under pressure and never surprised or flustered when I 2

GAYNOR GAZETTE

Center and securing Gaynor’s financial future. Mily also helped secure Gaynor’s future by serving on the Finance and Investment Committees. Due to her hard work,

BOARD OF TRUSTEES UPDATE

Gaynor is in a strong position for the future. Mily will

Cluster) are joining the Advisory Council. The Advisory

continue to serve the Board as a member of the Advisory

Council is composed of a group of parents, parents of

Council moving forward.

alumni, and alumni who give their expertise and guidance

Andrew Bilzin (Brody, Red Cluster), Cara Chambers

to Gaynor by serving on one of the Board Committees.

(Miriam, Red Cluster), Adey Fisseha (Tinsaye, Purple and NeAmin, Red Cluster), and Bill Caleo (Willa, Yellow

Megan

Hogan

Diversity

is

Officer

the

time so generously to Gaynor.

Chief

Kristerfor

Mastronardi

is

a

Goldman

Managing Director and Head of

Sachs, responsible for the firm’s

Global Business Strategy for the

global diversity and inclusion

Hedge Fund Solutions Group

strategy, driving inclusive culture

(BAAM) at Blackstone. Prior to

initiatives

joining Blackstone, Mastronardi

and

at

The school is grateful to these members for giving their

efforts

related

to the development, retention,

was

and

at

advancement

of

diverse

professionals. She serves as Chief

a

Portfolio

Bridgewater

Previously,

he

Strategist Associates.

spent

over

a

Operating Officer for the Global

decade at Goldman Sachs, where

Inclusion and Diversity Committee and is a member of the

he was a Managing Director and Head of the U.S. Pension,

One Million Black Women Steering Committee. Previously,

Endowment and Foundation Solutions Group. Mastronardi

Hogan was Head of Diversity Recruiting at Goldman.

began his career as a Strategy Consultant at Andersen

She joined Goldman Sachs in 2014 as a Vice President on

Consulting/Accenture.

the Diversity & Inclusion team and was named Managing

Mastronardi currently serves on the Advisory Board of Hala

Director in 2019. Prior to joining the firm, Hogan worked

Systems. He previously served on the Board of Trustees

as a litigation associate at Willkie Farr & Gallagher LLP

of Poly Prep Country Day School, where he also served as

covering white collar, insurance, and complex commercial

Treasurer. He ended his service to Poly this past summer

cases and trials. During that period, she dedicated

after 12 years. He simultaneously served on Gaynor’s

significant time to pro bono cases, primarily representing

Advisory Council for the past two years before joining the

immigrants

Board of Trustees this fall.

seeking

asylum.

During

an

externship,

Hogan spent six months working for MFY Legal Services where she provided legal assistance to low-income New Yorkers to resolve issues in the areas of housing and foreclosure.

Mastronardi received a BA in Chemistry from Princeton University and an MBA from the Wharton School at the University of Pennsylvania, where he was a Palmer Scholar. He and his wife, Darya, have a son, Alex, in the Silver

Hogan serves as a member of the Advisory Board for

Cluster and two daughters who attend the Nightingale-

the Center on Race, Law & Justice at Fordham University

Bamford School.

School of Law and the Hispanic Scholarship Fund’s New York Advisory Council. Hogan earned a BA in AfricanAmerican Studies and Psychology from Yale University in 2003 and a JD from Fordham University School of Law in 2006. Hogan and her husband, Curtis, have two sons, Jackson (Orange Cluster) and his younger brother Miles.

SUMMER 2021

3

FIVE QUESTIONS WITH...

Five Questions With...

Kristi Evans

Walking through the halls at Gaynor, you may hear some “o-o-o’s” and “a-a-a’s.” Those aren’t monkeys you’re hearing — they’re students working on their vowel sounds and getting valuable reading practice with Reading Specialist Kristi Evans. Kristi has always wanted to be an educator, and she loves being able to positively impact students at Gaynor.

We sat down with Kristi for the latest installment of our “Five Questions With…” series to learn more

1

she’s passionate about outside of the classroom.

How did you start working at Gaynor, and have you always wanted to work in education?

I was working as a reading specialist in a mainstream school and decided I could reach more children in a specialized setting. For as long as I can remember, I always wanted to be an educator. As a young girl I would play "school" in my grandparent's attic. Because my grandfather was a high school history teacher, I was never lacking school supplies or textbooks to play with.

4

2

about why she loves helping children read and what

GAYNOR GAZETTE

Why did you decide to work as a reading specialist?

When I was working as a first grade classroom teacher, an opportunity arose to take OrtonGillingham classes. Once I completed them, I began teaching reading using the OrtonGillingham approach. Because I saw the tremendous impact I was making on each student’s life, I changed the trajectory of my teaching career and enrolled at Teachers College, Columbia University, to get my reading specialist Masters Degree.

3 I

will

never

Do you have a particular story you remember about a student?

the

resilience

What is the Community Learning Center, and why are

you

dedicated

to

its mission?

my

The Community Learning Center (CLC) is a

students had when we transitioned to an

free, after school reading program for first

all virtual model. As we explored this new

and second graders in New York City public

normal, we tried different ways to keep the

schools that was started in 2007 by Lower

lessons engaging. In one reading group,

Division Director Donna Logue. Educational

we transformed our homes into a campsite

Evaluation Associate for Admissions Kate

after reading the story Mystery at Bear

Adlin and I have been co-directing the

Lake. Students pitched tents, made pretend

program for the last eight years. I love that

bonfires and roasted marshmallows!

I work at a school that offers an invaluable

5

forget

4

FIVE QUESTIONS WITH...

experience to our neighboring public schools’ students and is committed to community service. The Gaynor teachers in the program have made such a positive impact on our CLC students. One CLC parent described her child's experience as “winning the lottery."

What is your passion?

Professionally, I'm passionate about being a reading specialist and continuing to grow as a teacher, mentor, and coach. Personally, I love animals and have always had rescue dogs. We rescued our dog, Johnny, from See Spot Rescued, an organization I continue to support and work with to this day. I was afforded the unique opportunity to combine my love of dogs with my job as a reading specialist by participating with the R.E.A.D. therapy dog program at Gaynor. As part of the R.E.A.D. program, our students got to practice reading aloud to an audience of therapy dogs.

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5

FIELD DAY

FIELD DAY FUN IN THE SUN

6

GAYNOR GAZETTE

Gaynor students from the Blue to Purple Clusters enjoyed fun in the sun in Central Park for Field Day this year. The school was able to successfully hold an in-person outdoor Field Day, featuring relay races, kickball, and soccer, among other activities. While in recent years the event has been held on Randall’s Island, everyone enjoyed the change of scenery and the easy trek to Central Park. Check out our students in action!

FIELD DAY

SUMMER 2021

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FIELD DAY

8

GAYNOR GAZETTE

FIELD DAY

SUMMER 2021

9

GUEST AUTHORS

Research-Based Curriculum Analysis: Executive Functioning Instruction at Gaynor Executive Functions Are Embedded in the Curriculum at Stephen Gaynor School Written by Geena Kuriakose, Ph.D., Brooklyn Learning Center; and Amy Margolis, Ph.D., Columbia University Irving Medical Center and Brooklyn Learning Center

Understanding a child’s cognitive processing, and specifically executive functioning, is critical to assessing and treating dyslexia, learning, and attention disorders. Early in 2020, before schools were closed for social distancing, we developed a project with Head of School Dr. Scott Gaynor and Assistant Head of School Jill Thompson who, recognizing the importance of such training for their students, enlisted us to help them identify where executive functioning training was occurring in school and how they could enhance their program.

What are Executive Functions?

According to the National Institutes of Health (NIH), executive functions encompass “the capacity to plan, organize, and monitor the execution of behaviors that are strategically directed in a goal-oriented manner.”

One researcher, Adele Diamond, describes executive functioning in a daily-activity-friendly manner such as: taking the time to think before acting, mentally playing with ideas, thinking ‘outside the box’, and quickly and flexibly adapting to changed circumstances.1

Many of these executive functions can be detected in children as young as age two, as long as the task is appropriate for the child’s age. Developmental studies show that as children get older, these abilities develop in parallel with the development of circuits in the brain that support such skills.2 How Are Executive Functions Trained at Gaynor?

