The Compass Fall 2016/Winter 2017

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THE

COMPASS A MAGAZINE FOR THE WINDWARD SCHOOL COMMUNITY | FALL/WINTER 2016

C MPASS THE

A MAGAZINE FOR THE WINDWARD SCHOOL COMMUNITY | FALL/WINTER 2016

The Compass Dr. John J. Russell Head of School Jonathan Rosenshine Associate Head of School Maureen Sweeney Assistant Head of School and Director of Admissions Stephen R. Littell Assistant Head of School and Director of Finance and Operations James Buggy Director of Development Editor/Director of Publications Heather Pray Writers Tim Caccopola, Tom Flanagan, Marilyn Hunt, Taylre Nwambuonwo, Evelyn Pizzarello, Heather Pray, Dr. John J. Russell, Sandra Schwarz, Dan Smith, Carol Stella Principal Photography Erik Bennett, Abby DeLuca, Jill LeVine, Robert Norman Photography, Heather Pray, Erikka Ramkishun, Amanda Rathbun, Rachel Schiff, Amanda Singleton, Anthony Sylvester Design Thomas A. Hein The Compass is published twice a year E\ WKH 6FKRRO·V 'HYHORSPHQW 2IÀFH ,W is a magazine for The Windward School Community. Note: At The Windward School, a student’s class year is the same as his/her high school graduation year. The Windward School 40 West Red Oak Lane White Plains, NY 10604 (914) 949-6968 www.thewindwardschool.org

WINTER 2017 / SPRING 2017 CALENDAR HIGHLIGHTS Sunday, January 29 | 5:00 p.m. — 8:00 p.m. The Windward School Winter Ice Skating Party Winter Village at Bryant Park, NYC Monday, March 20 – Friday, March 31 Spring Break (School resumes on Monday, April 3) Monday, March 27 – Friday, March 31 Marchmester at Red Oak Lane Campus Wednesday, April 26 | 7:30 p.m. – 9:00 p.m. Robert J. Schwartz Memorial Lecture Speaker: Guinevere Eden, Ph.D. Location: Red Oak Lane Campus Thursday, May 11 | 8:45 a.m. – 11:20 a.m. Grandparents and Special Persons Day Westchester Lower School Grades 1-3 Friday, May 12 | 8:45 a.m. – 11:20 a.m. Grandparents and Special Persons Day Westchester Lower School Grade 4 Monday, May 15 | 8:30 a.m. – 11:00 a.m. Grandparents and Special Persons Day Manhattan Lower School Grades 2-4

Monday, June 5 Windward Classic Golf and Tennis Outing Quaker Ridge Golf Club Scarsdale, New York Thursday, June 8 | 11:30 a.m. Windward Parents Association Open Meeting & Closing Lunch Thursday, June 15 8:30 a.m. – 9:30 a.m. Manhattan Lower School Grade 4 Moving Up Ceremony 9:00 a.m. – 11:00 a.m. Westchester Lower School Grade 4 Moving Up Ceremony 7:00 p.m. – 9:00 p.m. Westchester Middle School Graduation Please check website calendar for any schedule changes and more details: www.thewindwardschool.org/calendar

On the cover: Westchester Lower School students engage in the wonders of science during an experiment in one of the science labs. On this page: 6WXGHQWV DW :LQGZDUG 0DQKDWWDQ EHJLQ WKHLU ÀUVW GD\ in the new building on East 93rd Street.

CONTENTS 4

From the Head of School

5

From the President of the Board of Trustees

6

Denis J. O’Leary III ’06 Joins the Board of Trustees

22

2016 Independent and Public School Placements and Acceptances

23

2016 Moving Up Ceremonies

24

Fall 2016 Sports Review

10

The Windward School Science Program

28

Windward Alumni Homecoming 2016

14

Westchester Lower School Photos

29

Alumni Notes

15

Westchester Middle School Photos

32

Faculty and Staff News

16

Manhattan Lower School Photos

33

Report of Donors Corrections

17

Manhattan Middle School Photos

34 5HÁHFWLRQV RQ 0\ )LUVW <HDU

18

Graduation 2016

35

20

Graduation Speech: Evan Thompson ’09

Isabel Greenbaum Stone Master Teacher Award Speech: Sailing Windward

37 )DFXOW\ 3URÀOH $P\ -DFNPDQ 39

Special Event: Windward Manhattan Open House

40

Special Event: Windward Parents Association Back-to-School Picnic

42

Special Event: WPA Opening Breakfasts in Manhattan and Westchester

44

Special Event: Major Donor Party at Windward Manhattan

46

Special Event: Former Trustees & Platinum Circle Members Evening at Windward Manhattan

from the

Head of School Since school started in September, 795 students have been thriving on Windward’s three campuses, including our beautiful new building on East 93rd Street. As the school has expanded, we have remained committed to being the tightknit, supportive community that makes us one school with one mission. John J. Russell, Ed.D. Head of School

4 | The Compass Fall/Winter 2016

This edition of The Compass is ÀOOHG ZLWK QXPHURXV LOOXVWUDWLRQV of the remarkable effect this shared commitment of trustees, parents and faculty has had on our alumni and their families. The “Alumni Notes” section of The Compass LV RYHUÁRZLQJ ZLWK inspiring accounts of personal, academic and professional success of Windward alumni. You can also read about the amazing accomplishments of last year’s commencement speaker, alumnus Evan Thompson ’09, who attended NYU’s prestigious Tisch School of the Arts in the drama department before moving to California where he works in television production. His keynote address to the graduates and their 900 guests was nothing short of inspirational. There is also an insightful interview with Denis O’Leary III ’06. His post-Windward journey is equally inspiring. After graduating from Washington and Lee University, Denis began work at J.P. Morgan, and this \HDU KH EHFDPH :LQGZDUG·V ÀUVW DOXPQL

Trustee. He is a fabulous addition to the Board. Denis and Evan’s stories underscore a belief that is shared by so many alumni - that Windward’s teachers and educational program were paramount to their success. Faculty members are also well represented in this edition of The Compass. The article highlighting the science program chronicles the dedicated teaching of the members of the department as they expertly deliver a comprehensive science curriculum. Last year’s Stone Master Teacher Award winner, Tim Caccopola, gave a very moving speech at graduation that is also featured. As is Taylre Nwambuonwo’s address to the cadre of new Windward teachers in ZKLFK VKH UHÁHFWV RQ KHU H[KLODUDWLQJ H[SHULHQFHV GXULQJ KHU ÀUVW \HDU RI WHDFKLQJ at Windward. As you read this edition of The Compass, I hope that you share my sense of pride in the accomplishments of our alumni and faculty and the sense of community that was so evident at Graduation and more recently at Homecoming. Even as Windward continues to grow in enrollment and facilities, it is experiences like these that bind us as one school with one mission. Best wishes for the holiday season.

from the

President of the Board of Trustees Welcome to a new year at Windward! I hope the students in your family are off to a great start to another year of true learning and personal development.

Thomas E. Flanagan President, Board of Trustees

The beginning of this academic year marks a momentous year for The Windward School. In September, we opened our beautiful new campus on East 93rd Street in Manhattan. With this historic opening, we welcomed 205 able and deserving new students who DUH DOUHDG\ EHQHÀWLQJ IURP :LQGZDUG·V proven teaching methods. Most importantly, we were able to open our doors to a record 795 students at our three campuses at Red Oak Lane, Windward Avenue, and 93rd Street. For all of us ZKR KDYH EHHQ WRXFKHG E\ WKH EHQHÀW of a Windward education, we have an appreciation for just how important that statistic is to so many deserving and talented students. The opening of the 0DQKDWWDQ FDPSXV EHQHÀWV DOO :LQGZDUG families, regardless of where they call home. New seats have become available at all three campuses as New York City students who formerly attended school in Westchester have matriculated to the new campus instead. The Windward Board of Trustees extends our thanks to all of you who have helped turn this vision to “Save More Lives” into a reality. Thanks to your

generosity, along with the purposeful work of the School’s administration and so many caring and devoted volunteers, we have been able to reach this historic milestone. We will add to these impressive numbers as we scale up the new Manhattan campus and add another 145 new students over the next two years. $V ZH SDXVH WR UHÁHFW RQ WKLV JUHDW moment in our School’s history, and as I noted in my Spring 2016 letter to The Compass, the logical question becomes: “What next?” I am pleased to tell you we continue to work on the answers to that simple, yet complex question. We undertake this mission with the distinct knowledge that Windward is in a fortunate position to do more good for our students and their families. We have a caring and generous community, a diligent and committed faculty and administration, and strong physical resources. We welcome and appreciate your thoughts, continued generosity, and trust in our School as we continue to move forward. In the meantime, I hope you take time to enjoy this edition of The Compass which spotlights the continued success of our students, alumni, and faculty. Thank you, and I look forward to seeing you at Windward.

www.thewindwardschool.org | 5

Denis J. O’Leary III ’06 Joins Board of Trustees O’Leary is First Alumnus to Serve As a Trustee in Windward’s History

Denis J. O’Leary III ‘06, current Windward Board of Trustees member, with his father, Denis O’Leary Jr., a former Windward Board of Trustees member

Denis J. O’Leary III ’06 attended The Windward School for only three years, yet he has been a consistent part of the Windward community for the past twenty years. Denis joins the Windward Board RI 7UXVWHHV DV WKH ÀUVW DOXPQL WUXVWHH in the ninety-year history of the School. This recent appointment ensures that his support of Windward continues. Trustees DUH DFFRXQWDEOH IRU WKH ÀGXFLDU\ ZHOO EHLQJ and future direction of the School – a task critical to an independent school’s success.

