The Compass Winter 2021

THE

COMPASS A MAGAZINE FOR THE WINDWARD SCHOOL COMMUNITY

Winter 2021

Meeting the Moment

THE

COMPASS A MAGAZINE FOR THE WINDWARD SCHOOL COMMUNITY

Jamie Williamson Head of School

Jonathan Rosenshine Associate Head of School

Board of Trustees 2020–21 Patricia L. Wolff Mitchell J. Katz 1st Vice President

Assistant Head of School and Director of Finance and Operations

Jenny Price

Assistant Head of School for Enrollment Management

Sandra Schwarz Director of Windward Teacher Training Program

Arthur Ceria Thomas J. Coleman Elizabeth A. Crain Peter D’Avanzo George Davison David Friedland Alexander A. Gendzier Jeffrey B. Goldenberg Meredith Jenkins Joseph Lorono Staci Marlowe Janice Meyer Magdalena Zavalía Miguens Denis O’Leary, III Katie Puris Sandip Singh Jon Steingart Nicholas Van Amburg Anike Wariebi

President

Stephen R. Littell

Beth Foltman

WINTER 2021

2nd Vice President

Mark A. Ellman Treasurer

Maria Reed Secretary

Heather Pray Editor and Director of Communications

Stephanie Huie Managing Editor and Associate Director of Digital Communications & Publications

Contributing Writers Jana Cook, Stephanie Huie, Nicole Vitale, Jamie Williamson, and Patty Wolff

Contributing Photographers Stephanie Huie, Victoria Jackson, Susan Nagib, Amanda Rathbun, and Nicole Vitale Design

The Blank Page, NYC

The Windward School does not discriminate in admissions, employment, or administration of programs on the basis of gender, race, religion, age, national or ethnic origin, or sexual orientation.

The Compass is published twice a year by the School’s Communications Office.

It is a magazine for The Windward School community.

Note: At The Windward

School, a student’s class year is the same as their high school graduation year.

The Windward School Westchester Lower School 1275 Mamaroneck Avenue White Plains, NY 10605 (914) 949­6968 Westchester Middle School 40 West Red Oak Lane White Plains, NY 10604 (914) 949­6968

Manhattan Lower & Middle Schools 212 East 93rd Street New York, NY 10128 (212) 222­8628

10 Meeting the Moment

CONTENTS 3 4 8 10 20 22 24 28 32 36 40

From the Head of School Looking Ahead for Windward Reopening for the 2020­21 School Year Meeting the Moment End­of­Year Celebrations Commencement Address by Tess Flanagan ’14 Faculty & Staff Profile—Technology Team Faculty & Staff News and Milestones News Around the School Alumni News & Notes In Memoriam

On the cover: Westchester Middle School Teacher Ms. Jennifer

Marquez during instruction of her fifth-grade class at the new Westchester Lower School campus On this page: Manhattan Lower School students reconnecting

with each other on the first day of in-person instruction at the temporary Upper West Side location

Stay connected

thewindwardschool.org TheWindwardSchool TheWindwardSchool Windward_School

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The Windward School’s Vision

A world where every child with a language­based learning disability is empowered to achieve unlimited success Difference is Power 2

The Compass Winter 2021

From the

Head of School

By Jamie Williamson Head of The Windward School

I

n an ultra­endurance bike race—when I’m pedaling for 10 or 11 hours—it’s not a question of whether I’ll hit a mental or physical wall; the question is, “How many walls will I hit?” And how am I prepared to confront those walls, to overcome them, to get myself in the right headspace to continue? One of the most formidable items in an endurance athlete’s toolkit is not only to anticipate these walls, but to embrace them. Acknowledging that there will be pain can be incredibly empowering, because it allows for both confronting that reality and maintaining unwavering faith that the challenge is surmountable.

I’ve been thinking a lot about this concept lately, which Jim Collins described in his book Good to Great as the Stockdale Paradox. Named after Admiral Jim Stockdale, held in a POW camp for eight years during the Vietnam War, it describes the duality of simultaneously facing the brutal realities of the situation while knowing without a doubt that you will ultimately prevail. This concept has never seemed timelier and more critical, as our community navigates tremendous amounts of stress, trauma, and ambiguity.

Blind optimism alone cannot get us through this, nor can pessimism. In a moment with no right answers, we have only a clear direction forward to serve our students.

Serving our students entails making the sacrifices that we know will keep them safe, such as social distancing, wearing masks, and changing our behaviors. It includes listening to the science and accepting that, even with the vaccine, we have a long way to go. Equally important is having the discipline to model compassion and recognize that we are all

struggling. Giving each other a little grace, seeking to understand one another’s perspectives, is invaluable. We’ve all been impacted by the current health crisis in different ways, and as we’ve come to realize, there is no one­size­fits­ all pandemic.

Witnessing how our community has risen to the occasion with strength and resiliency to meet this moment has been awe­inspiring. It is clear that many of us see this period as an opportunity to do better, to be better, and to persevere with the faith that we will get through this. I know that we will look back on this time and feel a great pride at how we handled this challenge and how we all rallied to support our students. I have never been prouder of a community in my entire life.

Thank you for all you have done, and continue to do, to ensure that our students feel supported while they face unprecedented changes and difficult realities. They are watching the example we set, and they are learning valuable lessons about overcoming adversity. These daily disciplines, both the drive to consistently improve and the belief that nothing is insurmountable, will serve them well long after they leave Windward.

Here’s to our collective continued endurance.

Jamie Williamson Head of School

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Looking Ahead for Windward New Board Chair and Two New Trustees Appointed to the Board A Message from the Chair of the Board of Trustees, Patty Wolff Thank You to the Outgoing Chair

As an alumni parent, I have experienced firsthand the transformative power of a Windward education. The benefits not only for the students but also Windward families are immeasurable. Consequently, it has been my privilege to serve on the Board for the last five years, and I am incredibly humbled and honored to succeed Ellen Bowman as Board Chair. Ellen served on the Board for 13 years and oversaw the opening of the Manhattan campus, development of a new strategic plan, launch of The Windward Institute, recruitment of a new head of school, and the decision to purchase the new Westchester Lower School campus property. On behalf of the entire Board and Windward community, I thank Ellen for her tireless work and unending commitment to The Windward School. She led the Board with grace, elegance, and a true passion and has left a tremendous legacy for which we are all greatly indebted.

New Trustees

Last July, the Board welcomed two new trustees, Sandip Singh and Anike Wariebi, who are Windward parents and passionate about furthering the School’s mission. They bring a wealth of knowledge and experience, including strategic planning, marketing, real estate, and entrepreneurship.

The Windward Fund

Thanks to the generosity of the community, the Windward Fund had its best year ever in 2019­20. The School raised over $2.4 million, with $1.5 million in gifts made by current parents and guardians. I am so grateful to our generous donors and all the volunteers on the Windward Fund Committee. A special thanks to Michael Cummins, Christopher Dooley, Jorge Solares­ Parkhurst, and Amerika Williamson, who co­chaired the 2019­20 Windward Fund.

Windward Benefit and Giving Week As a result of the global pandemic, the School had to postpone the 2020 benefit. I would like to thank our co­chairs, Susan Petrie Badertscher, Stephanie Mack, and Anike Wariebi, as well as all our donors and sponsors who provided support for the event. Your steadfast commitment to the school and flexibility during challenging times is incredible.

During #WindwardGIVES from November 29­December 5, the Windward community had its single largest week of giving in the School’s history raising $670,000. These funds go toward COVID­19 response, financial aid, and more.

Diversity, Equity, and Inclusion (DEI) One of the priorities of the current strategic plan is to ensure we “proactively cultivate an inclusive and diverse community.” Mr. Williamson and the Board are committed to this work to ensure that our faculty, students, parents, guardians, alumni, and Board foster a community environment where all points of view are respected and valued. During the fall, work began to build on existing DEI activities at Windward and to develop a vision and multi­year plan.

New Westchester Lower School Campus

In October, the School opened the new Westchester Lower School campus at 1275 Mamaroneck Avenue. Originally scheduled for Fall 2021, the opening was accelerated to enable in­person learning during the global pandemic. Although there are construction projects that remain to be completed, the finished campus will be over 100,000 square feet and feature classrooms, arts and music facilities, a new athletic field, and spaces for community­building activities. It also holds two auditoriums and expanded space for The Windward Institute. This will enable the School to provide greater access to The Windward School’s unparalleled program.

Fall Opening As I reflect on the past year, I am in awe of how resilient the leadership team, faculty, staff, and Windward families have been during this time. This fall, the School opened its buildings to ensure that all students have access to in­person, research­based, direct instruction while also continuing to provide remote learning for those families who chose that option. The level of dedication and commitment to the mission of the School is evident each day. This experience, while trying and complex, once again reminded me that Windward is truly an exceptional place. I, on behalf of the entire Board, am so thankful to Mr. Williamson for his leadership and to the administration, faculty, and staff who work hard each day to give the gift of a Windward education to the students.

Respectfully,

Patty Wolff Chair of the Board of Trustees 4

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The Windward School’s 2020­21 Board of Trustees comprises 24 members who contribute their experience and expertise to advance the mission of the school.

Anike Wariebi

Sandip Singh

Anike has spent 20+ years working in marketing and consultancy for Fortune 50 companies in various global leadership roles. She is currently Vice President of Global Entertainment Partnerships at American Express.

Previously, Anike worked at Apple, where she served as Head of Marketing. Anike has a BA in business economics from Leicester University in the UK; an MBA from INSEAD in France, including exchange with The Wharton School; an MFA from the University of Oxford; and a postgrad in psychology from University College London.

Anike is a native of London, UK, but now resides in Rye, NY, with her husband, Mike, and two daughters, Jasmine ’26 (WMS seventh­grader) and Amber ’29 (WLS fourth­grader).

In her spare time, Anike chronicles her journey walking alongside a child with dyslexia and dyspraxia in her blog www.specialchilduk.com.

Sandip has 25 years of experience in strategy consulting, healthcare, and real estate investing. His leadership roles include the development of a multi­specialty hospital in Mumbai and successful reorganization of a hospital on Long Island. He currently invests in multifamily properties and land development deals. Sandip received a BA from the College of Arts & Sciences at Cornell University, and he earned an MBA from The Wharton School of the University of Pennsylvania.