We started by identifying a list of executive functions that students need to use throughout a typical school day, and we set out to observe how teachers supported students in these processes. We spent eight full days in January 2020 visiting classrooms from the Early Childhood program to the Blue Cluster, and observing how teachers engaged students and taught content, as well as, executive functions as part of a student’s everyday experience.

Below are illustrative examples of the executive function-efficient curriculum at Gaynor: Inhibitor Control – “Put the brakes on”: Inhibitory control is the ability to inhibit automatic responses in favor of novel responses. For example, it is being able to say “go” when you see a red light. During a reading lesson in an early childhood classroom, a teacher provided a cue (i.e., saying “put the brakes on”) to help her student take the time to think before responding to a question about what sound a letter made, since these sounds change depending on the surrounding letters. For example, the “a” sound changes when reading “rat” versus “rate.” This helped the student practice inhibitory control — within the context of reading. Practicing the skill in context is critical for the student to be able to generalize the skill, e.g. to put the brakes on while reading. The student is not just learning to stop and think, but learning to stop and think while reading.

1.Diamond, Adele. “Executive Functions.” Annual Review of Psychology, U.S. National Library of Medicine, 2013, www.ncbi.nlm.nih.gov/pmc/articles/PMC4084861/.

2.Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child development, 81(6), 1641–1660. https://doi.org/10.1111/j.1467-8624.2010.01499.x

10 GAYNOR GAZETTE

GUEST AUTHORS Working Memory – “keep in mind”: Working memory is the ability to hold information in mind and simultaneously act on the information. For example, holding on to numbers while performing mental arithmetic. During a reading lesson a teacher spoke words aloud and stated their place in an order (mother last, sister first, father second) and then students had to select cards with these words written on them and organize the cards into the order given in the directions. This task thus provided practice with identifying words and also with working memory, which is taxed when holding the list in mind, identifying the written word, and recalling its placement in the list. Working memory is critical for many tasks, from choosing between competing phonetic rules (‘tion’ versus ‘ting’) to making inferences when reading (hold two pieces of information in mind and deduce a third).

Set Shifting – “thinking outside the box”: Set shifting is the ability to shift between two sets of rules or between two perspectives, which allows for cognitive flexibility. For example, reciting the alphabet and counting to 20 in alternating order (A-1-B-2-?….try it yourself). In this activity one has to switch between two overlearned sequences in a novel way. Another element of set shifting relates to cognitive flexibility — can you change the way you solve a problem, possibly from a familiar approach to a more novel approach, or by changing a familiar approach to fit a new problem? During a science class, students built circuits and when built correctly the circuit illuminated a light bulb. Students then had to generate multiple other circuits using the same materials to light up the bulb. Essentially, students learned one sequence and then had to generate new sequences. We love this activity because it provides practice in science content and in executive function. Moreover, there is an inherent built-in reward: when students shifted set and generated new ways to configure the circuit, the lightbulb lit up (figuratively and literally). We also saw teachers support the development of set shifting skills in reading or English class, for example when students learned to think about multiple ways to spell a single word with different meanings (there or their) or when students generated multiple meanings of words spelled the same way (tree bark or a dog’s bark).

Initiation – “Getting started”: Initiation is the ability to start a task.

Second to learning sound/symbol correspondence, getting started with writing tasks is possibly the biggest challenge that students with attention and learning problems face in their education. At Gaynor, we saw scaffolded support for this at every age level. For example, students watched a Pixar short with no dialogue and then wrote a paragraph narrating it. This structure provided a way to help students start the task, and it provided an implicit organization of a beginning, middle, and end, without use of language. Another way teachers supported development of this skill was by providing topic and concluding sentences and asking students to write sentences that fit between them. This type of scaffolded exercise also helps students to initiate writing by reducing the working memory demands involved in holding all the ideas in mind while organizing language.

Organization – “sorting things out”: Organization requires putting details into general categories.

We saw teachers support students in this skill throughout the day at Gaynor. One of our favorite examples was in reading comprehension. Here, teachers helped students develop organizational skills by having them identify comprehension details (a big idea versus a detail) and then sort the details into groups that supported specific “big ideas” that they had identified in the text.

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GUEST AUTHORS Inferencing – “Finding the hidden clue”: Inferencing is the ability to deduce information from a set of given facts. For example, answering questions about an author’s tone or the main idea of a paragraph.

During reading comprehension instruction, teachers supported students in learning to make inferences by having them identify details that were “in the text” and “outside the text.” They also helped students learn to interpret proverbs or metaphors: “Didi sucks on her teeth” was described as, “like rolling your eyes with your mouth.” Inferencing implicitly requires working memory in that a person has to hold two ideas in mind and deduce a third — by drawing pictures and making notes, teachers helped students reduce the working memory load as they inferred meaning from what they read. Teachers also explained to students that there could be a literal or concrete interpretation and an abstract one. For example, they deduced with the class that Didi‘s actions also showed her annoyance.

Planning – “Thinking ahead”: Planning is the ability to consider a goal and identify needed steps or actions to reach the goal. During a math class teachers supported this by developing a game that required considering alternative outcomes: what if I pick a “kaboom” card (triggering a game changing event) or what if the next person does? Thinking through alternative outcomes allows students to make a plan that will give them the most points. In younger grades we saw teachers model how to plan: what do I have to do to get ready to go home? It is easy to see how this executive function is involved, in or similar to, many others including metacognition.

Metacognition – “Mindfulness”: Metacognition is the ability to think about thinking or to remember to remember something. For example, monitoring your progress toward a goal as opposed to setting the goal. Teachers supported this skill across age levels. In younger grades they did this by explaining why a student was getting a token: “you took a body break safely, you asked for help, and you were working hard.” Making explicit connections between reward and behavior helps students become metacognitive about their behavior. In older grades, teachers asked students to think about the strategy they would use to approach a writing task before getting started. For example, what does the writing process entail, where are you in the process, what is next? Here, we see how metacognition and planning are again interrelated.

Conclusions: We observed that executive function training is embedded throughout the Gaynor curriculum. Students are constantly being reinforced in these skills.

This skills training is seamlessly integrated into the classes across subject matter from reading class to physical education class, from the Early Childhood program to the Blue Cluster. We call this an executive function-efficient curriculum. Our future plans with Dr. Gaynor and Ms. Thompson include writing more about how to do this for teachers in other schools and how parents can continue to support the development of these skills at home.

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GAYNOR GAZETTE

VOICES OF HOPE

Inspiring Others Through Multidisciplinary Collaboration Using poetry, beats, and creativity, a group of Silver

“She took it to the next level,” Ms. Shuppy said. “They took

Cluster students put their musical skills to the test to

this project and made it a full classroom project where

inspire and uplift others.

kids were taking poetry and putting music to it.”

Music Teacher Abby Shuppy

Students used different kinds of programs to make

had students in Head Teacher

the music, such as Soundtrap and Chrome Music Lab,

Katie

which Ms. Shuppy said the students have been exploring

Kolenda,

Assistant

Teacher Lauren Weiss, and Physical Education Teacher Pat Fitzgerald’s class create their own songs of hope for a Carnegie Hall challenge.

The

“Voices

of

write

their

own

music

inspired by the times we’re living in now in whatever format best suits them in order to inspire hope.

Ms. Shuppy said, “I thought about one particular student in the Silver Cluster who has risen to the occasion of being in virtual learning and of this weird way of teaching music, and he’s been sending me pieces that he’s writing.”

Some of the inspiration behind sharing this activity also came from a lesson the class had recently

completed

where

they read some of Amanda Gorman’s

poetry

and

listened to a song that was created using her words set to music.

Ms. Shuppy forwarded the challenge to Ms. Kolenda to see if her students would

be

interested

in participating, as their class was also completing a poetry unit, turning the project into a multidisciplinary activity that involved music, poetry, and creative writing.

“This was the perfect opportunity for them to combine what they were learning in their classroom with poetry, and the music elements that they were studying to make their own music,” she said.

Hope”

challenge requires students to

throughout the year.

