The Compass Fall/Winter 2019

THE THE

COMPASS COM­ A MAGAZINE FOR THE WINDWARD SCHOOL COMMUNITY

Fall/Winter 2019 Spring/Summer

Diane Kissner with re­ turning alumni who participated in a Q&A panel

Mr. Williamson’s Road to Windward

THE

COMPASS A MAGAZINE FOR THE WINDWARD SCHOOL COMMUNITY

Jamie Williamson Head of School

Jonathan Rosenshine Associate Head of School

Board of Trustees 2019­20 Ellen Bowman Timothy M. Jones 1st Vice President

Assistant Head of School and Director of Finance and Operations

Patricia L. Wolff

Executive Director of The Windward Institute

Sandra Schwarz Director of Windward Teacher Training Program

Arthur Ceria Thomas J. Coleman Elizabeth A. Crain Peter D'Avanzo George Davison Nicholas Finn David Friedland Alexander A. Gendzier Jeffrey Goldenberg Meredith Jenkins Gregory D. Kennedy Stacy Kuhn Joseph Lorono Staci Marlowe Janice Meyer Magdalena Zavalia Miguens Denis O'Leary, III Jenny Price Katie Puris Maria Reed Jon Steingart Nicholas Van Amburg

President

Stephen R. Littell

Dr. John J. Russell

FALL/WINTER 2019

2nd Vice President

Mark A. Ellman Treasurer

Mitchell J. Katz Secretary

Heather Pray Editor and Director of Communications

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

Contributing Writers Stephanie Huie, Anna Novogratz, Roberta Plotycia, and Jamie Williamson Contributing Photographers

Corey Bachman, Christina DeFrancisco, Stephanie Huie, Jill LeVine, Donna Mueller, Robert Norman, Al Pereira, Philippe Servent, and Jeff Zorabedian Design

The Blank Page, NYC

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

It is a magazine for The Windward School community.

Westchester Lower School 13 Windward Avenue White Plains, NY 10605 (914) 949­6968

Note: At The Windward

Westchester Middle School 40 West Red Oak Lane White Plains, NY 10604 (914) 949­6968

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

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

4 Mr. Williamson’s Road to Windward CONTENTS 3 4 12 14 16 18 20 21 22 24 28 30 34 36 42 46 47 48 50 52 53 54 56 58 67

From the Head of School Mr. Williamson’s Road to Windward Looking Ahead for Windward Introducing The Windward Institute and the Windward Teacher Training Program Commencement Photos Commencement Address by Anna Novogratz ’14 Commencement Awards Isabel Greenbaum Stone Master Teacher Award Winner: Roberta Plotycia 2019 Moving Up Ceremonies Leadership, Character, and Camaraderie: The Benefits of a Robust Community Service Program at Windward Faculty Profile—Pat Gay Looks Back on 22 Years of Meaningful Moments at Windward Faculty and Staff News & Milestones Reflections on My First Year by John Ader News Around the School Windward Celebrates Dr. John J. Russell’s Service as Head of School Grandparents and Special Persons Day Photos WPA Closing Luncheon Photos Windward Classic Photos Summer Program Photos Back­to­School Picnic Photos Homecoming Photos Leadership Donors Reception Photos Alumni Profile—Matthew Gullo ’02 Protects and Serves as NYPD Officer and Lieutenant Firefighter Alumni News & Notes In Memoriam

On the cover: Mr. Williamson with his wife, Krista, and their

children, Isaac and Etta, at their home in Irvington On this page: Manhattan Lower School third­grade students

meeting Mr. Williamson

Stay connected

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Fall/Winter 2019 The Compass

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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 Fall/Winter 2019

From the

Head of School

By Jamie Williamson Head of The Windward School

Greetings Friends and Families,

A

s we head into winter, I've been reflecting on my transition into my new role at Windward, and I want to take a moment to share my gratitude. I am deeply proud to be part of an organization that has such an incredible passion and commitment for its students, and I'm grateful to have the opportunity to work alongside such a talented and dedicated faculty and staff. There is such a deep sense of purpose driving our work and an intense focus on serving our mission and honoring the sacrifices that our families make to give the gift of a Windward education. Windward is committed to delivering an exceptional educational experience that is truly second to none.

The last months have been marked by a palpable excitement, an immense learning curve, and the kindness and generosity of so many people. I have appreciated everyone's care, concern, and, most importantly, support along the way. As a result, my family and I have made a very smooth transition to the New York area. We have immersed ourselves in all that Westchester and Manhattan have to offer and are continuing to explore our new home every weekend.

Further, the first half of the school year is off to a great start. As I'm sure you can imagine, it's been a whirlwind of learning, building relationships, listening, and processing.

We have so many incredible things going on right now. We

have had visits from Madame Macron from France and an envoy of educators from Argentina. I've also been partnering with the Board of Trustees and the leadership team to begin the work of implementing the School's new comprehensive strategic plan.

We have made significant progress on the planned relocation of the Westchester Lower School to a new and larger campus at 1275 Mamaroneck Avenue in White Plains.

The new building will be the home for the Westchester Lower School (grades one through five), The Windward Institute, the Windward Teacher Training Program, and the School's administration offices. This move will grant us the much­needed space to educate 150 additional students and to expand the School’s impact through the far­reaching work of The Windward Institute—allowing us the opportunity to serve our community effectively for decades to come.

The Windward School has much to be proud of right now and has some big goals on the horizon. Together, we will continue to champion the Windward Way and deliver a transformative program for our students.

Jamie Williamson Head of School

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Mr. Williamson’s Road to Windward Windward Welcomes Jamie Williamson as Head of School

By Stephanie Huie Associate Director of Digital Communications & Publications

W

hen you step into Jamie Williamson’s office at the Westchester Middle School campus, you get a brief

glimpse into who he is—a proud father and husband, avid reader, cycling enthusiast, and a creative thinker. There are smiling photos of Mr. Williamson’s family on his desk and framed pieces of his children’s artwork hanging on the walls.

Scanning his bookshelf, you see titles spanning varied genres and disciplines, from Daniel Pink’s Drive about the research of motivation to Simon Sinek’s Leaders Eat Last on fostering an environment of trust. A large, poster­sized print detailing the evolution of bicycle styles sits prominently near his desk, indicating one of his great personal interests. A colorful art deco illustration of the Cincinnati riverfront serves as a sentimental reminder of Mr. Williamson’s midwestern roots and the beginning of his career.

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The Compass Fall/Winter 2019

The Williamson family gathered in their living room.

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The personal mementos decorating his office certainly begin to offer some insight into the person who occupies the space, but, when weaved together with the understanding of the values instilled in him during his upbringing, his undergraduate and graduate education, his extensive experience working in schools, and his unmistakable, mission­driven attitude to serve the needs of children, only then does Mr. Williamson’s character crystallize. Mr. Williamson is a leader in the field of education whose heart and bottom­line focus is on being a fierce advocate for children with learning disabilities.

Beginning his tenure as head of school on July 1, 2019, Mr. Williamson is swiftly integrating into the community and has pushed forward in continuing Windward’s mission of providing the best educational program for the remediation of language­based learning disabilities. Only halfway through his first year, Mr. Williamson will continue to make his mark in delivering upon these ambitious aims and shape his vision of the Windward Way at what is just the beginning of his journey at The Windward School.

and grandparents taught me to always do my best and put in a good effort, so I’ve never been afraid of a hard day’s work, physically or mentally.”

Compared to growing up in a metropolitan area or a suburban neighborhood, Mr. Williamson’s childhood community was isolated, so access to educational opportunities proved to be a challenge. To satisfy his natural curiosity about the world around him, Mr. Williamson took it upon himself to read constantly.

“In the environment that I grew up in, I couldn’t learn things haphazardly; I had to do my own digging by reading every book I could find,” recalled Mr. Williamson. “From a young age, I had a hunger to understand different perspectives, which was born out of the fact that I didn’t have much exposure to the world, but I wanted it. I always wanted to know more than I did yesterday. I’m proud to be where I’m from, in the hills of Kentucky, as it taught me this great work ethic of perseverance and tenacity.”

And although Mr. Williamson considers his dad to be one of the best problem­solvers and his mother a voracious reader, his parents did not have the opportunity to go to college themselves. Their lack of educational options motivated them to ensure that Mr. Williamson was able to move further ahead in his education. With great pride and determination, Mr. Williamson was the first person in his immediate family to go to college.

“I’m proud to be where I’m from, in the hills of Kentucky, as it taught me this great work ethic of perseverance and tenacity.”

Growing Up with Appalachian Family Values Jamie Williamson grew up with his parents and younger brother in a rural coalfield community in the Appalachia region of eastern Kentucky, near the Virginia and West Virginia borders, thirty minutes away from the closest town, Pikeville. His extended family had lived in the community for generations, so the Appalachian culture of connectedness, family, hard work, and putting in one’s best effort was ingrained into him at a young age. Mr. Williamson’s father was an auto diesel mechanic and worked for a coal mining company for most of his career. Other members of the family were similarly in blue­collar jobs as miners, railroad workers, and electricians. “When I was growing up, I remember both my dad and mom having absolutely incredible work ethics,” said Mr. Williamson. “My parents

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Searching for Purpose and Autonomy in Psychological Work Upon arriving at Western Kentucky University, Mr. Williamson did not have a clear vision for what his future might hold—that is, until his sophomore year.

“I took a psychology class with Professor Dan Roenker that showed me how insights could be gained through statistical research,” recalled Mr. Williamson. “The process of formulating a research question was extremely interesting to me, and, at the end of the semester, Professor Roenker said he hoped we could be colleagues one day. I never had anyone take an interest in me like that, and it lit a fire in me.” Mr. Williamson

Mr. Williamson visiting the Westchester Lower School’s first-grade class

probed deeper into his burgeoning interest in experimental psychology by enrolling in more classes to become well­versed in research methods and psychological assessment. He also worked in a cognitive lab, examining executive functioning and frontal lobe functioning in older adults, and he became enamored with the brain­based focus of the research. Through psychology, Mr. Williamson found an area of interest that blended purposeful work with problem­solving.

Post­college, Mr. Williamson took his first role as a research study coordinator at a veteran’s hospital for a medication trial for treating crack cocaine addiction under a NIDA grant. He loved working with study participants, which lead him to the realization that he would rather spend more of his time interacting directly with people. Instead of focusing solely on research, Mr. Williamson desired to have a bigger impact on the lives of others, particularly children. So, he switched to serv­ ing as a caseworker for some of the most complex chil­ dren in Cincinnati, with clients in the delinquency and dependency court system. In this role, Mr. Williamson frequently interacted with the administrators and psychologists of the children’s respective schools.

He quickly became frustrated with the systemic

indifference towards the children he worked with, many of whom struggled with learning disabilities or foster home instability.

Mr. Williamson once again reconsidered how he could best make a positive impact on the lives of as many children as possible, and he decided to refocus on school psychology. He earned a master’s and an educational specialist degree from Miami University of Ohio before working as a school psychologist at a public middle school for the next four years. During that same period, Mr. Williamson also received an educational leadership and administration license from Xavier University.

In the public­school system, Mr. Williamson became known as an impassioned advocate for dyslexics. He initiated conversations about early intervention to teach fundamental reading skills rather than being overly preoccupied with earning high marks on the end­of­year state achievement tests. Above all else, Mr. Williamson valued meeting every child’s needs, especially those with learning disabilities, so he began contemplating whether working in independent schools might be a better fit for him.