(’07) and Connor (’09), are also Windward alumni. Their father, Denis J. O’Leary Jr., was a member of the Windward Board of Trustees from 2002–2006.

The Windward School has been a part of the lives of other members of the O’Leary family. His two siblings, Kendal

Denis attended Windward from VHFRQG WKURXJK ÀIWK JUDGH $IWHU OHDYLQJ in 1999, he successfully matriculated into the Scarsdale public school system and

6 | The Compass Fall/Winter 2016

Denis’s personal history with Windward began in 1996 at the Westchester Lower School campus when Windward was still a one-campus school. Denis came to Windward when he was so far behind in his reading skills that Windward would agree to accept him only if he repeated a year.

graduated from Washington and Lee University with a degree in Russian history. In 2009, Denis returned to Windward to deliver an inspiring graduation speech to soon-to-be Windward graduates. In 2012, 'HQLV ZDV SURÀOHG LQ The Compass with his friend and fellow Windward alum, Evan Cygler ’06, for their philanthropic work with the Scarsdale Concours d’Elegance. Denis and Evan founded the charity car show in 2003. Now in its thirteenth year, the successful event showcases hundreds of classic and rare automobiles in the village of Scarsdale every October and recently raised $300,000. In 2012, Windward was one of

the recipients of the event’s proceeds. Denis and Evan eventually relinquished the dayto-day management of the event in order to pursue their business careers; however, their philanthropic legacy and passion for antique DQG UDUH FDUV FRQWLQXHV WR EHQHĂ€W RWKHUV Currently, Denis works at J.P. Morgan Chase. He started his career in its investment banking division during a college summer internship. Today he works in its debt markets division. The Compass (TC) recently met with him over coffee in Midtown Manhattan to discuss his recent appointment as a trustee and the impact Windward has had on his life. TC: <RX¡UH WKH Ă€UVW DOXPQXV WKDW LV D :LQGZDUG WUXVWHH +RZ GR \RX VHH \RXU UROH DV D WUXVWHH DQG DOXP LQWHUWZLQHG"

7& <RXU IDWKHU ZDV D WUXVWHH DQG \RXU VLEOLQJV ZHQW WR :LQGZDUG :KDW KDV :LQGZDUG PHDQW WR \RXU IDPLO\"

“

While my period of time at Windward may have been brief, I feel that I carry Windward with me every day.

�

—Denis J. O’Leary III ’06

0U 2¡/HDU\ I’d like to say that Windward is more popular than Santa Claus in my house. Every member of my family feels like the School provided us with a tremendous gift. We are all keenly aware KRZ GLIĂ€FXOW OLIH ZRXOG EH ZLWKRXW D Windward education. That’s not only a sentiment shared with my siblings but my parents, too. We all feel a sense of gratitude and are aware of how lucky we are that all three of us could attend Windward. We are very fortunate to have had the opportunity. 7& :LWK ZRUN WDNLQJ XS D ORW RI \RXU WLPH WKHVH GD\V ZK\ DUH \RX FKRRVLQJ WR JLYH EDFN WR :LQGZDUG"

7& +RZ FDQ DOXPQL IHHO D VLPLODU VHQVH 0U 2¡/HDU\ It’s hard to imagine a place RI FRPPXQLW\ ZLWK :LQGZDUG" that has had more of an impact on my 0U 2¡/HDU\ Building community is an own life. Not only do I feel a real desire 0U 2¡/HDU\ Well, I think there are a few important part of why I became a trustee. to support Windward–both ethically and We are building on 90 years of history with ZD\V 7KH Ă€UVW RQH JRHV EDFN WR WKLQNLQJ Ă€QDQFLDOO\²EXW , IHHO OLNH , KDYH D GHEW about your own Windward experience. an ever-expanding community. to repay. Windward also has a mission What sort of impact has Windward had on statement that has a lot of resonance in a The mission statement’s goal is to reach your own life? I think that most Windward very personal way. students at a formative time in their learning alums will agree you can divide your life experience and to provide them with into two areas: pre-Windward and postThe ethical reason surrounds the fact that the tools they need to leave Windward. Windward. Both of those time periods have I went to Windward, and someone else There are not many schools that have the very different pictures. didn’t. Someone else with a similar disability stated objective of returning students to received a phone call from Mrs. Sweeney Every Windward alumnus has this unique the mainstream. This transitional aspect, and was told that they wouldn’t be admitted Windward experience that creates a bond WKRXJK FDQ PDNH LW GLIĂ€FXOW WR EXLOG D to Windward. Since the demand for the and shared sense of community with each sense of community after students leave to education outstrips the supply of available other. attend other schools and universities. They Windward classroom seats, I want to do may look at those schools as their primary If you had that experience, just like a friend what I can to ensure that a seat is available. communities instead; however, I feel that That is a huge part of why I joined the that has helped you out, there’s a great Windward transcends all of my educational desire to give something back and be a part Board of Trustees. experiences. of the community. 7KH RWKHU UHDVRQ LV Ă€QDQFLDO 7KH 6FKRRO Even though I attended Windward for is what it is because so many people, 7& 'R \RX NHHS LQ WRXFK ZLWK DQ\ RI only three years, they were three incredibly over that 90-year history, have given so \RXU :LQGZDUG FODVVPDWHV" impactful and formative years that have much to create what exists today. Things LQĂ XHQFHG HYHU\WKLQJ WKDW KDV KDSSHQHG LQ 0U 2¡/HDU\ My relationships with OLNH Ă€QDQFLDO DLG PXOWLSOH FDPSXVHV DQG my life since leaving Windward. I feel that I Windward classmates have produced some dedicated teachers don’t just exist because carry Windward with me every day. And, I of tuition dollars. They exist because very great results, the Concours being one of think every alumnus carries Windward with them. Shared experiences are an important generous people have gone out of their them, too. way to make sure the School gets the funds part of any friendship and so are shared it needs. These funds not only provide challenges. Windward provides a great services every year, they also help the abundance of both of those.

www.thewindwardschool.org | 7

School grow and reach those students that need Windward. 7& $V D WUXVWHH ZKDW DUH \RXU JRDOV" 0U 2¡/HDU\ Going back to how demand for Windward outstrips the available seats, I think part of the challenge is that Windward has such a compelling mission statement, and there are so many people WKDW FDQ EHQHĂ€W IURP ZKDW LW RIIHUV 7KHUH is a tremendous desire to constantly grow. In order for Windward to continue to realize its mission statement, it requires a process that is incredibly labor intensive and heavily reliant on a core group of really dedicated administrators, faculty, staff, and

trustees. Dr. Russell and the current board do a fantastic job of meeting that challenge. The next step is how to continue growing ZLWKRXW VDFULÀFLQJ WKH TXDOLW\ RI HGXFDWLRQ As a trustee, part of the objective is to help provide guidance and add one’s own talents to ensure that the teachers and administrators are able to perform their jobs from a sound economic base. I hope to contribute to an already stable foundation so that Windward is here for another hundred years. The demand for Windward will certainly be there. 7& :KDW GRHV WKH IXWXUH RI :LQGZDUG ORRN OLNH WR \RX"

0U 2¡/HDU\ The mission statement is incredibly compelling. It’s hard to imagine being an intelligent kid with all of the raw capability but nowhere to apply it and no opportunity for a Windward education. The possibility of not having the option to attend Windward is a possibility for every Windward student due to the demanding admissions process. I think that drives a lot of my desire to be involved. I want to be able to help Windward have seats available for children that need Windward. In terms of the future, Windward will continue to educate more students with its current integrity of mission and quality of education and save more lives much like my own.

Denis J. O’Leary III recently spoke at the Major Donor Evening at Windward Manhattan about the debt he owes to Windward. Please read his speech below. For the past six years, I have made my living by working in debt markets. That is appropriate because I have a big debt to pay. ,W¡V QRW Ă€QDQFLDO DQG LW FDQ QHYHU EH IXOO\ SDLG

As I said, I have a debt. I’ve made a decision on how I want to pay it back: by making the most of what Windward taught me.

I have a debt to the people who made Windward possible, both in the past and present. Those people include Dr. Russell, the passionate teachers, the dedicated staff, the board, and the donors who have made Windward what it is today.

x To have the humility to ask for extra help when I felt overwhelmed;

Dr. Russell likes to say that Windward is the only school where you have to fail all of the entrance exams to qualify for a spot. Well, given the fact that I couldn’t read the exams, I must have set a record when I was admitted.

x To have the empathy to help others who might be struggling.

Windward saw something in me when many others wanted to give up. Just when my learning disability struck at my feelings RI VHOI ZRUWK FRQĂ€GHQFH DQG FDSDELOLW\Âł:LQGZDUG EHOLHYHG LQ me, gave me a seat, and helped me believe in myself.

As the newest member of Windward’s board, I am just beginning my education on how private schools operate. It is DOUHDG\ FOHDU WKDW SULYDWH HGXFDWLRQ LV DOO DERXW SKLODQWKURS\³ tuition alone cannot sustain these institutions. I will continue to JURZ P\ ÀQDQFLDO VXSSRUW RI :LQGZDUG LQ WKH \HDUV DKHDG

But, that seat wasn’t free. I’m not talking about the annual tuition my parents covered each year, either. (Though parents are great!) My seat at Windward came at the expense of someone else grappling with the same challenges I found so crippling. That SHUVRQ QHYHU JRW WKH EHQHÀW RI WKH :LQGZDUG H[SHULHQFH OLNH I did.

Windward taught me:

x 7R KDYH WKH FRQĂ€GHQFH WR SXVK P\VHOI SDVW WKH SRLQW RI comfort; and,

All of what Windward taught me has helped me achieve, and it gives me the chance to help Windward inspire new students.