Playing to their strengths, some students created beats, some students performed readings, and one student sang the “Star Spangled Banner.”

Ms. Shuppy said she was amazed at the way the students

collaborated

on

their projects and were able to take the challenge and run with it.

She also said this activity was important because it gave students a sense of ownership and a way to express themselves during a time when we all need something to uplift us and inspire hope.

“So often the work in our music classroom was about, ‘We’re all in this together. I’m the teacher, and we’re working together,’” Ms. Shuppy said. “But this particular way of teaching this year puts a lot of ownership on the kids, because I’m not in the room with them. So to walk in and see what they’re doing from themselves — really the inspiration just coming from themselves — is so powerful, and I feel like that’s important for them to feel proud of themselves and inspire others. I’m inspired. I’m really truly amazed.”

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CLASSROOM PROJECTS

ORANGE CLUSTER STUDENTS TRAVEL THE WORLD FROM THE COMFORT OF THE CLASSROOM

Orange Cluster students used their imaginations to

In Head Teacher Jackie Kolbert and Assistant Teacher

"jet across the globe" this spring as they learned about

Sydney Strauss’s class, students learned about India and

different countries and cultures.

the ancient Indian tradition of henna tattoos.

In Head Teacher Samantha Cartolano and Assistant Teacher

After learning about the country and tradition, students

Jessica Jonas’s class, students got out their passports and

created their own henna tattoos by drawing a hand on a

packed their bags for their flight to South Africa.

piece of paper and creating their own designs.

Before their flight, “Flight Attendant” Ms. Jonas shared

They then finished the tattoos by outlining their design

the safety instructions with students.

with black puffy paint.

Once the students arrived in South Africa and deplaned,

Ms. Logue said the integration of art into the curriculum is

they had to go through customs with Ms. Cartolano, who

important as it actively engages students in an unfamiliar

scanned their bags through a “scanner.”

art form, which deepens their appreciation of the culture

Lower Division Director Donna Logue said activities like

and helps them learn to view the world and standards of

this one are important because they actively engage

beauty through a different lens.

students’ imaginations in a way that opens them up to

“Art projects, such as the henna hands, promote student

thinking about cultures in a multisensory way.

thinking about how beauty is defined in different cultures,”

“With this type of playful hook, they are more interested

she said. “They also build executive functions skills, such

in learning about other countries and comparing them to

as planning and decision making, as well as risk taking.”

that which they already know,” she said.

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GAYNOR GAZETTE

CLASSROOM PROJECTS

RED CLUSTER STUDENTS “TRAVEL” TO BROOKLYN Red Cluster students became Brooklyn locals this spring,

“I was so deeply proud of Red 1 students for getting

giving out recommendations to their peers on which

the courage to present their final projects to their

sights to see.

classmates,” Ms. Miller said. “The passion, excitement,

Head Teacher Marissa Miller and Assistant Teacher

and teamwork each group displayed was so amazing

Jael Berry’s class finished up their study of Brooklyn,

to witness as their teacher!”

which is part of the Red Cluster’s New York City social

Before the pandemic as part of the curriculum,

studies curriculum.

classes would learn about the landmarks and

This curriculum is implemented throughout the Red

neighborhoods and then take field trips to visit them.

Cluster and revolves around learning about famous

Since the field trips were not possible this year, Ms. Miller

landmarks and neighborhoods in New York City.

said the Red Cluster team developed virtual field trips for

For their culminating project on their Brooklyn unit,

the students to take.

students had to research a specific Brooklyn landmark.

“Students took Google Map tours of neighborhoods and

They first learned about research and how to investigate to find new information. They were

virtually visited landmarks through videos and pictures,” she said.

then put into groups and given a landmark. From

Ms. Miller said this social studies curriculum is important

there, the groups had to gather information to

for students because it is relevant and relatable to their

answer the question, “Why should a tourist

everyday lives.

visit your landmark?”

Once all the groups were finished, students then

“Students get the opportunity to learn the rich history of the city they live in and go to school in,” she said.

got up in front of the class to share their final landmark

“Our students absolutely love engaging with this

recommendations to a “tourist.”

curriculum and learning about the landmarks and neighborhoods right outside of their doors.”

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15

CLASSROOM PROJECTS

WELCOME TO AMERICA! YELLOW CLUSTER STUDENTS EXPLORE THE IMMIGRANT EXPERIENCE Students in the Yellow Cluster brought their

doctoral dissertation instead of a tablet with the date of

history lessons to life as they played the part

the Declaration of Independence in Roman numerals —

of immigrants coming to America through Ellis

an apt substitution!

Island. In previous years, students took a field trip to the island, but this year the Yellow Cluster teachers found a creative solution to allow the students to take part in a multisensory exploration of what it was like to arrive in the United States through Ellis Island.

Prior to their trip to “Ellis Island – Gaynor Edition,” the students had studied about the history of immigration in their history classes. The students learned about their own immigration stories by

Before they could finally enter the U.S., they needed to pass inspection first.

The students had learned in their classes about the difficulties immigrants faced as they arrived on Ellis Island, and they experienced some of those anxious moments. First, they faced stern Medical Examiners who ensured they were physically fit and free of disease. Then, they were questioned by Legal Inspectors to be sure they were

asking their family members about their personal

truthful and capable of living life

history. The students also got a taste of other

in America.

immigration stories through videos submitted by

Happily, all of the students passed

Gaynor administrators.

their inspections and were welcomed

Their journeys began as they left their homes across the seas with their families and few belongings, and “sailed” down Amsterdam Avenue toward Ellis Island. As they approached the island, they could spy the Statue of Liberty and her glowing torch welcoming them to their new home. This version of the statue was portrayed by Administrative Assistant Olivia Robinson, was actually holding

16

Gaynor

Co-Founder

GAYNOR GAZETTE

Dr.

Miriam

Michaels’

to

America

by

a

cheering

crowd

of supporters.

Head Teacher Kelsey Farrell said, “Multisensory, handson instruction is such a meaningful way to learn and an integral part of life at Gaynor. I am hopeful that the students will never forget this experience and their time spent at ‘Ellis Island.’”

CLASSROOM PROJECTS

Open for Business!

Multisensory and Project-Based Learning in the Red Cluster

Welcome to the Macedo Mall, where you will find Red Cluster students eager to sell you what their shop has to offer.

students set up their shops.

Each shop offered its own unique wares, with products ranging from Pokémon cards to books to video game

How is this possible you may ask? In order to help students

consoles to refreshing drinks, all of which were created

practice their math skills, such as adding together money

by the students.

totals and calculating change, Head Teacher Joyce Macedo and Assistant Teacher Jenine Gaynor opened up the mall as a multisensory and project-based learning activity.

In project-based learning, students acquire a deeper knowledge of a subject through the active exploration of real-world challenges and problems.

“Our unit started with the foundation of adding mixed groups of coins and bills, and then built on their computational

skills

with

these,”

Ms. Macedo said. “Our ultimate goal was for them to figure out how to add up totals and then subtract them to create change.”

To create the mall, the fifth floor was transformed into a retail space where

Students also created credit card machines that their clientele would use to make transactions.

Once everything was ready to go, “shoppers” were given a Macedo credit card with no spending limit and invited to virtually visit the mall to make purchases.

Ms. Macedo said this activity kept the students engaged and also helped connect what the students learned to real-world situations.

“My class in particular struggles with attention, so getting them to remain engaged requires novel

and

immersive

activities,” she said. “Getting them

to

connect

it

to

the real world through an engaging activity also helps the information stick with the students more.”

SUMMER 2021

17

DAY OF SERVICE

Virtual Day of Service This year, Gaynor held a virtual “Day of Service” during

months. Their goal was to donate the money to a charity

the second week of February.

of their choice.

The “Day of Service” efforts happened over the course

After bringing in coins for a few months, the students

of the week and benefited the Society for Saint Vincent

raised a total of $120, which was made up mostly

de Paul.

of pennies.

Students learned about the organization and completed classroom activities centered around kindness and compassion.

Gaynor families were encouraged to participate in a virtual drive for

The class voted on which charity they wanted to donate the money to, and they decided on St. Jude Children’s Research Hospital. Ms. Curwin then sent the donation through the hospital’s website.

cold weather items, which were

“We feel very proud of the students,”

shipped to SVDP and distributed to

Ms. Curwin said. “First, for recognizing

poor and homeless individuals and

the value of small change, and how

families on the Upper West Side.