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“The Work Found Me”: Shifting to Educational Leadership Then one day a friend called Mr. Williamson to ask for his advice. His friend was planning to apply for an open position for principal at Springer School and Center, an independent school for students with learning disabilities, and he wanted to draw upon Mr. Williamson’s experience to give him a general overview of the educational landscape concerning learning disabilities. After chatting about the position, his friend eventually said to Mr. Williamson, “Why don’t you apply for this job?”

Lightning Round Q&A with Mr. Williamson What is your favorite book?

The Amazing Adventures of Kavalier & Clay by Michael Chabon What song would you sing at karaoke?

I am the person cheering you on at karaoke!

Do you have a favorite vacation spot?

Yellowstone or Glacier National Park What is your favorite sport?

I’ve been an avid cyclist for more than 20 years. If I’m watching sports, it would definitely be a bike race. I also like rock climbing, hiking, and backpacking.

What makes you laugh the most?

Hearing kids tell jokes and hearing their laughs.

If you could only eat one meal for the rest of your life, what would it be?

A Cuban sandwich. I think it’s the most perfect sandwich on the planet.

What three things do you think of most each day?

My family, my work, and how I can grow. I work to be incredibly reflective, and I’m always thinking about what I could work on or do differently tomorrow.

“As a head of school, I want to make sure the children find joy in learning to read, feel valued, and feel seen.”

A moment of realization hit for Mr. Williamson, as he had always been a systems­level thinker that sought ways to impact more children; this track to becoming a school administrator could be precisely what he had been searching for in his career. Mr. Williamson’s credentials and educational philosophy fit perfectly for a leader of a special needs school, and he “loved every minute” of his next seven years at Springer. During his tenure, Mr. Williamson’s reputation as an effective leader grew, and Marburn Academy, another independent school for students with learning disabilities, recruited him to become their next head of school. Mr. Williamson and his family relocated two hours northeast to settle in Columbus, Ohio, where he followed a 27­year veteran head of school and successfully led Marburn through a major growth phase over the course of four years.

“The work found me,” said Mr. Williamson. “I wasn’t seeking leadership opportunities when I discovered the principal position at Springer. Then Marburn called, and then Windward called. At every juncture, I evaluated what good systems­level organizational thinking could I bring to this community, and how could I contribute to building something bigger to support more children? At every step of this process, I’m always drawing a line back to the mission and children. As a leader at these educational institutions, I’ve had an opportunity to make a positive impact on the world and support this important work to the best of my ability.

Mr. Williamson Meets the Windward Community

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“What I love about this position is the ability to so positively change the trajectory of a child’s life by teaching them how to read. Our school serves such an important mission. If we didn’t exist, our students would suffer. I know families make a sacrifice to be here—financially, logistically, emotionally—and I feel a huge responsibility to deliver on our promise to take care of our students. As a head of school, I want to make sure the children find joy in learning to read, feel valued, and feel seen.”

The Beginning of the Road at Windward Why Windward? What about Windward made Mr. Williamson realize that this was the school for him?

“The Windward School’s reading and writing pro­ grams are second to none.

The commitment to teacher training is unparalleled, and the teachers that reap the rewards of the countless hours of professional development are incredible.”

“My two core values are growth and impact, and The Windward School’s educa­ tional philosophy aligns with mine. We understand what our students need, we fol­ low the research on how to best serve them, and we are always striving to be better.

The children are the center of all decisions at Windward, not state policies. Everyone in The Windward School community cares about the whole child, from their experiences before they walk in the door to when they leave for their next school. Windward’s impact on the world is expanding, and I’m incredibly proud to contribute to its work remediating children with language­based learning disabilities.”

In his first six months as head of school, Mr. Williamson has certainly been contributing to Windward’s endeavors in its research­based partnerships, outreach programs, and ensuring the best educational program for its students. In collaboration with The Windward Institute, the Windward/Haskins Laboratories

Collaborative Project has reached the milestones of training Windward faculty to assist in the newly installed EEG labs and beginning the Predicting Literacy Outcomes at The Windward School in­school research study.

Mr. Williamson has welcomed international visitors interested in learning about Windward’s curriculum, including Mrs. Brigitte Macron, First Lady of France.

This school year also marked a record­high enrollment of 936 students across Windward’s three campuses, an increase of 22 students from last year, including the inaugural class of first­grade students at the Manhattan Lower School.

Mr. Williamson has also been present at countless school events, and he is frequently accompanied by his family. Mr. Williamson and his wife, Krista, have been married for more than 19 years.

Their children are Isaac, a ninth grader, and Etta, a fifth grader. The family also has a beloved dog, Rosa. Over the summer, the Williamsons had a successful move from Ohio, and they settled smoothly into their new home in Irvington. The family has been enjoying exploring the Hudson River towns as well as trips into the city to see Broadway performances and visit art museums.

The support that Mr. Williamson and his family have received from the Windward community during their first year has been "immense and sincerely appreciated,” and Mr. Williamson has been returning that same degree of warmth as he continues to get to know the entire Windward community—faculty and staff members; parents and guardians; students; alumni; and alumni parents/guardians. The calendar for the second half of the school year is filled with many festivities that Mr. Williamson looks forward to experiencing with the Windward community, including the Winter Ice Skating Party at Bryant Park; each campus’s drama performances;

“My two core values are growth and impact, and The Windward School’s educational philosophy aligns with mine. We understand what our students need, we follow the research on how to best serve them, and we are always striving to be better.”

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winter and spring athletic games; WPA’s CommUNITY Service Day; the Robert J. Schwartz Spring Lecture; Spirit Week; WPA’s Dream Big; Field Day; lower­school spring concerts; moving­up ceremonies; and graduation and recognition ceremonies. As strategic milestone projects also loom ahead, such as the continued construction of the new Westchester Lower School campus, Mr. Williamson trusts that he, along with the board of trustees and school administrators, will help lead The Windward School into a robust and promising next chapter.

Although the road ahead for Mr. Williamson will be full of great challenges and opportunities, his passion for his work and his purpose­driven approach will steer The Windward School closer to achieving its vision: a world where every child with a language­based learning disability is empowered to achieve unlimited success.

DIFFERENCE IS POWER.

Mr. Williamson greeted hundreds of students on the first day of school.

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Looking Ahead for Windward Acquisition of New Westchester Property for The Windward School

Pictured in November at the campus construction site are Dr. John J. Russell, Executive Director of The Windward Institute; Joseph Lorono, Trustee and co­chair of the Board’s Buildings and Grounds Committee; Jamie Williamson, Head of School; and Ellen Bowman, President of the Board of Trustees.

O

n August 9, The Windward School announced that the existing 11­acre property and structure at 1275 Mamaroneck Avenue in White Plains will be recycled and repurposed for future Windward students, as well as home to the main administration offices of The Windward School, The Windward Institute, and the Windward Teacher Training Program. The property houses a 113,000­square­ foot building, which will become the future home of the Westchester Lower School, currently located at 13 Windward Avenue.

“As Windward approaches 100 years of being in the White Plains community, we are thrilled to be able to meet the needs of more students who will be able to learn from Windward’s expertly­taught and proven research­based, multisensory instruction,” remarked Jamie Williamson, Head of School.

The increased square footage at the new Westchester Lower School campus will enable The Windward School to educate 150 additional students who are in need of Windward’s program each year across both Westchester campuses. Just as importantly, it is the facility needed to

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serve the Windward community effectively for decades to come and to continue to expand the School’s impact through the far­reaching work of The Windward Institute.

“This is a great acquisition for The Windward School, an international leader in remediating students with language­ based learning disabilities,” stated Ellen Bowman, President of the Board of Trustees. “We look forward to having a new campus that will fit the needs of our students and continue to fulfill the School’s mission by remediating their language­ based learning disabilities in preparation for a successful return to a mainstream educational environment.”

Demolition to the interior for remodeling began last fall.

As progress on the new campus is made over the next few months, more details will be shared. Current Windward families, faculty, and staff were invited to information sessions on the new campus in January.

The progress of the property purchase and construction plans have been diligently and smoothly managed by Windward’s administration and the Board of Trustees Building and Grounds Committee.

Three New Trustees Appointed to the Board The Windward School’s 2019­20 Board of Trustees is comprised of 27 members who contribute their experience and expertise to advance the mission of the School. Welcome to the three newest trustees who are joining the board at a pivotal time of growth for The Windward School, The Windward Institute, and the Windward Teacher Training Program.

Meredith Jenkins is the chief investment officer for Trinity Church Wall Street where she is responsible for the investment management and oversight of the church’s $6 billion endowment.

Prior to joining Trinity, Meredith was co­chief investment officer for Carnegie Corporation of New York. Previously, Meredith worked for Sanford C. Bernstein & Co., and, prior to that, at Goldman Sachs.

Meredith received a BA in English language and literature with distinction from the University of Virginia, where she was elected to Phi Beta Kappa, and earned an MBA from Harvard Business School.

Meredith serves on the board of the University of Virginia Investment Management Company and the investment committees and boards of trustees of The Wenner­Gren Foundation and The Josiah Macy Jr. Foundation.

Meredith lives in New York City with her husband, Ben, and they have three sons, Benjamin, Will, and Edmund. Will ’22 graduated with the first graduating class from Windward’s Manhattan campus.

Magdalena Zavalía Miguens is a lawyer admitted to practice in Buenos Aires, Argentina, and the State of New York. She co­founded Intelexia LLC, a company that develops literacy programs for children at risk of having reading difficulties and works for the PAF program. Before Intelexia, Magdalena was an associate at Latham & Watkins LLP. She graduated from the law school at the Universidad Católica Argentina in Buenos Aires and has an LLM (Master of Laws) from Columbia University.

Magdalena and her husband, Lisandro, have three children, Francisco, Antonio ’23, and Felipe ’26, and they reside in Greenwich, CT. Magdalena serves on the board of the Achelis & Bodman Foundation and as secretary and assistant treasurer at the Whiting Foundation.

Katie Puris has over 20 years of experience in leadership roles within Fortune 100 technology companies as well as the world’s most important creative advertising agencies.

Over the past decade, Katie has led, invented, executed, and developed businesses during her time at Google and Facebook. Katie also has deep marketing experience, leading brands like AT&T, FedEx, Frito­Lay, Visa, and New Balance during her 10+ years at BBDO as senior vice president.

Katie has delivered the full suite as a cultural leader: from creating visions and detailed plans to developing clear communications, working tirelessly with key partners, and getting into the thick of the work with the team to execute flawlessly. She is a member of D&AD, She Runs It, The One Club and the Advertising Club of New York. Katie holds a B.A. in communications from Loyola University.

Katie lives in Williamsburg with her husband, Jason, and their two children.

Oliver ’24 is in the eighth grade at Windward’s Manhattan Middle School, and Clementine is in the fourth grade at St. Ann’s in Brooklyn Heights.

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Introducing The Windward Institute and the Windward Teacher Training Program

I

n 1988, Windward began to provide professional development through the Windward Teacher Training Institute (WTTI) for educators, professionals in allied disciplines, and parents/guardians with courses, workshops, and lectures addressing a broad range of developmental and curricular topics. Under the leadership of Sandra Schwarz, WTTI set the standard for research­based professional development providing the expertise needed to teach children of all abilities in both mainstream and special education settings.

In 2018, due to WTTI’s unprecedented growth, the scope of its work, and the number of constituents it serves, The Windward School’s Board of Trustees announced a plan to restructure WTTI into two entities under The Windward School: The Windward Institute (WI) and the Windward Teacher Training Program (WTTP).