While my gifts are relatively modest, it is people like you that step up on a regular and substantial basis to allow places like Windward do so much for so many. $V RQH RI WKH EHQHĂ€FLDULHV RI \RXU IXQGLQJ , ZDQW WR VD\ “Thank you.â€? It’s your support that can open another seat for someone with a knack for failing entrance exams. Thank you.

8 | The Compass Fall/Winter 2016

MARCHMESTER

MAKE A PART OF YOUR CHILD’S SPRING BREAK PLANS Give your child a unique and engaging extracurricular experience for Spring Break. Registration begins on January 11 at thewindwardschool.org/marchmester Marchmester 2017 Dates: Monday, March 27 through Friday, March 31 For Windward students in grades 3-9 All classes held at The Windward School’s Red Oak Campus.

www.thewindwardschool.org | 9

Windward provides students with the skills, strategies, and curriculum necessary to ensure their successful transition into a mainstream science classroom. 10 | The Compass Fall/Winter 2016

The Windward School Science Program — By Evelyn Pizzarello and Carol Stella — Racing aerodynamic junk cars, spinning toys, making electromagnets, launching rockets on campus, making models of the DNA molecule, performing dissections, conducting chromatography experimentations—these are just a few of the hands-on, exciting science activities that tap into Windward students’ natural curiosities. At The Windward School, the science department instills the skills and background knowledge necessary to understand the fascinating and increasingly FRPSOH[ VFLHQWLĂ€F QDWXUH RI WKH stcentury world. The primary purpose of the Windward School Science Program is to GHYHORS VWXGHQWV¡ VFLHQWLĂ€F ODQJXDJH DQG YRFDEXODU\ WKURXJK H[SRVXUH WR VFLHQWLĂ€F concepts, experimentation, data collection, DQG DQDO\VLV 6FLHQWLĂ€F ODQJXDJH DQG vocabulary development is accomplished through curriculum and instruction that meet the diverse learning needs of our students. In addition, students develop the skills necessary to move from the beginner to intermediate to mastery levels of science while developing competent laboratory skills.

describing physical and chemical properties expand and illustrate topics as well as introduce students to real-world issues in during laboratory investigations. WKH VFLHQWLÀF ZRUOG 7+( /$1*8$*( 2) 6&,(1&( As is true of the other programs at The Windward School, the science department incorporates the School’s research-based reading and writing programs throughout the science curriculum. In addition, the science faculty teaches the language of science, which is replete with multi-meaning words that are especially challenging for students with language-based learning disorders. Furthermore, since the language and concepts in science are frequently complex, requiring inferential and deductive reasoning, a variety of multisensory activities are used to facilitate comprehension, retention, and application of material. In eighth-grade physical science, for instance, a molecular model kit is used to help students understand the relationships between atoms and elements and between compounds that have chemical bonds and mixtures that do not.

,16,'( 7+( &/$665220 This past September, Windward increased its number of science classrooms to nine with the opening of Windward Manhattan. In all of our science classrooms, the goal is to provide an inspiring and authentic science experience for students. Consequently, each of these rooms is actually a fully functioning laboratory stocked with lab tables and specialized equipment that many of the students might not otherwise encounter until their secondary school years.

Lessons in the science classroom, as in every Windward classroom, are VWUXFWXUHG DURXQG DQ ´DLP Âľ WKDW VSHFLĂ€HV a particular concept or skill that the students will acquire and master by accomplishing a stated task. Since success in science requires that students develop a variety of practical application skills to function optimally in the laboratory setting, frequent hands-on activities 6FLHQWLĂ€F UHDVRQLQJ DQG OLWHUDF\ DUH and formal laboratory investigations In order to enhance their ability to also promoted through a variety of reading are integrated into grade-wide curricula. grasp and conduct increasingly rigorous materials that support the science content :LWK WKH VFLHQWLĂ€F PHWKRG DW WKH FRUH RI VFLHQWLĂ€F LQTXLU\ WKH SURJUHVVLRQ RI throughout all grade levels. In the lower these activities, students have multiple laboratory work through the grades schools, teachers use children’s literature opportunities to learn and practice incorporates formal science skills in read-alouds to introduce, review, or important science skills such as predicting, ZLWKLQ WKH IUDPHZRUN RI WKH VFLHQWLĂ€F summarize a particular topic. For example, inferring, measuring, observing, method. For example, fourth graders there have been many children’s books classifying, organizing, and hypothesizing. are introduced to properties of matter written about the 28,000 rubber duckies They also develop skills to effectively through experimentation that enable them lost at sea in a shipment of bath toys from evaluate and analyze data in order to to describe and classify solids, liquids, Hong Kong to the USA in 1992. One arrive at conclusions to answer questions. and gases according to properties such as of these books, Ducky, written by Eve Learning to write a formal laboratory volume, mass, viscosity, and texture. On Bunting, is used to introduce the concept report using a standardized format is yet a more complex level, eighth graders in RI VLQNLQJ DQG Ă RDWLQJ ,Q WKH PLGGOH another skill that students study in order physical science continue their examination schools, articles from National Geographic, to be successful in science. of properties of matter by analyzing and Science, or The New York Times serve to

www.thewindwardschool.org | 11

Extracurricular activities at The Windward School provide additional opportunities to further develop practical VNLOOV DQG EHQHÀW IURP VFLHQFH HQULFKPHQW The meteorology club at the Westchester Middle School and the lower schools’ science clubs (Third Grade Special Science Lunch Club, Fourth Grade Science Club) are examples of these opportunities. 7+( &855,&8/80 %< *5$'( In the lower schools, students meet with their science teachers twice per week. These blocks of time are perfect for introducing young children to the fundamentals of science. Students in JUDGHV ÀYH WKURXJK QLQH KDYH D GDLO\ period of science. Instruction within the School’s science classrooms is always ageappropriate and designed to capture and hold students’ attention.

Third-and-fourth-grade students also have the opportunity to engage in much thoughtful inquiry. Students examine the life cycles of insects; study their physical structure, behavior, and adaptions; and investigate the properties of hot and cold water, evaporation, and condensation during a unit on water interaction. They also investigate the properties of hot and cold water, evaporation, and condensation during a unit on water interaction. Ms. Diane Kessler (WLS), Ms. Megan Kieltyka (MLS), and Ms. Isabelle Soussou (WLS) teach these very inquisitive youngsters.

The youngest students, who are often captivated by the science labs at the Westchester and Manhattan lower schools, EHJLQ WKH \HDU OHDUQLQJ DERXW WKH VFLHQWLĂ€F method. They are also introduced to the proper handling of microscopes and are able to conduct their own observations using this important laboratory equipment. Middle school students conduct a Ms. Dana Bilt (WLS) and Ms. Megan Kieltyka (MLS) help start these students on variety of interesting experiments and are consistently engaged in thoughtful inquiry. a lifetime of science amazement. In addition to Ms. Evelyn Pizzarello

(WMS), their teachers in these endeavors include Mr. Douglas Dalessandro (WMS), Ms. Tanya Erhlich (MMS), Ms. Lauren Gentile (WMS), Ms. Stephanie Hoos (WMS), Mr. Paul Lennihan (MMS), Ms. Rebecca Margolis (MMS), Ms. Colleen McGlynn (MMS), Ms. Tanya Ofer (WMS), Ms. Leah Pariso (WMS), Ms. Karen Ralph (WMS), Ms. Carol Stella (WMS), and Ms. Kara VanVoorhis (WMS). Fifth-grade students study topics in life science, physical science, and health. Students design and build aerodynamic junk cars using three simple machines, dissect owl pellets and squid, test foods IRU WKH SUHVHQFH RI VSHFLÀF QXWULHQWV DQG research a marine organism to create a brochure. The sixth-grade curriculum is an introduction to earth science. Students engage in numerous laboratory investigations and make models to allow for better understanding of each of the earth science topics. They also prepare and deliver a PowerPoint presentation to their sixth-grade peers and faculty at each campus. At the end of the rocketry unit, students from Manhattan join the sixth graders at the Westchester campus for Rocket Day, a day where the students blast their rockets, have lunch, and are able to socialize Seventh-grade classes focus on life science. The study of a cell’s structure and function culminates with each student

12 | The Compass Fall/Winter 2016

making a model of a cell. During this unit students use microscopes to make, observe, and prepare slides. Seventh graders also study Mendelian genetics, learn probability using the Punnett squares, and make models of the DNA molecule. Students complete a health unit with the study of human reproduction and development. In eighth grade, two courses of study are offered: earth science and physical science. Earth science is a New York State Regents course and follows that syllabus. This is a high school course using high school textbooks and moves at an accelerated pace. Those students who are preparing for the Regents Exam in June must attend additional classes and must satisfactorily complete a minimum of six state laboratory investigations.

The physical science course is an introduction to selected topics in physics and chemistry supported by numerous laboratory investigations. The topics presented in this course prepare the students for several high school courses such as biology, chemistry, and physics. The ninth-grade biology class also follows the New York State Regents syllabus. Only offered at the Westchester campus, the course allows students to begin high school science while at The Windward School. The students who choose to take the Regents Exam in June must attend additional classes and satisfactorily complete a minimum of six state laboratory investigations.

7+( 6&,(1&( 352*5$0 )$&8/7< None of this could be accomplished without the science department’s dedicated, talented faculty and their consistent use of the direct-instruction, language-based model, the hallmark of Windward’s academic offerings. When teachers enjoy the subject they teach and set high standards, students rise to meet them. What motivates a student to do well in a particular subject is observing a teacher’s passion and dedication to their student’s success. “The science faculty members on each campus trust, respect, and support one another because they are part of a team reaching the same goal – to teach science to their students in an exemplary manner,� concludes Ms. Pizzarello, Science Coordinator Grades 1-9.