One Green Cluster class set out to create change — literally.

Students in Head Teacher Sara Curwin, Assistant Teacher Chryzl Goco, and Math Specialist Joe Kaufman’s pod collected loose change over the course of several

18

GAYNOR GAZETTE

quickly it can add up. Secondly, for the dedication each student had toward this project in raising money for a good cause.”

As a group, the class wrote a card that was sent to the hospital.

PARENTS' ASSOCIATION UPDATE

Parents’ Association Update There’s no denying that this was an unusual year, but each committee in the Parents’ Association did their part by continuously finding creative ways to keep our community connected and engaged.

This year, the PA seamlessly pulled off a number of virtual and outdoor events.

In January, the PA debuted a new monthly series that centered around diversity, personal reflections, and resources for parents on different monthly themes. Entries included Martin Luther King, Jr. Day, Women’s History Month, and Lunar New Year.

In April, the PA hosted a webinar with special guest Dr. Kristin J. Carothers, a child psychologist, to help the parent community understand how children can learn to be good global citizens and how to best support the community.

And in May, the PA hosted the first-ever Gaynor Parent Book Club with guest Author Richie Jackson to discuss his book Gay Like Me. Along with these events, the PA also hosted various other activities and celebrations, including virtual cooking and dance classes, bead kits for students, Book Fair and author visits, one-of-a-kind Gaynor Gear merchandise, a year-long gratitude pledge, faculty and staff appreciation events, and last day of school chalk decorating and dance-out celebration.

In an email to the community, the school expressed thanks to Megan Hogan for her service as PA President over the past two years. The email stated, “In the height of the pandemic, she did not miss a beat. She was steadfast and made it her priority to protect and support the families in this community during uncertain times. We are forever grateful for her time, effort, and dedication to Gaynor.”

The communication closed with a thank you to the entire Gaynor parent community for a successful year, saying, “None of this would be possible without your support.”

SUMMER 2021

19

SUPERHERO DAY

Celebrating the Strength and Resilience of Gaynor’s Superheroes Look up at the sky - what’s that? It’s a bird!

It’s a plane! It’s the Gaynor superheroes!

In honor of the strength and resilience Gaynor faculty, staff, and students showed during the past year, the school celebrated its first Superhero Day on Thursday, March 18.

Brought about by the creative thinking of Upper Division Director Christine Karamanoglou, all faculty, staff, and Upper Division students were encouraged to dress up as superheroes, either existing superheroes or alter-aliases of their own devising.

Classes participated in various superhero-themed activities, with Blue Cluster Student Council members sharing a video message of encouragement to Lower Division and Early Childhood students. Olivia, Gunnar, Sam, and Meg shared their own superpowers, and let the younger students know what they think all Gaynor students’ superpowers are.

20 GAYNOR GAZETTE

“We wanted to take a moment to say thank you for being such superheroes this year,” said the Student Council members. “You all had to be brave, courageous, kind and flexible, creative, hardworking and thoughtful. We wanted to recognize all that you have done to be a Gaynor Gator this year.”

They told the students, “You are great thinker[s]. You are problem-solving every day. You and your teachers are being creative about how to do school. You are all so brave. You come to school every day either at Gaynor or on your computer, even when it’s hard.”

The younger students received sheets so they could color their own superheroes, and stickers that read, “I am a Gaynor Superhero.” Many were treated to a special visit by the Gaynor Gator themself, who cheered on the students as they let the Gator know what superpowers they’d chosen for themselves. Director of the Early Childhood Program Rebecca Jurow introduced the EC students to Lower Division Director Donna Logue, who the students will get to know better as they move up through the clusters into the Lower Division.

The day showed our appreciation and admiration for the entire Gaynor community, and all of our superheroes, and was a great way to kickstart Spring Break!

RELATIVES & SPECIAL FRIENDS

Welcoming Gaynor Families for a Unique Relatives and Special Friends Day This spring Gaynor opened its doors virtually to give relatives and special friends of students a peek inside their classrooms.

From the Purple to the Blue Cluster, family members and friends of students got a chance to meet their teachers and peers, as well as participate in a special activity.

Activities included student vs. adult trivia games, presentations on what students were learning in class, and drawing each other’s inside and outside characteristics.

Head of School Dr. Scott Gaynor also gave guests a virtual tour of the school, popping into different classrooms and talking with various faculty members.

“Stephen Gaynor School has a long history of having an opportunity to welcome our special friends and relatives into the school to see our children learning firsthand,” he said. “Despite the limitations of the pandemic, your children have come through our school doors and have had a growth year academically, socially, and emotionally. I’m so proud of the resilience and grit in each and every one of our students, our faculty and staff, and the incredible support of our families that have gotten us to this point.”

Thank you to all the relatives and special friends who were able to join us virtually. Please enjoy the photos from various classrooms.

22 GAYNOR GAZETTE

RELATIVES & SPECIAL FRIENDS

SUMMER 2021 23

TEACHING DURING A PANDEMIC

Gaynor Teachers Are: Brave, Thoughtful, Dedicated, Exhausted, Fulfilled An inside perspective on teaching during the pandemic.

This fall at Stephen Gaynor School, the doors opened

In November 2020, we interviewed Gaynor teachers

once again to welcome students back into classrooms.

to get their perspective on what it was really like

While that sentence is easy to write, the work of

to teach onground and remotely during the height

preparing to open schools during a pandemic was difficult and unprecedented. School leaders spent months determining the layers of defense necessary to keep students and staff safe, while teachers and specialists faced many challenges as they got ready for

of the pandemic. These interviews were conducted before vaccines were approved for emergency use in December, when cases in New York were rising steadily before peaking in early January 2021, and before mass vaccinations began to turn the tide toward our collective

a school year like no other.

recovery from the COVID-19 pandemic.

Teaching during a pandemic required educators around

Of course, as this issue goes to press in the summer of

the globe to learn new skills and wear even more hats than they did before, all while facing health and safety concerns in an uncertain world to be there for their students. Gaynor teachers in particular needed to

2021, there are still unknowns — will cases continue to drop, will students under the age of 12 become eligible and begin receiving the vaccine — but there is a feeling of hope that the 2021-2022 school year will feel much

rededicate themselves to fulfilling the school’s mission of

more “normal” with regard to teaching and learning.

providing a “highly individualized educational program”

We thought it was important to capture the thoughts

for each student, and figuring out how they could do

and emotions of Gaynor teachers in the moment,

that under unique and challenging circumstances.

before time and perspective dulled their memories and perceptions of the challenges to being a teacher during the pandemic.

24 GAYNOR GAZETTE

TEACHING DURING A PANDEMIC normally could provide while recognizing what was logistically, and emotionally, possible this year.

“I knew the things that worked, and I know what the students think is fun, and I know what’s engaging, but how am I going to do that six feet apart, spread across the room, not using hands-on manipulatives?” Ms. Smith detailed some of the many questions she faced as she prepared for the start of the school year. “And I think overall, the biggest struggle continues to be am I doing enough, and am I doing the right things, and what more could I be doing? I think that’s always the struggle of a teacher, but it’s on steroids this year.”

As teachers around the world contended with changing their content and pacing, as well as taking on more roles, they also needed to incorporate new, often untested technologies — the phrase “building the plane as you fly it” was a pandemic mantra.

Red Cluster Head Teacher Jordan Thaler said the necessary technologies of the pandemic — Google One of the key layers of defense to Gaynor’s onground program in the fall was the “pod model,” which created pods of approximately 12 students and 3 teachers/ specialists who would remain in a “bubble” to mitigate

Meets, Zoom, Owl cameras in the rooms — did not change the quality with which she wanted to teach, nor did it change the relationships with her students, but it made it harder to do both of those things.

the risk of spreading COVID-19 in the school. While

“The school has done so much to make sure we have

the pod model worked from a safety perspective, it

up-to-date technology, and even still, it’s not infallible,”

did present a challenge to teachers as they learned to

she said.

navigate this new situation.