Officially launching in January 2020, The Windward Institute and the Windward Teacher Training Program are better positioned to effectively serve The Windward School and the broader community for decades to come.

Learn more: thewindwardschool.org/wi and thewindwardschool.org/wttp

The Windward Institute Mission

To increase childhood literacy rates by disrupting the educational status quo

FAQ What is The Windward Institute?

The Windward Institute, led by Dr. John J. Russell, will manage all activities formerly provided by WTTI that are external to The Windward School. The Institute serves The Windward School and the broader educational community by providing professional development, forming partnerships, enhancing The Windward School’s reputation, and advocating for students with language­ based learning disabilities. It will continue to operate Manhattan and Westchester locations.

How will The Windward Institute differ from the WTTI? In addition to translating research to practice to provide the best professional development for Windward educators, outside educators, parents, and non­Windward students, The Windward Institute will: • form additional partnerships with schools, universities, and

research institutions, allowing the Institute to continuously update its professional development offerings by integrating new research­based findings into its courses, workshops, and lectures • enhance The Windward School’s reputation as a leader in the

field of remediating language­based learning disabilities by fostering communication and collaboration with all Windward’s external constituents such as alumni, institutions of higher learning, research centers, and secondary schools that may provide placements for students at The Windward School.

• advocate for the rights of students with language­based learning

disabilities.

What is the Windward Teacher Training Program (WTTP)?

The WTTP, led by Sandra Schwarz, the former director of WTTI, will recruit, hire, train, mentor, and retain Windward teachers for all three campuses.

Professional development at Windward begins before a teacher steps into a classroom and continues as long as a teacher remains on the faculty. The Windward staff development program has been cited as a national model by leaders in education. The WTTP will manage the weekly seminars, workshops, and presentations offered by consultants, faculty members, and nationally­recognized educators to support Windward faculty in their professional growth and provide up­to­date research findings.

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The preeminent school for the remediation of language­based learning disabilities for students in grades 1­9 Jamie Williamson, Head of School thewindwardschool.org

Windward Teacher Training Program The renowned teacher training program that recruits, hires, trains, mentors, and retains teachers at The Windward School Sandra Schwarz, Director of the Windward Teacher Training Program thewindwardschool.org/wttp

Institute The Institute serves The Windward School and the broader educational community by providing professional development, forming partnerships, enhancing The Windward School’s reputation and expertise, and advocating for students with language­based learning disabilities.

Dr. John J. Russell, Executive Director of The Windward Institute thewindwardschool.org/wi

Advocates for students with language­based learning disabilities

Establishes Partnerships

Institute

Offers Professional Development

Enhances Windward’s reputation and expertise

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2019 Commencement

O

n the evening of June 13, nearly 1,200 people gathered under the white tent

on Garry Field at Westchester Middle School to celebrate the graduation and recognition of Windward's Manhattan Middle School and Westchester Middle School's eighth足 and ninth足grade students. Congratulations to the 19 members of the ninth足grade class and the 114 members of the eighth足grade class on this important milestone! The graduating members outplaced to 82 schools.

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2019 Commencement Address

Anna Novogratz ’14 Princeton University Class of 2018 and Teach for America Corp Member

H

ello, Class of 2019! I want to start off by thanking Dr. Russell and everyone at Windward for inviting me to speak to you all today. It is pretty surreal to be back at the place where it all began for me. This is the place that opened all the doors and gave me the strength to reach my potential.

I’ve been having flashbacks in the weeks leading up to coming here. I’m from New York City, and I was one of the Windward kids that drove over an hour to be here. I’d see the Mamaroneck exit and know I was close, know that soon I’d be with the teachers I loved and the friends I loved. My first day at Windward was an interesting one. It was pouring rain, and I questioned every choice my parents made. I never had to wear a uniform, I never had taken a car to go to school, and, most importantly, I never went to school without my sister. Despite all these feelings of ill will, when I walked into those doors at Windward, I never felt more at home. Windward has this culture that immediately makes you feel welcomed and understood, a culture that made me see school in a completely different light.

Today I am a special education teacher at a public school in the South Side of Chicago, a very different place than where we are sitting right now. I teach middle schoolers with a range of disabilities, but there is one commonality—my students are non­readers and many are non­writers. When I first walked into Windward, I fit this category; I couldn’t read if my life depended on it and my writing was, let me put it nicely, challenging to understand. Considering my students, I thought, “I will be able to connect with these kids and show them that it is possible,” but then I realized that they don’t have a Windward. They don’t have a place where everyone supports you, where everyone knows your story, and, in many ways, shares your story.

That is what is so special about Windward. Obviously, the teachers are incredible, but it’s more than that. It’s the shared experience that all of us have. We are all dyslexic; we have all struggled and continue to struggle accessing material that might seem easy to our peers. Sorry to break the news to you, but this is going to continue to happen for the rest of your life. But now you know how to handle it. Now you know that you can do it and that belief, that knowing that it’s possible, will get you farther than you can even imagine. I was lucky enough to go to Princeton University, but it was a long and arduous journey to get there. I am not trying to

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scare you. I am here to spread the good news. I am very good at failing and very successful because of it. Failure is ok. I will also let you in on a little secret: non­dyslexic kids fail at things too.

When I left Windward, I thought I was going to easily transition into my new school. Turns out, I was wrong. I failed sixth grade math and struggled in my other classes. As you can imagine, that was a massive blow to my ego. Unlike at Windward, my peers weren’t dyslexic. My teachers didn’t know why I needed an extra 15 minutes to finish an essay, my peers didn’t know why I panicked when asked to read aloud. I could have said something but instead, I struggled. I was the kid that didn’t ask for help, but I want you all to know that asking for help makes you stronger. Right now, you are sitting in a school where everyone can relate to you, as we are all a part of a special club. Wherever you end up next year, this is going to change. You are prepared for this transition, so use the tools Windward gave you.

My eighth graders are graduating tomorrow; they are going off to high schools with thousands of kids, and I worry about them. But the one thing I’ve spent all year teaching them, and something I want you all to remember, is that you need to advocate for yourself. Speak up when you need help.

Let a teacher know that you need an extension, or that you need to meet after school. Everyone benefits when you let go of that fear at home and at school. We can all agree that you have been dealt a tough card with dyslexia, but I promise you can turn that card into a golden ticket if you learn to unapologetically speak up for yourself. That is a priceless lesson I wish I had learned sooner. And, also, remember that your differences, and speaking about them, don’t make you less than, they actually make you even more interesting. You think differently, you see a page of words differently, and there is added value in that.

I want to extend another congratulations to the Class of 2019! You all know how to read. That right there is a feat like no other. I’ve spent 180 days trying to get my students reading, and, to be honest with you all, we’ve struggled. All I want is for my kids to read. At this rate, I would do anything to get my student Keshawn to hold a book without ripping it in frustration or to get my student Omar to read a sentence without throwing his book across the classroom. Reading leads you into the magical world of books—nonfiction, fiction, graphic novels, mysteries—you name it, you can read it. It

opens up the door to activism and politics—you can pick up a newspaper, open an article, or read a manifesto and find out what’s happening in the world. You can access the most important information and use this to make choices, form opinions, and be in the know. Reading might seem like a tedious task for some, but I know for every one of you here, it is a victory. You did it. You learned how to read despite every obstacle being thrown in your way. Just let that sink in for a moment. You, not your teachers or your parents, learned how to read. Do not for one second credit anyone but yourself for what you just accomplished. I have kids who do well on state tests and thank me, like I was the one who took the test.

All I did was show them their potential, prepare them to reach it, and throw in some content somewhere in the mix. They were the ones who put in the work, they were the ones who made it happen for themselves. Just like you did.

Class of 2019, you all have a quality that cannot be taught, cannot be learned in a book or from a Netflix docuseries.

You have perseverance. In this day and age, that’s what we need. We need people with perseverance, people to stand up for what’s right, even when it’s hard. As a reward for your toughness, Windward has given each of you a toolbox filled with techniques to take on a book, take on a classroom, and take on anything life throws at you.

This is the Windward method, and I still use it today—every day. I am proud to be a Windward alumnus because I know you can use those same skills to solve any kind of obstacle, and that is exactly what our

world needs right now. I know that there are changemakers in this audience—people who are going to be at the table making decisions, people who are going to be advocating for others because you are uniquely qualified. May you take great pride in your achievement and pay it forward in kindness, humility, and grace. High school has never looked so bright. Keep shining and keep showing us all the path to our better selves.

“We can all agree that you have been dealt a tough card with dyslexia, but I promise you can turn that card into a golden ticket if you learn to unapologetically speak up for yourself.”

Anna Novogratz ’14 with Dr. Russell before the commencement ceremony

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2019 Commencement Awards

Kate Sullivan 2019 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.

This year’s recipient, Kate Sullivan, has been teaching at Windward for seven years, most recently at Manhattan Lower School. Upon receiving the award, Ms. Sullivan stated, “Windward is truly my home and a place I love to come to work every day. The education I have received here is second to none, and I am so grateful to know what best practices I can use to help our students. I am humbled and so honored to be given this award, as I am surrounded by the best educators in our field.” Ms. Sullivan has a great talent for making learning fun for Windward’s most­struggling readers and is known as the ultimate motivator. Although she is already an experienced language arts teacher, Ms. Sullivan always strives to improve her craft and is seeking IMSLEC certification. Ms. Sullivan brings the same level of enthusiasm and spirit to her positive relationships with her colleagues, often holding team­building activities with fellow faculty.

Ms. Sullivan (center) is pictured with Windward administrators.

Robert C. Carroll ’04 Inaugural Recipient of The John J. Russell Award for Advocacy in Education To commemorate Dr. Russell’s service as head of school, the board of trustees established The John J. Russell Award for Advocacy in Education. The recipient will be an individual who has made an impact in helping children with learning disabilities reach their full potential, and their efforts may be in fields of research, pedagogy, legislation, education, or business. Alumnus Robert C. Carroll ’04 was named the inaugural award winner for his legislative work in advocating for students with learning disabilities as an assemblymember for New York’s District 44.

Although Mr. Carroll was not able to accept the award in person, he shared the following remarks, “As someone who is dyslexic and only learned to read because of The Windward School and the education foundation that it laid for me, I am committed to working every day as a legislator to make sure every student in every school gets the opportunities and the learning experiences that I received here at Windward.”

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Mr. Carroll (center) is pictured with former teachers Mr. Eberhard and Ms. Gay.

2019 Isabel Greenbaum Stone Master Teacher Award Winner

Roberta Plotycia In honor of The Windward School’s founder, Isabel Greenbaum Stone, the prestigious 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. Ms. Plotycia, the 2019 recipient, has been steadfast in her commitment to Windward’s mission for the past 15 years to help students with language­based learning disabilities achieve their full potential. Her open­door policy to both students and assistant teachers demonstrates her high level of devotion and care for others, as she spends countless hours outside of class to help students succeed and gives assistants tireless support.

The following speech [edited for length] was delivered on June 13 at the 2019 Graduation ceremony by Ms. Plotycia.

T

eaching is my second career. However, I was reminded it was really my first desire, as I had originally hoped as a young girl to become a teacher one day. Recently, I found a report titled “My Autobiography” that I had written as a 10­year­old. I had clearly written, "In the future, I want to be a teacher." I did not follow my heart then and ended up entering the health profession.

