The Compass Fall 2023

THE

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WINDWARD’S DRAMA PROGRAM NEVER SAYS NO TO ADVENTURES

Contents 4

4

8

LookingAhead Aheadfor forWindward Windward Looking

28

The Drama Program

Graduation 2023

31

Dream Big

STAY CONNECTED instagram.com/TheWindwardSchool facebook.com/TheWindwardSchool

On the cover from “Guys and Dolls,” Westchester Middle School, spring 2023

linkedin.com/company/ TheWindwardSchool

thewindwardschool.org

6 Donor Impact: Tuition Assistance 7 DEIB Deep Dive 14 The Science Behind Student Support 16 Basketball Champions!

20 Mosaic Conference 21 Community Spotlight: Tim Lucas 22 Faculty and Staff Award Winners 23 Faculty and Staff News and Milestones 26 Community Spotlight: Campus Heads 30 Donor Impact: Outplacement Gratitude and Alumni Giving

32 Community Spotlight: Alumni Panel/College Conversations

33 Community Spotlight: Alumni News and Notes

LOCATIONS Westchester Lower School 1275 Mamaroneck Avenue White Plains, NY 10605 (914) 949-6968

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The Compass is published twice a year by the School's Marketing and Communications Department. It is a magazine for The Windward School community.

Jamie Williamson Head of School Jana Cook Editor and Associate Director of Marketing and Communications Contributing Editorial Staff: John Bifone, Timothy Brosnan, Lucy Godman, and Nicole Nearchou Contributing Writers: John Bifone, Timothy Brosnan, Jana Cook, Angel Francis, Nicole Nearchou, Romina Pacheco, Michelle Spino Andruss, Melissa Stewart, and Jamie Williamson Contributing Photographers: Victoria Jackson, Susan Nagib, and Nicole Nearchou Design: hgDesign, NYC

Vision: A world where every child with a language-based learning disability is empowered to achieve unlimited success

Westchester Middle School 40 West Red Oak Lane White Plains, NY 10604 (914) 949-6968 Manhattan Lower & Middle Schools 212 East 93rd Street New York, NY 10128 (212) 222-8628

Note: At The Windward School, a student's class year is the same as their high school graduation year.

Growth

We believe that everyone is capable of growing and learning. At Windward, a growth mindset is shared by all and takes many forms, from academic growth for students to professional growth for faculty and staff.

From thef.

Head of School T

he term “growth mindset” has become a buzz phrase in recent years. On the one hand, it’s great to see this simple, powerful idea reaching more people; on the other hand, by virtue of its popularity, it runs the risk of prompting semantic satiation, when a term loses all meaning from repetition. What, exactly, is a growth mindset, and why is Windward so committed to this concept that we have made it one of our core values?

In the simplest terms, a growth mindset relates to a person’s ideas about innate ability versus effort. Those with a fixed mindset believe that intelligence and talent are inherent; those with a growth mindset see these things as adaptive ways of being, malleable as a result of focus, mentorship, and hard work.

Dr. Carol Dweck coined the phrase in her 2006 book, Mindset: The New Psychology of Success, based on her decades-long work studying behaviors of thousands of children. In a 2012 interview, she said, “I wanted to know why some kids were devastated by setbacks and others seemed to thrive when they hit difficulty.” What she found, across numerous studies, is that mindset is a consistent predictor of long-term success.

One study, which Dweck and her colleagues repeated six times to confirm that its dramatic results were accurate, involved individually giving fifth graders ten problems from a non-verbal I.Q. test. After they completed the problems, students were offered specific kinds of praise. Some students were told, “That’s a really good score. You must be smart.”; others were told, “Boy, that’s a really good score. You must have worked hard.”; the last, control group were simply told, “That’s a really good score.” Then students were offered an additional task in one of two categories: one that was in their comfort zone and would be easy to complete or a more challenging task that they may fail to complete but from which they would learn something important. “The majority of kids who were praised for their intelligence wanted the easy task in their comfort zone, whereas the overwhelming majority of kids praised for the process wanted the hard task they could learn from,” Dweck noted.

Finally, the researchers gave difficult problems to all the students and found that those who were praised for their intelligence after the first set of problems lost their confidence. Tellingly, when returning to the easier problems for a second time, these students’ performance suffered, and some even lied about their score. Conversely, those students who had been praised for the process remained engaged in working through the challenging problems. When they returned to the easier problems, their scores were higher than they had been in the first round. They also didn’t lie about their performance, as there weren’t negative connotations around struggling through something difficult.

As an educator, I’ve always been data driven. And what the data has shown time and again is that the brain has the capacity for incredible growth at all stages in life. In fact, it is through the process of failing and reassessing and finding a different approach that new neural pathways are created. For our students, the best gift we can give them is the knowledge that their brain is like a muscle that grows stronger with use, and the effort they expend to learn something new is the way they get smarter over time. When that concept clicks for students, they see moments of confusion, periods of struggle, and setbacks as opportunities to grow their brains. And that is when they can truly tap into their unlimited potential.

Jamie Williamson, EdS Head of The Windward School and Executive Director of The Windward Institute

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LOOKING AHEAD FOR WINDWARD

JOHN J. RUSSELL, EdD, HONORED WITH WESTCHESTER LOWER SCHOOL CAMPUS DEDICATION

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On November 20, 2022, our hardy Windward families braved crisp but sunny weather to gather as a community for an open house and the naming of Westchester Lower School in honor of Dr. John J. Russell.

The festivities kicked off with a touching outdoor ceremony honoring former Head of School and current Special Projects Advisor to The Windward Institute Dr. Russell. As head of school, he presided over a period of unprecedented growth for The Windward School, including the opening of the Manhattan campus in 2015, which nearly doubled Windward’s enrollment and expanded access to its transformative program. An anonymous donation, the single largest gift in Windward history, helped realize the construction of the Westchester Lower School campus, and the donor had the foresight to request that the gift honor Dr. Russell’s legacy.

Head of School Jamie Williamson, former Board

Windward community members enjoyed games and snacks after the dedication ceremony.

“Dr. Russell has literally changed and impacted thousands of lives...I am eternally grateful.”

Patricia L. Wolff, Board Chair John Russell and Jamie Willamson

Chair Devon Fredericks, and Board Chair Patricia L. Wolff made remarks before dedicating the campus to Dr. Russell and revealing the campus signage. Ms. Wolff said, “Dr. Russell has literally changed and impacted thousands of lives, and, as a parent of one of these students, I am eternally grateful.” During his moving acceptance speech, Dr. Russell discussed his lifelong career focus on not only supporting those with languagebased learning disabilities but also advancing literacy outcomes for all.