The idea that space can have an impact on teaching

“There are so many more contingency plans you have to

and community building was ever present this year and

be ready for,” said Green Cluster Head Teacher Audrey

affected teachers in challenging and in surprisingly

Shaefer. “Teaching just isn’t the same right now.”

positive ways.

Ms. Schaefer experienced the new demands from the

Yellow Cluster Head Teacher Allison Pearlman’s class

pod model as she juggled her pod being in two separate

took place in a very different setting this year — a Ballet

rooms and students being in-person as well as remote.

Hispanico dance studio. While it may have seemed

She also spoke about the challenges to balancing home

strange at first, she said the room actually helped provide

and work when it seemed work was always “on” — a

a positive base for her to build a safe and welcoming

feeling familiar to many of us during the pandemic.

classroom environment.

“It was always about the whole child, but that is just so

“I definitely think that there’s already so much that

much more at the front of your mind than it ever has

goes into the job that we’re doing here, and it’s just

been,” she said. “And out of the care that you have for

been amplified with the pandemic,” Ms. Pearlman said.

your students, it’s really hard to ever accept anything

“But I also think that I feel so fortunate that if we do have

that’s not perfect or that’s not fully fleshed out, while

to be here, that I’m in Ballet Hispanico. My whole class is

also making sure that somehow you’re leaving time

in one big space. I have an amazing pod team. I feel very

for yourself.”

fortunate about that, because it really just lets the focus

These sentiments were echoed by Purple Cluster Head Teacher Brittany Smith. She said for her the biggest struggle was maintaining the level of teaching that she

be on the kids and the relationships and the instruction.

That environment makes it much more pleasant here, and we can really get what we need done.”

SUMMER 2021 25

TEACHING DURING A PANDEMIC Keeping students safe while also making sure that

students, especially now. I just want to see them continue

they are engaged, happy, and learning was particularly

to grow in spite of the circumstances that we’ve all been

tricky during the pandemic. While teachers at Gaynor

dealing with.”

have always incorporated social-emotional learning into their curriculums with the implementation of methods such as RULER, this year these concepts became even more important.

Orange Cluster Head Teacher Miriam Filer said giving her students comfort and security was a driving factor in her classroom. One way she incorporated socialemotional learning was by having students give each other shout outs every Friday. In this way, the students acknowledged one another and were praised for things they did that week.

“At the end of the day they’re going to learn to read,” she said. “They’re going to learn to do all these other things, but I wanted them to walk out of this feeling OK. Some kids don’t have siblings, some kids have lots of stuff going on, and I think it was our job here to maintain that level of security and make them feel good.”

The pandemic also impacted students’ ability to socialize with their teachers and each other — an important part of children’s lives.

This was not lost on Gaynor teachers, and despite all of the uncertainty, Pink Cluster Head Teacher Megan Scanlon said she was happy to be there for her students, both in person and through the screen.

“I think that I have learned how important it is for children to have their teachers in their lives and how important it is for children to be able to socialize with each other and their teachers,” she said. “I would say it’s comforting to be able to be in their lives during the pandemic while I’m also dealing with, just like everybody else, everything that’s going on in our world. I think that they need school and they need us, and we as teachers also really need them.”

Green Cluster Head Teacher Nicole Goldman said being in person with her students again allowed her to soak in every moment, and try to provide normalcy and a safe space for them in a year that was far from normal.

“With all this uncertainty in our world, it gives me joy to be there for my students and see their smiling faces each day,” she said. “I’m always eager to do more for my 26 GAYNOR GAZETTE

Teachers also grappled with coming to work in person, wanting to remain safe while also understanding how important in-person instruction is for Gaynor students.

Ms. Pearlman said teaching during the pandemic was, in part, about the emotional connection and genuine love teachers have for their students, and wanting to be present for them.

TEACHING DURING A PANDEMIC “Academics can be delivered over the screen,” she said.

Ms. Smith said that while she was nervous to come back

“But to come to work everyday and put on a brave face

and teach in person, it was amazing to have students

to be there for your students just shows how much

back in her classroom, and she really saw the benefits of

teachers want to restore some sense of normalcy. With

in-person instruction.

all the uncertainty, there was — and I’m only a fourth year teacher, so I can only speak to my experience — but there was no point in this entire process where I even questioned whether or not I would come back in person.”

“I think I’ve realized even more the importance of, specifically, our jobs at Stephen Gaynor School and the specific students and needs that we address,” she said.

“I think also I feel like the wins almost feel more exciting than they did. If you’re doing a lesson online or even if you’re doing a lesson in person, socially distanced, if it’s a success, it almost feels like more of a success because you know how hard it was to create it or to implement it.”

To Blue Cluster Head Teacher Rebecca Felt, this experience has shown how collaborative a profession teaching is.

Teaching requires a lot of emotional energy, so she said being able to rely on colleagues has helped provide her with the emotional support and energy she needs so she can give that back to the students.

She also said that this has shown just how resilient the students are, and how they are sometimes able to better navigate all of the uncertainty than the adults.

“I think the students have been so resilient in the sense that all of us like to know what’s happening next, and our kids have had to sit with this experience of not knowing what school is going to look like, not knowing when we might go virtual at any moment,” Ms. Felt said. “And I think that’s really part of the cornerstone of being at Gaynor too, is we really work with students. Our students are by nature resilient, based on their previous experiences or based on how learning is hard. I think that our kids were set up to be very resilient during this pandemic.”

For Ms. Thaler, in-person instruction brought the joy back to her classroom. A child smiling with a friend on the computer is not the same as two children playing Legos in the classroom space, laughing together, and so she was happy to be there for her students in person.

“Right now I feel both grateful and exhausted,” Ms. Thaler said back in November. “It has reminded me of the importance of being a teacher and showing up every day, because seeing how elated my students are to be in the classroom, I know they need us here if it’s safe and we are able.”

SUMMER 2021 27

TEACHING DURING A PANDEMIC At the time, Ms. Filer was looking forward to distance

“How do I feel about teaching now?” Ms. Schaefer asked.

learning for the weeks after Thanksgiving to see a new

“That changes by the minute. There are minutes where it

side of her students.

feels incredibly overwhelming when you are wearing 50

“I think one of the things I want people to know is that this

more hats and you don’t have enough time during the

experience [of distance learning] gave us a full picture of

day and somebody needs a bandaid. There are also the

the students,” she said. “It gave us an understanding of

really wonderful, human moments where we are focusing

where they lived and what they did and what they were

on community building and just becoming better people,

interested in. They were able to share in a way that they

and being more patient with ourselves and others.”

weren’t able to share before, and that added a level of

Now that the school year is complete, and some of these

personality and character to each of the kids. Kids are so

feelings and experiences are already fading into memory,

much more than who they are in school, and so this really

the efforts of Gaynor teachers, faculty, administrators, and

gave a more rounded picture of who they are.”

staff, will translate into children who have fond memories

Ms. Schaefer summed up what many teachers were

of learning and growing during this unprecedented

feeling in November of 2020:

school year.

28 GAYNOR GAZETTE

GRADUATION

CO N G R ATUL ATI ON S TO THE CLASS OF

2021!

The Class of 2021 closed out their unprecedented career

“It is great to be with you live and in person,” Duers said.

at Gaynor with an unprecedented graduation ceremony

“This was clearly a year like no other, but you made it,

at Icahn Stadium at Randall’s Island on Friday, June 11.

and as a result you are incredibly well prepared for high

Board of Trustees Co-President Grant Duers, father to

school. After a year like this, how hard can high school

graduate PJ and Yellow Cluster student Anna, welcomed

be, anyway?”

the graduates, family, friends, and faculty members to the

Head of School Dr. Scott Gaynor introduced student

outdoor ceremony.

speakers Ella Black and Jolie Landau, both of whom had inspiring words for their fellow students and the audience.