Sandip serves on the board of Brunswick Hospital Center and is a member of the Board of Directors of YMCA of Long Island. He is also a vice­president on the executive committee for the Wharton Alumni Club of New York. Sandip lives in Scarsdale with his wife, Saloni, and their two sons. Rohan ’25 is an eighth­grader at Windward in Westchester, and Aarav is a sixth­grader at The Masters School in Dobbs Ferry.

The Windward School Core Values “Living into our values ...means that we do more than profess our values, we practice them. We walk our talk— we are clear about what we believe and hold important, and we take care that our intentions, words, thoughts, and behaviors align with those beliefs.”

—Brené Brown

T

he Windward School is an institution that abides by certain practices and rules of conduct—but what are they? Head of School Mr. Williamson set out to define the core values of The Windward School by surveying the faculty and staff community. “We will define our values as a school, and we will shape our work every day in reflection of our core values,” he said. After weeks of discussion and reflection, the faculty and staff across all campuses identified four core values of The Windward School: commitment, growth, impact, and community.

1. Windward’s unparalleled commitment to a world where every child with a language­based learning disability is empowered to achieve unlimited success guides our every action.

2. A growth mindset at Windward is shared by all and takes many forms, from academic growth for students to professional growth for faculty and staff to enrollment growth for number of students served.

3. Each day Windward strives to make a life­changing and transformational impact on every individual child in the classroom and within the greater learning disability population.

4. Windward believes in building a diverse and inclusive community that puts our students at the center of all we do, and where everyone feels valued and a sense of belonging.

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Looking Ahead for Windward Construction Update for New Westchester Lower School Campus at 1275 Mamaroneck Avenue

A

lthough the new Westchester Lower School campus opened nearly one year early to accommodate in­person instruction, construction is not yet complete.

The property’s 110,000 square feet were a key piece of Windward’s plan to offer a socially distanced in­person instruction environment, so construction plans were accelerated in order for the School to furnish spaces as quickly as possible for students for this school year.

Expediting construction by nearly a full year, and so far ahead of the previous Fall 2021 opening date seemed impossible, but Windward’s building partners rose incredibly to the challenge to get classroom spaces prepared in order to best serve the School’s Westchester students for in­person learning. Opening the new Westchester Lower School campus facilities early prevented the alternative plan of only being able to offer a limited hybrid in­person instructional model at the original Westchester Lower School campus at 13 Windward Avenue.

All remaining construction projects are in progress so that the full Westchester Lower School architectural design will be realized for the start of the 2021­22 school year. A formal ceremony will then be held to acknowledge the completion of the new building and latest addition to The Windward School campuses.

Completed Projects

Projects to Be Completed for 2021­22 School Year

 Renovation of existing building to house:

 Front entrance façade and connector between gymnasium

• Grades 1­5 classrooms • Academic technology including high­speed internet and wireless connection to all Windward campuses

• Faculty work rooms • All­purpose room • Academic administrative and student support offices • HVAC system upgrade with UV lighting for air purification

• New roof, windows, ceilings, and lighting

 Athletic field and play area  Redesigned parking area plus bus and pick­up lanes 6

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and main building

 Gymnasium with full A/V capabilities  Additional build­out of library  Full kitchen installation and outfitting of Dining Hall  Construction of The Windward Institute lecture halls  Playground equipment installation  Permanent landscaping and signage  Permanent flooring for front entrance and reception  Administrative office suite for Admissions, Business,

Communications, Development, and Human Resources

 Garden­level suite for Technology, Facilities, and storage

Three­Year Diversity, Equity, and Inclusion Plan

A

s outlined in our Strategic Plan, The Windward School believes in a diverse and inclusive community, and we are committed to proactively cultivating a caring, nurturing, and empathetic environment, where everyone is valued and has a sense of belonging. Further, we recognize that this work is truly a journey and that we have much work ahead of us.

The work being done to complete Windward’s three­year DEI (diversity, equity, and inclusion) plan is in motion, and we are engaging our entire community—our families, faculty, staff, and board members—to ensure all community members’ voices are heard.

At Windward, we are dedicated to teaching self­awareness while encouraging respect and appreciation for all individuals. By devoting time and resources to this work, we will be able to fully realize the vision and mission of The Windward School.

Year 1 DEI Initiatives • Engage with DEI expert, Dr. Gene Batiste, for a multi­year consulting commitment to administer listening sessions for families, employees, and board members to gather data on our community’s expectations, hopes, and concerns with regards to Windward’s DEI commitment • Produce a report using qualitative research for the School administration and Board of Trustees, which is essential to drive our work forward • Conduct baseline training for all Windward employees through four faculty and staff professional development sessions throughout the year (These professional development sessions will become a standard training for all new employees to Windward moving forward.)

• Conduct training for Windward’s Board of Trustees

• Expand recruitment efforts by building relationships with HBCU (Historically Black Colleges and Universities) employment offices and local university programs in order to further diversify faculty and staff populations • Host DEI coffees, book clubs, guest lecturers, etc.

• Initiate partnership and research other organizations that will help to diversify student population • Collect data on identifiers (racial, gender, etc.) of teachers, administrators, staff, and Board of Trustees members in order to set goals and measure progress • Appoint Windward parent/guardian, faculty, and staff members from every campus to a DivE In committee which will be charged with facilitating our three­year DEI plan. This team of 20 individuals will meet monthly.

A detailed report on Windward’s first year of its DEI plan will be highlighted in The Compass Spring/Summer 2021 issue.

Meet the Diversity, Equity, & Inclusion Office Leadership Team Windward’s DEI office is led by Christine Moloney, Coordinator of Diversity.

As with every year, Diversity Advisors have been named for each campus.

Danielle Ngo

Christine Moloney

Karen Jimenez

Tanya Ehrlich

Diversity Advisor Manhattan Lower School

Coordinator of Diversity Manhattan Middle School

Diversity Advisor Westchester Lower School

Diversity Advisor Westchester Middle School

2020­21 Diversity Office Leadership Team

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Welcome Back

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The Compass Winter 2021

Reopening All Campuses for Fall 2020

I

n the face of this year’s unprecedented circumstances, The Windward School created a plan to adjust Windward’s operations to accommodate socially distanced, in­person instruction for every one of its 941 students in Grades 1­9. This was no small feat for the School.

Knowing that resuming in­person instruction was crucial, the leadership team spent countless hours examining solutions for 2020–21 that could both accommodate the student body and adhere to state health guidelines related to COVID­19. It was clear that the School needed more square footage if it was going to accommodate all students in Westchester and Manhattan.

First, Windward determined that the new Westchester Lower School campus that was under construction at 1275 Mamaroneck Avenue in White Plains was critically needed as the property offered 110,000 square feet. Although the new building was scheduled to open in Fall 2021, all classroom spaces were rapidly readied by the construction team so the School could welcome nearly 300 students in a socially distanced in­person instruction environment. The focus was to expedite the construction plans for the academic spaces of the building meaning the build out of other facilities, such as the new gymnasium, were paused. Windward’s building partners were able to prepare the classrooms at the new campus incredibly quickly. By opening the new building early, all Westchester Lower School and Westchester Middle School fifth­grade students could participate in their classes in­person rather than the alternative plan of a hybrid in­ person/remote instructional model at the original campus at 13 Windward Avenue, due to the significantly smaller square footage at the building.

The new campus at 1275 Mamaroneck Avenue opened on October 28 for in­person instruction for Westchester students in Grades 1­5. Because offering in­person instruction as quickly as possible was a foremost priority to serve our students’ unique learning needs, in­person instruction first began at the original Westchester Lower

School campus at 13 Windward Avenue in September.

To address the needs for Windward’s Manhattan students for full­time, in­person instruction, the School secured a lease at 202 W 97th Street for Manhattan Lower School students in Grades 2­4. The building required intensive facilities preparations and technology upgrades, but Windward truly believed that no challenges were too great to overcome in order to best serve its students. MLS students began remotely on September 14, before transitioning to full­time, in­person instruction at the Opening the new W 97th Street location a Westchester Lower week later on September 21.

Manhattan Middle School School campus one year and Westchester Middle early and acquiring a School students began in­person instruction at temporary rental location their respective campuses in Manhattan were two of for the First Day of School The Windward School’s on September 14.

Opening the new leading priorities to Westchester Lower School ensure every student had campus one year early and acquiring a temporary rental an opportunity to return location in Manhattan were two of The Windward School’s to in­person instruction leading priorities to ensure this school year. every student had an opportunity to return to in­person instruction this school year. Despite the obstacles created by the pandemic, The Windward School has been driven by its mission and vision to provide a safe, viable option for Windward families who wanted their students to resume in­person instruction.

Windward was pleased to welcome back 941 students this fall and continue to provide the highest quality academic program during this unprecedented time.

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Meeting the Moment How Windward’s Behind­ the­Scenes Heroes Set the Stage for Learning All the classrooms are a stage, and all the teachers and students are the players. But what happens behind the curtains, so that the spotlight can shine brightly on them? Backstage at Windward, there are more than 120 staff members who serve as the behind­the­scenes crew to ensure that the show goes on.

The tremendous amount of work produced by these staff members may not be showcased front and center each day, yet Windward’s non­academic teams are incredibly deserving of top billing for their meaningful contributions to the School’s operations—from safeguarding the health and safety of our community to transforming classroom technology to become a HyFlex academic model and much more.

Faculty and staff across all campuses continue to work in harmony to meet the moment of this pandemic, so each division can do what it does best: teachers can focus on supporting students’ academic and social­emotional needs in the classroom, while non­academic teams can concentrate on fulfilling Windward’s mission through their industrious efforts outside of the classroom.

The following vignettes are a brief glimpse into the highlights reel of some of Windward’s staff offices to unveil how they have pivoted to adapt to the unique circumstances of the 2020–21 school year and how they have managed to perform behind the scenes with grace. Bravo!