Twelve years after college graduation, I found myself the mother of three rambunctious sons. In order to raise this rowdy bunch, I became a stay­at­home mother. However, I also became a very active volunteer in our local school system. My experience as a school volunteer reaffirmed my desire to teach prompting me to go back to school in the evening to earn a master’s degree in the field of education.

I wasn't sure where this degree would lead, but I became excited when I saw Windward's advertisement in the New York Times. To my delight, Windward was willing to give me a chance and offered me a position as an assistant teacher in the middle school.

It did not take long for me to realize how special this school is. Windward's faculty members are truly amazing.

Each day I have the opportunity to work with colleagues who are intelligent, dedicated, and fully committed to helping children reach their full potential. In my first year, I was fortunate to work with two wonderful mentors, Jill Fedele and Meryl Laub, assisting them both in language arts and math. These mentors helped me understand Windward's teaching methodology and guided me through my transition to becoming a full­time member of the Windward commu­ nity. Through courses offered in the Windward Teacher Training Institute, I learned about the research­based program used at Windward, a perfect match for someone with a background in medical research.

Through training, hard work, and mentoring, I quickly transitioned to become a full­time language arts teacher working with students in grades seven, eight, and nine.

Although it is not always easy to be a parent of children

this age, it is extremely gratifying to teach middle school students. I find their thirst for learning and their determined spirit make each day a rewarding adventure. Their creativity and insight never fail to bring a new perspective to a lesson I am teaching, whether we are discussing a novel or current event, or writing an essay.

Every teacher here would agree that the resilience and effort shown by our students is outstanding. As this year comes to a close, I am extremely proud of the progress my students have made academically, socially, and in their extracurricular activities. Watching your determination has inspired me to put forth the same effort each day, knowing I cannot let you down. To those who are leaving Windward, I will miss you and always cherish the memories we have made together.

In the time I have been at Windward, I have also realized that one of the most rewarding aspects of teaching is reconnecting with students who have moved on. It is always a pleasure to visit with former students and learn of their achievements. One of the most moving moments in my career was when a former ninth grade student came back to visit my classroom. She had just completed her master's degree in special education and was applying for teaching positions. I was as proud as any parent would be of her success.

Windward students, as you open a new chapter in your lives, always remember that you have received the tools necessary to achieve your goals. The organizational skills and learning strategies your teachers have modeled can take you far in life. It takes some hard work and determination to pursue your dreams though. If in fact you find yourself in my position later in life wondering which path to follow, know that you can always follow your passion. Nothing is impossible.

Thank you. Graduates, please remember to come back and see us to share your stories with us. We care as much about you as much when you leave here as when you are here with us.

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2019 Moving Up Ceremonies

E

ach year, Moving Up Ceremonies are hosted at the Manhattan Lower School and Westchester Lower School to celebrate the

fourth­grade students and their transition to ďŹ fth grade.

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Leadership, Character, and Camaraderie The Benefits of a Robust Community Service Program at Windward

By Stephanie Huie Associate Director of Digital Communications & Publications

T

he community service program is an important component of The Windward School’s education

of the whole child, as it teaches valuable leadership skills and positive character traits, while fostering a spirit of camaraderie within the community. Through carefully planned monthly community service projects for each division, The Windward School hopes to instill in its students a lifelong belief in the service to others.

Members of the MMS Student Council prepared gently-used binders for donation to a local school.

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Leadership Students in both the lower schools and the middle schools have opportunities to be leaders in the community service program. At Manhattan Lower School and Westchester Lower School, each fourth­grade class rotates in leading the month’s project. At the middle­ school level, student council members at Manhattan Middle School and Westchester Middle School spearhead the community service efforts.

Ms. Manaster at Manhattan Lower School and Ms. Kaminsky at Westchester Lower School act as their respective division’s student council advisor. Each month, they give an overview of the selected community service project to the responsible fourth­grade class so they are informed about the organization that Windward is supporting. The students learn about the cause of the organization that was chosen, why the mission is meaningful, how the service project will benefit the organization, and who will benefit from the support of the students. To highlight the virtues of the selected organization and to rally participation from their fellow lower schoolers, the sponsoring fourth­grade class creates educational posters to display in the hallways.

“We vary the projects that we do each month and each year, with a mix of service activities,” said Ms. Kaminsky. “However, we do try to keep the organizations we support local so we can encourage the children to offer their help to our neighbors.

With each project, my hope is the students recognize the benefits of

WLS held a holiday toy drive for Toys for Tots and collected hundreds of toys that were distributed to children throughout New York.

helping their community and how we can help others in so many different ways.”

Whether the project is a bookmark sale for United Through Reading (a program that promotes literacy and connection for military families facing physical separation), a dress­down day fundraiser for the American Heart Association, or a water conservation initiative, the fourth­grade leaders of the month assist Ms. Manaster and Ms. Kaminsky during every step of the process. As projects come to a close, the fourth graders particularly relish in documenting the results of their division’s efforts, which may take the form of sorting items, counting donations, or contributing to a letter summarizing the final outcome to the receiving organization.

For Windward’s middle schoolers, the student council leaders manage even more leadership duties. Manhattan Middle School and Westchester Middle School members of student council participate in brainstorming sessions where they pitch ideas of what causes they would like to support and conduct research on viable organizations that align with those causes. Once they vote and come to a consensus on a lineup of service projects to sponsor, student council members will meet with the division heads to receive final approval to move ahead. Following approval, the student leaders promote the service project of the month by delivering presentations to each middle school homeroom, speaking at the divisional community meetings, and designing flyers.

“The mission of student council is to unite the Windward community through service, spirit, and leadership, and the members work hard to do just that,” said Ms. Bellizzi, a co­ advisor to the Manhattan Middle School Student Council.

“Service is a norm for Windward, and this work gives our middle schoolers a sense of determination to help others, and it helps our students become informed citizens of their

communities and the world.”

Ms. LaFemina also serves as co­advisor to the Manhattan Middle School Student Council. At Westchester Middle School, Ms. Barletta and Ms. Di Capua act as co­advisors to the seventh­, eighth­, and ninth­grade student council members, while Ms. Amazan focuses on guiding the fifth­ and sixth­grade members.

For the cohort of Westchester Middle School’s ninth­ grade students, they have community service built into their grade­level curriculum, with a 20­hour requirement of service. As the eldest Windward students, they serve as their campus’s role models, especially to the youngest fifth­grade students, and they lead by example in giving back to the community. Ms. Gay (who is featured in this issue’s Faculty Profile on page 28) is the coordinator for community service for the ninth grade.

With expanded responsibility and agency in leading the service project of the month, Windward’s student leaders carry more ownership of the project. When they have the chance to spearhead the service work, at an elementary level at the lower schools and at a more advanced level in the middle schools, the students gain a deeper understanding of the project’s purpose, and they see how they can make a difference, even at a young age.

Character Building The Windward School values the community service program and ensures it is a recurring feature of the curriculum because it teaches the critical character skills of compassion, kindness, and thoughtfulness. When Windward sets the expectation for students to help others, the School is helping to establish a routine habit that cultivates an attitude of service and empathy within the children. And through learning about

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Beyond the Walls of Windward: Faculty & Staff Serving Others Ms. Bellizzi, MMS Teacher, volunteers with BUILD, an organization that empowers entrepreneurship in youth from under­resourced communities.

Ms. Damashek, CSE Parent Liaison, is a member of the board of directors of Special Education Legal Fund (SELF), a non­profit organization based in Connecticut that is devoted to providing grants to families who need legal assistance in pursuing a free and appropriate public education for their children.

Ms. Drayer, Director of Development, is the vice chair of the board of directors and sits on the governance committee for Adopt­a­Dog, Inc., whose mission is to save, socialize, and secure loving homes for unwanted or abandoned dogs.

Ms. Huie, Associate Director of Digital Communications & Publications, is a regular blood donor for New York Blood Center.

Ms. McCrea, WTTI Administrative Assistant, is the chaplain of the executive board of the Polly Cooper Chapter of the Daughters of The American Revolution. The DAR works on historic preservation projects to save historical artifacts for future generations.

Mr. Ostrer, WMS Teacher, is a member of the Manhattanville School of Education Alumni Board.

He provides input and feedback for programs and events for the School of Education.

Ms. Robinson, WTTI Administrative Assistant, is a three­year breast cancer survivor and works to spread awareness on the importance of early detection and getting an annual mammogram. She is a committee member of Stamford Hospital Foundation’s Paint the Town Pink initiative, co­chair of the annual Break the Silence event on breast cancer in the African­ American community, and a leader at Westport’s River of Roses Saugatuck Rowing Club, which empowers breast cancer survivors to learn to row.

Ms. Scorrano, Research Coordinator and MMS Teacher, is a professional board member of Movemeant Foundation, which works to promote female empowerment, confidence, and wellness through fitness, community, and education.

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MLS students assembled 44 pounds of turkey and ham sandwiches to donate to New York Common Pantry.

Students also decorated brown paper bags with different designs, so each sandwich was personalized.

the missions of the organizations that the School supports, the students gain awareness about the needs of those who are less fortunate.

“Our community service projects teach valuable character traits, and we reinforce the idea that students can take action to give back.” said Ms. Manaster.

At Westchester Middle School, students were studying Sudan in social studies class, and they learned about an organization, Water for South Sudan, that provides access to clean, safe drinking water to improve hygiene and sanitation for many remote villages. The story of the organization’s founder, who returned to Sudan from New York after being a refugee of the Sudanese civil war, touched many of the students, and they excitedly proposed that the Westchester Middle School Student Council collect funds to donate to Water for South Sudan.

“After the students learned about Water for South Sudan, they immediately thought about how they could get involved. The Westchester Middle School Student Council sponsored a fundraiser, and we were able to help fund a well!” said Ms. Barletta.

Educating the students about the cause that is being supported is a critical piece of the community service program because Windward wants its students to fully understand what issues are being faced in their immediate community and around the world. When they learn how the selected organizations help others, they have

The WMS Student Council visited The Carver Center to deliver the canned goods that were collected during the Thanksgiving food drive.

a deeper appreciation for how participating in the service project can make an impact. Exposing students to the missions of the various organizations and how they can help those in need allows for them to become informed citizens of the world and develop a well­rounded perspective.

Foster Camaraderie The overarching goal of the community service program is to instill the message of helping others, whether that be those in need or even peers within the Windward community.

Each division bands together each month to work towards a collective goal to help a cause, and the purposeful work has a uniting effect of fostering camaraderie among students.

At the middle schools, a structured big buddy program trains eighth­ and ninth­grade students in how to be an effective mentor to the fifth graders. With supervision from Windward faculty, the eighth and ninth graders visit the fifth­grade homerooms each month to lead activities in character building. The younger students also have Q&A sessions where they can seek advice on how to study for tests in middle school, what classes are like, and how to conquer common challenges. The purpose of the big buddy program is to encourage friendships that surpass grade levels and to help immerse the fifth graders into the middle­ school community.

A favorite activity that is unique to just the Westchester Middle School ninth­grade students is visiting the first­grade students at Westchester Lower School for a read aloud. The ninth graders look forward to reconnecting with their former teachers as well as demonstrating to the lower schoolers that, through dedication and hard work, they too can push past their language­based learning disabilities to learn to read.

“The ninth graders spend a lot of time at lunch and recess to prepare for their read aloud, and they practice narrating the story,” said Ms. Gay. “The little ones see the ninth­grade students as superstars, and they feel inspired that these older kids were just like them before.”