Photos: Brett Deutsch Photography

SUMMER 2021 29

GRADUATION Parent speaker Adina Haller, parent of graduating student

He said, “While you may not realize it now, Gaynor is the

Max and Blue Cluster student Joey, has been a Parents’

best thing to have happened to each one of you. Make

Association volunteer since Max started at Gaynor, was a

it your goal to advocate for yourself, take the time you

Gala Co-Chair for two years, and served as PA President

need to learn, celebrate your differences, and appreciate

for two years.

your strengths. I encourage you to continue to be curious

“Gaynor has grown along with our children. We saw the

and ask questions. Don’t allow others to intimidate you.

grand opening of the Yvette Siegel-Herzog Performing Arts Center, the building of the state-of-the-art Field House, and the building of the bridge connecting the North and South Buildings. Even though so much has changed to the physical buildings, the soul of Gaynor remains the same ... every child has their own challenges and learning differences, but these should not define them or impede upon their success,” she said. “This school is magical.”

Alumni speaker Aden Wiener, Class of 2013, graduated this year from Indiana University’s Kelley School of Business with a degree in finance. This summer he starts work for a Real Estate Development Firm as an Analyst.

In his remarks to the graduates, Wiener described his own Gaynor journey, from reluctance to join a new school to gratitude for all that Gaynor had taught him.

30 GAYNOR GAZETTE

Trust that you are talented and follow your passions. I am confident that your experience at Gaynor has given you the tools to do things that you never imagined you could.”

GRADUATION As he invited the graduates to walk across the field to

Dr. Gaynor said, “This year, you all deserve a medal for being

receive their diplomas, Dr. Gaynor made note of the

resilient in the face of a once in a century crisis. You all faced

unusual location — a venue normally used for track and

a seemingly endless marathon that you should never have

field events. He recalled the time that he thought he had

had to run. You showed up, trained hard and never gave up.

disappointed his fellow summer campers by failing to win

Remember when times get tough and you don’t do as well

the summer invitational track meet. It turned out that

as you like that your effort will be rewarded.”

his friends had learned a different lesson — one of never

The ceremony was live streamed for those who were

giving up, and continuing to strive for yourself and your team no matter what.

unable to attend in person. Nearly 400 viewers tuned in to the live online ceremony, watching from throughout the United States as well as France, the United Kingdom, Belgium, Puerto Rico, Hong Kong, Canada, and Denmark.

SUMMER 2021

31

GRADUATION

2021 Award Winners President’s Education Award Olivia Beal Victoria Ross

Comptroller Community Service Award Matthew Boova Jolie Landau

Helen Rosenthal City Council Award William Black

Gordon Gaynor Award Maxwell Haller

Class Representatives Olivia Beal Jolie Landau David Gray Jonah Lichtman

32 GAYNOR GAZETTE

GRADUATION

Class of 2021 Matriculation List Bay Ridge Prep The Benjamin School Blair Academy Brewster Academy The Browning School Churchill Copenhagen International School Dwight School Eagle Hill School Forman School Grace Church School Greenwich High School The Leffell School LREI Marvelwood School Mary McDowell Friends School Masters School Millbrook School New Exploration into Science Mathematics and Technology (NEST+M) Proctor Academy Ross School The Summit School Winston Preparatory School Yeshiva Prep York Preparatory School

SUMMER 2021 33

READING/WRITING UPDATE

Welcome to Syllable Town!

A Multisensory Reading Activity I

n a town created by Red Cluster students, all of the

“For example, the word hip is

houses are occupied by different types of syllables.

a closed syllable, because

Words such as bit, hop, and bed have taken up residence in Syllable Town, and it’s all to help students learn about the six types of syllables and their characteristics.

This multisensory activity was designed by Reading Specialist Kristi Evans as her Red Cluster reading group started to learn about syllable types.

there’s

a

consonant

at

the end and the vowel is short,” Ms. Evans said.

“When we open the door, the syllable becomes an open syllable and the vowel sound is long (in

Ms. Evans said Gaynor reading specialists explicitly

this case, it sounds like ‘hype’), because when a word or

teach the six syllable types as part of their Orton-

syllable ends in a vowel, the vowel says its name.”

Gillingham instruction because the syllables represent the overarching structure of the English language.

She also said that vowels are tricky for students, so this provides them with a kinesthetic strategy to find out what the vowels say in a given word.

“We want to provide our students with the tools they need to independently attack unknown single and multisyllabic words,” she said. “So instead of relying on guessing, this strategy helps students divide a longer word into meaningful chunks, and from there, blend the syllables together to read the word.”

In order to learn two of the syllable types — open and closed — the reading group created multisensory houses and placed them in Syllable Town.

The houses demonstrate what happens to the vowel

As the students advance in their reading, they will learn more syllable types and will eventually learn all six.

Through the activity of opening and closing doors, students understand why some words have long vowels and short vowels, which Ms. Evans said is a key principle to the Orton-Gillingham approach.

“With the Orton-Gillingham approach, we are always asking the students the question, why?” she said. “For example, ‘Why is the o in the word so a long vowel?’ or ‘Why is the e in the word bed a short vowel?’ In analyzing and knowing the syllable types, our students can confidently answer the questions.”

Answers to the questions posed by Ms. Evans: •

an open syllable.

sound when the door of each house goes from being closed to open. Based on the syllable type, the vowel sound is either short or long.

34 GAYNOR GAZETTE

The o in the word so is long because the word so is

•

The e in the word bed is short because the word bed is a closed syllable.

READING/WRITING UPDATE

This Reading Challenge Reward Was Worth the Wait!

O

n May 13, students in the Red,

they read. In a Gaynor tradition, students

Orange, Yellow, Silver, and Green

who complete the reading challenge

Clusters received a very long-awaited

are traditionally rewarded with a visit

treat. Head of School Dr. Scott

from an ice cream truck to celebrate

Gaynor, Assistant Head of School

their accomplishment. And while it

Jill

of

may have taken some time, Gaynor

Lower Division Donna Logue hand-

administrators (and those successful

Thompson,

and

Director

delivered individually-wrapped

students) wanted to be sure to

ice cream for meeting their

celebrate the occasion when it

2020 reading challenge goal!

became safe to do so.

(Yes, you read that correctly — 2020.) In what became an exercise in delayed gratification and promises kept, as well as a celebration of reading, the students finally received their reward!

Once the spring weather arrived, the planning for this year’s reward began. Instead of welcoming an ice cream truck to campus, Dr. Gaynor, Ms. Thompson, and Ms. Logue personally delivered individually-wrapped

In the first week of March 2020, just before the global

ice cream to the eagerly awaiting students.

pandemic caused the school to move to distance learning,

Ms. Logue said, “For me, it was about keeping a promise. The annual Lower School reading challenge is a two-week event that promotes independent reading.

Last year, the students embraced the challenge and had surpassed the goal early in the second week. As a reward for their good reading habits, we arranged

Gaynor’s reading specialists kicked off the Lower School Reading Challenge and inspired the students to become Super Readers! Students were encouraged to read or listen to books during the challenge, and to celebrate their love of reading by filling a Bat Signal display in the North Building lobby with stickers showing the books

SUMMER 2021 35

READING/WRITING UPDATE

for an ice cream truck to come to the school.

Unfortunately, the school was forced to move to distance learning before we could bring in the ice cream truck. Throughout spring 2020, many students asked me if they would receive the ice cream that they earned, and I promised that they would.”

excitement on the students’ faces as I drove my truck into their classrooms while playing the Mister Softee jingle (courtesy of Dr. Gaynor’s web searching skills). Several students mentioned that it was the best day of the school year.

It certainly was moving to me to see how happy a little ice cream and fruit bars made the children. More significantly,

And Ms. Logue kept her promise. “Due

I take my promises to children very

to the creativity of the administrative

seriously, and it was important for

assistant team of Olivia Robinson,

them to know that I am a person

Ana Lovegrin and Mirissa Tarver,

of my word.”

I was able to fulfill my promise

The wait made the reward all

in a slightly different way,” said

the sweeter!

Ms. Logue. “It was thrilling to see the

G

Writing Update

aynor’s Middle School students worked on honing

It was a cross-curricular project, as students were

their writing and presentation skills this year,

studying industrialization and the growth of America at

practicing different writing styles and techniques.

the start of the 20th century in their history classes.