— IN THEIR OWN WORDS — What the students and science teachers say about the science program The Students:

The Teachers:

“I went home and did the experiment and it worked again. Now I know why!�

´:KHWKHU WHDFKLQJ VLPSOH PDFKLQHV WR Ă€IWK JUDGHUV RU modeling plate tectonics with sixth graders, the content allows you to create fun, inquiry-based, hands-on lessons that are still grounded in the guided instruction that our students need.â€?

´, KDYH EHHQ ZDLWLQJ VLQFH WKH Ă€UVW GD\ RI VFKRRO WR XVH the microscopes!â€? “I like that my teacher really explains things and answers my questions.â€?

Âł 0U 3DXO /HQQLKDQ

“Everything we learn is really cool.�

“Our teaching methods and passion for science combine to make this subject more accessible to our students so they, WRR FDQ VKDUH LQ WKH H[FLWHPHQW RI QHZ VFLHQWLĂ€F GLVFRYHULHV and plans for the future, as well as build a good foundation for high school science courses.â€?

“I loved learning about plants because we learn all of the details.� “I really liked learning about volcanoes last year. I didn’t know what was inside a volcano and now I do.� “I am so excited to go to science. We do so many experiments.� “My science teacher explains everything.� “I’ve grown to adore eighth-grade science this year.�

Âł 0V &DURO 6WHOOD “The program encourages students to take the concepts they’ve learned and apply them to our laboratory experiments as well as real-life situations. It’s a hands-on approach to learning that students truly love.â€? Âł 0V 6WHSKDQLH +RRV www.thewindwardschool.org | 13

WESTCHESTER LOWER SCHOOL

14 | The Compass Fall/Winter 2016

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6LQFH WKH RSHQLQJ RI VFKRRO LQ 6HSWHPEHU VWXGHQWV KDYH SDUWLFLSDWHG LQ D YDULHW\ RI H[FLWLQJ DFWLYLWLHV DQG WULSV 9LHZ VRPH RI WKHP RQ WKHVH SDJHV

WESTCHESTER MIDDLE SCHOOL

www.thewindwardschool.org | 15

MANHATTAN LOWER SCHOOL

16 | The Compass Fall/Winter 2016

MANHATTAN MIDDLE SCHOOL

www.thewindwardschool.org | 17

Graduation 2016 Windward has instilled in all of you a sense of self. To give anything less than all of your abilities towards what you want is WR VDFULÀFH WKH WRROV :LQGZDUG KDV JLYHQ \RX —Evan Thompson ’09, alumni speaker at graduation

18 | The Compass Fall/Winter 2016

www.thewindwardschool.org | 19

Graduation Speech: Evan Thompson ’09

Thank you for the kind introduction, Dr. Russell, Mrs. Sweeney, members of the Board of Trustees, faculty and staff of Windward, parents, family members, friends, and most importantly, you, the graduates of the Class of 2016. Congratulations on all of your hard work!

But, then came the MPO. Yes, graduates, after all these years I still use the Multi-Paragraph Outline (MPO), and it helped me write this speech.

Thank you so much for the honor of being invited to speak today at your graduation.

If you had told me 15 years ago I would be getting paid to read and write for a living, I would have called you insane since I could barely do either of those things. I will talk more about that later.

I have to be honest. After Mrs. Sweeney called me in California to see if I would come back to New York to talk about my experiences, I had extreme confusion over what on earth I had to share with all of you that was important enough for anyone to pay attention. This was followed by extreme anxiety over having to speak in front of a large crowd. 20 | The Compass Fall/Winter 2016

Anyways, in order not to bore you all, I will make this quick.

I want to open with a quote that has followed me through life by famed runner Steven Prefontaine: “to give anything less WKDQ \RXU EHVW LV WR VDFULĂ€FH WKH JLIW Âľ Easy-enough statement; but with every Windward student’s story, being your best is often challenged.

My story starts in the fourth grade before attending Windward. My mother had received a phone call from my teacher to inform her that I didn’t want to learn. See, my inability to read at that age had made my teacher convinced that instead of it being a struggle to read, it simply came down to that I just didn’t care. My mother chose to reject my teacher’s criticism, and the following year I came to Windward. And, what an amazing place this school truly is. There is no other learning environment that has taught me more about myself. Mrs. Mahoney introduced me to a world where I could love to learn. Mrs. Hunt introduced me to a passion for running that I would carry with me into college sports. The drama club introduced

me to the most important passion in my life, acting. Just so you drama students all know, when I went to Windward, our theater was a bunch of blocks put together in the cafeteria. I have heard that has changed. But, beyond the ability to read, write, solve math equations, or the extracurricular activities that you may have found a passion for, this school has given you one thing beyond all of this that I hope you will all carry with you throughout life: self-advocacy. What I mean by selfadvocacy is knowing how truly unique and capable every single one of you are and accepting this fact. It also means not letting anyone tell you differently. Windward gives you a set of tools that no other school provides: allowing every student to discover who they are and learn where their strengths lie. I’m going to tell a quick story about my time in high school that challenged that very notion. High school, for me, was a time where I got to study various subjects. There were some that I was much better at, and when it came time to take advanced placement (AP) classes, I decided that I wanted to focus on history as I had excelled in that topic. Like many of you, however, my strengths don’t include testing. They gave me an exam to take as a way to see how I would handle the course, and I missed the mark by a few points. The teacher decided that it was in my best interest to reject me from the class using LD as a reason for why they thought I couldn’t handle the course. Since Dr. 5XVVHOO LV VLWWLQJ ÀYH IHHW DZD\ , ZLOO UHIUDLQ from using bad language, but that wasn’t going to be a reason I wasn’t allowed to excel. See, Windward had already showed me where my strengths lie, and it wasn’t about proving myself on some sort of test. My strengths were following topics I was passionate about and advocating for myself as to what my capabilities were. I arranged for a meeting with the teacher where I informed her LD doesn’t hinder my ability to take challenging courses, and

we struck a deal. They would give me a trial of six weeks in the class. I took the course. Yes, it was a challenge, and I loved every minute of it. The following year I was invited by the teacher to take her AP class. When it came time to apply to college, the very teacher who had tried to reject me from that class ended up writing my college recommendation letter. She wrote about that very situation, and how incorrect she was to judge my abilities based on one exam. I tell this story as example of selfadvocacy. You all know you are smart and what you enjoy studying. Nothing is more important than knowing your self-worth and not letting someone else’s understanding of what LD means stand in your way. I wish I could say that was the only time I had faced ignorance in what LD is. I wish I could tell you that all people are open to being educated. They aren’t. But, the one thing that you have in your control is your sense of self and your ability to know how amazing every single one of you are. The fact is, you wouldn’t be here if you weren’t. Windward has followed me throughout my entire life, and I am forever grateful for it. When it came time to apply to college, I decided to audition for a spot at NYU’s Tisch School of the Arts in the drama department. Windward had introduced me to a passion for the arts that I carried with me through high school, and it only made sense to me that I would spend the next four years of my life devoted to it. That included 30 hours a week of training followed by academics. I cannot tell you the number of times I used an MPO to write a paper. I actually think there wasn’t a single paper I ever wrote without the help of an MPO. Following graduation, I continued to follow my love for the arts and moved to &DOLIRUQLD ,QVWHDG RI ZDLWLQJ WR ÀQG D MRE RU HYHQ D SODFH WR OLYH , ÀJXUHG , ZRXOG sort it all out once I got there. Besides not

knowing more than a handful of people and with no place to live, I moved to California because it just made sense, and I didn’t have to pay to live on a couch. I had been focused on following what I loved, and if Windward had taught me anything, it was to know your sense of self and follow it. I found a job, though not glamorous, and was able to work on a television show. I was getting TV writers their coffee and lunches. Following that hard work, the actor on the television show gave me the opportunity to work for his production company. My job was to read endless amounts of scripts, articles, and books every single day and collaborate with others to develop our own work. I had found a job where I was getting paid to read, write, and create television. At the time, our company was small. There were a total of four people, and three of us were LD. It’s hard not to think back and laugh. How could the kid who was once told he would never be able to read be doing it for a living? I don’t tell you these stories to show you how great I might think I am or how you can succeed; but rather, for you to look within. I’ll jump back to the quote, “to give DQ\WKLQJ OHVV WKDQ \RXU EHVW LV WR VDFULĂ€FH the gift.â€? Windward has instilled in all of you a sense of self. To give anything less than all of your abilities towards what you ZDQW LV WR VDFULĂ€FH WKH WRROV :LQGZDUG KDV given you. My wish for all of you today is to not be afraid to self-advocate and to QRW VDFULĂ€FH KRZ JUHDW \RX DOO WUXO\ DUH (YHU\ RQH RI \RX ZLOO Ă€QG VXEMHFWV WKDW ZLOO LQWHUHVW \RX LQ GLIIHUHQW Ă€HOGV DQG WKDW might change throughout your life. Your ability to give it your all is something no one can take away from you. And, I hope when someone challenges your abilities due to their notion of what LD is, it will just be more reason for you to remember that nothing stands in your way of success. Hopefully you are all still awake. Congrats to the Class of 2016! Go celebrate! Thank you! www.thewindwardschool.org | 21

Independent and Public School Placements and Acceptances 2016 Albertus Magnus High School Allen Stevenson School Archbishop Stepinac High School Arlington High School Avon Old Farms School Bay Ridge Preparatory School Beacon High School The Berkeley Carroll School Berkshire School Birch Wathen Lenox School Blind Brook High School Blind Brook Middle School Briarcliff High School Brooklyn Friends School Browning School Brunswick School Byram Hills Senior High School The Calhoun School Canterbury School Cardinal Spellman High School The Carroll School (MA) Charles Armstrong School (CA) Columbia Grammar & Preparatory Convent of the Sacred Heart (CT) Creskill High School Cristo Rey Brooklyn Denver Academy Dwight School Dwight-Englewood School Eaglebrook School Edgemont Junior/Senior High School Eleanor Roosevelt High School Elizabeth Irwin High School Episcopal School Ethical Cultural Fieldston School )DLUÀHOG &ROOHJH 3UHSDUDWRU\ 6FKRRO )DLUÀHOG &RXQWU\ 'D\ 6FKRRO