TThe Windward School’s community service program represents a pillar of one of the School’s values—being kind to others—and simultaneously nurtures leadership development, positive character traits, and school spirit. In each division, students can acquire leadership skills by applying their knowledge of how to be an advocate for themselves and their language­based learning disability towards using their voice to advocate for others. The community service program also builds character as practicing acts of service increases compassion and thoughtfulness within the students. As they learn more about the world around them, they become more aware of the privileges that they may have that others do not.

A community is built among members who come together due to some common ground. Every member of The Windward School community is working first and foremost towards providing the students with the best education program to remediate language­based learning disabilities, but the School’s goal is to foster a school community where children are not only receiving the best instruction from the best teachers but also establishing lifelong relationships. The community service program is one of the special features of The Windward School’s curriculum that stretches across grade levels and divisions and brings everyone together to work together in doing well and doing good.

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1 Faculty Profile

Pat Gay Looks Back on 22 Years of Meaningful Moments at Windward

By Stephanie Huie, Associate Director of Digital Communications & Publications

“M

s. Gay is like a pineapple. She may seem hard and prickly on the outside, but there’s only sweetness and goodness on the inside.” That’s how alumnus Dylan Douglas ’18 affectionately describes Patricia Gay, a Westchester Middle School Teacher, after having had her as a teacher and a memorable first encounter when Ms. Gay chased Dylan down in order to scold him about running in the hallways.

Ms. Gay, now in her 22nd year of teaching at The Windward School, is certainly known for her forthright personality and no­nonsense teaching style, but she is also known to command a front­row seat at every Windward graduation to high­five each student as they receive their diploma, brimming with pride and joyful tears. She sets high expectations in her eighth­grade language arts and social studies classes, but Ms. Gay is a proven teacher who has mastered her craft and knows how to get superior results from her students.

And although it seems that she has been a permanent fixture of The Windward School’s Westchester Middle School faculty since its origin, Ms. Gay in fact came to teaching as a second career. Prior to Windward, Ms. Gay led a colorful life in public relations that she famously recounts through many entertaining stories, filled with humor and wit.

Ms. Gay was born and raised in Rochester, Michigan, during the 1960s. She graduated high school in 1970 and parlayed her interest in journalism from being the editor of her high school paper into studying journalism at Bowling Green State University in Ohio. However, Ms. Gay found Bowling Green a difficult environment for her as the anti­ war movement of the time cultivated an anti­establishment atmosphere on the college campus. “At that time, it wasn’t really cool to be in a sorority, it wasn’t cool to go to graduation —there was a prevalent ‘anti­everything’ mood—but I didn’t believe in all that,” said Ms. Gay. “My dad was paying for my tuition, so I thought I should go to my classes.” She transferred after her sophomore year, returning home to Michigan, and attended Oakland University to study speech communications.

Following graduation, Ms. Gay’s first job was working in

public relations as a copywriter for a new mall in her hometown of Rochester, where she happily recalls performing promotional marionette puppet shows. She then gained more experience in the field with jobs at Himelhoch’s, a women’s fashion store in downtown Detroit, and an ad agency before assuming the role of assistant public relations director for the Detroit Public Library. Ms. Gay wrote press releases, interviewed authors, spoke on radio shows, made television appearances, and ran public service campaigns—which is how she met her husband, Al Gay. He worked as a producer for an ad agency, and they were introduced at a Christmas party in 1979.

Together they moved to Chicago, where Ms. Gay first worked at the American Library Association, then the PR firm Margie Korshak Associates. The firm had many clients in the athletic and fitness industries, and Ms. Gay fondly remembers planning the Chicago Fitness Show and working with Lou Ferrigno, Richard Simmons, and Jacki Sorensen.

The couple relocated to the East Coast to Washington, D.C., for Mr. Gay’s work, and Ms. Gay handled government accounts for a PR firm. They would eventually settle in New York, which has now been Ms. Gay’s home for most of her life.

Once settled, Ms. Gay returned to the public library system and loved doing publicity for the New York Public Library’s 75th anniversary. “We lived in a loft in Manhattan, and I would walk five blocks from 35th Street to the library on 42nd Street. We curated the world’s largest censorship exhibit for a benefit and fielded press from around the world. It was truly an incredible experience.”

It was at this time that Ms. Gay and her husband welcomed their daughter, Mara, and her family moved to Brooklyn’s Park Slope neighborhood in 1986. Ms. Gay became a stay­at­ home mom, but once Mara reached school age, she substitute taught at Mara’s school. Eventually, the Gays began searching for a home in the suburbs as Brooklyn faced high crime rates in the early 90s, and Mara wanted to be able to safely ride her bike and play outside. Being a biracial family, diversity was a

“All I want to do is instill

in my students a love for reading.”

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2

3

1. Ms. Gay with Mara, her beloved daughter; 2. Ms. Gay with her former student, Dylan Douglas ’18, who affectionately used the metaphor of a pineapple to describe his teacher; 3. Ms. Gay (at right) is an esteemed member of the Platinum Circle, a prestigious group of Windward faculty and staff who have served at The Windward School for 20+ years.

critical factor as well, and Ms. Gay’s family chose White Plains.

When Ms. Gay felt ready to return to the workforce full time, she saw an ad in the paper for a job in White Plains, located conveniently down the street from her home. A private school called The Windward School was seeking applicants for assistant teachers. Ms. Gay went to 13 Windward Avenue, which at the time housed the Westchester Lower School on the first floor and the Westchester Middle School on the second floor, and interviewed for the role. She was hired that day.

At 45 years old, Ms. Gay began exploring a new world of teaching middle­school students by diligently listening to the advice of her mentor teachers, taking every Windward Teacher Training Institute class, and asking lots of questions.

Once she was trained, Ms. Gay had her own classroom to lead, and she taught sixth­grade language arts (LA) and social studies.

“In my very first LA class, I had a student named Chris Pederson ’08. At the end of the year, I asked the students for a writing sample where they wrote a paragraph about their favorite class. Chris wrote, ‘I learned a lot from Ms. Gay. She taught me how to make my writing sparkle,’” said Ms. Gay, who choked up, recalling the special memory.

When Ms. Gay was 50 years old, she decided to go back to school and began a master’s program in liberal arts at Manhattanville College. She loved the thrill of being a student again, but the heavy workload required her to spend every Friday night, Saturday, and Sunday studying at the library. “I didn’t watch any TV and didn’t read any books that weren’t for class or school. It took me four years, but I did it!”

What made the accomplishment even more significant was both Ms. Gay and her daughter both graduated in 2008, as Mara completed her undergraduate degree at University of Michigan that year too.

Ms. Gay was also recognized in 2008 by The Windward School for her talents as she was named the Sandi Galst Scholar Award recipient, which honors an outstanding Windward reading teacher. Soon after, Ms. Gay transitioned from teaching sixth grade to eighth grade. “What I love most about teaching eighth grade is that I can see a transformation,” said Ms. Gay. “When students begin at Windward, they are reluctant readers who may never pick up a book at home. I get to see the light

click on, and my students ask me, ‘What are we going to read today?’ or ‘What book are we reading next?’ or ‘Hey, I can’t believe I’m saying it, but I like that book.’ When I hear that, I know I’ve done my job.”

Ms. Gay greatly enjoys Windward’s eighth­grade curriculum, from writing the research paper to the study skills project.

(She comically refers to herself as the “Dust Bowl Queen” as she brings much enthusiasm to the “dull” Depression­era topic during the study skills project.) In social studies classes, Ms. Gay infuses stories of her life when teaching historical events to give a real­life perspective to her students, such as what it was like when she was in sixth grade and President Kennedy was assassinated or how she learned about the Watergate scandal that unfolded while she was traveling abroad in Europe.

But above all, Ms. Gay’s favorite part of teaching eighth grade is the books in the language arts curriculum. “All I want to do is instill in my students a love for reading,” said Ms. Gay. “You have no idea how much you benefit from reading; you have to do it no matter what profession you are in. Everybody has to read. I tell my students, ‘I like all the books that I teach.

I want you to like reading, and I want to share these stories with you.’”

Aside from teaching, Ms. Gay’s daughter, Mara, is her pride and joy. Mara is on the editorial board for the New York Times, where she writes about politics, and she makes frequent television appearances as a commentator, blending the careers of both her parents. “In my time, very few women were in news journalism. I just marvel at her ability, and I’m really proud of her to say the least,” proclaimed Ms. Gay. She is also a mother to her dog, and she enjoys swimming, photography, and being in the countryside to slow down her pace of life.

What then about this career in teaching, which can be demanding, has kept Ms. Gay engaged and energized for 22 years? Her colleagues from throughout the years have been wonderful to work with, and many have become great friends. But, for Ms. Gay, she is a teacher because of her students. “I love when students come back and visit or write letters. When someone says that I’ve made an impact on them and their life, that’s special. I keep them all, the cards and letters. Every one. That makes it all worthwhile.”

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Faculty/Staff News & Milestones Betsy Duffy Invited to Present at South Carolina Council Conference of Teachers of English Betsy Duffy, Director of Language Arts and Instruction, was invited by the South Carolina branch of the National Council of Teachers of English to present at their annual professional conference last year.

Ms. Duffy highlighted the connection between reading and writing strategies and provided Windward examples from various content areas.

Art Teachers Visit Andy Warhol Exhibit at the Whitney In the spring, the middle school art teachers from both Manhattan and Westchester took a trip to the Whitney Museum of American Art when a retrospective of Andy Warhol’s work was on exhibit. Because all the middle school art teachers have projects that refer generally to Pop art, or specifically to Andy Warhol, the visit was an excellent opportunity for the teachers to further develop their understanding of Warhol’s work and background. Pictured are Shannon Nicholls, Manhattan Lower and Middle School Teacher; Dev Pillette, Visual Arts Chairperson; Barbara Cantatore, Westchester Middle School Teacher; Andrea Tolliver, Westchester Middle School Teacher; and Abby DeLuca, Manhattan Middle School Teacher.

Windward at the Metropolitan Opera On April 26, nine faculty and staff members attended the Metropolitan Opera production of Rigoletto in Manhattan.

Sponsored by Windward, this

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outing was an opportunity for members of the faculty and staff community to socialize outside of school hours. Pictured are (standing) Sarah Golden, Coordinator of Language Arts; Katherine Kaneko, Westchester Middle School Teacher; Dana Greco, former Westchester Lower School Teacher; Ashley Howard, Westchester Lower School Teacher; Elly Steiker­Pearl, Manhattan Lower and Middle School Teacher; (seated) Stephanie Huie, Associate Director of Digital Communications & Publications; Corey McMahon, Westchester Middle School Teacher; and Jason Steiker, Activities Coordinator. Diane Kessler, Westchester Lower School Teacher, was in attendance but not pictured.

Jessica Romaniello and Jessica Sorna Present WTTI Class Westchester Lower School Teachers Jessica Romaniello and Jessica Sorna were instructors for the April 30 WTTI class called “Where Do I Go From Here?

Using PAF Assess­ ment Tools to Plan Instruction.” Ms. Romaniello and Ms. Sorna focused on daily diagnosis, as well as the administration and analysis of the PAF proficiency tests. Pictured is Ms. Sorna assisting a class participant.

Tanya Ehrlich and Diane Kissner Lead Windward Admissions and Outplacement Meetings for Fellow NY Professionals In the spring, Co­Directors of Outplacement Tanya Ehrlich and Diane Kissner were active leaders with two independent school organizations of which Windward is a member. On April 11, Ms. Ehrlich and Ms. Kissner jointly presented at the NYSAIS 2019 Admissions and Placement Directors Conference in New Paltz, NY, with a workshop entitled “Students with Language­ Based Learning Disabilities and the Admissions Process.” The Outplacement office then hosted the ISAAGNY spring meeting for admissions and placement directors on May 3 at the Manhattan campus.