In one of Middle School Literary Chair Jacquelyn Glazer’s

“Students conducted research and wrote persuasive

classes, students researched about and watched clips

speeches from the perspective of their reformer,” Ms. Felt

from the movie “Hidden Figures” in honor of Women’s

said. “Persuasive techniques such as repetition, rhetorical

History Month.

questions, ethos, logos, and pathos were directly taught

“Students worked through the research process to

using modeled examples and were a requirement of

highlight the themes of discrimination and perseverance,

the project.”

with examples from the movie and different articles,” she

Among the reformers students chose were Zitkala-Sa,

said. “They worked to embed specific quotations and

an advocate for the rights of indigenous people; Nellie

used evidence to support their claims.”

Bly, a journalist focused on mental health reform;

In Ms. Glazer’s other class, students worked on writing

Ida B. Wells, a journalist and anti-lynching activist;

a series of vignettes to supplement the reading of the

Booker T. Washington, a civil rights activist; and Mary

novel, The House on Mango Street.

Church Terrell, a civil rights and women’s rights activist.

“In their vignettes, they incorporated imagery, similes,

At the end of the project, the students presented their

and metaphors that give their readers a rich experience

speeches to a panel of administrators.

of the time, place, and mood of their stories,” she said.

Throughout

“Once complete, their collection of vignettes includes

learned

stories about their homes, names, first experiences with

techniques and styles,

something, and so on.”

helping

In Blue Cluster Head Teacher Rebecca Felt’s class,

them for their next

students chose Progressive Era Reformers to research and responded to the question, “What is the greatest issue of our time?”

36 GAYNOR GAZETTE

the

various to

year, writing

prepare

academic chapter.

students

SPRING MUSICAL

SPRING MUSICAL 2021

Tuck Everlasting

The spring musical, Tuck Everlasting, premiered online during the second week of June. The musical explores the experience of a young girl named Winnie who is faced with the decision to either live forever with the Tuck family by drinking from an enchanted spring, or allowing her life’s journey to continue naturally.

The directing team of Music Teacher Abby Shuppy, Music Teacher Michael Piedmont, and Blue Cluster Head Teacher Brendan Stackhouse presented the final product to the community by saying, “We are incredibly proud of the hard work and dedication that went into this production even though it had to remain virtual.”

The directing team would like to give a special thank you to Technology Manager William Speedling, Director of Student Life Sue Sortino, 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.

Through the hard work and positivity of all who were involved, Gaynor proudly presented a great virtual production of Tuck Everlasting.

Cast:

ARMAN BAST · LILY BEAL · OLIVIA BEAL · MATTHEW BOOVA · AVA CANTARELLA · MADELEINE COFFEY · KAYLIA DOBRICK · ARJUN ELLIS · AVA GILLIES · NICHOLAS HAMM · EMILY LEE · CHARLIE LEWING · SHAUN MILLER · MOLLY QUINN · ELISABETH ROE · GRIFFIN ROME · ZOE SWEENEY ·

SUMMER 2021 37

SAYING GOODBYE TO GAYNOR

Saying Goodbye to Gaynor How the school helps prepare students for their next academic chapter It’s a time that is filled with both joy and a bit of sadness.

“Before we meet with families in their first year of the Blue

Full of excitement and some nervousness. It is the time

Cluster, we meet with all of the Blue Cluster teachers,

when Gaynor students are ready to move on to their

we review all of the students, and then we take that

next school.

information and talk with Dr. Gaynor and Ms. Thompson,”

This anticipated step in every Gaynor Gator’s journey can

Ms. Kasindorf said. After this meeting, the Placement

seem like a daunting task. However, with the dedication

team will then meet with the families individually to

and care of faculty and staff, each student is able to find

discuss the list of schools and the student’s needs.

the “just right” fit and feels prepared for success at their

In addition to the family meetings, students take an active

next school.

role in the process with specific classes to help prepare at

them for their life after Gaynor. During the spring of their

graduation, but at any time they are ready to go onto

first year in Blue, students begin taking a transition class

a different environment. To guide and aid in these

that helps them learn interview skills, work on application

transitions is Gaynor’s Placement Office, consisting

writing, learn interview etiquette, and discuss teacher

of

recommendations, among other things.

Students

transition

Director

of

out

Placement

of

Gaynor

and

not

Student

just

Advocacy

Coordinator Erica Kasindorf and Placement Associate

“For many students, the second year in Blue is their

Elsie Andriamanantena.

final year,” Ms. Kasindorf said. “If so, they take transition

The purpose of the Placement Office is to support students

class again in the fall, which builds on what is taught in

and families in identifying and applying to appropriate ongoing schools to ensure each child’s continued educational development and success. It is their goal to have each individual student placed in the best fit school for them. This is achieved in a variety of ways and varies based on when the student is transitioning.

The Placement Fair is the first step in the transition process, where Green Cluster families and non-graduating Blue Cluster families are invited to learn firsthand from Gaynor alumni about their current schools. This helps familiarize families with the arc of the transition process, as students tend to remain in the Blue Cluster for one, two, or three years, and their transition process will begin during their first year in the Blue Cluster.

Upon starting the official Placement Process, the first step is for the Placement team to meet with teachers, specialists, Division Directors, Assistant Head of School Jill Thompson, and Head of School Dr. Scott Gaynor to discuss different school recommendations.

38 GAYNOR GAZETTE

SAYING GOODBYE TO GAYNOR

the spring but is more focused on real applications.” If

Kimberly Campbell from the Churchill School and Center

students stay in the Blue Cluster for three years, they will

said these skills are a hallmark of the Gaynor students in

take a transition class in the spring of their first two years

Churchill’s classrooms. She said they are typically very

in Blue and then in the fall of the year they graduate.

organized, with systems for keeping track of homework

Students also take a student advocacy class, which was

and assignments, and are great self advocates.

created by Ms. Kasindorf and helps students learn about

“They are all strong self advocates who are not afraid of

themselves, their learning difference, and how to get the

seeking out their teachers for help,” Ms. Campbell said.

help they need. The class is incorporated into students’

“The students also all tend to have a good sense of their

schedules once they enter the Silver Cluster, and it

learning strengths and weaknesses, which is incredibly

continues until they graduate.

important as well.”

“While it’s not part of the placement process, there is a lot

John Beich, the Deputy Head of School for Enrollment

that is so connected and overlapped,” Ms. Kasindorf said.

at York Preparatory School (as well as director of the

“Even though the goal might be different, there is really

Middle School at Gaynor until 2018), agreed with these

a lot of overlap, because students on an application or in

sentiments, saying that the vast majority of students are

an interview are able to talk about what they need help

able to see themselves honestly and enter into the next

with and what accommodations they need. I’d say the

part of their life with a clear understanding of what they

other tie-in we hear is after the fact, when students are in

need to be successful, how to ask for what they need,

school, the skills they’re using are how to advocate and

and how to create an environment around themselves

talk to their teachers and understand what they need.”

that is conducive to their success.

We asked professionals at some of the schools Gaynor

“I really do think that the student advocacy piece is

students transition to, and they appreciated the level of

probably the most important,” he said. “I think that a lot

preparation the students received before joining their

is made about the concept of grit, and I think a lot of

new schools.

schools try and figure out how to teach their kids grit, and that just by the nature of the students’ personal experiences, they have a built-in life lesson of what grit really means, because every day students at Gaynor have to address their toughest challenge head on.”

Change can be daunting, but Gaynor makes sure students are as prepared as possible, both academically and emotionally, to move onto their next school and achieve success in whatever they do.

Ms. Kasindorf said, “Just as our students have their own individualized pathways while at Gaynor, our graduates attend many different schools after their time here and continue on their own personal trajectories. While the 'best fit' school may be different for each student, the one similarity is always the same year after year: Each student takes what they have learned at Gaynor with them.”

SUMMER 2021 39

ALUMNI UPDATES

Alumni Updates ROBERT GOLDBERG ’74 Robert Goldberg is the owner and operator of the famous Harry’s Shoes on the Upper West Side, but before Robert took over the family business, he was a student at Stephen Gaynor School. Robert was only in first grade when his grandfather opened Harry’s Shoes in 1975. Robert felt that his time at Gaynor was a fundamental part of his academic development and gave him the tools and the confidence to move forward in his educational journey. After graduating from Gaynor, Robert went on to York Prep. He felt that Gaynor set the stage, and York continued to foster his love for learning, which ultimately helped lead him to Vassar College.