Families were then invited to explore the school and enjoy popcorn, burgers, hot dogs, hot chocolate, and ice cream. In the gym, children and adults availed themselves of the many games and activities provided for the occasion, including air hockey, foosball, skee ball, Ms. Pacman, hoop shooting, pinball, and more.

Windward’s sense of community shone through the day’s events, with everyone seeming to relish the opportunity to gather in person and connect with one another.

Right: Windward students had a fantastic time playing the various games brought in for the occasion.

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WINDWARD IMPACT

Tuition Assistance Expands Access Windward steadfastly endeavors to attain its vision—a world where every child with a language-based learning disability is empowered to achieve unlimited success. In doing so, the School continues to expand its tuition assistance program and positively impact more students in need. Since 2019, Windward has increased its need-based tuition assistance awards by 18%.

Nomi Kleinman and Dan Cayer, whose daughter Ruby outplaced in 2023, volunteered with the Windward Fund Committee because of Windward’s tuition assistance program: “We saw an email asking for volunteers to help with fundraising, and, given how generous and supportive Windward has been to our family, we felt a strong desire to help raise money for the school...You can really make an incredible impact with just several hours of volunteering over the course of the year. Imagine raising enough money for half tuition or even full tuition for a deserving student in that time!

We don’t often have the chance to make that much impact in our lives.” Cost should never be a barrier to a Windward education, and tuition assistance ensures that it isn’t. “Windward was absolutely transformative for our daughter and we completely felt that we wanted to do our part given how much financial aid opened the door for our family,” said Nomi and Dan. Windward alumni speak passionately about Windward’s impact and the critical role that tuition assistance played for them. Alum Melissa Strauss ’15 says, “Without the support of tuition assistance, I wouldn’t have been able to gain the proper education I needed to be successful...Receiving tuition assistance was the key that opened opportunity for me and peace of mind for my mom knowing I would have exposure to a curriculum backed by evidence for students with dyslexia that my public school couldn’t.”

During the 2022-2023 academic year, Windward awarded nearly $8.6 million in tuition assistance, which benefited nearly 20% of Windward families. The generosity of the Windward community makes that possible.

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“Without the support of tuition assistance, I wouldn’t have been able to gain the proper education I needed to be successful.”

Melissa Strauss ’15

183

students served in 2022-2023

18

%

increase per student since 2019

59

students served in 2007-2008

$ 8.6M

given to families in financial need in 2022-2023

W

Windward Fund

DEIB DEEP DIVE

To Cultivate Belonging,

We Must Be Intentional Tu eres mi otro yo.

Si te hago daño a ti.

Me hago daño a mi mismo.

Si te amo y respeto, Me amo y me respeto yo.

You are my other me.

If I do harm to you.

I do harm to myself.

If I love and respect you, I love and respect myself.

-By Luis Valdez (In Lak’ech—I am You or You are Me) The above Mayan-inspired poem “In Lak’ech” speaks to the connection that exists between humans: If I do harm to you, I do harm to myself; If I love and respect you, I love and respect myself.

It is scientifically proven that humans are wired for connection. We need connection in order to make it through life, and it is through these connections that we create interdependent relationships that help us grow both as individuals and as a group. Yet, systems of oppression have gradually taught us to think of ourselves as individuals disconnected from one another. Historically, we have seen how colonialism, enslavement, imperialism, and segregation have perpetuated an “us vs. them” mentality in many communities. Nevertheless, humans are more connected and in need of each other than has often been recognized. A 2020 study done at the Massachusetts Institute of Technology found that we crave interactions in the same region of our brains where we crave food. Another study from 2011 found that we experience social exclusion in the same region of our brain where we experience physical pain. Furthermore, research done at the University of British Columbia (2014) concluded that experiencing ostracism at work can lead to job dissatisfaction and health problems. Similarly, researchers at the University of Michigan in a 2005 study noted lacking a sense of belonging is a strong predictor for depression, even more so than loneliness or lack of social support.

Belonging is what humans need. We often hear about the importance of acknowledging and celebrating diversity. This, indeed, is foundational when creating cohesiveness in groups of people who come from different backgrounds. Celebrations and acknowledgments are a great entry point to inclusion efforts because they bring people together, promote awareness, and give way to joy.

Yet, celebrating our differences is not enough if the goal is to create an environment where everyone can thrive. We should always remember that the

point of engaging in Diversity, Equity, Inclusion, and Belonging (DEIB) work is for every member of a community to reach their full potential and live a dignified life. Yes, let us celebrate and appreciate one another while also working towards developing spaces where policies and practices are welcoming, respectful, and supportive of the individuals in those spaces, particularly those who have been historically excluded. At The Windward School, we were intentional in adding Belonging to our DEI journey. Using belonging as a framework invites us, as an institution, to ask the question, who in our community is not feeling welcomed, respected, or supported? We understand that cultivating a sense of belonging cannot be left to chance. It is something that needs to be done with intention, and as a School, we must continue to create the conditions for belonging. This will require that Windward moves out of its comfort zone if we want to stay true to our commitment to a world where every child with a language-based learning disability is empowered to achieve unlimited success. This includes accounting for race, socioeconomic class, gender, sexual orientation, religion, national origin, and other forms of identity. As a school, we are still working on establishing this strong sense of belonging by all our members. We view every step along the way as a move that gets us closer to that end goal. My invitation to you today is to reflect on your personal connections and your own sense of belonging. How would you feel, think, and act if you operated from the premise that I am you and that you are me?

Romina Pacheco, PhD, Director of Diversity, Equity, Inclusion, and Belonging

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WINDWARD’S DRAMA PROGRAM NEVER SAYS NO TO ADVENTURES You’re a sixth grader. Way back in the fall, shortly after the start of school, you stepped outside your comfort zone, deciding to take a chance on something you’d never tried.

Venturing into the unknown was at first terrifying, a feeling that dissipated as it was consumed by the hard work of learning new skills, focusing on the tasks at hand, and absorbing as much of this new world as possible. As winter inched toward spring, the big day approached, and rehearsals ramped up. Characters became fully realized, costumes came together, carefully constructed set pieces began to appear in your practice spaces, and lighting designs took shape. The calendar creeps onward, and, before you know it, the day of the show arrives. It all comes down to this.

You feel a hum of anticipation in the air, a buzz that intensifies as the house lights dim and spotlights illuminate the stage. Theatergoers shift, settling into their seats, and the actors offstage make the final touches to their costumes, taking a collective deep breath as the room goes silent.

After months of hard work—all the rehearsals, set building, costume design, meticulously planned lighting cues—it’s showtime.

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Manhattan’s Drama Program presented “Chitty Chitty Bang Bang” for its spring 2023 production.