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SPECIAL FEATURE Read about the Technology Office and the team’s incredible story in this issue’s Faculty & Staff Profile on page 24.

HEALTH AND SAFETY TEAM It is impossible to overstate the degree to which the health office has stretched to meet the current moment for Windward.

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Not only has the COVID­19 crisis tasked them with developing all­new health protocols from the ground up, but also it has created an unprecedented need for ongoing, close collaboration with the Joffe Emergency Response Team, epidemiologist David Calfee, the senior administrative team, the communications office, and facilities department.

Along with the massive undertaking of developing COVID­19 health protocols, tracking cases, contact tracing, and record keeping, some of the new responsibilities have included facilitating the Magnus health screenings, ordering and distributing PPE for all campuses, installing safety signage for all buildings, ensuring proper distancing

mandates for all classrooms, and reporting to the state and local department of health. The health office has remained informed and proactive concerning the ever­changing challenges associated with the pandemic and, with the help of professionals within Windward and external consultants, the team has been dedicated to ensuring safety at all four campuses.

Marilyn Hunt, Director of Health, Physical Education, & Athletics, noted, “We’ve always felt that safety was of the utmost importance.

During the COVID­19 pandemic, ensuring the safety of our community has been the priority. The safety aspects that are within our control, Windward has tackled head on.” Part of that

effort has been shifting roles within the department.

Colleen Iodice, Assistant Director of Health and Safety, stepped up from part­time, working two days per week to being available seven days per week in her new role.

“Colleen has been invaluable in her current role and goes above and beyond the call of duty,” shared Ms. Hunt. She also credits the entire health and safety team for expanding their duties in order to care for the Windward community. Head of School Jamie Williamson and Associate Head of School Jon Rosenshine have played a crucial part in overseeing, leading, and supporting all efforts to keep students, faculty, and staff safe and informed during this unprecedented time.

FACILITIES It has been all hands on deck for the facilities department since March, with the team working tirelessly seven days per week to prepare Windward’s campuses for in­person instruction.

The need for additional instructional space this year meant an expansion from three locations to five, and every facility required updates. One critical addition was the installation of Needlepoint Bipolar Ionization technology in the HVAC systems, which are best­on­market for neutralizing airborne germs.

Each campus received this upgrade, with the exception of the 1275 Mamaroneck Avenue location; instead, it utilizes UV lighting to purify the air. The facilities team has also faced the Herculean tasks of obtaining new furniture, rearranging classrooms, moving into the new buildings, installing sanitizing stations and hands­free soap dispensers throughout every building, bringing the Upper West Side location’s electrical and plumbing up to date, and intensifying all cleaning and disinfection schedules.

The facilities team worked closely with the health office and the technology

department, coordinating efforts to ensure that disinfection supplies and processes met guidelines from the CDC and Department of Health and that classrooms were outfitted with the technology they required.

All these new responsibilities had to be combined with the typical prep work that the facilities team handles prior to the start of the school year, such as painting internal and external walls, deep cleaning, buffing and waxing floors, lawn care, and landscaping. It was a huge workload, but Facilities Director Jimmy Sniffen said, “Not one person complained the entire time.

It was a tough job, and it took a lot out of us, but we knew the job had to be done to make sure the school was safe for everybody, not just the children, but everybody.

Everyone on the facilities team gave their share and more.”

One critical addition was the installation of Needlepoint Bipolar Ionization technology in the HVAC systems, which are best­ on­market for neutralizing airborne germs.

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COMMUNICATIONS The small but mighty communications office has worked relentlessly to keep the Windward community informed as the School adapts to the ever­changing demands of the pandemic.

As managers of the myWindward Family Portal, the team rapidly built the Learning Hub for remote academic engagement, produced more than 125 pod schedules with embedded teacher Zoom links, published all reopening announcements such as the State­of­the­School webinars and safety protocols, and introduced the COVID­19 case tracker. The communications team constantly monitors the latest updates on guidelines and procedures from Windward, local departments of health, and the Governor’s office to ensure students, families, faculty, and staff are provided with timely and accurate information.

There was no template for emergency COVID­19 alerts (from notifying contacts that needed to quarantine to keeping all campuses informed about positive cases), but the Communications Office is on call every weeknight and weekend to send timely updates regarding any new developments.

Together with the health office and head of school, the communications team is a key partner in delivering transparent messages to the community during an

unprecedented time when clarity has provided a sense of security.

The communications office worked closely with the health office with the launch of the daily wellness screening questionnaire through the Magnus app.

Families, faculty, and staff all turned to the communications team for reliable customer support during the setup phase of the new school­wide health protocol. The communications team also continues to support many other branches of the School as well, including Admissions, The Windward Institute, development, technology, summer program, and the board of trustees.

Thanks to the communications office, the Windward community was able to view informative and entertaining videos, such as the back­to­school health and safety video and Head of School Mr. Williamson’s Read Aloud series, as well as stay abreast of the many virtual community­building events during the school year.

As always, WI’s commitment is to provide high­level research­based professional development to as many educators as possible. “[We took] what was a seed of an idea of a speaker series and immediately realized the opportunity we had to offer it as a webinar series, which could reach such a wider audience. We were then able to include and engage with more researchers and educators from around the world to contribute, which would have been more difficult if we had not gone remote or utilized a virtual platform,”

shared Annie Stutzman, Associate Director of The Windward Institute.

With much thought and care toward adjusting presentations to a remote setting while maintaining the same standards of excellence, the WI has been able to offer courses, workshops, parent seminars, and community lectures virtually, to an even larger audience. Ms. Stutzman added, “We’re so proud of how the entire team pivoted and adapted new skill sets when we had to go virtual.”

THE WINDWARD INSTITUTE Due to the pandemic, The Windward Institute has had to shift its course offerings to a virtual platform, which enabled the WI to rethink how it presents educational content.

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DRAMA The students and teachers involved in the drama program are committed not only to each other (they meet every afternoon for three hours after school) but also to their desire to make the world a better place through art.

As the pandemic interrupted production of a musical, the department was challenged to think of new remote projects to keep creative and community spirit alive.

“It takes a creative team to be enthusiastic about starting from scratch,” said Betsy Hooper, Performing Arts Chairperson.

“But when we start from nothing, there is nothing but possibility. Our job was to determine how a remote after­school drama program can still offer meaningful creative opportunities and build an environment where our children can say something valuable in the work they create.”

The drama program pivoted by expanding its scope of projects to include Good News Windward, an episodic news show; The Understudy,

an episodic podcast; and a series of dance videos. The episodic nature of the work provides the opportunity for many children to participate, with students from both middle school campuses collaborating for the first time.

Despite these changes, the important elements of the drama program have remained in place.

Actors record their scenes at home, but the drama teachers are live on Zoom, directing them in real time. “The supportive, inclusive community, the laughter, and the inspiration of making creative work are still at the heart of our program,” noted Ms. Hooper. “We are enjoying these new projects so much that they may be permanent additions to the drama program.”

“The supportive, inclusive community, the laughter, and the inspiration of making creative work are still at the heart of our program.”

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DINING As any chef would attest, social distancing presents a unique challenge in the kitchen, demanding creative solutions for cooking together as a team while far apart.

WINDWARD TEACHER TRAINING PROGRAM In the face of uniquely challenging circumstances, the Windward Teacher Training program has been both adaptable and resilient.

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Windward’s dining partners at Flik have risen to this challenge and more. The 2020­21 school year also brought with it a new online ordering app, Nutrislice, and as is true with any new program, there has been a learning curve. To ease the transition, Chef Jim Erdman spent countless hours speaking with parents/guardians and Windward faculty and staff, walking them through the ordering process. The shift from in­ house personal dining to delivering prepackaged lunches required an adjustment, as well, as the new process is more labor intensive and adds a quality control step of individually checking all the components for each lunch. Despite missing out on personal interactions with students, faculty, and staff each day and having to navigate all­ new procedures, the dining team has

The WTTP team has had to transition and adapt a very comprehensive program to a model that, although delivered remotely, had to encompass all the elements that make the WTTP an outstanding program.

That meant quick yet thoughtful and deliberate decisions about required courses, mentoring, seminar work, and time for communication among assistants, mentors, and staff developers. Turning to research on distance training and the expertise of the technology office, a program was developed to seamlessly support new faculty in acquiring the knowledge needed to become expert teachers.

Assistant teachers, unable to meet in person for seminar trainings, view recorded presentations independently.

Required courses are also viewed independently with assignments and discussion provided by course instructors. Participants embraced the new format, which created opportunity for them to have a great sense of responsibility for their learning while still having the opportunity to interact with instructors. To ensure that each assistant

remained committed to their primary goal of producing quality product with care. Chef Jim noted, “We feel Windward is our family. We take every precaution possible to make sure this community is fed nutritious food, safely, and in a friendly manner.”

teacher is learning Windward culture and feeling comfortable in their role, time for assistant teacher staff developers to meet with each assistant teacher and mentor continues to be a priority.

“Being resilient, flexible, and focused on delivering all the aspects of the Windward Teacher Training Program that make the program a national model has been the focus of the WTTP each day. Every aspect was looked at from a COVID­altered view and reformulated to provide the best vehicle for disseminating information and providing open and ongoing communication,” shared Sandy Schwarz, Director of Windward Teacher Training Program.

2020–2021 Student Enrollment MLS . . . . . . . . . .112 MMS . . . . . . . . .236

WLS . . . . . . . . .195 WMS . . . . . . . .398

Total students: 941

ADMISSIONS Despite the current health crisis, the admissions office has achieved its highest enrollment year to date for the 2020­2021 school year with 941 students.

OUTPLACEMENT This year, the school is slated to outplace 215 students.

Their biggest adjustment was moving everything to a virtual platform, not only for information sessions, but also for screening students and conducting post­conference meetings with parents. Director of Admissions ToniAnn Hutchison noted, “I am incredibly proud of the fact that we have not had to compromise the integrity of our process in order to admit the students that are best suited for our program. Our fear at the beginning of the pandemic was that in the evaluation of each applicant, we would lose a piece to the puzzle.

However, while aspects of our admissions process had to change, we feel confident that we have been able to offer seats to students that will benefit from our program and truly need us.”