22 | The Compass Fall/Winter 2016

Fairley House School (UK) Fordham Preparatory School Fox Lane High School Fox Lane Middle School Frisch School Grace Church School Greenwich Academy Greenwich Country Day School Greenwich High School Gulliver Schools (FL) The Gunnery HAFTR High School Harrison High School The Harvey School Hewitt School High School for Math, Science & Engineering Hommocks Middle School Horace Greeley High School International School at Dundee International School of Florence Iona Preparatory School Irvington High School Irvington Middle School John Jay Middle School John Jay Senior High School King & Low-Heywood Thomas School Louis M. Klein Middle School Loyola School Mamaroneck High School The Masters School Miami Country Day School Millbrook School Mott Hall II New Hampton School New Rochelle High School North Salem Middle/High School

Pear Tree Point School Pennington School Pocantico Hills Central School Poly Prep Country Day School Proctor Academy Professional Children’s School The Putney School Riviera Preparatory School (FL) Rye Country Day School Saddle River Day School Salisbury School Scarsdale High School Scarsdale Middle School School of the Future High School School of the Holy Child Somers Middle School 6W $QQH·V ² %HOÀHOG 6FKRRO St. Luke’s School (CT) St. Peter’s Preparatory School St. Vincent Ferrer High School Stanwich School Staples High School 6XIÀHOG $FDGHP\ 7HQDÁ\ +LJK 6FKRRO Tilton School Town School Trevor Day School Trinity-Pawling School The Ursuline School Tuckahoe Middle School Vienna International School Westchester Day School Winston Preparatory School Wooster School Yeshiva University High School York Preparatory School

2016 MOVING UP CEREMONIES

³ WE STCHE ST E R LOWER AND MANHATTA N LOW ER S C HOOLS ³

www.thewindwardschool.org | 23

Sports Review FALL 2016

³ Westchester & Manhattan ³

24 | The Compass Fall/Winter 2016

:HVWFKHVWHU )DOO 6SRUWV 5HYLHZ By Marilyn Hunt, Director of Athletics, Physical Education and Health

The fall sports season at The Windward School got off to an excellent start this September. The weather was great, and the teams enjoyed the friendly competition offered by the Fairchester Athletic Association (FAA). The FAA, which Windward commits to for the entire year, consists RI PDQ\ RI WKH LQGHSHQGHQW VFKRROV WKURXJKRXW :HVWFKHVWHU &RXQW\ 1HZ <RUN DQG )DLUĂ€HOG County, Connecticut.

— Cross Country —

— Soccer —

Many of Windward’s cross-country UXQQHUV ÀQLVKHG LQ WKH WRS ÀYH DW PHHWV and everyone worked hard at improving their time. The team consisted of students LQ JUDGHV ÀYH WKURXJK QLQH (DFK UXQQHU gave their best effort at all six meets. Typically, runners competed against 100 fellow athletes from across the FAA. This season’s team members were hardworking, persevering, and motivated. Each one of them improved throughout the season, and the coaches were very proud of their team this year.

7+ $1' 7+ *5$'( %2<6 62&&(5 The eighth and ninth grade boys’ soccer team had an exciting season. The team’s home opener against Greenwich Catholic was an exciting victory for the Vikings. Many of last year’s players returned, and the new players added strength to the existing squad. The team played in the fourth annual Windward Homecoming game, held on October 15 at the Red Oak Lane campus, against Iona Prep Lower School. Many alumni, friends, and family cheered them on.

— Instructional Tennis — Instructional tennis proved to be enormously popular again. Thirty-four students from the lower and middle school campuses spent the fall season learning the basics of proper tennis technique from the professionals at Lifetime Fitness, a tennis club located a few minutes from the campus. Under the direction of these professionals, the students improved their athletic skills and learned to enjoy this sport.

7+ $1' 7+ 7+ *5$'( *,5/6 62&&(5 A seventh grade team and an eighth/ ninth grade team represented the Lady Vikings this past season. Both teams competed with enthusiasm, teamwork, and great sportsmanship. The eighth/ ninth grade team included a core group of returning players and a few new players. Their ability to bond made for a skilled DQG FRPSHWLWLYH WHDP RQ WKH ÀHOG (YHU\ game was close with the team often achieving victory as the seconds ticked GRZQ DQG WKH ÀQDO KRUQ EOHZ

7+ *5$'( %2<6 62&&(5 The seventh grade boys’ soccer team was a determined and skilled group of young men. These 18 energetic athletes came to each game ready to play and had many hard-fought victories over tough rivals. 7+ *5$'( *,5/6 62&&(5 Equally talented, our seventh grade JLUOV¡ WHDP SURYHG WR EH GLIĂ€FXOW WR EHDW All 18 athletes contributed and put forth a great effort every game. Enthusiastic, determined, and committed are words to describe these athletes. The team worked very well together and were exciting to watch. 7+ $1' 7+ *5$'( %2<6 62&&(5 7KH Ă€IWK DQG VL[WK JUDGH ER\V¡ WHDPV composed of 20 enthusiastic athletes, worked hard to improve their skills and competed in many exciting games this season. The team did a great job representing our school.

www.thewindwardschool.org | 25

7+ 7+ *5$'( *,5/6 62&&(5

— Girls Volleyball —

7KH ÀIWK VL[WK JUDGH JLUOV· VRFFHU team was small in number but mighty in spirit. This hard-working and fun squad improved throughout the season and had a great time on the Windward Garry Soccer Field.

In its third year of play, the Windward Interscholastic Girls Volleyball Team LPSURYHG VLJQLÀFDQWO\ 7KH WHDP FRQVLVWHG of athletes in grades six through nine. They competed against many experienced teams in the FAA. The matches were exciting, and our enthusiastic players put

forth great effort. The coaches and players had a fun and exciting season. The season culminated with a fall VSRUWV DZDUGV FHUHPRQ\ IRU ÀIWK DQG sixth-grade athletes during the school day. An evening celebration was held for athletes in seventh through ninth grades. Both were wonderful ways to celebrate an outstanding fall season.

0DQKDWWDQ )DOO 6SRUWV 5HYLHZ By Dan Smith, Assistant Director of Athletics, Physical Education and Health

:LQGZDUG 0DQKDWWDQ·V ÀUVW VHDVRQ RI LQWHUVFKRODVWLF VSRUWV ZDV RYHUZKHOPLQJO\ VXFFHVVIXO The weather proved equally as great. The new-and-returning students developed strong bonds with their coaches and close-knit friendships with each other.

— Soccer — 7+ $1' 7+ *5$'( &2 (' 62&&(5 7KH FR HG ÀIWK DQG VL[WK JUDGH VRFFHU team coached by Ms. Danielle Scorrano and Ms. Delaney Oliveri consisted of 15 ER\V DQG ÀYH JLUOV 7KH WHDP·V SUDFWLFHV WRRN SODFH DW $VSKDOW *UHHQ·V WXUI ÀHOG three blocks away from the Manhattan campus. They also practiced in various ÀHOGV DW &HQWUDO 3DUN 7KH WHDP VWDUWHG their season with an exciting victory over the St. Thomas Choir School with a score RI ÀYH WR ]HUR ,Q WKHLU VHFRQG JDPH the team faced St. Luke’s, and the game ended in a tie. The season completed with a fun-and-exciting game against fellow classmates at Windward Westchester Middle School. 7+ *5$'( &2 (' 62&&(5 The seventh-grade soccer team coached by Mr. Jeremy Bletterman and Ms. Stacey Duchak also got off to a good start. After a tough match with the Spence School, the team bounced back with a 26 | The Compass Fall/Winter 2016

six-to-two victory over the St. Thomas Choir School. The team included a mix of experienced soccer athletes and those joining the sport on an interscholastic level IRU WKH ÀUVW WLPH 7KH WHDP RI ER\V and two girls worked hard throughout the season. They enjoyed representing Windward and playing soccer with their friends. Their season ended with a tie against Trevor Day School.

— Cross Country — The Windward cross-country program, led by Ms. Courtney Stiles, Ms. Olivia Gennusa, and Ms. Kimberly 6XPPHUÀHOG KHOG LWV LQDXJXUDO VHDVRQ here in Manhattan. The majority of meets took place at Brooklyn’s Cadman Plaza Park and included schools such as Packer, Friends Seminary, Brooklyn Waldorf, Bay Ridge Prep, and others. Team practices were held at Central’s Park Reservoir. $W WKH WHDP·V ÀUVW DQG VHFRQG PHHWV Windward students led the pack and won WKH ÀIWK DQG VL[WK JUDGH GLYLVLRQ $V D whole, the team’s mile and one-and-a-half

mile times steadily decreased illustrating WKHLU KDUG ZRUN ,Q WKH ÀQDO UDFH DW 6KRUH Road Park in Bay Ridge, Brooklyn, the entire team was awarded bronze medals. Additionally, three students won silver for their division, and one student took home a gold medal. Friendships were developed and students improved their form, pacing, and endurance. Most importantly, every student enjoyed running on the Windward cross-country team.