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DRAMA PROGRAM For the last fifteen years, the theatre program at Windward has quietly been elevating itself to the hallmark program it is today: little by little, show by show, student by student. “There was no drama program at Windward when I arrived fifteen years ago,” said Performing Arts Chairperson Betsy Hooper. “At Westchester, we performed in the cafeteria, rehearsing to the sounds of people chopping carrots and bus announcements blaring over the loudspeakers.” In fact, during the first four years of Ms. Hooper’s tenure, there were no provisions or staffing for musical accompaniment of shows, which necessitated some creative problem solving on her part. “I found myself writing scripts with fifty speaking parts,” she explained, “because each child had to have a line or two as there was no option to cast large groups as the chorus. The biggest changes in [Westchester’s] after-school program came when the auditorium was built and we hired Stefano Peña as our musical director.

That’s when we began doing musicals and musical revues.”

Even with its modest beginnings, Windward’s drama program has always adhered to a simple vision: a shared desire to encourage students’ self-expression through art. This perspective shapes everything it produces, as well as creating a safe space for students to express themselves, tap into their creativity, and take artistic risks.

The drama program’s simple vision: a shared desire to encourage students’ selfexpression through art.

“Guys and Dolls,” WMS production, spring 2023

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from “Guys and Dolls,” spring 2023

“That 60s Show,” winter 2023

Aligned with the School’s instructional model, the drama program follows research-based, explicit, systematic techniques grounded in direct instruction.

Because theatre is a language-based discipline, it dovetails nicely with the intensive instruction in language arts students receive through their academic coursework. “Drama helps students feel comfortable expressing complex language, builds verbal skills, including reading aloud with expression and memorization, improves reading comprehension, and encourages empathy,” Ms. Hooper said.

To accommodate the specific needs of our student population, the planning process starts early for each show the drama program presents. “Time, time, time, time. This is the most important element of rehearsal for our kids,” Ms. Hooper explained.

Director of Manhattan Drama Program Elly SteikerPearl added, “We like to start [the rehearsal process] in the fall and perform in the spring so that there is time for the kids to learn lines, staging, and character motivations, without them feeling rushed.”

This incredibly intentional process pays dividends, both in the finished products—the shows themselves—and in their effects on students’ social and emotional development.

TAKING RISKS, BUILDING CONFIDENCE One of the biggest soft skills that Windward’s drama program espouses is leaning into mistakes.

In fact, embracing the notion of fearlessly taking creative risks is a core tenet of the program. One rule, which many artists implicitly understand, is that expecting perfection is a death knell for creativity.

Windward’s drama program takes no exception to this rule. Ms. Hooper tells her students, “Don’t be afraid to be wrong. We learn by making mistakes.

Really, you don’t learn if everything goes perfectly every time.” In Manhattan, the message is the same. According to Ms. Steiker-Pearl, “I always tell my cast I don’t want a perfect performance. When something goes wrong, how do you adjust? Some of the funniest, most delightful moments happen when kids get back on track after something unexpected occurs on stage.”

When students feel comfortable trying different approaches without fear of judgment, there is a ripple effect: They are able to lean into vulnerability from a place of psychological safety, which reinforces their decision-making processes, which, in turn, boosts their confidence in themselves. Will Cranch, former co-director of Windward’s Manhattan drama program (who relocated out of state at the end of the 2022-2023 school year), put it simply: “We really emphasize the independence of the students. They get support, but the goal is to have them be independent.”

And our drama program’s faculty members truly walk the walk embodying this idea; students manage technical aspects of the shows themselves. For example, Manhattan’s production of “Chitty Chitty Bang Bang” in spring 2023 had a

fifth grader in the role of props master. Ms. SteikerPearl said, “She effectively ran the backstage. Her growth in owning that role was amazing to see.”

Mr. Cranch added, “She could move to Broadway and do it. Initially she was overwhelmed by everything she had to do, but after some positive reinforcement—‘you’ve got this, you’re doing incredible work’—and talking with the cast about following her instructions, she really shined.”

This transformation, developing pride in one’s own talents and abilities and a greater fearlessness when it comes to taking risks, is the heart and soul of all Windward’s programs but manifests with beautiful clarity in the drama program. Manhattan Music Director Dan Wilson explained, “Students I teach in an academic setting were completely different kids onstage.

It’s so impressive to their other teachers seeing this side of them, seeing them go from being untested to blowing away their teachers and parents.”

from “Newsies,” winter 2020

DRAMA PROGRAM

In the spring, renowned director

BARTLETT SHER visited one of our Manhattan eighth-grade language arts

BUILDING A SHOW Giving students adequate preparation time for all that goes into a production is one key ingredient of a successful show, but there are many more factors at play. Planning begins each summer, as the drama program’s faculty members brainstorm for the next year, looking at scripts, selecting a play, and developing a vision for that show. Auditions are held in the fall, with rehearsals starting shortly thereafter. The essentially yearlong process is wholly intentional, to allow students to reach the comfort level with the material that results in the best audience experience.

For the actors, the first order of business is the decoding work. Ms. Steiker-Pearl noted, “A script is an enormous amount of text for our students.” The goal is to encourage students to eventually view the language through a different lens, as a means of emotional and creative expression. Students explore the way a character’s vocabulary helps define them, or how slang or idioms are reflective of different historical periods or geographical locations. For example, the Westchester drama program presented “Guys and Dolls” in spring 2023, which is set in 1950s-era New York City. Manhattan’s production of “Chitty Chitty Bang Bang” takes place in England in the 1930s.

“There’s a repeated joke about the slang term bob related to shillings—we had to be clear about what that joke means,” Mr. Cranch explained. This winter, the fifth-grade drama program at Westchester Lower School, directed by Carrie Minio, also put on an era-specific show, a musical revue called “That 60s Show.”

Next, with the support of faculty members, students dig into the work of developing their characters and understanding their motivations. “This parallels the comprehension work they’re doing in language arts classes from a character perspective,” Ms. Hooper said.

The next piece is memorization, a process heavily scaffolded for our students, with ample support offered and clear deadlines established. In true Windward fashion, drama program faculty members are patient with students throughout this process, highlighting progress over perfection. “We work with

classes. The students had been reading To Kill a Mockingbird, which Mr. Sher directed on Broadway and in London.

He spoke with students about the novel, providing his thoughts on the characters and themes presented.

Then Mr. Sher discussed adapting the novel for the stage, giving the class insights into the different aspects that went into building the play, such as casting, refocusing the play around the trial, and trimming its length for the stage.

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WMS presented “Peter and the Starcatcher” in spring 2022.

“Chitty Chitty Bang Bang,” spring 2023

IN BRIEF: MS. HOOPER’S PHILOSOPHY

➊ If something isn’t working, don’t be afraid to start over. Be critical of your own work and be willing to fix it.