It is a monumental task that is complicated by the fact that touring other campuses and sitting in on classes is not possible for outgoing Windward students. Instead, families are relying wholly on information shared by the outplacement team. Tanya Ehrlich, Co­Director of Outplacement, noted, “Our families found it really valuable to have information sessions and alumni panels.

It’s been so important to give families the sense that we are here, we are present.”

Support includes answering email queries, being available for Zoom

“I am incredibly proud of the fact that we have not had to compromise the integrity of our process in order to admit the students that are best suited for our program.”

Windward’s 2019–2020 Outplacement Private Day School 109 Public School 51 Boarding School 24

28% 59%

Total students outplaced: 184

mock interviews, and assisting students with essays, as well as reaching out to admissions directors.

The outplacement team has also been referring alumni families to current eighth and ninth grade families so they have another point of contact

13%

for questions. “It’s been incredible to see the generosity of our alumni,” shared Diane Kissner, Co­Director of Outplacement.

Always attentive to Windward parents, Outplacement has found ways to stretch that effort even more this year.

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DEVELOPMENT Windward’s development office has displayed some formidable improvisational

Working in concert with the WPA, their focus has been on connecting with new parents while maintaining strong ties to current Windward families. From exploring exciting ways to show faculty and staff appreciation to hosting a virtual pumpkin carving contest for Halloween to making posters celebrating the opening of the 1275

Mamaroneck Avenue Westchester location, the WPA and development staff have worked hard to keep our community close. “We have worked to create an environment of collaboration where we’re all coming to be creative and think of new ways to connect with community and have every voice heard at the table. It has been a real crowd­

sourcing effort. We keep adding to each other’s ideas, which is energizing for all of us,” shared Angel Francis, Director of Development.

Overall, the focus of the development team has been looking toward the future and partnering with the community to support growth of the School and expanding Windward’s impact beyond its walls.

skills as they adjust to a virtual fundraising environment.

AFTER­SCHOOL ACTIVITIES & ATHLETICS One of the major changes brought on by the pandemic has been the cancellation of in­person sports and activities.

However, the after­ school activities and athletics team has not allowed that to hold them back.

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With her trademark positivity and drive, Director of Health, Physical Education, & Athletics Marilyn Hunt asserted, “It’s different, but it can still be great.”

This agile approach has created new possibilities for continuing to promote a sense of community and socialization while keeping everyone safe. Offering Windward students opportunities to have fun with their teachers and classmates after school has been important, especially during this stressful time. With competitive athletic teams not being an option, the focus shifted to providing virtual sports and clubs that both enrich the student experience and minimize any health risks related to COVID­19.

Windward has been able to offer soccer and basketball virtually this year, with a focus on students honing their individual skills while staying connected to one another. After­school clubs transformed into a crossover model, joining together Westchester and Manhattan campuses.

This affords students who normally would not interact the chance to build rapport and a sense of community across Windward campuses. Virtual clubs for the 2020­21 school year include photography, game night, computer science, fitness fanatics, vocal fun, sports fan clubs, rainbow club, cheering, Model United Nations, film & cinema, chess club, sports & games, and jewelry & beading.

Offering Windward students opportunities to have fun with their teachers and classmates after school has been important, especially during this stressful time.

HUMAN RESOURCES Human Resources has faced the unusual challenges this year with grit, compassion, and flexibility.

One key effort has been working in tandem with the Director of WTTP to hire and onboard non­instructional part­time aides for the classrooms, to assist teachers and provide additional coverage. Their chief focus, however, has been to recognize faculty and staff and ensure that they feel valued.

Some of the events to build morale have included a food truck event in November, a holiday door decorating contest, and acknowledging birthdays and work anniversaries.

Above all, Jada Jones, Director of

Human Resources, strives to “always be an employee advocate. I want to make sure every single person feels comfortable to come to work every day, with the same excitement for Windward that they had prior to COVID­19.” This means that her team is prioritizing in­office hours for faculty and staff in order to answer the many questions that arise. Being a resource for employees is critical now more than ever, and they are proud to be an approachable team for all of Windward’s employee concerns.

FRONT DESK 1. Front Desk Staff Kathryn Kitt and Joellen Finnie serve as go­to resources for Westchester Middle School students each day.

2. Known as the heart of the Manhattan Middle School campus, Laura Monardo greets every student, faculty, and staff member cheerily from the front desk.

1.

3. Elisabeth Seocanac and Regan Nikol have been instrumental in assisting families during the transition to the new Westchester Lower School campus as front desk staff.

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3.

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4. Sue Theilheimer joined the Manhattan Lower School team to manage front desk requests at the temporary Upper West Side location.

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End­of­Year Celebrations

T

o close the last school year, all end­of­year events and ceremonies took place remotely to acknowledge the accomplishments of students across campuses. Despite the changes in venue for these beloved end­of­year events, a festive spirit and joyous atmosphere were still felt throughout the Windward community who were participating at home.

Additionally, for the first time, Windward hosted a lively drive­through graduation parade on June 14 so the community could gather in a socially distanced, in­person way to jointly celebrate graduating students, fourth­ grade students moving up from lower school to middle school, and students who had successfully completed Windward’s program.

Hundreds of cars, filled with excited students and their family members, paraded through the Westchester Middle School campus to the cheers of supportive faculty and staff members. Windward graduates also received a congratulatory sign to proudly post in their yards or display in their windows.

Although the community was unable to celebrate in the traditional ways in 2020, Windward’s end­of­year virtual events and parade served as beautiful tributes to the work of the students, faculty, and staff to close a memorable year.

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2020 Commencement Address

Tess Flanagan ’14 A Windward alum is invited each year to speak at Commencement. Tess Flanagan ’14 spoke to the eighth and ninth grade graduates on June 15. Tess is a graduate of Franklin & Marshall College, where she majored in scientific and philosophical studies of the mind, and she is pursuing her PhD in human development at Cornell University. Below is a copy of her speech [edited for length] that she delivered.

H

ello Class of 2020! I have a little story to tell you all.

My brother, Sean ’13, attended Windward before me, and I was insanely jealous of him. Not because I knew that the classes were great, that they cater learning to the child, that they teach us adaptive strategies, etc. I knew none of that at the time. I was jealous of him for the one thing that at the time I thought was true, that Windward was Hogwarts. All I knew about the school was that it had an odd name, was in an old­looking building, was for kids with different needs that a typical school can’t provide, and, as my mom put it, “What they did there was magical.” As any 6­ year­old would conclude, it was Hogwarts. As disappointed as I was to find out that it was in fact not Hogwarts, looking back now I can see that it was magical. It didn’t have wands, a sorting hat, or trolls for me to fight, but it did have one of the most valuable things I received in my life: the confidence to ask questions with no bounds.

At Windward, I was grateful to have teachers and classes that encouraged asking questions. I remember I had a whole science class dedicated to us asking what really separates a fruit from a vegetable (the verdict is still up for debate, by the way)! And the best part of it was, I wasn’t afraid to speak up and ask questions, because I was surrounded by students like me— students that wouldn’t laugh at me if I messed up a word, students that wouldn’t be upset if I asked the teacher to review a topic one more time, students that understand that sometimes things take time to fully comprehend. Asking questions is not easy, speaking up for yourself is not easy, pushing the boundaries is not easy, and even more so when you have a learning disability. But Windward showed me that it can be done.

I was excited to take what I had learned at Windward to my new school, Holy Child, in sixth grade. I was fortunate enough to start a new school with two other girls from

Windward. We didn’t know each other well at Windward, but we started at our new school with an unspoken support system; I don’t think I would have succeeded without that.

That support system inadvertently taught me that if I want to speak out for myself, I need to speak out for others. There are going to be people at your new school who have no idea what dyslexia is and people who think learning is the same for everyone. I remember in sixth grade, during our free reading time, one student was reading a book about a girl with dyslexia, and she described the girl as being stupid. My friend from Windward spoke up and taught her what dyslexia is really like. That moment has inspired me to speak out for all language and learning disabilities moving forward.

When those friends left for a new high school and I stayed at Holy Child, I found my support system in other ways. I made friends with the other students in the extended time testing room. I met with my teachers outside of class and explained what I struggle with, and I asked if they could teach me in another way. I mentored incoming students and told them openly about my disabilities. There were definitely times that I struggled in middle and high school, like almost failing my ninth grade biology class, but having a support system that is built on speaking up for ourselves and each other made it a lot easier.

When I got to college at Franklin & Marshall, I was surrounded by people who excelled in middle and high school. At first I thought those people would excel the same way they did in high school. But here’s a little secret for you all, no one excels in college courses. They are difficult! And I saw those students with great high school GPAs struggle to even pass a class. And I think their issue was that they didn’t know how to ask questions. They knew how to memorize keywords, how to write a grammatically correct essay, how to solve a math problem, but they didn’t know how to say “I don’t know, can you explain it to me?” Windward taught me

“Windward not only taught me how to speak up when I don’t understand something, Windward also taught me how to speak up when I wanted to push something further.”

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Pictured is Tess and her parents, former Trustee Tom and Adrienne, at her graduation from Franklin & Marshall.

how to do that. My sophomore year of college, I was failing a probability and statistics class. I was struggling to get a C on my exams, no matter how much I studied. In college, you have an option to drop a class in a certain time frame, and I could have easily dropped that class after I got my first D on the exam, but I didn’t. Instead I met with my teacher outside of class. I repeatedly told him “I don’t know,” and he would help me. I met with the other students in my class. I told them “I don’t know,” and they would work through a problem with me. I got a C in the class, the lowest grade I ever got in college, but I have never been more proud of myself.

Windward not only taught me how to speak up when I don’t understand something, Windward also taught me how to speak up when I wanted to push something further. I am currently at Cornell University getting my PhD in human development. I study children’s psychology, investigating how children think about and learn from their environment.