— Instructional Tennis — Instructional tennis has once again SURYHQ HQRUPRXVO\ SRSXODU )RUW\ ÀYH students from both the lower and middle school divisions spent the fall season learning the basics of proper tennis technique from the professionals at John McEnroe’s Sportime Tennis Academy on Randall’s Island. Under the direction of these professionals, the students improved their athletic skills and came to enjoy this fun sport. Stay tuned to next issue’s update on the winter and spring sports seasons.

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WINDWARD CLASSIC SEVENTH ANNUAL

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GOLF CHAIRS: Nick Finn and Mitch Katz To sign up teams, please contact: Michelle Spino-Andruss msandruss@thewindwardschool.org (914) 949-6968 extension 2270 Visit thewindwardschool.org/windwardclassic for more details.

www.thewindwardschool.org | 27

ALUMNI HOMECOMING

28 | The Compass Fall/Winter 2016

Alumni Notes Note: At Windward, a student’s class year is the same as his/her high school graduation year. Please send us your email address to be invited to future alumni events. Email development@thewindwardschool.org with your name, high school graduation year, and email address.

LQFOXGLQJ WKH Ă€UVW IXOO VHDVRQ RI 6KRZWLPH¡V The Nick, Royal Pains, Blue Bloods, Law and Order: SVU, Homeland, Madam Secretary and others.

Julie Mauskop is in her second year of a PDVWHU¡V RI Ă€QH DUWV GHJUHH LQ %UXVVHOV Belgium. She received her BA degree from Rhode Island School of Design in 2009. After living and painting in Tel Aviv, Israel, Julie was an Artist in Residence in Buenos Aires, Argentina. She completed a master’s degree in art therapy at NYU in 2013.

1986 Theodore “Tedâ€? Moy recently celebrated his tenth wedding anniversary with his wife, Mei-Chen. They currently live in midtown East Manhattan. Aside from working at an investment bank and as a landlord, he practices Krav Maga in his spare time and recently achieved a Practitioner Level 3 FHUWLĂ€FDWLRQ

2006

2001 Melanie Brubaker is currently living in southern Vermont with her husband, Robert. She runs high school summer study abroad programs. She and her husband are H[SHFWLQJ WKH ELUWK RI WKHLU ÀUVW FKLOG

2003 Elizabeth Cook lives in New York City. She developed and owns a personal training business, LCFITNESSNYC. She trains men and women of all ages and uses a combination of strength training, Pilates, DQG \RJD 5HFHQWO\ VKH EHFDPH FHUWLĂ€HG LQ training pre-and-post-natal clients.

1996

2005

Jeff Tome is currently working on a video game of his own creation called “Light Play.� He created all artwork and sound effects. He has also worked as a freelance graphic designer, adjunct computer graphics instructor, and as a background actor on multiple television series and movies

Jarrett G. Bauer continues to enjoy success with his healthcare monitoring company, Health Recovery Solutions. He started the company while getting his MBA at Johns Hopkins University. Jarrett was also named as one of the brightest young entrepreneurs in Forbes 30 Under 30 for 2016 by Forbes Magazine.

James D’Amato currently lives in Chicago, Illinois. He operates a podcast network, One Shot Podcast, Inc., with more than 15,000 weekly listeners. He also operates a game design company and will launch a role-playing game, Noisy Person Cards, this December. The game was funded through a successful online campaign this past spring. Leigh Cullen Davidson is currently employed by The Brown Palace (Marriott) in Denver, Colorado. David Walker JUDGXDWHG IURP 'HHUÀHOG Academy in 2007 and Yale University in 2011. He is co-founder of TripleMint, a residential real estate technology company in New York City.

2008 Robert (Bo) Hershey IV returned from China where he taught English and world affairs at the YK Pao Boarding School for Chinese males. He is now working in the Editorial Department of the New York Post and plans to attend law school in 2017. Michael McCann is currently working as a marine engineer on the “Pride of America.� He graduated from the United States Merchant Marine Academy (Kings Point) with a BS in marine engineering, a license

www.thewindwardschool.org | 29

as a 3rd Assistant Marine Engineer, and as an Ensign in the Naval Reserves.

the Larchmont - Mamaroneck Ambulance Corp. He has his student pilot license as well.

2009

2012

Abel McElroy is currently an economics major at Columbia University.

Oona Montalvo-Azcona graduated this past May from Sterling College in Vermont with a BA in sustainable agriculture. She now lives in the Catskills area of New York State and works at Heather Ridge Farm in Preston Hollow, New York.

Brooks Walker is currently working as an Investment Services Analyst for Prologis in Denver, Colorado. Prologis is an industrial real estate investment trust. He graduated IURP 'HHUĂ€HOG $FDGHP\ LQ DQG <DOH University in 2014.

2010 Danielle Cayne is a current student at Fordham University at Lincoln Center. She is studying for a master’s of social work (clinical track). Emma Frank returned to Windward last summer to attend the MultiSensory Reading Informaton - PAF - Part 1 offered by the Windward Teacher Training Institute. She is a teacher in Ohio who wants to give back what she received as a student at Windward. She is very passionate about teaching dyslexics. You can read a PRUH H[WHQGHG SURÀOH RQ KHU LQ WKH )DOO 2016 issue of The Beacon located at thewindwardschool.org/publications Jesse Keltz is applying to graduate school for environmental studies according to Emma Frank ’10. Jeffrey Kempler will graduate in December 2016 with a masters degree from the London School of Economics. Joshua Mullaney is applying to medical school according to Emma Frank ’10.

2011 Harli Thau is in her second year of graduate school at the Columbia University School for Social Work. John Steers graduated from Elon University in 2015. He works in New York City and recently moved to Brooklyn. Kyle Wagman graduated from Skidmore College in 2015. He lives in Rye, New York, where he works as one of the Rye Fire Department captains and as a sales associate for Vista Jet. He is also an EMT for 30 | The Compass Fall/Winter 2016

Axel Getz is a student at Brown University. He is spending his junior year abroad at Oxford University as a visiting scholar.

2013 Anthony Faustini is a senior at University of Pennsylvania. Fiona Perri Sawyer is a senior at Keene State College in Keene, New Hampshire. She is majoring in sociology with a concentration in art history. She has worked as an art camp counselor the past two summers at The Pelham Art Center. This experience has led to an interest in earlychild education, which she plans to pursue after graduation.

Pauline November is a junior at Wheelock College in Boston, Massachusetts. She is majoring in special education and psychology with a minor in understanding autism.

Jordan Shasha is attending Muehlenberg College and getting straight As.

2014 Mansell Ambrose is studying abroad in Dublin, Ireland, and will continue at Sewanee University in January 2017. Dayna Cameron writes, “Nostalgia is what comes to mind when I think of Windward. In the back of my mind, even now as a twenty year old, my years after Windward have been a breeze. I’ll never forget the worry my teachers have wiped away! I am so thankful for everything, really everything! Windward literally changed my entire life. I’m currently working at two country clubs in Rye, New York. In addition, I also continue to do exceptionally well when it comes to school. Thanks again so much!â€? Bryan Krosser Ă€QLVKHG KLV VRSKRPRUH \HDU at Muhlenberg College and had a summer internship working for a company in Israel. Nicole Maratto is a junior at Endicott College in Beverly, Massachusetts. She is majoring in communications with a minor in theater. She plans to study abroad in Spring 2017 at the University of the Arts in Florence, Italy.

Ian Sherman is a junior at Brown. For the summer, he interned at Dreamit, a Forbes top ten business accelerator that invests DQG PHQWRUV VWDUW XSV VSHFLĂ€FDOO\ LQ education technology.

2015 Zach Anson graduated seventh in his class at The Harvey School. He won the science award and played goalie for the varsity

lacrosse team. He has had a great start to ninth grade and earned a place on the KRQRU UROO LQ KLV ÀUVW WULPHVWHU Teddy Dumbauld is a sophomore at Bucknell University and plays lacrosse. Caroline Ricke attends University of Colorado at Boulder, where she intends to study sociology and criminology. Ben Stilwell is currently participating in a Sea/Mester, a semester of sailing on a 110-foot schooner across the Atlantic Ocean from the Mediterranean to the Caribbean. During this time, he is studying oceanography, marine biology, and leadership, through a program agreed upon with The College of William and Mary.

dance to music composed by another Trevor student. Naomi and her family remain grateful to Windward for the wonderful early work they did for Naomi during grades two through four.

This past summer, she traveled to Europe to study Italian and fashion merchandising.

Brigid Miniter graduated with highest honors from Ridgewood High School in New Jersey this past spring. She is a student at Skidmore College in Saratoga Springs, New York. Tyler Petrone graduated from King School in Stamford, Connecticut. He is a freshman at Colgate University. He plays rugby and hockey for the school’s club teams. David Shasha started at The Wharton School at the University of Pennsylvania in the fall. Torrance Smith was recruited to the crew team at Columbia University and started his freshman year this past fall. Will Turner graduated from Rye Country Day School and attends Georgetown University. At Georgetown, he is on the heavyweight mens’ varsity crew team.

Jonathan Goldberg is a senior at Marist College and will graduate in May 2017. Last spring, he studied abroad in Florence, Italy, at the Istituto Lorenzo de Medici.

2016 Charlie Erdmann was recruited to play Division I lacrosse at the University of Vermont. Isabel Getz graduated from St. Paul’s School and attends the University of Chicago. Naomi Lofchie graduated from Trevor Day School last spring and is a freshman at Kenyon College. Her activities at Trevor included Peer Leader, writing tutor and co-founder of the Feminism Club. She also graduated from the School at Steps Pre-professional Dance Program where she danced up to 20 hours per week. Her senior bridge project at Trevor was coorganizing a full-day conference “Women in the Workforce,” attended by students from 20 metropolitan-area schools. She also choreographed and performed a solo

2017 Whittier Ambrose is a senior at The Millbrook School. She is also a dorm leader and head prefect. She is in the process of applying to college. Lauren Capolongo is in her senior year of high school at Convent of the Sacred Heart in Greenwich, Connecticut. She writes, “as well as my education at Windward, I am grateful for the relationships that I’ve made at The Windward School. I am still close with the Kreppel twins. The Kreppel pair have been my closest friends throughout my time at Windward and now beyond.”