➋ Don’t be afraid to be wrong. We learn by making mistakes.

➌ Practice makes better. them about what to do when someone forgets a line. How do you get the scene back on track? It’s about working on productive improvisation,” said Assistant Director of Manhattan Drama Program Bradly Valenzuela.

The musical elements receive the same care and consideration in planning. Music Directors Stefano Peña (Westchester) and Dan Wilson (Manhattan) are keenly aware of the need for maintaining consistency for our students, which translates to creating clear musical cues for actors and helping students understand the link between music and characters’ expression of feelings. “The goals of the music are to enhance the characters’ emotions and teach students about different parts and singing with complex harmonies,” Mr. Peña said. Mr. Wilson added, “We also pay attention to playing the music the exact same way every time so kids know where to come in. Improvising is only for emergencies.”

Of course, the students working backstage are as critical to each production as those working onstage. Ms. Hooper, who admits her love of theatre is based entirely on backstage work, designed the drama program to ensure that creative non-actors play an important role in each show. Students help paint and design sets, help design and run lighting, and are entirely responsible for being the backstage crew during performances. “That old idea that if a kid wants to participate but doesn’t want to do much, then we should just ‘let them work backstage’ isn’t part of our program,” Ms. Hooper explained. “There is no one in the cast or crew who isn’t working incredibly hard all the time. Putting on a play is demanding work, which is why it’s ultimately so satisfying.”

➍ Give yourself enough time to

complete your task. Don’t rush creative thought.

➎ Don’t be scared to try something

new.

➏ Be openhearted to others so that

you can create a community.

➐ Collaboration is fun. Work with others—listen to others’ ideas.

➑ Drama is life—conflict and

resolution are the stuff our lives are made of.

For our students, the work of producing a play is a labor of love, one that bolsters self-confidence, strengthens peer connections, and expands students’ notions of what they can accomplish when they fully lean into a task. To not only glimpse what is possible but to embody this potential: It is the heart of what we do at Windward.

THE SCIENCE BEHIND STUDENT SUPPORT

The brain is a social organ. At any given moment, we have the ability to expand the brain to a state of memory retention; to strengthen, adapt, and grow our neural networks; even to change the actual physical and chemical nature of our brains. How this process unfolds depends largely on our mindset and on how we are impacted by our environment.

The concept of neuroplasticity—the brain’s ability to change over time and through experiences—is nothing new. But in recent years, neuroscientists have discovered how adaptable our brains truly are and how these insights reveal the interconnectedness of all areas of child development. What we have learned is that the context of our environment signals reactions in the brain, such as sending cues that we can move toward others with trust, with openness, with a strong sense of psychological safety.

This is the foundation of the Windward program: removing barriers to empower our students to grow not only as learners but also as people. Just as we infuse rich language instruction in all classes and activities, we know that social and emotional learning are embedded in every message and interaction students have at school, and it is our responsibility at Windward to approach these opportunities with intention and evidence-based practices.

Arguably, it is this learning, based on five core competencies promoted by the Collaborative for Academic, Social, and Emotional Learning (CASEL), that is critical to academic success: self-awareness, selfmanagement, responsible decision making, social awareness, and relationship skills.

In addressing our framework for student support, Coordinator of Student Support and SocialEmotional Learning Dr. Anna Weiser allows one overarching question to guide her:

DR. ANNA WEISER

“HOW CAN WE THOUGHTFULLY CREATE ENVIRONMENTS TO LEVERAGE THE BRAIN’S ABILITY TO GROW AND THRIVE IN A STATE OF EXPANSIVE LEARNING?” At Windward, we accomplish this through a combination of providing a comprehensive social and emotional learning curriculum; collaborating with faculty members to support students in real time; offering short-term, solution-based counseling for students; and partnering with parents/guardians and external providers.

Our multi-pronged, research-based approach promotes wellness by helping students

Dr. Weiser’s role is critical to ensuring that we are meeting the needs of our students in order to allow them to thrive academically, socially, and emotionally. While each Student Support Team continues to be dedicated to their assigned division, the teams work together to develop programming, to respond to acute community needs, and to ensure that we remain one school in our approach to supporting the socialemotional learning of Windward students.

The Coordinator of Student Support and SEL serves as a resource to meet these objectives for the students as well as the larger school community. Dr. Weiser is present on all three campuses to work with the daily needs of each Student Support Team, and she is also charged with ensuring that we are always serving the mission of The Windward School as our SEL program evolves, driven by researchbased practices from the field of child development.

• learn the correct vocabulary so they can express themselves; • understand how to identify and manage their emotions; • cultivate positive coping skills; • develop friendships and navigate social situations, including through conflict resolution; • understand how they learn; • express empathy for others; • learn how to self-advocate; • boost their confidence and self-esteem; and • gain the tools they need to succeed socially and academically in a mainstream environment.

Ultimately, adopting a growth mindset is the cornerstone of students’ academic, emotional, and social development, and it is this mindset that is key in wiring the brain to harness its boundless potential.

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Congratulations, Manhattan Grades 7 and 8 Boys’ and Girls’ Basketball Teams!

For the second year in a row, both the girls’ and boys’ grades 7 and 8 basketball teams at Manhattan Middle School took home Middle Schol Athletic League (MSAL) championships!

Windward is incredibly proud of our players for their dedication, efforts, and teamwork, which made for such memorable and exciting seasons.

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CONGRATULATIONS!

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Your contributions to the Windward Fund help enhance all Windward’s programs, both inside and outside the classroom.

Please consider making a gift today!

Middle School Students Attend MOSAIC Diversity Conference Diversity, equity, inclusion, and belonging (DEIB) are four pillars by which Windward builds and strengthens its community. They are at the core of the School’s inclusive principles and play a large role in preparing students for life both during and after Windward. Responsible citizenship is a lesson valued to the highest degree at Windward, and it is through various opportunities to explore the avenues of social and emotional growth that the School teaches how to navigate that responsibility. As part of the School’s ongoing DEIB initiatives, Westchester Middle School students in grades 7, 8, and 9 attended the 11th annual MOSAIC middle school diversity conference at Rye Country Day School, where they connected and collaborated with students from neighboring independent schools in Westchester and Fairfield Counties to explore building inclusive and supportive learning communities.

The importance of individual identity is the cornerstone of MOSAIC, tackling subjects ranging from gender and sports to neurodiversity and

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beyond. The conference is open to students from all backgrounds and is unique in that it is hosted by young people for young people; presentations were led by local high-school students, including some of Windward’s own ninth-graders, and attendees were given the freedom to choose which panel topics they’d like to attend. Hosts take great care in preparing attending students to engage with such sensitive material: They propose topics of their preference, develop their own scripts and ice breaker activities, and create environments where networking with students of other identities can occur in an organic manner at their discretion, all before lectures even take place.