I’ve obviously learned a lot during my time in graduate school, but I learned something that I didn’t expect. For a long time, I thought the people who didn’t ask questions were the smartest. They must not be asking questions because they know the subject. But while at graduate school, surrounded by incredibly smart people, I learned that the more you knew about a subject, the more questions you asked. Think about it: when you are interested in a topic and learn all about it, you want to know more. You want to push the boundaries of what you already know. A lot of what I do now as a researcher is ask questions. I push the boundaries of my field, and I am rewarded for that. I won’t bore you all today with the history of psychology, but here is one little lesson to take away with you all. In psychology, a popular question focuses on how infants learn about the world. Are they passive in their learning, meaning do they just sit and wait for people to teach them? Or are they active in their learning, meaning do they seek out information and test their theories? Based on my knowledge, infants are active learners. Based on my experience at Windward, we are active learners. And guess what, active learning works.

So graduating class of 2020, I encourage you to take what you have learned at Windward and make it your own.

Speak out, ask questions, and trust me when I say that other people will be grateful when you do. Don’t be afraid to say that you don’t know, because how else can people help you

if you don’t ask for it first? As people with language and learning disabilities, our voice is our greatest weapon. You are your best advocate. But also know that you are not alone. It is easier to speak up when you know you have support. Find people at your high school who may have similar disabilities to you. Stay in touch with the friends you have made here. Remember that you have the community of Windward supporting you every time you raise your hand to ask a question. Push the boundaries of your own knowledge.

Windward showed me that education is different for every person. So when you go to your class and they are teaching it in a way that doesn’t work for you, speak up and find a way that is better. Push the boundaries on what it really means to learn about a topic.

I know during this time of COVID and shutdown, opportunities may seem slim. Creativity may seem limited.

But think back about the Hogwarts­like magic of Windward.

Windward taught you that you can adapt. People used to think that having a disability limited your opportunities and your creativity. All of you today are proof that that is wrong. We use our disability to push the boundaries on what learning really looks like. Congrats to you all, Class of 2020. You are proof that questions are the most magical thing a school can provide.

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Faculty Profile

Meet the Technology Team: The Motley Crew Who Provides Service with a Smile

By Stephanie Huie, Associate Director of Digital Communications & Publications

W

indward’s Technology Office has been on the front lines facing the upheaval created by COVID­19, and the 11­person team has confronted its barrage of new responsibilities and challenges brought on by the pandemic with an unflappable commitment to serve the Windward community, agile problem­solving skills, and enduring good humor. The team members’ professional lives were upturned last March when Windward moved to an entirely new academic environment—remote learning. As a school for children with language­based learning disabilities, in­class instruction has been vital to remediate students and return them to their mainstream schools; however, the technology team, led

by Director of Information Technology Dr. Kwamé LaBassiere, embarked upon transferring Windward’s direct instruction model into an appropriate digital platform.

“Once we decided to move to remote learning, we had to get everything up and running live in an incredibly short period of time,” said Dr. LaBassiere. “We had to quickly train ourselves, train our teachers, and then train our families in new technologies in a few days. Were there speed bumps? Absolutely. But building a remote learning program was a huge accomplishment. Everyone has more than pulled their weight since the pandemic began, and I would not trade this team for anything.”

Overnight, the technology office, which had previously functioned largely as an internal support network for about 350 employees on three campuses, dramatically increased its scope to serve nearly 1,900 students, parents/guardians, faculty, and staff members at six locations (three campuses, plus the former WLS campus; temporary Upper West Side MLS campus; and off­site offices). That was a 442% increase in the number of individuals that the technology team would

serve, which ranged from ensuring every individual had a Windward­issued laptop to setting up individualized Zoom and Microsoft Teams accounts to troubleshooting 2,000 support tickets per month.

Technology played a critical role in the School’s reopening plans for the 2020­21 school year, particularly with opening the new Westchester Lower School campus early and setting up the temporary Manhattan Lower School rental location in the Upper West Side. Dr. LaBassiere credited the leadership of Anne Marie Rowley, Associate Director of Technology, and Chris Mulios, Audio­Visual Technology Coordinator, for meeting the technology needs of the Manhattan and Westchester spaces, respectively. Every classroom required the installation of SMART boards, webcams, microphones, and more.

“Acquiring inventory ended up being really tricky because we were pushed into this at the same time as the rest of the world, and all businesses and schools were ordering the same supplies for remote learning at the same time,” said Ms. Rowley. “When we would speak with the division heads or teachers to understand what their problems were in the classroom, we would source the materials to get them in as quickly as possible. Our goal is always to help solve any problems that arise and ensure every child has the technology they need to succeed.”

In order to fulfill its duties in serving Windward’s mission, the technology office’s role as protector often goes unnoticed—and that is how the team prefers it. As Dr. LaBassiere explained, “We have to do the best we can when changes happen outside of our control, like with Zoom or with Microsoft. It’s our job to protect the School.” Usually, the groundwork that the team does behind­the­scenes to troubleshoot problems before they arise is so seamless that users are never aware that there was an issue at all.

“If I had to be in a foxhole, it would be with this

motley crew.”

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Explore the Technology of a Hyflex classroom 1. Webcam 2. Monitor to view remote students 3. Laptop and docking station 4. Projector with teacher lapel microphone audio The dedicated and unrelenting technology team accomplishes these numerous incredible feats, all while working with a reduced staff.

The team decreased in size, including the passing of their colleague and friend, Rosalie Campbell, in August. Even while in mourning for the loss of Ms. Campbell, the members steadily continued completing their mission­ critical work.

Despite the personal and professional strain that the Technology Office has endured since last spring, they remain a true team, through and through. “If I had to be in a foxhole, it would be with this motley crew,” said Ms. Rowley, while the rest of the group nodded their heads in firm agreement. This motley crew team, which includes a World of Warcraft grandmaster, Beatles superfan, Ultimate Frisbee player, EMT volunteer, rock and roll musician, and meditation guru, has truly elevated The Windward School’s educational program for the better and advanced its technological capabilities to the next level.

4

5. SMART board 6. Student desks socially distanced 6 feet apart

2 3

5 1

6

IN LOVING MEMORY OF

Rosalie Campbell Ms. Campbell worked at Windward for 20 years as the network administrator.

Although it is the norm now, there was a time when email, high­speed internet, and smartboards did not exist at The Windward School. With Ms. Campbell’s assistance, all of these and more were made a reality. She played a major role in launching a second campus, a swing space, and eventually a third campus. Ms. Campbell was a dedicated and hard worker, oftentimes coming in on weekends and working late, often times into the wee hours of the morning to support our school. She was always someone that could be counted on during an emergency.

Through power losses, storms, family emergencies, or floods, Ms. Campbell always found her way to Windward to take care of the community.

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Faculty Profile

The Technology Team Kwamé LaBassiere Director of Information Technology

After five years at Windward, the personalities of Dr. LaBassiere’s team members, along with the energy, stories, jokes, and laughs, keep him energized in his work. As the leader of the office, Dr. LaBassiere oversees the team, guides the strategic decision­ making for technology at all Windward locations, and ensures that all constituents are provided with what they need to succeed.

Most Likely to Advocate for Windward Hawaii

Anne Marie Rowley

Associate Director of Information Technology

Ms. Rowley is the department veteran, with 24 years under her belt. She has been key in building the department’s culture of proactive problem­solving and camaraderie, and she currently focuses on supporting the frontline technicians, acquiring inventory, and liaising with the administrative team. Ms. Rowley is also a proud alumni parent of Amanda Rowley ’09, so she was able to “see firsthand the miracles that Windward creates."

Most Likely to Save the World with Bubble Gum and Duct Tape

MANHATTAN LOWER & MIDDLE SCHOOLS Michael Davis Helpdesk Technician

Mr. Davis joined the Manhattan campus nearly two years ago, but he has been an IT professional for 15 years. Previously, he provided support in various industries, and he taught for three years as a technology educator. Mr. Davis serves as the frontline support for parent/guardian technology tickets, and he has crucially been the first point of contact in assisting remote learners.

Most Likely to Miss the Stars Wars Reference

WESTCHESTER LOWER SCHOOL Leonard Dannatt

Audio-Visual Coordinator

Mr. Dannatt came to Windward three years ago from a law firm, but he was thrilled to make the switch to a school setting. Mr. Dannatt oversees the network connections between the various Windward locations.

During remote learning, he has also led the administration of Microsoft 365, which includes Teams, network accounts, servers, and printing.

Most Likely to Provide Comedic Relief and Comic Book References

Chris Mulios Audio-Visual Technology Coordinator

Mr. Mulios came to Windward two years ago following his work at The Ethical Culture Fieldston School for 30 years. His experience in physical infrastructure, network support, and user support served him well, as he was instrumental in setting up the new WLS campus technology. Mr. Mulios embodies the phrase “no moss grows under my feet,” as he is always on the move with event management support.

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Most Likely to Already Know Someone in the Tech World

WESTCHESTER MIDDLE SCHOOL Erik Bennett Tuition Assistance Director and Special Project Manager

Dr. Bennett holds a unique position at Windward, splitting his time between the technology and admissions offices, growing into this role over the course of his 13 years at the School. He has built and maintained systems such as the Parent­Teacher Conference Wizard, Yellow Form (an internal communications platform), and more. As a dyslexic himself, Dr. Bennett has a deep appreciation for Windward’s mission and its philosophy on education.

Most Likely to Teach You a Historical Fun Fact

Lloyd Chantiloupe Data Administrator

For a school with thousands of records relating to students, alumni, employees, and more, organized database records are vital to Windward’s daily operations. Mr. Chantiloupe, during the past three years, has dutifully managed the various databases, from Education Edge (student information management system) to Bright Arrow (emergency communications) to the new Magnus software (health records and daily COVID­19 screening).

Most Likely to Be the Most Polite Customer Support Responder

Angelo Nobile

Helpdesk Technician

Mr. Nobile is a member of the esteemed longevity club, Platinum Circle, at Windward, as he has served the School for 23 years. In his role of troubleshooting tech issues for faculty and staff members, Mr. Nobile sees himself as a peacemaker between people and their computers. His patience and strong listening skills have allowed him to develop excellent relationships with his colleagues, who he says are the “greatest staff that I love working with.”