Following his graduation from Vassar, Robert went on to Macy’s executive training management program and also worked at Barney’s, which was the beginning of his retail career and led to his joining the family business. Robert took over Harry’s Shoes in 1987. Robert still remains close with Co-Founder and Director of Education Yvette Siegel-Herzog and believes that Gaynor is the ultimate foundation for learning and helping students succeed. He is still grateful to Gaynor today.

KATE KAGEL ’15 Kate started Stephen Gaynor School in second grade and graduated in 2015. Kate is currently a junior at Smith College, majoring in psychology and minoring in sociology. Kate has plans to continue her studies toward the goal of receiving a Ph.D. in psychology.

ALEXANDER RICH ’16 After graduating in 2016, Alexander attended the Dwight School, just a few blocks from Gaynor. In his freshman year, Alexander found a new interest in

Kate recently had the opportunity to speak on an alumni

long distance running and competed

panel to students at Gaynor and was thrilled to see that

at the varsity level in both indoor and

the community she knew so well still exists. She said she

outdoor cross country and track. After

would not be at a college like Smith with plans to go

Gaynor, Alexander said, “I never stopped

to graduate school had she not been taught the skills

advocating for myself and using many

she was taught at Gaynor. She said, “The importance

of the phenomenal organizational skills

and helpfulness of a quick outline is mind blowing.

I learned.” As he heads to Amherst

Tracking sentences as you read is revolutionary. Being

College in Massachusetts next year, he

able to type on your laptop is a lifeline.” Kate wanted

will bring with him all the experiences

to give a special shout out to Ms. Kasindorf, Mr. Russ,

and memories from his time at Gaynor.

and Dr. Gaynor, along with so many other teachers and faculty members who forever hold a place in her heart.

40 GAYNOR GAZETTE

COLLEGE BOUND

CHARLIE MANZANO ’19 Charlie started at Gaynor in kindergarten and still remembers his first day of school fondly and his very first teacher, now Director of Early Childhood Rebecca Jurow. Even at such a young age, he felt that Ms. Jurow and the other teachers at Gaynor were a key factor in helping him learn and find ways for him to continue to push himself academically.

After six years at Gaynor, Charlie moved on to York Prep for middle school and to The Masters School for high school, where he is currently a rising junior. He enjoys being able to actively learn and find ways to continue to stay engaged. Charlie is also committed to community service. He started crocheting hats after lockdown began and founded Hats for Generosity, donating the proceeds to organizations such as The Ali Forney Center, The Okra Project, The LGBTQ+ Freedom Fund, and Marlene Meyerson JCC.

COLLEGE BOUND Gaynor graduates will be matriculating at the following colleges and universities in Fall 2021.

SUMMER 2021

41

STUDENT ADVOCACY

The Importance of Student Advocacy A virtual talk, titled “Empowering Students to Self-

and I’m not insecure about it, and I know that I need to

Advocate: Student Advocacy at Stephen Gaynor School,”

advocate for myself for me to succeed.”

was hosted by Director of Psychology Dr. Clare Cosentino and Director of Placement & Student Advocacy Erica Kasindorf at the end of February. Over 90 people were in attendance. During the event, graduating Blue Cluster students gave insight into the Student Advocacy curriculum while reflecting on their own journeys.

The evening opened with a presentation on how to identify

and

discuss

learning

The students discussed if it was helpful to talk to their parents about their learning differences, with all agreeing that it was important to have a support system. They reflected on advice they would give to parents as they talk about these issues with their own children.

Ella B. said, “I think the best way is just to comfort them and tell them that what they’re going through is normal, and that they’re not alone and

differences, and an overview of

the

student

you’re there to comfort them and

advocacy

that you’re not judging them. And

curriculum, with examples of

that they’re smart, and they are

student work completed during

their own self, and they shouldn’t

the lessons.

be

After the formal presentation, a

student

panel

of

gave advice to kids who are just starting to learn about their

They described themselves as

learning differences.

learners and also talked about felt

to

Wrapping up the Q&A, students

was introduced.

they

themselves

other people.”

three

graduating Blue Cluster students

how

comparing

exploring

Jonah L. said, “I would just say

their

you may be struggling, but if you just are

learning differences.

optimistic and not pessimistic, it can help

They then talked about how knowing about their learning differences will help them when applying to their next school and in their life after Gaynor.

you not feel very trapped and sad.”

Victoria R. said, “I think kids just learning about their learning differences just have to believe in themselves

Victoria R. said, “I think knowing about my learning

and have an open mindset, because the more you learn

difference really helped me apply to high schools,

about yourself the more comfortable you’ll be. But if you

because I knew what to look for and the certain amount

go in with a fixed mindset like, ‘I’m not going to listen to

of support I needed. I got to talk to teachers at schools

any of my teachers, this is how I’m going to be,’ it’s not

and see how they taught their kids, and I got to talk to

going to go well. And I think Gaynor provides so many

learning centers and see how they would help me. That

opportunities for you, so you just have to take advantage

was helpful to choose a school, and to choose a school

of them.”

I think I need and I would like to go to. And I’m also very grateful I had the opportunity to learn so much about myself.”

Ella B. said, “I think this will help me after Gaynor, because I will know my strengths and weaknesses, and I will know what tools and strategies I need to succeed. Also, I’m confident in talking about my learning difference, and I’m confident in talking about myself and me as a learner, 42 GAYNOR GAZETTE

In closing out the Evening Coffee Talk, Dr. Cosentino reflected on what a great job the students did and how strong the Gaynor community is.

“I want to say these students are all superstars,” she said.

“They’re confident, open, and inspiring. You can see the openness of our students. I keep in touch with students all over the city in high school, and I know the Gaynor bonds are very deep.”

PHOTOGRAPHY UPDATE

Photography Update

Students in Photography Teacher Jessica

After learning about Kusama, students then

Ressler’s class worked on a variety of digital

tried their hand at digitally recreating her

projects this year.

famous pumpkins.

In the Silver Cluster, students learned about

Ms. Ressler said students utilized their awareness

the artist Yayoi Kusama in honor of Women’s

of color relativity from a past lesson to create

History Month.

bright, fun, and popping digital pieces.

Ms. Ressler said Kusama is a Japanese artist

“The Silver Cluster had fun digitally replicating

who is sometimes called “the princess of

Kusama’s spotted, dotted pumpkins in Pixlr,”

polka dots.” She was born in Japan in 1929,

she said.

and as a little girl, she loved drawing and painting. Although her parents didn't want her to be an artist, she was determined and persevered.

Eventually, Kusama persuaded her parents to let her go to art school and study painting in New York City. She had her first of many exhibitions in Manhattan in 1959. Her art has been categorized as both pop and minimalist.

As well as being an art pioneer, Kusama put her creativity into other things including music, design, writing, and fashion. At the age of 91, Kusama now resides in Tokyo, Japan, where

Ms. Ressler’s Blue Cluster students worked on digital collages inspired by artist Bisa Butler.

Butler is an American fiber artist known for her vibrant, quilted portraits celebrating African American life — from everyday people to notable historical figures.

Butler said that she aims to “tell stories that may have been forgotten over time” through her quilts.

She uses kente cloth and African wax printed fabrics in her quilts so her subjects are “adorned with and made up of the cloth of our ancestors.”

she continues to create wonderfully exciting

Inspired by her works, Blue Cluster students

new pieces.

created their own digital quilted portraits.

SUMMER 2021 43

SPIRIT WEEK

SPIRIT WEEK Students, both virtually and in person, showed their Gaynor pride during this year’s Spirit Week. While in-person Spirit Week assemblies were not possible this year, the Gaynor spirit was alive and well in every class. The week kicked off on February 8 with Green and White Day. On day two, students represented their favorite teams. Classes dressed up in their cluster color for Cluster Pride Day on day three. Day four showcased many wacky hats and crazy socks, and day five celebrated Valentine’s Day with pink, red, and white day. Whether it was in person or through the screen, everyone celebrated being part of the Gaynor community!

44 GAYNOR GAZETTE

School's Out!

SUMMER 2021 45

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