Eight Attend NYSAIS Spring Faculty, Staff, and Administrators of Color Dinner The annual NYSAIS Spring Faculty, Staff, and Administrators of Color Dinner, hosted this year at Horace Mann School on May 9, welcomed more than 200 people, and eight of those attendees

were from the three Windward campuses. Evelyn Poy, Database Manager; Karen Wright, Administrative Assistant to Manhattan Division Head, Najah Frazier, Assistant to the Executive Director of The Windward Institute; Asante Robinson, WTTI Administrative Assistant; Melissa Alschuler, former Speech and Language Pathologist; Stephanie Huie, Associate Director of Digital Communications & Publications; Erikka Ramkishun, WTTI Administrative Assistant; and Christine Ortiz, Admissions Administrative Assistant had the opportunity to hear award­ winning author Jamel Brinkley read an excerpt from his book A Lucky Man before observing a moderated discussion on the teaching of diverse literature in independent school classrooms.

Opera Center in Manhattan.

The presenter, Dr. Anthony D. Koutsoftas, Associate Professor in the Department of Speech­ Language Pathology at Seton Hall University, spoke on the development of reading, oral language, and writing abilities in children at risk for academic failure. Pictured are Ms. Happas, Ms. Duffy, and Dr. Koutsoftas.

Dr. John J. Russell Named Distinguished Leader in Education by Education Update

Windward Adds Four IMSLEC­Certified Teachers at Teaching Level Christina Goodnough, Westchester Middle School Teacher; Danielle Ngo, Manhattan Lower School Teacher; Kelly Burke, Westchester Lower School Teacher; and Juliana Bondor, Westchester Lower School Teacher, joined 50 of their Windward colleagues in earning an International Multisensory Structured Language Education Council (IMSLEC) certification. An IMSLEC certification at the Teaching Level, which all four teachers received, requires a minimum of 80 hours of coursework from the Windward Teacher Training Institute and conferences. Additionally, a year­long practicum with a minimum of 100 language arts lesson plans and five observations are needed.

At the 17th annual awards program hosted

by Education Update at the Harvard Club in New York City, Dr. John J. Russell was named one of seven Distinguished Leaders in Education. At the ceremony, Pola Rosen and Adam Sugerman, publishers of Education Update, said, “Jay has had a distinguished career and has enlarged The Windward School to include a New York City campus. His influence in effective teaching instruction has enabled many more students to become readers. Under Dr. Russell’s leadership, the Windward Teacher Training Institute fulfills the gaps in an educator’s knowledge that no other institution provides.”

Jon Rosenshine and Danielle Scorrano Attend Character Lab Educator Summit From July 11­12, Jon Rosenshine, Associate Head of School, and Danielle Scorrano, Manhattan Middle School Teacher and Research Coordinator, attended the 2019 Educator Summit in Philadelphia. The conference was hosted by Character Lab, whose work focuses on character research from world­class

Betsy Duffy and Diane Happas Further Learning in Writing Instruction On May 31, Betsy Duffy, Director of Language Arts and Instruction, and Diane Happas, Coordinator of Language Arts, attended a workshop entitled “The Role of Language and Executive Function Skills in Writing for Elementary School Children” at The National Fall/Winter 2019 The Compass

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Faculty News & Milestones scientists who are seeking innovative ways to infuse character development into education. Mr. Rosenshine and Ms. Scorrano returned to Windward feeling inspired by Character Lab’s pioneering work at the intersection of research and education and with many ideas on how Windward can continue to bridge research and classroom practice.

Dr. John J. Russell Presents on Partnership Between Educators and Researchers at Haskins Literate Brain Conference At the “Literate Brain: Linking Researchers with Practitioners” conference, hosted at Haskins Laboratories from July 21­25, Dr. John J. Russell: Executive Director of The Windward Institute, presented on how the partnership between The Windward School and Haskins developed to form the Windward/Haskins Collaborative Project. As he explained to the educators attending the conference, the project will entail in­school research, conducted by Haskins scientists and Windward teachers, with the hope that the study will yield greater understanding on which instructional strategies work best for students with language­based learning disabilities, like dyslexia, and why.

Pictured are Dr. Russell; Dr. Devin Kearns, Associate Professor at the University of Connecticut; and Annie Stutzman, Assistant Director of The Windward Institute.

Windward Babies Athena Jo Dalessandro was born on May 10 to Coordinator of Science Doug Dalessandro and his wife, Rosalie. She weighed 8 lbs. 8 oz.

Westchester Lower School Teacher Tara Iodice welcomed a daughter, Blake Paige, on November 10. She weighed 9 lbs. and measured 21 inches tall.

Westchester Lower School Teacher Ashley Howard celebrated the birth of Paul Gerard on September 16, who weighed in at 7 lbs. 3 oz. and was 19 ½ inches tall.

Windward Weddings Westchester Middle School Teacher Alexandra (Stevenson) Frelinghuysen married Henry Frelinghuysen on July 20 in Southampton, NY.

New Positions for 2019–2020 for Current Faculty/Staff Erik Bennett Financial Aid Director

Danielle Patalano WMS Math Associate

Julie Bondor WLS Diversity Advisor

Dr. John J. Russell Executive Director of The Windward Institute

Marsha Finkelstein Assistant Director of Windward Teacher Training Program

Jill Fedele and Sarah Golden Present at Two National Reading Conferences Coordinators of Language Arts Jill Fedele and Sarah Golden presented a workshop called “Let the Games Begin!: Games to Build Decoding Skills and Morphological Awareness” at The Reading League’s annual conference on October 18 in Syracuse, NY, and at the International Dyslexia Association’s annual conference on November 8 in Portland, OR. Ms. Fedele and Ms. Golden’s presentation highlighted a variety of engaging and interactive activities for multisensory structured language lessons that can be used to reinforce understanding and use of newly introduced and acquired skills.

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Victoria Scarinci WMS Math Coordinator

Najah Frazier Assistant to the Executive Director of The Windward Institute

Sandy Schwarz Director of Windward Teacher Training Program

Colleen Iodice Assistant Director of Health and Safety

Amanda Speer Westchester Lower School Math Coordinator

Katherine Kaneko WMS Diversity Advisor

Lori Squillante Manhattan Lower School Assistant Division Head

Michelle LaFemina Assistant Director of Outplacement Gina Naclerio Outplacement Coordinator Danielle Ngo MLS/MMS Math Chairperson

Elly Steiker­Pearl MMS Activities Program Director Annie Stutzman Assistant Director of The Windward Institute

Years of Service Recognition Windward is able to make a difference in the lives of hundreds of students every school year because of our esteemed faculty and staff members. During the first week of September, the School had the privilege to recognize those who reached the exciting

20 Years

milestones of 5, 10, 15, and 20 years of service at Windward.

Thank you to this stellar group for their commitment to Windward's mission in helping students with language­based learning disabilities. Here’s to many more years at Windward!

15 Years

10 Years

5 Years Years of Service Recognition 20 Years Trissi Dunn Stephen Littell

15 Years Francesca Allen Carly Lillo Danielle Scavone Jimmy Sniffen Kara VanVoorhis

10 Years Joellen Finnie Aaron Fraser Sarah Golden Tara Iodice Rachel Leone Gina Naclerio Danielle Patalano Jillian Peden Ann Spataro

5 Years Allison Armstrong Kelly Balkun Juliana Bondor Olivia Gennusa Kim McCrea Melanie Murphy Christine Ortiz Carole Parkey Nathan Steward Carla Stein Anthony Sylvester Fall/Winter 2019 The Compass

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Reflections on My First Year

By John Ader

The following speech was given at the New Faculty & Staff Orientation on August 29 to the 45 incoming members of the Windward community.

Good morning everyone, and welcome to Windward.

My name is John Ader. I am about to begin my second year at Windward’s Westchester Middle School. This year will be my first year with lead teaching responsibilities. I cannot tell you how excited I am to be here with you this morning, reflecting on my first year. Just one year ago, I too was sitting where you are now being bombarded by an onslaught of emotions: excitement, trepidation, determination, fear, nervousness, and, ultimately, frisson, that chill or goosebumps feeling one gets when they are about to start something new. I had no idea what to expect of this private school of which I knew little about. However, as the orientation and the first few weeks of school progressed, I knew I not only found a place where I could truly make a difference in the lives of young people, but I also found a place where I could thrive as a person and an educator.

Over the next few days of orientation, you will hear about our amazing students. You will hear about their brave journeys, difficult experiences, and the diligence they exhibit every day. I love our students; they are hard­working, kind, and, most importantly, they have a strong willingness to learn.

I recommend volunteering for the middle school Friday field trips after­school and using your time during lunch and recess duty, as well as afternoon pick­up duties, to get to know these remarkable children. Our students certainly make Windward a fantastic place to work, but I also want to focus on the heroes of Windward, your future colleagues.

Before I explain why these heroes are unique, let me give you a little background about me and what brought me to Windward. After finishing my undergrad, I was a bit of a lost soul; I had no idea what I wanted in life. I had so many different jobs and internships, but nothing jumped out and grabbed my attention. My family had always pressured me to become a doctor, a lawyer, or a politician, something they deemed respectable and worthy of their little boy. Despite having a degree in history and political science, I landed a good job as a junior accountant at a medium­sized Manhattan accounting firm. I enjoyed the lifestyle this job afforded me, but it was still just a job; I did not feel fulfilled, and I certainly

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did not feel it could be my lifelong career. After three years working as an accountant and moving up the corporate ladder, I was extremely unhappy with where my life was going, and I was becoming physically ill from the stress of my job and knowing I was doing something for which I had no passion.

It was at this low point, almost by fate, that I became aware of a program to teach English overseas. I was twenty­ five at the time and I knew that if I didn’t make a change, I

I wholeheartedly believe Windward to be a unique environment where students, faculty, and staff members alike can grow and become better members of society. was going to regret it for the rest of my life. I signed up for the program, received my certification, and was on my way to Japan to teach English and hone my craft. This was quite the drastic change, but I knew almost immediately that teaching was the career for me. I was a public middle school teacher in Japan for three years. Every year, I was moved to a new school, as was the policy to maintain fairness. This movement was interesting for me because I was able to experience several different school settings and work with several different teaching teams. I worked in both high and low socio­economic areas. I had a wide array of class sizes, ranging from a standard twenty­two students and up to a staggering thirty­nine students. Working with colleagues with many different personalities, I observed teacher’s lounges which were quiet and business­like to ones that

were jovial and cathartic. Over the course of these three years, I taught nearly 900 students and had 150 different coworkers. So, when I started at Windward, I thought I had seen it all, but, boy, I was mistaken.