Most Likely to Ask Too Many Questions

Abby Tinari IT Administrative Assistant

Ms. Tinari recently joined the team last fall, but she has quickly become a helpful and contributing member to the technology office. She acts as gatekeeper for Dr. LaBassiere by finding solutions before problems evolve, and she supports the entire team by coordinating communications between the department and the senior administrative team.

Most Likely to Be Referred to as Cat Herder Extraordinaire

Welcome!

Two individuals recently joined the team.

Alexander Radway

Harri Ramkishun

Helpdesk Technician Manhattan Middle School

Audio-Visual Production Coordinator Westchester Middle School

Mr. Radway provides troubleshooting tech support for faculty and staff members in Manhattan. In addition, he assists with event management, from audio­visual needs to recordings.

Mr. Ramkishun acts as the lead support for all virtual events hosted by the School and the Windward Teacher Training Program. He will also assist in producing The Windward Institute’s READ Podcast.

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Faculty/Staff News Colleen McGlynn Named 2020 Stone Master Teacher Award Recipient

Peter Beardsley Named The John J. Russell Award for Advocacy in Education Recipient

In honor of The Windward School’s founder, Isabel Greenbaum Stone, the Stone Master Teacher Award is given at the end of each school year to an outstanding faculty member that has been at Windward for four years or more. The award serves as a reaffirmation of the importance Ms. Stone placed on exemplary instruction that meets the individual needs of students.

Colleen McGlynn, the 2020 recipient, is an exceptional educator who has taught students on multiple Windward campuses. Her students describe her as fun and engaging, and her colleagues say she is the ultimate dedicated professional who runs a tight ship. However, Ms. McGlynn is also a nurturing mentor teacher who has served as a great resource for new employees. Over the years, Ms. McGlynn has been a fearless faculty member, accepting multiple leadership roles at Windward, and her infectious positive energy is only outmatched by her endless amount of school spirit.

The John J. Russell Award for Advocacy in Education, named in honor of former Head of School Dr. Russell, is given to an individual who has made an impact in helping children with learning disabilities reach their full potential.

Peter Beardsley, Committee on Special Education Liaison, was named the 2020 award recipient.

Mr. Beardsley began his career as a special education teacher, and, for the next 40 years, he worked for the Katonah­Lewisboro School District as a teacher, instructional leader, and director of special services. In his role as director of special services, Mr. Beardsley was responsible for special education program planning, serving as a chairperson of the Committee on Special Education, and serving on the Section 504 Eligibility Team.

After retiring in 2007, he became the interim director of special education for the Harrison Central School District until July 2009.

Finally, Mr. Beardsley joined The Windward School in 2010 as CSE Liaison, and he has been working with parents, guardians, and teachers to help them understand and meaningfully participate in the development of the IEP process.

Jessica Romaniello Named 2020 Sandi Galst Scholar Award Recipient Determined by the head of school on an annual basis, the Sandi Galst Scholar Award recognizes an outstanding Windward reading teacher. The faculty member is provided with financial assistance through the Sandi Galst Faculty Education Fund to further their education through academic course work or other professional experiences related to The Windward School.

Westchester Lower School Teacher Jessica Romaniello was named the 2020 award recipient. Ms. Romaniello is an energetic and enthusiastic teacher, and her colleagues credit her for “spreading sunshine wherever she goes.” Her positivity, patience, and engaging teaching style motivate her students to do their best. Above all, Ms. Romaniello is a hard­working individual who is committed to putting her students first and building a trusting relationship with the children.

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Annie Stutzman Receives Best Writing Award from 48 Hour Film Project Competition For the past three years, Associate Director of The Windward Institute Annie Stutzman has participated in a filmmaker competition called the 48 Hour Film Project in New Haven. Over the course of 48 hours, a team must write, shoot, and edit a film based on an assigned genre with a given prop, character, and line of dialogue before all films are screened at a local theater. Ms. Stutzman served as a lead writer, actor, and costumer for their 2020 film, I’m Here. This year, Ms. Stutzman’s team, Jabroni Studios, won the award for Best Writing and received a nomination for Best Film.

Inaugural Heart of Windward Awards Given to Tristes Dunn, Marilyn Hunt, and Laura Monardo New for the 2019­20 school year, the Heart of Windward Award was established to honor one faculty or staff member from each campus who champions The Windward School’s core values of community, impact, growth, and commitment. The recipients are nominated by their colleagues for their exemplary leadership and their commitment to the Windward community.

The Westchester Lower School recipient was Tristes Dunn. She began her career at Windward as an assistant teacher before transitioning to the admissions office. For the past 21 years that she has been at Windward, Ms. Dunn has been known for her cheerful attitude, big smile, and even bigger heart. Colleagues can always look to Ms. Dunn to lift their spirits, as she can always find humor in a situation, no matter what it may be.

The Westchester Middle School recipient was Marilyn Hunt. As Director of Health, Physical Education, and Athletics, Ms. Hunt created Field

Day, one of Windward’s beloved annual traditions by students and teachers alike. She has been passionate about teaching Windward students for 35 years, and she still always finds time to lend a helping hand to others. Ms. Hunt’s kind heart and upbeat personality has been a source of inspiration for everyone around her.

The Manhattan Lower and Middle Schools recipient was Laura Monardo. As the front desk receptionist at the Manhattan campus, Ms. Monardo is famous for knowing every single student in the Manhattan building by name. Parents and guardians are reassured by Ms. Monardo’s compassion and genuine concern, as well as her prompt solutions to a litany of questions. She is considered to truly be the heart and soul of the Manhattan Lower and Middle Schools, and her presence, whether hearing her voice over the loudspeaker or standing guard at the front desk, makes the Manhattan campus feel whole.

Kwamé LaBassiere Highlighted in Rolling Stone’s Coverage of Black Surfing Association Paddle Out In June, Director of Information Technology Dr. Kwamé LaBassiere was featured in a Rolling Stone article “Black Surfing Association’s Rockaway Paddle Out.” Dr. LaBassiere was one of nearly 350 surfers at Rockaway Beach in Queens who came together to honor the lives of George Floyd and Breonna Taylor and to share a message of anti­oppression.

“A paddle out is an ancient Hawaiian tradition where surfers paddle out into the ocean, form a circle, and send positive energy in remembrance of someone who had a significant impact on people’s lives and who was associated with the ocean, like a surfer, diver, or oceanographer like Jacques Cousteau,” said Dr. LaBassiere. “They are generally a rare occurrence, especially on the east coast. The paddle out at Rockaway in June was so significant because this was one of many paddle outs all over the world that was done, for the first time ever in history, for individuals who had no connection to the ocean whatsoever.”

Before they headed out to the water, members of the Rockaway surfing community spoke with passersby on the beach about the nation’s current events to raise awareness about the purpose of their paddle out.

“The reason hundreds of surfers came out as a community that day was an unfortunate and sad one, but it was incredibly uplifting,” said Dr. LaBassiere. “We absolutely were not speaking a message

of anti­police but instead voicing a need to combat police brutality and to combat oppression for all injustices that people of color, women, and others face on a daily basis.”

Once all of the surfers assembled out on the water, Dr. LaBassiere paddled into the center of the circle, and he led the group in sending out positive energy and prayers for those they were honoring. After some moments of quiet reflection, the surfers splashed the water as a sign of joy for the lives of George Floyd and Breonna Taylor.

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Faculty/Staff News Asante Robinson Volunteers with NAACP on National Voter Registration Day The Windward Institute’s Administrative Assistant Asante Robinson is vice­president of the Stamford Union Baptist Church Women’s Ministry.

In that capacity, she assisted the she assisted the National Association for the Advancement of Colored People to register voters in Stamford on National Voter Registration Day on September 22.

Windward Weddings Manhattan Middle School Teacher Colleen McGlynn celebrated her wedding to Kevin Golden on August 14 at their church, St. Ann’s, in Nyack, NY. One of Ms. McGlynn’s bridesmaids was Danielle Scorrano, Research & Development Director of The Windward Institute.

Windward Babies Miles Darwin Gramajo was born on October 17 to Director of Operations Katie Gramajo.

He weighed 8 lbs. 11 oz. and was 20 ½ inches tall.

Westchester Middle School Teacher Nicole Halper­Weiss welcomed a daughter, Sasha Jade Weiss, on October 21.

She weighed 7 lbs. 1 oz. and was 19 ½ inches tall.

Manhattan Lower School Teacher and Assistant Director of Outplacement Michele Layton celebrated the birth of Eloise Noelle Layton on December 16, who weighed 4 lbs. 9 oz. and was 18 inches tall.

Sadie Rai Freedman, daughter of Manhattan Middle School Teacher Naomi Podair, arrived on December 28. She weighed 6 lbs. and 13 oz.

THE ROBERT J. SCHWARTZ MEMORIAL LECTURE Save the Date

April 20, 2021 7:30 p.m. – 9:00 p.m.

Institute

LIVE STREAM

Early Identification of Dyslexia: Research to Practice

Early identification is critical for the prevention of reading disabilities and the negative consequences associated with these conditions. In this presentation, factors related to the early identification and intervention of dyslexia, as well as poor comprehension will be discussed.

Presented by

Hugh Catts, PhD Professor and Director of School of Communication Science and Disorders at Florida State University

www.thewindwardschool.org/lecture 30

The Compass Winter 2021

Windward is able to make a difference

New Positions for 2020­21 for Current Faculty/Staff

in the lives of hundreds of students

Laura Bellizzi

every school year because of our

Coordinator of Social Studies

Years of Service Recognition

Lauren Benjamin

esteemed faculty and staff members.

Coordinator of Math

At the Faculty & Staff End­of­Year

Nicole Berkowitz

Recognition Celebration on June 23,

Coordinator of Language Arts and Speech Language Pathologist

the School had the privilege to

Kelly Burke

recognize those who reached the

Admissions Screener

exciting milestones of 5, 10, 15, and

Alana Clemente­Glover

20+ years of service at Windward.

Associate Director of Development

Thank you to this stellar group for

Trissi Dunn Assistant Director of Admissions

their commitment to Windward’s mission in helping students with language­based learning disabilities.

Here’s to many more years at Windward!