2018 Katie Gallagher is a junior at Greenwich High School. She has consistently been on the honor roll. Next year, Katie will be captain of the varsity soccer team and is looking forward to a leadership role on the team.

Danielle Bergman is in her senior year at Harrison High School. She is active in student government and helps organize a FKDULW\ HYHQW EHQHÀWLQJ FDQFHU SDWLHQWV www.thewindwardschool.org | 31

Alumni, we want to hear from you. Keep us updated with events in your life by emailing Michelle Andruss at msandruss@thewindwardschool.org.

Stay in touch with Windward through social media. Find us here: Facebook: facebook.com/TheWindwardSchool Instagram: instagram.com/TheWindwardSchool Twitter: twitter.com/Windward_School

James Kelly is a junior at Archbishop Stepinac High School and doing very well in his honors classes. He continues to swim competatively, and he hopes to earn his Eagle Scout rank this winter. Caroline Shasha is a successful junior at Solomon Schechter School.

2019 George Dumbauld is a sophomore at New Canaan High School.

Avery Egerton-Warburton is a sophomore at The Millbrook School. She is the manager of the junior varsity volleyball team, a tour guide, and her favorite subject is French. She loves speaking another language. Jeff McKee recently traveled to France with his King School French class. He also traveled to Scotland with the school’s theatre program as part of the American High School Theatre Festival. The group performed Shrek, The Musical at the international Edinburgh Festival Fringe, the largest arts festival in the world. Jeff is a VRSKRPRUH DW %HUNVKLUH 6FKRRO LQ 6KHIÀHOG

Massachusetts. At the school, he is a tour guide and participated in the school’s Mountain Program.

2020 Jamie Beer attends Yeshiva University High School for Girls in Queens. She is a member of the junior varsity basketball team and was recently elected as ninth-grade class co-representative for the student government.

Faculty and Staff News Dr. John J. Russell, Head of School, was recently named to The Distruptor Foundation Fellows. The Disruptor Foundation Fellows are a selfGHĂ€QLQJ VHOI RUJDQL]LQJ FRPPXQLW\ RI accomplished and promising innovators, applying transdisciplinary approaches in their work and daily lives to further the study and application of disruptive innovation. Learn more at www. tribecadisruptiveinnovationawards.com

Representative for the Westchester-Bronx section of Science Teachers Association of New York State (STANYS) in June 2016.

Karen Ralph, Westchester Middle School Grades 7 and 9 Science Teacher, was named Intermediate State Area

x Attend and deliver a workshop at the annual STANYS conference in Rochester, New York;

32 | The Compass Fall/Winter 2016

The responsibilities of an Intermediate SAR are listed below. x Help to keep members abreast of curriculum and assessment changes in New York State (NYS); x Introduce the latest and most successful methods of teaching science;

x Attend a two day workshop in March in Schenectady, New York to hear the latest information from NYS Education Department and the Board of Regents concerning science education; x Assist presenters in setting up for the Westchester-Bronx section Fall Welcome Back and Spring Conference; x Present a workshop at the WestchesterBronx section Fall Welcome Back or Spring Conference;

Report of Donors Corrections The 2015-2016 Report of Donors contained some omissions. We apologize for these and any other errors. The Windward School could not exist without your generosity, and we extend our sincerest gratitude.

This page is intentionally blank. For the full Report of Donors Corrections, please refer to the printed version of The Compass Fall/Winter 2016 issue.

www.thewindwardschool.org | 33

5HĂ HFWLRQV RQ 0\ )LUVW <HDU By Taylre Nwambuonwo The following speech was delivered at the New Staff Orientation in August 2016.

Although we may have been a great distance from the Red Oak Campus, I always felt like a valued member of the Windward family. I truly appreciated and admired the strength of the camaraderie built amongst colleagues and students. This year proved to me that students emulate the actions of the adults around them. They were able to witness the nurturing of the new teachers by the more experienced staff members, and they followed suit. I was impressed and inspired by the manner in which the veteran students immediately welcomed the newer students into Windward’s safe and supportive environment. The trust developed within our community fostered grit and resilience in the students that allowed them to surpass any negativity and low self-esteem that was ingrained in previous environments.

Good morning everyone. My name is Taylre Nwambuonwo, and I am a second-year assistant teacher in the lower school at the Windward Manhattan Campus. I am truly excited to preface the beginning of \RXU :LQGZDUG MRXUQH\ ZLWK D UHà HFWLRQ RI P\ ÀUVW \HDU H[SHULHQFH %HIRUH GHVFULELQJ P\ ÀUVW year, I would like to give you a brief overview of my background. As the eldest child of three, I became very familiar with teaching others at an early age. I was literally an on-call, 24-hour tutor in my own KRPH +RZHYHU P\ ÀUVW H[SHULHQFH RI WHDFKLQJ professionally was as a teaching assistant in an English course for English as a Second Language (ESL) students during my senior year of college. That one semester taught me that despite a variety of language barriers, students can grasp the concepts of the English language arts through specialized communication and unwavering support. The students believed that they could learn because we believed that we could teach them. The satisfaction and inspiration I experienced as a teaching assistant motivated me to apply to a charter school in Brooklyn. I believed that I could instill a zest for learning while equipping students with the tools to succeed. In my primary role as a small group teacher, I quickly became aware that many students experienced severe academic delays, far below their grade level. I questioned their advancement to their current grades, and I was dismayed that they did not receive the proper intervention and support early on. Much to my chagrin, I realized that I was ill-equipped to tackle the magnitude of my students’ needs. What began as a feeling of self-loathing from thinking I had failed my students soon transformed into a desire to learn how to effectively teach students who require a more VSHFLÀF DSSURDFK :LQGZDUG DIIRUGHG PH WKDW opportunity. 8SRQ EHJLQQLQJ P\ ÀUVW \HDU DQG DV VRRQ 34 | The Compass Fall/Winter 2016

as orientation day, I knew that this was a place that would mold me; a place where each day would bring new challenges; a place where every student’s success would be a priority. I unashamedly admit that I was initially nervous. For many students, Windward is their last hope. It is our responsibility to show the students that they are valued, intelligent, and capable. After experiencing one year of Windward’s program, I can say with certainty that I wish I would have been taught by individuals as trained and dedicated as Windward teachers. This community is willing to invest in teachers’ knowledge and development in a way that far exceeded my initial expectations. At Windward, teachers never stand in front of students illequipped. Our preparedness is a requirement that encourages all-around success. The support and resources are endless; mentor teachers, coordinators, guidance staff, staff developers, and even the division head all made themselves available to address my concerns. This culture of collaboration necessitates personal accountability and makes sure that every effort put forth is your best. The Windward Manhattan team took on the challenge of executing a tried-andtrue program in an unfamiliar environment.

Windward challenged me to work harder and more purposefully than I have ever had to in the classroom. And, the time I elected to spend with the students outside of academia allowed me to really appreciate their awesome SHUVRQDOLWLHV %\ YROXQWHHULQJ IRU YDULRXV ÀHOG trips and after-school clubs, I formed a bond with most of the students in both the lower and middle schools. I learned that our students are eager to know us; they yearn to view us as more WKDQ MXVW WKHLU WHDFKHUV :H DUH DOVR FRQÀGDQWHV coaches, and even potential mentors. They love to show us that their academic shortcomings do QRW GHÀQH WKHP DOWKRXJK ZH DOUHDG\ NQRZ WKDW In closing, this year you will laugh, you PD\ FU\ \RX ZLOO GHÀQLWHO\ OHDUQ DQG \RX DUH guaranteed to grow. One of my most important takeaways is discovering that, at Windward, we are never perfect. The idea of perfection breeds complacency. Rather, every teacher, whether in WKH ÀUVW \HDU RU WKH ÀIWHHQWK \HDU UHDOL]HV WKDW there is always something to improve upon. We are all so eager to help you acclimate and to experience what you have to offer. So, fasten your seatbelts and sharpen \RXU SHQFLOV :HOFRPH WR \RXU ÀUVW \HDU DW Windward. Thank you.

Isabel Greenbaum Stone Master Teacher Award Winner Speech: Sailing Windward By Tim Caccopola

For any veteran of the sea, a sailor should know to always follow the path of a directional wind before setting sail. *RRG HYHQLQJ HYHU\RQH ,¡G Ă€UVW When crafting the formal name for her like to say that I am deeply honored and school, Isabel Stone presented a distinctive humbled to receive this award. I would also philosophy behind the title of her new like to express my sincerest gratitude to school. She professed, that in order to sail Dr. Russell, the administration, the Stone windward, one must possess a unique set Foundation, my colleagues, and the parents of skills, maintain a dynamic persistence, and students of Windward. and be continuously determined, “rather than sail before the wind.â€? The following speech was delivered at the Graduation 2016 ceremony.

Throughout my career at Windward, I have been lucky enough to encounter these three valuable attributes among teachers, parents, and students. These qualities have continued to motivate me as an educator. Upon graduating college, I started working at Windward as a teachingDVVLVWDQW ,W ZDV LQ P\ ÀUVW SODQQLQJ RI DQ eighth grade social studies class that I truly learned the unique set of skills a Windward www.thewindwardschool.org | 35

teacher must obtain. I also learned that having a long sounding Italian last name, like Caccopola, would instantly bring students to refer to me as Mr. Coca-Cola.

have been able to understand another fundamental part of Isabel’s mission.