The community at Windward is one that may, at first, seem daunting to join. From your first week in the classroom you will see your mentor teachers and others effortlessly use research­based teaching techniques that seem as if they will take a lifetime to master. The first time I saw my mentor teacher help a student decode a challenging word, I felt as if I was hearing a different language. “What does the ou vowel team say? That is an unstressed schwa sound. That’s a consonant -le syllable.” I knew that I was going to be challenged at Windward, and that is one of the main reasons I felt it was a good fit for me. I wanted to work in an environment that was using meta­analyses to develop its teaching techniques. In addition, I wanted to continue to grow as an educator for the betterment of my students. I saw the wide chasm before me, between where I was and where I wanted to be, wanting to help my students as effortlessly as my mentor had done for them. The one thing I didn’t fully understand in this first week of school was that the chasm before me was not as wide as it seemed, because along the way, I would be working with some of the most thoughtful and compassionate coworkers I had ever met. My mentor teachers were willing to share their lesson planning and answer any question I had. They gave me opportunities in the classroom to practice what I was learning through the Windward Teacher Training Institute and clarify anything I might not have initially understood. I had worked with coworkers who were helpful before, but this was different. My colleagues didn’t just want

to seem helpful or to be kind. They actively cared about making me a better teacher.

At Windward, helping our students is our number one goal. To achieve this goal, everyone understands we must work together. I believe this culture of collaboration, support, openness, and compassion was fostered by each and every teacher and administrator that came before us. I have never in my life received such helpful and specific feedback while also knowing that making mistakes was going to be part of the learning experience. I wholeheartedly believe Windward to be a unique environment where students, faculty, and staff members alike can grow and become better members of society. As I said before, Windward was my fourth school setting, and, let me tell you, what happens here is not typical.

I truly had an amazing first year at Windward and I can assure you, if you come in with an open mind, a willingness to ask questions, and a drive to become a better educator, Windward is the right place for you. Like me, you will want to walk in the front door every morning, motivated to learn and grow in this unique environment.

I’ll leave you with a quote attributed to Sir Isaac Newton but can also be traced back to a Latin phrase that I feel is particularly apropos.

“If I have seen further, it is by standing upon the shoulders of giants.”

For me, seeing further is helping our students by becoming a better educator, and those giants, they are the members of the Windward community that came before us and made this a wonderful place to work.

Thank you everyone and I wish you all an amazing first year at Windward!

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NEWS AROUND THE SCHOOL A brief recap of some of the many activities that happened across all three campuses April 16

April 30

MMS Art Show Wows Windward Community

WLS Visits New York Botanical Garden

Every spring, the middle schools host an art show that showcases work from every student in the division. The type of artwork on display demonstrates the range of styles and techniques taught in Windward’s art classes, including Roy Lichtenstein’s pop art style, watercolor, Romero Britto’s grid technique, and more.

An eye­catching project in the MMS Art Show were the oversized papier­mâché potato chip bags. Pictured are MMS Art Teacher Ms. DeLuca with MMS students.

WLS Grade 3 students were led on a field trip by New York Botanical Garden educators and learned about the role of pollination in the plant life cycle. Students engaged in hands­on interactive and engaging activities such as planting a kidney bean to take home and dissecting a flower to enhance their understanding of the natural world around them.

May 15

May 23

WMS Vietnam Veteran Shares Experience with Eighth Graders

MLS Ukulele Club Plays at Spring Concert

Eighth­grade students at WMS had the opportunity to hear from Don Weigand, a Vietnam War veteran from the United States Army’s 1st Infantry Division. WMS Teacher Mr. Caccopola invited Mr. Weigand, a member of the Valhalla American Legion Post 1038, to visit WMS and to allow students to hear firsthand about the Vietnam War, complementing the current social studies curriculum. Pictured are Mr. Caccopola, Mr. Weigand, and WMS Teacher Ms. McDonough.

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Under the direction of Manhattan Music Teacher Ms. Steiker­Pearl, the MLS Grade 4 Ukulele Club performed beautifully for their teachers, parents, and guardians in attendance at their spring concert. At WLS, students can join a different niche music group, the Grade 3 Recorder Club.

May 30

June 12

WLS Learns Chinese Calligraphy

WLS Grade 4 Serve at Feeding Westchester

As part of their study of China, third graders at the lower school enjoy cultural activities. WLS learned about calligraphy and the role it plays in Chinese culture. Teachers modeled a variety of characters, and each third grader practiced calligraphy using paintbrushes and paint.

Fourth­grade WLS students visited the Feeding Westchester warehouse in nearby Elmsford. Leaders of the non­profit organization met with the students to describe Feeding Westchester’s mission of ending hunger in the county. After a tour of the facilities, the students and teachers sorted, packed, and weighed donations to prepare for distribution.

By the end of the visit, many students were asking how they could return to volunteer with their families.

Electric Windward Spirit During Field Day All Windward students compete in a fun­filled day of teamwork and camaraderie during the annual field day event.

WLS and WMS students have their field days at their respective campuses, while MLS and MMS travel to Randall’s Island and spend the day under the bridge. Pictured are MMS students from the blue team at the beginning of Manhattan’s field day.

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NEWS AROUND THE SCHOOL

June 7

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June 13

June 21

WMS Has Got Talent

Dr. Russell Gifted Word Cloud Describing Leadership

NEWS AROUND THE SCHOOL

The end­of­year talent shows at the middle schools always feature many students sharing their impressive and wide­ranging skills.

The WMS talent show had talents including singing, traditional Indian dancing, and acting in a comedy sketch. A special treat was the encore performance from the WMS faculty band, Expository Jamming, and their set of classic hits from Queen.

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Windward faculty and staff members surprised Dr. Russell with this word cloud portrait describing him and his leadership at The Windward School, thanking him for his 13 years of service as head of school. This gift is an accumulation of the words shared by faculty and staff members and uses the portrait of Dr. Russell featured on the cover of the Spring/ Summer 2019 issue of The Compass magazine.

July 1

Jamie Williamson Begins Tenure as Head of School Mr. Williamson assumed the role as head of school, succeeding Dr. Russell who transitioned to leading The Windward Institute. A psychologist with 17 years of experience educating and supporting children with language­based learning disabilities and their families, Mr. Williamson has brought with him an unwavering commitment to Windward’s research­based, effective program of instruction. Pictured is Mr. Williamson with his wife, Krista, at their home in Irvington.

June 26

July 25

SIP Teacher Training to Conclude School Year

Windward’s Summer Program Drama Class Performs Original Production

SIP, or Summer Intensive Program, offers five days of professional development to reinforce the training and knowledge of Windward’s newest faculty members before summer break. The program includes presentations by Windward’s own experts, i.e., coordinators in the language arts; math; social studies; science; physical education; art; drama; and guidance as well as our speech and language pathologists. In addition, mentor teachers participate by supporting SIP participants with a collaborative project. Pictured are WMS Teachers Ms. McMahon, Ms. Jimenez, and Ms. Frelinghuysen.

The Windward School’s Summer Program drama afternoon activities session culminated in student performances on both the Westchester and Manhattan campuses. In addition to acting on stage, students were involved with designing and painting sets and learning to run lights and sound. Pictured are students at the WMS campus performing a scene from The Wedding of Vinnie Smallnose, an original work by Ms. Hooper, Performing Arts Chairperson. Acting alongside the students was Mr. Sylvester, AV & Production Coordinator, who filled a role as an understudy.

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August 22

September 4

Windward Faculty Trained in Educational Neuroscience Techniques

MMS Grade 8 Teachers Prepare for First Day of School

Groups of volunteers, including Windward teachers, guidance counselors, and speech­language pathologists, participated in professional development in the foundations of educational neuroscience and the use of electroencephalography (EEG) to measure brain activity. Throughout the school year, the trained faculty volunteers will assist Haskins Laboratories’ scientists in collecting data for the in­school research study for the Windward/Haskins Laboratories Collaborative Project. Pictured are WMS Teacher Ms. Sossou and MMS Teacher Ms. Scorrano wearing EEG caps that will be used in the study.

Bulletin boards at Windward are a hallmark of the expository writing program.

The eighth­grade teachers at MMS showcased a bulletin board unit and explained the writing process to Mr. Williamson, Head of School. The expository writing units at Windward engage the students in high­interest topics while explicitly teaching them foundational writing strategies using research­based methods.

September 9

Inaugural Year of MLS Grade 1

WMS Gymnasium Debuts New Athletic Logo Over the summer, the WMS gymnasium floor was refreshed with the new athletic logo. The Windward facilities team worked incredibly hard during the summer break to be sure all campuses are in excellent condition for students.

September 19

Ken Pugh, PhD, Presents on Windward/ Haskins Laboratories Collaborative Project Mr. Williamson, Head of School, and Dr. Russell, Executive Director of The Windward Institute, welcomed Ken Pugh, PhD, to the WMS campus as he presented developments regarding the Windward/Haskins Laboratories Collaborative Project to parents, guardians, and faculty.

Dr. Pugh’s message was that through the in­school research study, Windward families have the opportunity to help improve literacy outcomes for all children. Dr. Pugh presented that same week at the Manhattan campus as well.

Fall/Winter 2019 The Compass

NEWS AROUND THE SCHOOL

August 29

On the first day of school, Windward welcomed 936 students across its three campuses. Included in this year’s cohort of new students was the inaugural class of first­grade students at MLS. Pictured are the eight first graders with Ms. Zuckerwise, MLS & MMS Division Head, and their teachers.

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September 22

September 23

WPA Offers New SpiritWear

Windward Welcomes First Lady of France Mrs. Brigitte Macron

NEWS AROUND THE SCHOOL

Thank you to volunteers of the Windward Parents Association (WPA) for supplying our community with stylish new SpiritWear this year! Pictured are two MMS students wearing new additions to the SpiritWear store. Visit thewindwardschool.org/spiritwear for all your SpiritWear needs!

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Mrs. Brigitte Macron, the First Lady of France, visited Ms. McGlynn’s language arts class of MMS fifth­grade students, where she observed the students receiving a sequentially delivered decoding skills lesson.

Accompanying Mrs. Macron was Mr. Philippe Étienne, French Ambassador to the United States; Ms. Anne­Claire Legendre, Consulat général de France à New York; and Mrs. Christine Schwarzman, former Windward parent and former trustee of The Windward School.

September 23

MLS Make­A­Friend/Be­A­Friend Day Each year, MLS and WLS students look forward to the annual Make­A­Friend/Be­A­Friend Day. This is a day where all lower school students participate in activities that foster friendships and community spirit. Pictured are all MLS students with faculty members.

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September 26

October 3

MMS Cross Country Marks Fast Season

MMS Student Council Gives Back to Local Schools Seventh­ and eighth­grade members of the MMS Student Council prepared gently­ used binders for donation to a local school during recess. Thanks to their efforts, students and teachers at a local school will have binders to use for this school year. Pictured are student council members with MMS Teacher Ms. Bellizzi.

It was a great fall season across all sports teams! The coed MMS Grades 7 and 8 cross country team had some best times and had fun developing their athletic abilities. Pictured is a race from a competitive meet at Van Cortlandt Park.

October 10

First Year Teachers Kick Off Teacher Training

October 8

October 15

WLS Learns About Animal Habitats at Bronx Zoo

EEG Phase of In­School Research Study Begins

Lower school students from WLS and MLS eagerly anticipate their annual field trip to the Bronx Zoo each October. The students enjoyed seeing the many different animals, as well as learning about zookeepers’ work in keeping the animals happy and healthy. The guides at the zoo also informed the students about how each animal’s habitat has been carefully designed to closely replicate their homes in other parts of the world. Pictured are WLS students during their visit.

Junior Scientists from both WLS and MLS kicked off the first day of the EEG phase of the Windward/Haskins Collaborative Project in­school research study, Predicting Literacy Outcomes at The Windward School.

The project is examining the neurocognitive bases of individual responses to the well­ established evidence­based interventions delivered at Windward. The research study will provide key insights in improving language and literacy outcomes for all children.