Pictured are the gifts given to the faculty and staff members who reached milestone anniversaries at The Windward School. The 5 Years gift is the bowl, the 10 Years gift is the frame, the 15 Years gift is the clock, and the 20 Years gift is the pitcher.

40 Years

15 Years

5 Years

Beth Foltman

Tim Caccopola Kristin Galvin Donna Mark Gina Mastrogiovanni Carrie Minio Roberta Plotycia Lisa Sheptin Carol Stella Misty Tsapatsaris

Isabelle Belmont Nicole Berkowitz Emma Block Ali Brotmann Hunter Burnard Elizabeth Currie Dina DiGiacomo Julie Duignan Susie Gardiner Diana Glogau Renna Gottlieb Nicole Hanby April Heck Kwamé LaBassiere Jenny Nichols Sam Payne Amanda Rathbun Asante Robinson Kathleen Sheridan Ania Siwek Elly Steiker­Pearl

Kaarina Bauerle Lisa Michell 25 Years

Diane Kissner Ruthanne Mahoney 20 Years

Kelly Burke Rosalie Campbell Maureen Carmody Antonia Tolentino

10 Years

Peter Beardsley Freddy Chango Kara Donovan Tanya Ehrlich Lacey Fraser Dan Smith

Assistant Head of School for Enrollment Management

Aaron Fraser Coordinator of Language Arts

Najah Frazier Administrative and Communications Associate of The Windward Institute

Years of Service Recognition

35 Years

Beth Foltman

Renna Gottlieb Coordinator of Language Arts

Katie Gramajo Director of Operations

ToniAnn Hutchison Director of Admissions

Paul Lennihan Coordinator of Science

Carly Lillo Coordinator of Admissions, Manhattan

Jessica Mangano MLS Assistant Teacher Staff Developer

Robin McDonough Coordinator of Admissions, Westchester

Danielle Ngo Coordinator of Math

Evelyn Poy Associate Director of Development

Danielle Scorrano Research & Development Director of The Windward Institute

Dan Smith Athletic Director, Manhattan

Annie Stutzman Associate Director of The Windward Institute

Winter 2021 The Compass

31

NEWS AROUND THE SCHOOL A brief recap of some of the many activities that happened across all three campuses July 6

Historic Summer Program Serves 550+ Windward Students Thanks to Co­Directors Ms. Di Salvo and Ms. Ehrlich, the Summer Program was able to revamp its programming to offer a virtual session exclusively for Windward students. The program was offered free of charge to all Windward students so they could continue their learning and prevent summer slide.

July 15

Faculty & Staff Summer Reading Focuses on DEI Themes

August 7

Four Windward Faculty Share Expertise in edCircuit Blog Series

Every summer, the head of school selects a book for faculty and staff to read and discuss as a collective group. This year, Head of School Mr. Williamson offered three book options that highlighted various diversity, equity, and inclusion themes: Born a Crime: Stories from a South African Childhood by Trevor Noah, Waking Up White: And Finding Myself in the Story of Race by Debbie Irving, and Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do by Claude M. Steele.

WMS Teacher Ms. DiGiacomo, MLS Teacher Ms. McKechnie, WMS Teacher Ms. Ralph, and WLS Teacher Ms. Sorna served as guest contributors to a two­ part blog series on edCircuit.

They offered advice on remote teaching and summer preparation.

September 1

Faculty & Staff Return to Campus Across all campuses, faculty and staff returned for nearly two weeks of orientation and training ahead of the school year. Teachers were especially thrilled to return to campus after six months of remote teaching and summer break.

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The Compass Winter 2021

September 30

Child Mind Institute Partners with Windward to Offer Pandemic Support Program

October 5

Windward Celebrates Dyslexia Awareness Month

Windward announced it was partnering with Child Mind Institute to offer a mental health Pandemic Support Program from October to December 2020. The program, based on CMI’s Comprehensive Wellness Initiative, provided tailored support that included professional development, parent/guardian support, consultation, and access to CMI’s digital social­ emotional wellness curriculum.

October 22

Rachel Busman, PsyD, ABPP Presents Fall Community Lecture

Windward welcomed Child Mind Institute’s Rachel Busman, PsyD, ABPP, as the keynote speaker for the virtual Fall Community Lecture. Dr. Busman spoke to an audience of 800 virtual viewers on "Parenting and Educating Kids in the Time of Anxiety— Balancing Precaution and Bravery."

Winter 2021 The Compass

NEWS AROUND THE SCHOOL

Throughout the month of October, The Windward School and The Windward Institute recognized Dyslexia Awareness Month by spotlighting the incredible advocacy work of members of the Windward community, dispelling myths about dyslexia, and sharing useful resources about dyslexia.

33

October 23

The Windward Institute Begins Partnership with Jamaican Schools

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October 28

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Principa ie Will iam son, for rise! Winsome righ t: 0263 l of the Win Wishes Learn more Kids gave Karlene at WWKID . dward thre Bisnott, e grant the schools ORG. S. Principa checks l of Vaz from Prep Scho

vember 10, 2020

Earlier this year, The Windward Institute developed a relationship with two schools in Jamaica for children with learning challenges. In December, professional development training for Jamaican teachers was provided virtually by Coordinators of Language Ms. Berkowitz and Ms. Happas.

The partnership was featured in the national newspaper Jamaica Observer.

48 boys at Mount

Urgently

NEWS AROUND THE SCHOOL

WMS Grade 5 Students Create Community Art Mural at New WLS Campus

34

WMS Teacher Ms. Karger was inspired with an idea for a special art project for the fifth­grade students in order to support their transition to relocating to the new WLS campus. Each of the 96 fifth graders composed an individual design to form a large “Welcome!” mural at the entrance of the new building.

November 10

Faculty & Staff Surprised with Food Trucks as a Thank You Sweet desserts, including ice cream, cookies, and hot chocolate, were delivered to each campus via food trucks to thank the hard­working faculty and staff for their enduring commitment to Windward.

The Compass Winter 2021

November 11

Veterans Day Honored at Every Campus Each division held a community meeting to inform students about the meaning behind and the ways in which Veterans Day is celebrated. Per annual tradition, relatives of faculty and staff members who served in the armed forces were given a special moment of acknowledgment. Pictured are MLS second­grade students who wore red, white, and blue in recognition of the holiday.

2,900+ International Viewers Tune in to Presentation by The Windward Institute

Special Advisor Dr. Russell and Trustee Magdalena Zavalía Miguens co­presented at DISFAM Congress 2020, a conference hosted virtually from Spain that addressed special education needs. Thousands from around the globe watched their webinar “Research­Based Reading Program + Direct Instruction = Proven Results.”

November 23

MLS Grade 4 Art Students Express Storytelling Skills

Students in Ms. Nicholls’ art classes further developed their creative thinking abilities by drawing bunnies in different settings. By using only marker and color pencil, the artists learned how simple lines could become creative in adding dimension to an illustration.

Winter 2021 The Compass

NEWS AROUND THE SCHOOL

November 14

35

Alumni News & Notes 1997

2006

Farley Rentschler completed her master’s in fine and decorative art and design at Sotheby’s Institute in London in the spring. To lift spirits during the pandemic, Farley began hosting a lighthearted show called “Cooking in Quarantine” in April from her flat in Chelsea. You can find her videos on her YouTube channel (search for her name) or on her Instagram account @ballgowns_and_broilers.

James D’Amato was featured as a panelist during Windward’s Alumni Roundtable event for Dyslexia Awareness Month on October 27. He and Tess Tregellas ’14 discussed their artistic endeavors in acting, comedy, and podcasting.

2000 Laura Anker welcomed her second child, Caroline, in March. She joins 3­year­old brother William. The family closed on their first house in Pelham, NY, shortly after Caroline’s arrival in May. Laura works at Man Investments on the Institutional Sales team.

Daniel Kobak is living in Florida with his wife and daughter. He works as a marketing director for a healthcare law firm.

Initially, Daniel shared that he did not want to come to Windward, in part because of a long 1 ½ hour commute each day. Looking back now, Daniel believes that many Windward teachers saved his life, especially Ms. Julie Liebman. “You need to leverage what you learn at Windward because you never ‘lose’ your learning disability.

Having an LD is not a crutch—make it work!” said Daniel. Following Windward, Daniel went on to study at Adelphi University before earning his MBA.

2008 Chris Sullivan lives and works in Boston, MA, where he is on the acquisitions team at AEW Capital Management, a real estate investment firm.

Russell Bruno welcomed a son, Russell Price Bruno, Jr., at UT Southwestern William P. Clements Jr. University Hospital in October.

Izzy Melhado has been living in NYC for the past seven years.

She works in the J. Crew men’s merchandising and buying department where she oversees three categories (swimwear, sweaters, and shirts). Izzy reflected, “I feel very thankful for Windward and truly think it allowed me to get to where I am today. I went from hiding behind others for fear of being called on to becoming a student who raises her hand first.

Windward made it all click; it gave me confidence and the tools to succeed.”

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

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The Compass Winter 2021

Attorney Julie Schechter ’06 Defends Rights to Accommodations for Herself and Others with LD

T

he path that Julie Schecter has followed post­ she’d likely have a Windward underscores how transformative fight ahead. Her an experience it is to be taught in a way that suspicions were makes sense for you, be encouraged to fiercely confirmed. For the advocate for yourself, and be fully supported to MPRE, Julie asked reach your potential. for double time, Before joining the Windward community in submitting a 70­page seventh grade, Julie had been steadily falling behind request spanning her peer group, despite having an IEP and working 20 years of with tutors and specialists. “I was always in the documentation. She slow reading group, and there were only five of was denied, offered us. It made me feel so isolated,” she said. Suddenly, time and a half at Windward, Julie found herself surrounded by instead. So, she hired a lawyer, who submitted an students who learned like her and by teachers who additional 52 pages of documentation, including a understood the tools she needed to succeed. She Memorandum of Law, in support of the double time could see that her parents were comforted in request. knowing that she was in the right When Julie asked for double environment. “They saw me time on the NY Law Exam and NY Julie credits the struggling for so long, and as a Bar Exam, they denied her as well. parent it’s so hard to hear that She appealed with her lawyer and self­advocacy skills your child has a learning disability. was finally approved for double It gave them hope.” time, wrapping up an arduous and she acquired at Julie credits the self­advocacy lengthy process. “I am fortunate to Windward for helping skills she acquired at Windward have supportive parents, but what for helping her to secure testing her to secure testing happens to the hundreds, if not accommodations during her post­ thousands, of people that do not accommodations graduate studies. Testing boards have that support? The testing have a long history of denying organizations must be aware that during her accommodations, which can many people do not have the marginalize students with post­graduate studies. resources to fight for appropriate disabilities who would otherwise accommodations which they may perform very well. Julie’s be entitled to under the law,” Julie experiences with the LSAT, Multistate Professional said.