Windward’s attendance at MOSAIC is a large step forward for the School’s mission to bolster cultural competency. We strive to give our students as positive an experience as possible, and we believe that by exposing them to identities that exist outside the traditional sphere, they can learn how to better advocate for themselves and their peers—and in this instance, they did. Neurodiversity proved to be a topic of discussion with high demand and introduced Windward’s middle school attendees to a newfound sense of confidence when approaching selfadvocacy and engaging in difficult conversations.

For Windward, that means we can be doing more: It is the School’s goal to make the MOSAIC conference a regular trip, and with even greater inspiration to meet our DEIB goals, encourage more students to participate in the years to come.

WMS’s Tim Lucas Delights and Surprises With His Teaching Style

FACULTY SPOTLIGHT

If you see a costumed crusader roaming the halls of the Westchester Middle School campus, don’t be alarmed: It is just Tim Lucas, one of Windward’s best examples of inspirational teaching through humor. Using his unorthodox approach, Mr. Lucas uses his sense of whimsy to lead his social studies, language arts, and computers classes forward and onward to meet their goals.

His costumes, of course, do not make up the entirety of his wardrobe; rather, they serve as a much-needed reminder for his students that learning can and should be fun. “So, when the students see me in costume, they think, ‘today must be something special.’” For Mr. Lucas, learning is that something special—something to revel in, to be excited about—especially for the many young people who enter Windward with little confidence in their academic abilities. That enthusiasm for education is at the heart of Mr. Lucas’s teaching philosophy.

Engaging students in a way that fosters an authentic zest for learning is not the easiest task. On this, Mr. Lucas would agree, but the determination with which he encourages children to appreciate or even love learning is reflected in the rapport he has developed with his students. He explains, “They feel empowered asking for help. I think that’s a great thing for them, and I think it’s a great sign of success for the teacher if the students are that confident.”

Mr. Lucas’s approach is student centric, acknowledging them as individuals and encouraging them to celebrate the diversity that makes up our world. His students learn to become citizens of communities that live and grow outside of Windward’s four walls. His classes strive to be spaces grounded in openness, accountability, and mutual respect.

Mr. Lucas is, like his students, always a learner, and the constantly evolving landscape of student needs presents new challenges to navigate daily.

As a leader, he adapts to the best of his ability, understanding the power in learning together. He and his students learn together, and together they flourish.

“When the students see me in costume, they think,‘today must be something special.’”

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FACULTY AND STAFF

AWARDS Windward Faculty and Staff Members Honored in End-of-Year Awards Ceremony The Isabel Greenbaum Stone Master Teacher Award is given each year to an exemplary member of The Windward School faculty to recognize the exceptional quality of work and support for their students. The award was created by the Stone Foundation to honor Isabel Greenbaum Stone, one of the founders of The Windward School. Congratulations to Manhattan Lower School teacher Ms. Sarah Nordgren for receiving the award this year. Ms. Nordgren has been a committed member of the Windward community since 2014 and continues to have a positive impact on students and the community today.

Sarah Nordgren (right) accepting the Isabel Greenbaum Stone Master Teacher Award

The Heart of Windward Award established in 2020 recognizes a faculty or staff member from each division of The Windward School who is a champion for our school’s core values and exemplary in their commitment to our community. Congratulations to this year’s recipients: Ms. Jillian Piazza, Ms. Lauren Benjamin, Mr. Andrew Pearlman, and Mr. Jason Steiker.

Additionally, this year, a new All Campus Heart of Windward Award was established to honor a faculty or staff member who serves multiple campuses. Congratulations to this year’s recipient, Ms. Isabel Hernandez.

Ms. Jillian Piazza

Ms. Lauren Benjamin

Mr. Andrew Pearlman

Mr. Jason Steiker

Teacher Manhattan Lower School

Teacher and Coordinator of Math Manhattan Middle School

School Counselor Westchester Lower School

Activities Coordinator Westchester Middle School

FACULTY AND STAFF Ms. Kelly Schmidt (center) accepting the Sandi Galst Scholar Award

NEWS & MILESTONES Danielle Scorrano Earns Doctorate of Education and Celebrates Marriage

The Sandi Galst Scholar Award is given annually to an outstanding Windward reading teacher. The recipient is given a grant through the Sandi Galst Faculty Education Fund to further their education through academic coursework or other professional experiences. This year’s recipient is Westchester Lower School teacher Ms. Kelly Schmidt.

Ms. Schmidt is a nurturing, patient, and kind educator who is adored by her students and their families and is committed to the success of every reader.

READ Podcast Host and Research and Outreach Director of The Windward Institute Danielle Scorrano had an eventful year. She earned her Doctorate of Education from Johns Hopkins University in May, and, on July 22, she married Stephen Gomez at Rule of Thirds in Brooklyn.

Congratulations to Dr. Scorrano on reaching two major milestones!

Hannah Rapaglia Stars in Next to Normal Westchester Middle School teacher Hannah Rapaglia recently starred as Natalie in the Ridgefield Theater Barn’s production of “Next to Normal.”

Shannon Urabe Earns Master of Science in Teaching

Ms. Isabel Hernandez

Manhattan Middle School teacher Shannon Urabe earned a Master of Science in Teaching from Fordham University in May.

Benefits Administrator All Campus COMPASS FALL 2023 | 23

FACULTY AND STAFF

NEWS & MILESTONES Windward Babies Westchester Lower School teacher Jenna Enright had a baby boy, Austin James, on October 25, 2022. The newborn weighed 7 lbs. 3 oz.

Westchester Lower School teacher Briana Tracy welcomed her third child, Calvin Thomas, on January 10, 2023. Calvin joins big brothers Donovan (age 7) and Everett (age 5).

Coordinator of Language Arts at Westchester Lower School Jessica Sorna and her husband Mike welcomed their baby girl, Elizabeth Paige, on March 8, 2023.

Westchester Middle School teacher Sarah Heckman had a baby girl on June 1, 2023.

Westchester Lower School Coordinator of Language Arts Colleen McGlynn Golden and her husband Kevin welcomed Connor Michael on May 5, 2023. The newborn weighed 8 lbs. 8 oz. and was 22.5 inches long.

Windward Retirees A uniquely special aspect of the Windward community is the tireless dedication of our faculty and staff. Windward would like to thank this year’s retirees for their many years of service to our community. We wish them all the best as they embark on this new chapter in their lives!