Finally, it is the “effortâ€? component RI 0V 6WRQH¡V GHĂ€QLWLRQ WKDW VKRZV LWVHOI Feeling like any unseasoned teacher everyday in the student body. It’s the would, and as if I were eaten alive by Windward student, who despite challenges, twelve hungry, adolescent wolves, a mentor never gives up on themselves. I can recall teacher whom I assisted daily, provided one student’s immense struggle to acquire me with an exceptional amount of and make sense of history, as well as being direction and useful advice to perfect my able to independently employ the many skills. With the continued guidance from strategies learned from the beginning of this amazing and highly skilled teacher, I WKH VFKRRO \HDU ,Q VSLWH RI KHU GLIĂ€FXOWLHV discovered my true passion for teaching she was compelled to continue working and developed my own teaching style. harder than ever and was willing to endure Through this mentor’s skill and support, I times of failure. She represents how learned why Isabel Stone named her school strong character and an overwhelming “Windward.â€? ability to never submit to defeat can allow a person to succeed. Now that I look at Later in my years of teaching, I the students graduating here tonight, I can was able to see another integral part of undeniably see how each and every one of :LQGZDUG¡V GHĂ€QLWLRQ FRPH LQWR IUXLWLRQ you has revealed a tremendous amount of This time, it came after an encounter with continuous effort each day. a parent of a new student, following a mid-year conference. Although this parent 2Q D Ă€QDO QRWH 7R WKH JUDGXDWLQJ expressed signs of distress and worry for class of 2016, and to those I have her son, this parent’s persistence in the personally taught, it’s been truly amazing months to come showed a remarkable seeing you progress in both academics ability to collaborate with me in order and other extracurricular activities, as well to ensure that her son was not going to as mature to be respectful members of falter in school. Undoubtedly, Windward our school community. I am honored to parents are supportive of the teachers. have taught many of you and share such They not only encourage an approachable treasurable memories. line of communication with the staff, but Students, you are ready to embark they work hard to reinforce what is taught on a new journey in your life, taking with within the classroom. you a new set of skills and knowledge At the end of the school year, I had that you have all earned. Now that you received a heart-felt note from the same KDYH EHFRPH SURĂ€FLHQW DW OHDUQLQJ WKH parent. Like many of the teachers here that Windward way, take Ms. Stone’s advice: can attest to receiving a myriad of verbal Use your skill, persistence and effort and written forms of appreciation from to guide you in the right direction and parents over the years, it is these kinds of ultimately achieve success. extraordinary messages that work to inspire any educator to continue performing their job to the best of their ability. It is through the parents’ collaboration with teachers and devotion for their children, that I

36 | The Compass Fall/Winter 2016

About the Isabel Greenbaum Stone Master Teacher Award Each spring, the Isabel Greenbaum Master Teacher Award is presented to an exemplary member of The Windward School faculty. The Stone Foundation created the Award in 2000 to honor the legacy of Isabel Greenbaum Stone, the visionary behind The Windward School. In 1926, Stone, the mother of three sons – Donald, Robert, and James – discovered a small boarding school in Mamaroneck, New York, that had been struggling to establish itself. Mrs. Stone and a group of parents formally incorporated the school and called it “Windward� because sailing windward requires more skill, effort, and persistence than sailing before the wind to leeward. All members of the Windward community are invited to nominate a teacher by completing a nomination form. To learn more about Isabel Greenbaum Stone, visit thewindwardschool.org/isabel

Âł )DFXOW\ 3URĂ€OH Âł Amy Jackman Assistant Division Head, Manhattan Lower and Middle Schools

Mrs. Jackman, her husband Dana, and Sadie, their four-pound Yorkie

Amy Jackman brings passion, dedication, and a wealth of experience to her new position as Assistant Division Head, Manhattan Lower and Middle Schools. She joins Mrs. Leslie Zuckerwise, Division Head, Manhattan Lower and Middle Schools, as a school administrator for the Windward Manhattan campus. Born in North Tonawanda, a town outside of Buffalo, New York, Mrs. Jackman knew she wanted to be a

WHDFKHU DW D \RXQJ DJH ´0\ Ă€UVW WHDFKLQJ experience was when I was nine years old. I taught a tap dancing class at the YWCA, and I was paid $4.75 a week. I could not have been prouder,â€? recollects Mrs. Jackman. “I was so young that my parents came to watch me teach every week. On WKH Ă€UVW GD\ RI FODVV D SDUHQW DSSURDFKHG me and asked me if I knew who was teaching the class. At the time, I had no idea why that was not obvious!â€?

Throughout her childhood and teenage years, Mrs. Jackman built a foundation of leadership and educating others. She held regular babysitting jobs, played softball and varsity volleyball, and held leadership roles on student council and other extracurricular clubs. Mrs. Jackman’s dream of helping children learn came to fruition when she earned a bachelor’s degree in elementary education and a master’s degree in curriculum and teaching from Michigan State University. www.thewindwardschool.org | 37

Mrs. Jackman began teaching at a public school in Michigan after graduation. She taught preschool and ran a beforeand-after-school program for 250 children. During that time, she also led a team of teachers to help with scheduling, disciplining, and supervising students as well as communicating with parents. After a few years of teaching in Michigan, she moved to New York City to be near her sister. “I applied by mail for a teaching position at what seemed like all of the private schools in New York City. I WRRN D GD\ RII ZRUN DQG Ă HZ LQWR WKH FLW\ where I had about eight interviews in one day. It was pouring rain, and I was new to the transit system, but I found my way around and acquired a new teaching job. The following month I drove a moving truck to New York City, and I have been here ever since,â€? recalls Mrs. Jackman. Mrs. Jackman started her New York City teaching career at St. Luke’s School in the West Village where she taught preschool, kindergarten, and second grade for four years. During the summers, she taught lower and middle school students from “at-riskâ€? schools through the Go Project in New York City. After St. Luke’s, Mrs. Jackman taught second and fourth grades at Convent of the Sacred Heart in New York City. She coached middle school volleyball, basketball, and softball. In addition, she created new curricula for math, reading, and writing. While Mrs. Jackman devoted KHUVHOI WR HQVXULQJ D Ă€UVW UDWH HGXFDWLRQ for her students, she also designed a teacher-mentor program and training SURJUDP IRU Ă€UVW DQG VHFRQG \HDU teaching assistants to provide them with the resources they needed to perform their job well. “I very much enjoy supporting teachers and enabling them to be their best to teach students,â€? she says.

38 | The Compass Fall/Winter 2016

The desire to provide support for teachers was a catalyst for Mrs. Jackman to earn a master’s degree in school building leadership and administration from Manhattan College. “I realized I enjoyed helping new teachers over the years. While it was hard to leave the students and their families, I wanted to provide teachers with the support I wished I had as a teacher,� she shares. “A teacher’s job does not stop when the students are dismissed. They often work late hours, and they go home thinking about their students each and every night.�

As Mrs. Jackman went through the multi-stage interview process, she became further impressed with the school. “Everyone was highly organized and the line of questioning was thorough. It spoke volumes about how serious the school is when bringing in a new member to their community,� she shares.

Mrs. Jackman was honored to receive the offer for the position of Assistant Division Head Manhattan Lower and Middle Schools and eagerly accepted. “I am thrilled to be working at Windward. For many children here, the journey to After fourteen years at Convent of :LQGZDUG KDV EHHQ Ă€OOHG ZLWK KDUGVKLS the Sacred Heart, Mrs. Jackman learned of and disappointment. The teachers are truly an administrative role at The Windward committed to providing a safe haven for School. “I read the school’s mission and all students. Teachers are skilled at teaching looked over the website. It was clear to me the curriculum, and they also work hard that Windward places a lot of importance WR ERRVW FRQĂ€GHQFH E\ KHOSLQJ FKLOGUHQ on ongoing professional development for understand more about themselves as WHDFKHUV DQG RQ PHHWLQJ WKH VSHFLĂ€F QHHGV learners and by encouraging them to see of each individual child,â€? she shares. “I their strengths. Windward students begin knew it was a place I wanted to be.â€? to see challenges as an opportunity for growth rather than as a sign of weakness. When Mrs. Jackman applied to work They quickly learn that they are understood at Windward’s brand-new Manhattan here, and that they are celebrated as campus, she was already aware of the individuals,â€? she expresses. “The faculty School’s research-based, direct-instruction work so hard to know every single child in teaching method. “I had been familiar this building. Everything is very deliberate with the Windward teaching method and organized.â€? for many years, and I had incorporated it into my teaching and tutoring,â€? states Even at a young age, Mrs. Jackman 0UV -DFNPDQ ´,W¡V D YHU\ VSHFLĂ€F ZD\ knew being a teacher was an important of teaching children, and the Windward responsibility as she recognized her materials helped my students learn to read passion to teach and lead others. She and write.â€? continues to respect the incredible impact an effective, caring teacher can make in the One of those programs included lives of children. Mrs. Jackman’s passion, Preventing Academic Failure (PAF). PAF dedication, and experience have been a LV PXOWLVHQVRU\ VFLHQWLĂ€FDOO\ SURYHQ wonderful addition to the entire Windward curriculum for teaching reading, spelling, community. and handwriting in grades K-3, and in particular, it is a program Windward teachers receive extensive training in through the Windward Teacher Training Institute.

Windward Manhattan Open House

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Windward Parents Association

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40 | The Compass Fall/Winter 2016

www.thewindwardschool.org | 41

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Former Trustees & Platinum Circle Members Evening AT Windward Manhattan

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46 | The Compass Fall/Winter 2016

Your Support

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:LQGZDUG 0DQKDWWDQ ÀIWK JUDGH students showcase their junk cars made with three simple machines in science class.

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