Responsibility Exam (MPRE), NY Law Exam, and NY Incredibly, Julie navigated these challenges while Bar Exam proved to bear out these testing simultaneously finishing her final year at New York associations’ denial­by­default approach. When she Law School, interning at the Legal Aid Society of applied to the Law School Admissions Council for Westchester County as a Pro Bono Scholar, and double time to take the LSAT, the board refused, expecting a baby. As part of the Scholars program, citing the fact that she had only received time­and­ she took and passed the bar exam prior to a­half for the SAT. “So I took the LSAT with time and graduation. Julie also sat for the NY Law Exam a half, and I scored lower than I had on my practice eleven days post­partum. tests. I was scoring significantly higher when I did Currently, Julie is practicing as a criminal defense simulations using double time,” Julie explained. attorney for the Legal Aid Society of Westchester Receiving double time in law school, she County. “There has been a great deal of research excelled, consistently earning a 3.4 GPA and ranking connecting learning disabilities and incarceration. in the top 25% of her class. When it came time to I hope the skills that I have gained from self­ plan for the three high­stakes tests that would advocating will help me become a fierce defender ultimately license her to practice law, she knew of other’s rights,” she said.

To submit a note, share your Windward memories, or give notice of a deceased alum/na for the next issue, please email alumni@thewindwardschool.org.

Winter 2021 The Compass

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2009 Matthew Dorf married Elyssa Michelle in Sag Harbor, NY on August 22.

Rich Dobbins was driven by his time at Windward to seek a career in education, particularly to work with students who have struggled academically and have been overlooked in their schooling process. Today, Rich is the Social Work Department Head at Urban Dove Team Charter School II in the Bronx. He oversees the social­emotional counseling and well­being of all high school students, where more than 45% of the student population has disabilities and receive special education services. He leads a team of six social workers, whose mission is to ensure that their students’ educational, social, and emotional needs are being met. “Aside from the remarkable education I received at Windward, I credit my Windward teachers with teaching me the life skill of self­ advocacy. Now I am proud to help my students develop their own self­advocacy techniques and find the confidence to stand up for their needs,” shared Rich. Prior to his professional career, Rich earned two degrees in social work; he graduated magna cum laude for his bachelor’s from Syracuse University and summa cum laude for his master’s from Fordham University.

2014 2011 Michael Purcell lives in New York City and works in commercial real estate at a Real Estate Investment Trust (REIT).

Tess Tregellas was one of the panelists for Windward’s Alumni Roundtable event for Dyslexia Awareness Month on October 27. She and James D’Amato ’06 had a conversation and answered questions regarding their shared professional interests in acting, comedy, and podcasting.

2012 Billy Eisenberg’s passion is music, and he plans to continue his career in the industry. Previously, he has worked as a music supervisor and producer at a digital music licensing company and music publishing house.

Juliana Kilip Chiodo married Nicholas Chiodo on August 10, 2019 at the Shenorock Shore Club.

Caroline (Carrie) Denoyer (pictured on right) and her sister, Charlotte, co­founded a chocolate company called Cupped Desserts in 2019.

They sell five different flavors of chocolate cups, from the classic peanut butter cup to pumpkin spice cups. Apart from running the business, Carrie is a

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

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The Compass Winter 2021

second­grade teacher, tutor, and graphic designer. Carrie said she owes much of her success to The Windward School, stating, “Instead of feeling limited by my learning differences, I gained the confidence to believe that anything was possible.”

2015 Teddy Dumbauld lives in the East Village in Manhattan, and he works at a company called Impact. He develops and distributes marketing technology and is currently working on a start­up idea in his spare time.

2016 Dylan D’Onofrio returned to Windward in the fall in the new position of Westchester Lower School non­instructional aide. With the increased need for additional supervision of students during the pandemic, aides at all campuses are providing much needed support to Windward faculty. In addition to his work at Windward, Dylan is also working in real estate.

Keren Agus served in the Israel Defense Forces for two years in a communications role, where she worked with drones.

Then, she attended Interdisciplinary Center (IDC) Herzliya in Israel, where she graduated with a bachelor’s degree in psychology.

2017 Bailey Savio graduated from Greenwich High School before enrolling at Loyola University Maryland. He is now a senior, and he earned All­American Third Team accolades from Inside Lacrosse Media.

2018 Chris Celli is a junior at The Citadel, The Military College of South Carolina. He is majoring in business administration with a minor in intelligence and homeland security studies.

Maya Schatsky is a junior at Boston University, where she is studying psychology. She is interested in pursuing research opportunities and exploring doctorate programs for clinical psychology. Over the summer, Maya was a psychosocial intern at The Quad Manhattan, an organization that serves children who are intellectually/creatively gifted and who have learning differences. “It was an amazing internship that helped me get a better understanding of what I want to pursue and what I don’t want to pursue,” said Maya. “I developed psychosocial plans and goals for my caseload of two 11­year­old students with social­emotional disorders and learning disabilities, helped come up with strategies that targeted the students’ lagging executive functioning skills so they could achieve their goals, and more.” Maya thrived in this setting, where she could engage with the children individually to problem solve, talk, and regroup.

She reflected on how far she has come since her time at Windward. Maya commented, “I experienced so much success in high school and now in college; Windward played a significant role in that. I attribute a lot of who I am to my learning disability, and, because of it, I am hard­working, dedicated, and ambitious. I miss Windward dearly and am so thankful.”

Owen Sheinberg is studying journalism at Marist College.

He is in his sophomore year.

2020 Daniel Donohue played for the North Jersey Avalanche U18 AAA elite hockey team, and he is now attending Marist College. Daniel is pictured at the right.

Yaania Bell produced a documentary titled Chosen, which focuses on the stories of six Black alumni from a predominantly White private school in New York City. She said, “The intention of the documentary is to shed light on these issues through revealing the stories of these Black individuals, and how such a valuable education can be highly rewarding while simultaneously disturbing.” The documentary is available to view on YouTube.

Yaania is currently a freshman at New York University’s Tisch School of the Arts.

Jamie Beer will be attending Binghampton University.

Avery Egerton is majoring in psychology and minoring in teaching at Southern Methodist University in Dallas, TX.

To submit a note, share your Windward memories, or give notice of a deceased alum/na for the next issue, please email alumni@thewindwardschool.org.

Winter 2021 The Compass

39

Emily Walsh ’16 Completes New York City Marathon, Raising More Than $10,000 for Cancer Research

I

n early 2019, alumna Emily Walsh set out on a journey: training for the New York City Marathon.

Emily joined Fred’s Team to raise money for Memorial Sloan Kettering Cancer Center in the 2019 NYC Marathon. Cancer research is something Emily holds dear to her heart, as she lost her grandfather to melanoma, and her stepmother had been recently diagnosed with ovarian cancer. Emily’s stepmother had run the marathon in her early 20s, and Emily knew this was something she could do to bring a small sense of happiness to both herself and her stepmother.

This motivated Emily to raise $10,175 for cancer research— with half going to ovarian cancer research, in honor of her stepmother, and the other half to melanoma research, in memory of her grandfather.

Emily began training in late April 2019 for the November 3 marathon, and she followed a strict training schedule provided by Fred’s Team, where she strengthened her long­ distance running abilities. She went to bed at 9:00 p.m. each night, kept a protein­packed diet, and worked hard to prepare her body for the race.

Unfortunately, a few short months after training began, Emily suffered a foot injury and had severe tendonitis in both of

Emily had never felt so much happiness and pure joy than when she crossed the finish line and thanks Windward for helping her get there.

her ankles. After putting her all into training, she had to pause for one month and risked having to pull out of the marathon altogether. Despite the setback, she stayed positive and used this time to focus on herself, learning how to listen to her body, and preparing to begin training again. Luckily, Emily was cleared to continue her training once her injury healed.

In order to raise money for the race, Emily utilized the power of social media.

She shared her message across Instagram and Facebook and directly reached out to family and friends, in hopes that they would contribute to her goal. She used social media to update family and friends on her training and continued to draw in donations during this time.

Emily had never felt so much happiness and pure joy than when she crossed the finish line and thanks Windward for helping her get there. “Windward prepared me to take on anything and feel confident doing it,” she said. “I had to overcome so much adversity throughout training. I didn’t do it just for myself, not just for my stepmother, not just for my grandfather, but to make a difference for patients and doctors.”

Following Windward, Emily attended high school at Berkshire School and went on to study at Union College. She graduated in June this year with a degree in psychology.

Recounting her time at Windward, Emily shared, “People say college is the best time of your life, but I can say that Windward was the best time in my life.

Not just because of how much fun I had, but what it did for me—academically, socially, everything.”

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 alum/na for inclusion in the next issue of The Compass.

Willem McRobie ’93

Rosalie Campbell Network Administrator

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The Compass Winter 2021

40 West Red Oak Lane White Plains, NY 10604­3602 Return Service Requested To be added to The Compass mailing list, please email communications@thewindwardschool.org

“We are so grateful that our child is a part of the Windward community. And what’s more is he feels blessed to be a part of it, too. He has never felt so successful or so understood—and we already feel the difference in his confidence and his emotional well­being. Thank you Windward!”

—Current Parent

Do you know a family that would benefit from their child attending The Windward School and experiencing its transformative program?

We believe in impacting the lives of as many children as possible, and we invite you to refer interested families to our Admissions Office today.

Visit us online at: thewindwardschool.org/info Phone: (914) 949­6968 Email: admissionsinquiry@thewindwardschool.org