Rafael Burgos, Facilities Supervisor, WMS: 17 years’ service Shelley Donato, Assistant Coordinator of Special Services/Teacher, WMS: 25 years’ service Shannon Nicholls, Teacher, MLS: 19 years’ service Lisa Rainey, Teacher, WLS: 17 years’ service

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Years of Service Recognition

5 YEARS Louise Buser - MLS Leah Danziger - MLS

Stephanie Myhal - WMS Mackenzie Skerritt - WMS Christina Svenjak – WMS

Jonathan Arnold - MLS Edgar Barreras - MMS Lauren Fulco - MMS Robin Bello - WLS Jordan Cohen - WLS Kathryn Court - WLS Eliza Hilyer - WLS Sara Jo Karger – WLS Thomas Kruze - WLS Chris Mulios - WLS John Ader - WMS

20 YEARS Jen Martino - WLS Craig Allison - WMS Trish Farano - WMS

10 YEARS Danielle Ngo - MLS Ashley Di Salvo - WMS

Karen Ralph - WMS Lauryn Belgrove - WLS Amanda Speer - WLS

Diane D’Onofrio - WMS Hannah Ewing - WMS Katherine Kaneko – WMS Danielle Scorrano - MMS Paul Lennihan - WLS Jon Rosenshine

25 YEARS Jill Fedele - WMS Pat Gay – WMS Shelley Donato – retired, 2023

Jerson Amaya - WMS Angeline Carelli - WMS Lloyd Chantiloupe - WMS

15 YEARS

Kimberly Dietz - WMS

Wilson Holguin - WLS

Ryaneileen Duffy - WMS

Lindsay Kennedy - WMS

Kayla Morales - WMS

Dev Pillette - WMS

40 YEARS

Engagements Congratulations to two Windward faculty members who celebrated engagements this spring!

NEW PLATINUM CIRCLE MEMBERS:

Marilyn Hunt was recognized at the end-of-year luncheon

by Head of School Jamie Williamson and Associate Head of School Jon Rosenshine for her incredible 40-year tenure at Windward.

Westchester Middle School teacher Ryaneileen Duffy (above) and Westchester Middle School teacher Brianna DiStefano (right) COMPASS FALL 2023 | 25

COMMUNITY SPOTLIGHT

WINDWARD’S WONDERFUL CAMPUS HEADS With three campuses to oversee, the role of the campus head at Windward is a critical one. Meet the leaders who work diligently to ensure that although we have three campuses, we are one School.

CHRISTOPHER Q. EBERHARD, EdM

DANIELE KASS, EdD

Christopher Eberhard, campus head of the Westchester Middle School, has seen and influenced many positive changes around The Windward School since he joined the community in 1996. Then a math and science teacher, Mr. Eberhard quickly recognized the positive impact educators at Windward have on their students. That focus on impact drove him to grow in his role, becoming dean of students in 2001, an assistant division head in 2007, and campus head of the Westchester Middle School in 2015.

Mr. Eberhard’s passion for The Windward School’s unique approach to education has allowed him to forge meaningful connections with hundreds of students and alumni alike and has led him to develop and launch the Windward Summer Program, enabling learners outside the Windward community to experience the life-changing effects of a Windward education.

Mr. Eberhard holds a bachelor’s degree in geography from The University of Connecticut, a master’s degree in middle school education from Sacred Heart University and a professional diploma in education from The College of New Rochelle.

As a classroom instructor for over 17 years, Campus Head of the Westchester Lower School Dr. Daniele Kass has taught students in public and independent schools from preschool through eighth grade, as well as young adults and graduate students at the university level. Her professional experience extends to serving as a mentor teacher and administrator, supporting adult learners in schools and educational training programs, and forming global partnerships with schools, teachers, students and programs throughout the country.

An active member of the International Dyslexia Association, she has conducted research studies on educational methodology and delivery, published in professional journals, and is the author of three children’s books.

Dr. Kass graduated Cum Laude with a BA in psychology from The State University of New York at Albany. Additionally, she graduated Summa Cum Laude from New York University in New York City, with an MA in special education. She earned a doctorate in education from Walden University in Minneapolis, MN. Modeling a love for lifelong learning, Dr. Kass also pursued a post-doctoral certification program in school management and leadership through a collaborative partnership of Harvard University’s Schools of Business and Graduate School of Education.

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JASON MOTT, EdD Campus Head of Manhattan Lower and Middle Schools Dr. Jason Mott’s work with struggling students began as a classroom teacher for a large, rural public school, where he encountered far too many children who had not been identified for supports and whose needs hadn’t been served. His determination to give these students a quality educational experience instilled a passion for working with students of diverse learning profiles. Later, as a guidance counselor from 2008-2015 for Covington Catholic High School in Park Hills, Kentucky, Dr. Mott served as an advocate for neurodivergent learners and as a resource for families.

During his tenure at The Springer School and Center in Cincinnati, he was explicitly trained, in his words, “to marry the neuroscience of learning with the art (and science) of quality teaching.”

In 2019, Dr. Mott was charged with empowering teachers and employing practices to best serve both neurodivergent and neurotypical learners as middle and upper school division head and director of secondary school placement at Chatham Day School in New Jersey.

While an undergraduate student at Centre College, Dr. Mott was inspired to pursue coursework in education in addition to majoring in English. Dr. Mott went on to earn an MA in Educational Studies from the University of Cincinnati and his EdD in Educational Leadership from Northern Kentucky University, with his dissertation research focused on the area of adolescent resilience. He also received a certificate in school management and leadership from Harvard Business School Online, a collaboration with Harvard Graduate School of Education.

LEAD on READ What does it mean to be a leader in education right now? LEAD on READ, a special four-part series of the READ podcast, aims to answer that question. Cohosted by READ Podcast Host and Research and Outreach Director of The Windward Institute Danielle Scorrano and Head of The Windward School and Executive Director of The Windward Institute Jamie Williamson, LEAD on READ welcomes experts who have had a significant impact in their schools, districts, and communities.

The series reveals a different side to Mr. Williamson than people may encounter in the hallways on Windward’s campuses, opening a window into his own leadership style, as he and Dr. Scorrano invite leaders in education to reflect upon how they navigated change and challenge throughout their careers, especially during the pandemic, and use insights to forecast how we can build more sustainable organizations for future generations of children.

Find LEAD on READ here:

The first three episodes of this series are available now, and the final episode will land this month.

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Graduation 2023 On June 11, Windward held its eighth-grade graduation ceremony for Manhattan and Westchester Middle Schools.

Student Council Presidents Jocelyn Raposa (WMS) and Remy Schlakman (MMS) delivered beautiful, reflective, and confident speeches, capturing the essence of their educational journey.

Grace Halvey ’16, shared her remarkable story and wisdom, leaving an indelible impact on everyone present. Windward is truly grateful for their powerful contributions to the ceremony.

Student awards were presented by Campus Head of Westchester Middle School Chris Eberhard and Campus Head of Manhattan Lower and Middle Schools Daniele Kass.

Congratulations to all our 2023 graduates and their families for reaching an amazing milestone worthy of celebrating!

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Alumni speaker Grace Halvey ‘16 (right) celebrates Windward’s new graduates

06.11.23

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WINDWARD IMPACT

Outplacement Gratitude In service of Windward’s mission to prepare students for successful mainstream school re-entry, we recognize that Windward represents one leg of each student’s journey—not the destination. We celebrate the outplacement of 20% to 25% of our students to mainstream schools annually and continue to support Windward alumni throughout their lives.

Outplacing families often choose to demonstrate their gratitude in their final Windward year. One way in which they do so is by increasing their Windward Fund giving. Over 45% of outplacing families who give to the Windward Fund increased their giving in 2023, resulting in an additional $275,000, all of which supports Windward students.

“

A FAMILY’S JOURNEY

Windward was a life-changing experience for our family. Not only did the school address the academic struggles of two of our three children, but equally importantly, helped them rediscover their purpose and potential, which was such a joy to see. We recognized this past year–our last year at Windward–that we could have been doing more financially, so we decided to get more involved and increase our support to a level that was commensurate with the gratitude we felt for the School, the teachers, and the experience. Thank you, Windward.

”

Stacey and Rich Schutzer, parents of Heather ’26 (outplaced to The Harvey School in 2022) and Bradley ’30 (outplaced to The Masters School in 2023)

“

W

People often say that college is the best four years of your life. Alum Emily Walsh ’16 believes the most transformative four years of her life were at Windward.

When Emily graduated from Windward in eighth grade and headed to high school, she felt equipped with the proper skills and teachings to succeed in and out of the classroom. “I was a more confident student and recognized the importance of asking for help and taking things one step at a time.”

Windward continues to positively impact Emily.

She is comfortable and confident in her workplace and can easily stay organized and manage her time. She writes well and can break down her thought process to clearly communicate in meetings. As a Windward Alumni Ambassador, Emily also gives back her time as the Alumni Co-Chair of the Fundraising Committee: “Other children should be able to experience the magic of Windward as I did.”

Emily and her parents remain committed to supporting Windward and students with languagebased learning disabilities. Their willingness to give back stems from a deep appreciation for the School’s impact on their lives. By contributing to the Windward Fund annually, they help ensure that Windward can continue successfully serving students like Emily.

Dina and David Walsh believe that Windward provided the base from which Emily was able to grow and prosper. “From a family perspective, Windward provided all of us with the comfort that Emily was receiving the life skills necessary for her success.” Their commitment serves as a shining example of how supporting educational institutions can have a profound effect on the lives of countless young people.

Windward Fund

Simon’s four years at Windward were simply transformative for him. He graduates and moves back to a mainstream school full of confidence in his ability to succeed academically and having mastered his dyslexia using the tools Windward provided him to meet its challenges. It is our pleasure to make a leadership gift to Windward in recognition of the excellence and dedication of the faculty and administration. Our family will be forever thankful for what Windward has done for Simon. Windward is a rare institution that in just a few years has a lifelong impact on its students.

Sophie and Peter Herzig, parents of Simon Herzig ’27 (outplaced to The Browning School in 2023)

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Emily Walsh ’16 Recalls Windward as Transformative

”

Windward Welcomes Patrick Ewing Jr. ’02 for Dream Big: Your Dreams Are Your Future Each year, the Windward Parents Association and Windward Alumni Office host the Dream Big: Your Dreams Are Your Future program, bringing successful people with dyslexia to Windward to share their stories with our students.

Launched in 2011, Dream Big engages Windward middle school students and the extended community in an encouraging, interactive event as a reminder that having a language-based learning disability need not hold anyone back from a lifetime of achievement. Featured speakers share their stories about overcoming obstacles and going on to achieve their dreams.

In 2023, Windward welcomed Patrick Ewing Jr.’02 as the Dream Big speaker. Patrick attended Westchester Middle School from 1996-1999. During his presentation, Patrick shared his inspirational story of accepting and overcoming his dyslexia to accomplish his goals.

Patrick shared how transformational his time at Windward was, from coming in as a student who disliked reading to going on to major in English in college. When discussing his time at Windward, he stated, “I wouldn’t be the man I am today if it wasn’t for this school.” Patrick shared inspiring words with our community, encouraging them to never give up on their dreams, and answered students’ questions about his journey with dyslexia.

Patrick Ewing Jr. ’02 poses with campus heads Danny Kass and Chris Eberhard

PATRICK EWING JR. ’02 Following Windward, Patrick attended Georgetown University, where he lettered in basketball and was named the Big East Sixth Man of the Year while helping lead his team to back-to-back Big East regular season championships, a Big East Tournament championship, and a Final Four. Drafted in the 2008 NBA Draft, Patrick played professionally for eight years, including three years overseas in Germany, Spain, Greece, and Qatar, where he was named an All-Star and four-time All-League.

He has also excelled in many positions off the court, including Director of Men’s Basketball Operations at Georgetown, camp director, business manager, and alumni relations coordinator, to name a few. In 2021, he was named the lead assistant coach of the Ottawa Blackjacks, and in 2022, he was named the inaugural head coach and general manager of the Newfoundland Growlers of the Canadian Elite Basketball League.

CELEBRATING OUR COMMUNITY: ALUMNI EVENTS AND UPDATES Each year, The Windward School welcomes back and celebrates our alumni for a number of events.

In the spring, the alumni and outplacement offices hosted the annual alumni panel, inviting five alumni – Hailey Knopke ’24, Mack Noorily ’25, Rafael Rodriguez ’25, Greta Heidrick ’26, and Sophie Harris ’24 – to the Westchester Middle School campus to meet with grades 8 and 9 students. The panel discussion provided Windward students with a chance to hear about the high school experiences of some of our alumni, and they asked the alumni questions about each of their different post-Windward journeys.

Additionally, Seniors Night and College Conversations events were hosted in the spring in both Manhattan and Westchester. Our alumni who were high school seniors came back to hear from a similar alumni panel and their parents, as they discussed their process applying to college and navigating college life.

A big thanks to our alumni speakers for leading these conversations!

Manhattan: Mina Karsevar ’22 Clementine Ciera ’22 Lizzy Spira ’22 Daniela Rosenblatt, Alumni Parent Westchester: Hannah Maccrone ’22 Amber Perry ’21 Asher Rosenblatt ’21 Connor Flanagan ’22 Daniela Rosenblatt, Alumni Parent

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JOIN US! 2023 ALUMNI HOMECOMING AND COLLEGE PLANNING SEMINAR SATURDAY, OCTOBER 21 WESTCHESTER MIDDLE SCHOOL CAMPUS 40 W RED OAK LANE, WHITE PLAINS, NY 10604 •

• • • •

College Planning Seminar for High School Age Alumni 3rd Annual Faculty vs.

Alumni Kickball Game Inaugural Alumni Art Gallery Food and Fun for All Ages Alumni Giveaways

ALUMNI NOTES

2005*

2007

Gabrielle Schreyer-Hoffman obtained her undergraduate degree from Northeastern University, followed by her masters and PhD in Counseling Psychology from Fordham University.

Throughout her doctoral training program, “I gained invaluable experience and knowledge by working at numerous prestigious sites such as Mount Sinai Eating and Weight Disorders Program, Mount Sinai Beth Israel’s children outpatient program, Pace University Counseling Center, Columbia University Medical Center, Neuropsychological Associates, and the Karen Horney Clinic. This vast experience has given me a deep understanding of clinical treatment and application, which has enabled me to feel confident and move forward with establishing my own private practice called Upper East Side Psychology.” At Upper East Side Psychology, Gabrielle utilizes evidence-based treatment to help patients achieve goals, reduce problematic patterns and symptoms, build on strengths, and gain increased self-awareness to help them develop a more authentic, balanced, and fulfilling life.

Gabrielle lives in New York City with her husband Jeffrey and two children. “I look back at Windward as one of the most impactful educational experiences I have ever had. I know that without Windward I would have never been able to become a psychologist or be where I am today. I am forever thankful to [Windward] and my parents for sending me there.”

Sam Leavitt has been promoted to Partner at Mayer Brown LLP. Samantha represents financial institutions, corporate investors, and project sponsors and developers, with an emphasis on clean and renewable energy. Prior to joining Mayer Brown LLP, she was a member of the infrastructure and energy group at a leading international law firm, where she represented clients on a variety of transactional energy matters. Sam shared, “Windward changed my life in the best way possible and I am so happy to see it continues to have the same impact on other students year after year.”

2009 John Ongaro earned an MBA from Fairfield University with a concentration in Business Analytics in August of 2022.

2012 Juliana Chiodo and her husband Nick welcomed their first child, Luca Douglas Chiodo, on March 11, 2023.

He was born at 1:07 p.m., weighing 11 lbs.

15 oz. at 21 inches long.

*Note: At The Windward School, a student’s class year is the same as their high school graduation year.

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ALUMNI NOTES

2015 Max Mehl is forklift certified and currently works for an appliance store.

2016 Katrina Garbin graduated from Rutgers in December 2021 and will be starting graduate school at Georgetown University in 2023.

2017

Michael Lambert ’17 is currently serving a 27-month mission teaching English as a foreign language as a Peace Corps volunteer in Zambia. Michael graduated with a Bachelor of Science from Binghamton University in May 2021 and a Masters in Secondary Education from SUNY Oswego in 2022.

It became clear to Michael after getting to know community members that the school, serving 654 students, needed a library. “Having a library would help with the students’ literacy and it would boost their love for learning,” Michael explained. Construction of the library will be funded from a grant that Michael sourced. The village carpenter—who will be reconfiguring the space, building shelving, and creating signage— shared with Michael that he envisions this library to be used by the whole community, not just by the students at the school. Michael added, “I want to create a library club to teach the students how to make this library sustainable so that the community can enjoy the books and the space for generations to come.”

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Jon Greenberg and his mom Lynn wrote a book, Robbie the Dyslexic Taxi and the Airport Adventure. In May, Jon visited Windward to hold a read aloud of his book for Westchester and Manhattan lower schools’ students.

Noam Josse attended Windward in Westchester from fourth through eighth grade and graduated high school in 2017. This past May he graduated from Yeshiva University and subsequently worked as a corporate assistant at the law firm Davis Polk & Wardwell. Noam said, “Recently I was accepted into Columbia Law School. I am always thankful for the special education I got at Windward that has allowed me to thrive.”

2018 Heather Smith just graduated magna cum laude from Cornell with a Bachelor of Science in Biology and Society, with minors in infectious diseases and communication.

Nomi Weinberger attended The Windward School from third through eighth grade. She graduated Phi Beta Kappa from Barnard College, Columbia University in May 2023. She will be attending NYU Law School this Fall. Nomi credits her confidence in advocating for herself—and her writing skills—to her teachers at Windward.

2023 Lauren Marlowe graduated from The Masters School in Dobbs Ferry in June 2023 and will be attending Washington University in St. Louis in the fall.

2019

Spencer Owen graduated from The King School in Stamford in June 2023 and has been accepted into SMU.

Ethan Zeplin graduated from Ross Business School in June 2023 and has accepted a position in Investment banking at Solomon Partners.

2024

2020 Lauren Mickley is currently a student at Westminster Choir College of Rider University, where she is about to be a senior.

She has a double major, studying Music for Sacred Music and Voice and English for Creative Writing. She spends her time participating in Westminster Show Choir and A Noted, a treble acapella group; gaming with friends; and singing with the Westminster Choir. She has recently performed with them at venues such as Carnegie Hall in New York City and Heinz Hall in Pittsburgh, Pennsylvania. She is excited to say they are currently in the process of recording an album called “A Serenity of Soul.”

She will be on the team working on restarting the university’s literary magazine this fall and is the new president of the English Honor Society’s Rider University chapter. She is extremely excited to see what the future holds!

Cora Davis is currently attending Bay View Academy in Rhode Island and is on their rowing crew.

Frederik Parkin, along with his crew, celebrated the huge achievement in 2022 of winning the Youth World Sailing Championships for the U.S., which was held in Holland.

He attended Windward from third through fifth grade, where he learned to read and gained self-confidence and self-belief. Freddie is now in tenth Grade at Brunswick School.

2026 Max Ellenberg graduated from Windward in 2022.

He has recently been ranked the number 1 freshman track and field hammer thrower in the U.S.

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In Memoriam The Windward School received the sad news of the passing of the following individuals. The Windward community extends its condolences to the family and friends of the deceased.

Please email alumni@thewindwardschool.org if you receive notice of a deceased community member for inclusion in the next issue of The Compass.

RUTH HOCHBERG Alumni Parent

ELI MORRISON Windward Student

Tragically, Eli Morrison, a second grader at Windward’s Manhattan campus, passed away in June after a long and courageous battle with his illness. He faced his illness with indomitable bravery and optimism. He brought his huge smile, sparkly personality, and incredible sense of humor with him to school every day. His death is a painful loss for all who worked, learned, and played with him. Windward shares its deepest condolences with the Morrison family, including his brother Harry, a Windward alumnus.

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