Fall/Winter 2019 The Compass

NEWS AROUND THE SCHOOL

Ms. Duffy, Director of Language Arts & Instruction, taught the WTTI’s Expository Writing Instruction course to a large group of educators, including many of Windward’s own first­year assistant teachers. Teacher training is a hallmark of The Windward School, and professional development begins at the start of the school year. The class teaches the participants evidence­ based techniques that will add structure, coherence, and clarity to student writing.

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The Windward School Community Celebrates

Dr. Russell at Guastavino’s Party

M

ore than 200 Windward parents, alumni, alumni parents, trustees, faculty and staff members, and friends joined Board President Ellen Bowman in honoring Head of School Dr. John J. Russell at Guastavino’s under the Queensboro Bridge on the evening of May 4. The event was held to celebrate Dr. Russell’s 13 years leading Windward and to congratulate him in his next role as the inaugural executive director of The Windward Institute beginning July 1.

“Being Head of The Windward School is the most meaningful and rewarding position I have ever held during my 47 years in education,” said Dr. Russell in his remarks. “It has been a distinct privilege to work with such professional and dedicated colleagues, staunchly supportive and appreciative parents, and wonderful students. I look forward to my new role at our extraordinary School and hope that you share my optimism for the future of Windward.”

In the past 13 years, Dr. Russell has made enormous contributions to Windward including the construction of the Windward Teacher Training Institute building on the Westchester Middle School campus; the establishment of a Windward campus in Manhattan; the 113% increase in enrolling students that need a Windward education; and, most importantly, as Board President Bowman stated, “the preservation and integrity of what Windward does best–remediating children with language­based learning disabilities and returning them to mainstream settings.”

“Dr. Russell did not come to Windward to stay the course; he charted a brand­new course,” expressed Board President Bowman at the event. “Because of his leadership and steady hand at the helm, this School has continued to flourish. I am so eager to see where his intelligence and passion will take The Windward Institute.”

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Trustees Host Toasts and Roasts Party for Dr. Russell On May 30, more than 75 current and former trustees gathered at American Yacht Club to honor Dr. Russell’s 13 years as head of school. Billed as “Toasts and Roasts for Jay” the group traveled from near and far to express their gratitude for Dr. Russell’s work. Ellen Bowman, President of the Board of Trustees, gave a funny and touching tribute while wearing a postman’s hat, in a nod to the many letters Dr. Russell has received from grateful parents and alumni that he has shared at gatherings over the years. Former Board President, Devon Fredericks, also gave a humorous toast in the form of a letter written in the voice of Dr. Russell’s mother, saying how glad she was her son had found The Windward School and what an impact it has had on his life. There was an open mic for other trustees to share their thoughts and the evening was topped off with trustee Tim Jones and his wife Annie Cardelús singing a song in honor of Dr. Russell.

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Grandparents and Special Persons Days

Both Manhattan Lower School and Westchester Lower School invited hundreds of guests to their campuses for their Grandparents and Special Persons Days in early May. At both campuses, grandparents and special persons were treated to a concert featuring the lower schoolers before they joined the students in the classroom. All guests had the opportunity to be a Windward student for the day by participating in a language arts lesson and experiencing other fun activities.

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WPA Marks Tremendous Year with Annual Closing Luncheon More than 100 members of the Windward Parents Association (WPA) gathered at The Princeton Club of New York on June 6 for the annual WPA Closing Luncheon. Co­Presidents Susan Arditi­Adams and Barbara O’Connor welcomed the attendees, introduced the 2019–20 board and committee chairs, and reviewed the WPA’s accomplishments of the past school year.

Ms. Arditi­Adams and Ms. O’Connor also announced a special gift for Dr. Russell in honor of his service as head of school and partnership with the WPA for 13 years. The WPA will donate $25,000 toward a faculty room in Dr. Russell’s name at the new Westchester Lower School campus.

Finally, to close the luncheon, Co­Directors of Outplacement Diane Kissner and Tanya Ehrlich moderated an alumni panel featuring Myles Bard ’20, Zachary Brown ’20, Brooke Leon ’19, and Mackenzie Moore ’21.

WPA by the Numbers

8 members of the Executive Board Chairs 27 Committee in Westchester Representatives 38 Class in Westchester Chairs 19 Committee in Manhattan Representatives 26 Class in Manhattan

20 Parent/Guardian Cocktail Parties 16 Class Parties 9 Parent/Guardian Meet & Greet Coffees 9 Teacher Appreciation Days 3 Holiday Luncheons 3 Book Fairs 3 Photo Days 2 CommUNITY Service Days 1 School­wide Back­to­School Picnic Fall/Winter 2019 The Compass

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The Windward Classic 2019 The Ninth Annual Windward Classic Raises Nearly $90,000 for Teacher Training On June 3, the Quaker Ridge Golf Club hosted the ninth annual Windward Classic, which featured 18 holes of golf, a round robin tennis tournament, and a silent auction, which included prizes such as dinner for four at Rao’s, as well as rounds of golf at the East Hampton, Vineyard, Stanwich, and many other clubs.

Thanks to the Golf Committee, including Co­Chairs Mitch Katz and Nick Finn, and the Tennis Committee Co­Chairs Amerika Williamson and Susan Petrie­Badertscher, The Windward Classic raised $88,510.67 to support Windward teacher training.

There were many golf competitions within the 18 holes such as “closest to the pin” and “beat the pro,” and winners were awarded gift cards to use at the pro shop. Special congratulations to the tennis tournament winners James Eisenberg and Rita Zhang for being the champions of the day, which offers the honor to have their names etched on the trophy! This was Mr. Eisenberg’s second consecutive year as tennis champion.

Stay tuned for details about the next Windward Classic. See you next year!

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The Compass Fall/Winter 2019

Save the Date for the 10th Annual Windward Classic

June 1, 2020 Fall/Winter 2019 The Compass

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The Windward School’s Summer Program Marks 17th Year In its 17th year, The Windward School’s Summer Program had 227 students in grades 3­9 participate in the program at both the Westchester Middle School and Manhattan campuses.

The program included morning academic sessions centered around Windward’s research­based multisensory curriculum, plus a host of afternoon activities. Thank you to the program’s directors, Ms. Teahan, Ms. Ehrlich, and Ms. Di Salvo, for their leadership, as well as the 75 Windward teachers and 2 guidance counselors who ensured all students were fully engaged with their reading, writing, math, science, and study skills lessons.

If you would like to sign up for notification of when enrollment opens for Summer Program 2020, please visit www.thewindwardschool.org/summer

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Summer Program Reaches Beyond Tristate Area A number of families travel far to attend the highly­regarded Summer Program at Windward. In 2019, families relocated to New York from:

Argentina California Colorado Florida

Georgia Illinois Louisiana

THE ROBERT J. SCHWARTZ MEMORIAL LECTURE

Windward Teacher Training Institute

Register for the 2020 Summer Program July 6 – July 31, 2020

Save the Date

April 14, 2020 In Westchester and Manhattan!

For Windward and non-Windward students in grades 3-9 Skill improvement in reading, writing, math, science, and organization

7:30 p.m. – 9:00 p.m.

Early Identification of Dyslexia: Research to Practice

Morning and Full Day Sessions Available

Presented by

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

Registration for Summer 2020 Opens in January!

Location:

The Windward School Westchester Middle School

thewindwardschool.org/summer

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Back­to­School Picnic Kicks Off Year with a Splash

The new dunk tank at this year's Windward Parents Association Back­ to­School Picnic on September 22 was a huge hit! Thank you to all of our brave dunk tank volunteers, including Head of School Mr. Williamson. Also, thank you to the many parent/guardian volunteers that made this day possible. The picnic also featured giant inflatable ob­ stacle courses, field games, DJ party games, and fun memories to mark the first month of school.

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Reconnecting at 2019 Alumni Homecoming

More than 100 alumni, alumni parents, faculty, staff, and friends at­ tended 2019 Alumni Homecoming on October 19 at the Westchester Middle School campus. Some of the highlights of the day were the Westchester vs. Manhattan boys and girls soccer matches. Roaring cheers from teammates and the crowd of spectators could be heard up and down Garry Field. See you next year!

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Leadership Donors Reception at Stone Barns On October 15, many generous supporters of The Windward School were honored at Blue Hill at Stone Barns. Approximately 100 guests were thanked by Board of Trustees President, Ellen Bowman, and Head of School, Mr. Jamie Williamson, for the fundraising success of the 2018­19 school year. Windward is fortunate to have such a committed community supporting its mission—thank you!

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Alumni Profile: Community Service Spotlight

Matthew Gullo ’02 Protects and Serves as NYPD Officer and Lieutenant Firefighter

By Stephanie Huie, Associate Director of Digital Communications & Publications

W

hen danger arises, most of us will run away NYPD canine handler to work concurrently with two from the scene, fearful for our safety. Most active police canines in different scent disciplines. of us would try to stay out of harm’s way and Prior to the canine unit, Matthew was assigned to the seek to protect ourselves, our friends, and our family.

World Trade Center, where he focused on counterterrorism But then there are always those that run towards the operations and infrastructure and personal force dignitary danger, rushing to aid those in need and confronting the protection. This followed his first post in the Bronx with threat, whether that be a terrorist attack or a raging fire. the Transit Bureau, where he monitored the subway There are always those who put themselves at risk to system. protect everyone around them, “I graduated from the police regardless of any harm they may academy in December 2008, so “I was interested in personally face. Matthew Gullo, in his my first night out on the job was career as a law enforcement officer December 31. Being on duty on learning more about and emergency services professional, New Year’s Eve is a rite of passage has been that person you see running for every NYPD officer, but I how emergency toward danger. Why? To help people, checked that milestone off right to save lives, and to serve the greater away,” joked Matthew. services worked and community.

While he was advancing in his Matthew has been a New York career with the NYPD, Matthew understanding what City Police Department officer was simultaneously volunteering since 2008, but his most recent with the Briarcliff Manor Fire I could do in any assignment has been with the NYPD Department. As lieutenant, he is Counterterrorism Bureau Canine responsible for communications of those jobs to Unit. This new counterterrorism strategic planning and implemen­ unit was established in 2016, and tation as well as incident command help people.”

Matthew was selected to be one of systems. Matthew also is a certified the first canine trainers of electronic national and state fire instructor, storage detection canines. As there so he has developed lesson plans are only 19 of these canine specialists in the world, with and curriculum to train future firefighters. He reached four in New York, Matthew became an instructor for his 20­year milestone with the fire service this past July, other canine handlers in the emerging electronic storage having joined his first fire company when he was in high detection discipline. What types of police work can school. these uniquely trained canines do? “If it stores memory, Matthew never dreamed he would have had the Louie can find it,” Matthew said proudly. Along with K9 self­professed “storybook career” in law enforcement Louie, Matthew is accompanied by K9 Maddy, a vapor and emergency services when he was studying for his wake explosive detection canine, making him the first bachelor’s degree in criminal justice and police science

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Above: Matthew and K9 Maddy attended Windward’s 2018 Homecoming together.

Matthew (left) is pictured with Westchester Middle School Division Head Christopher Eberhard, Brian Boehlert ’05, former Director of Admissions Maureen Sweeney, and Mikayla Eberhard. Left: Matthew and K9 Maddy in the line of duty.

or pursuing his paramedic certification.

“Back then, I thought I might want to be a cop, fireman, or maybe a member of the FBI or Secret Service,” said Matt. “I was in high school when 9/11 happened, and the world really changed.

I was interested in learning more about how emergency services worked and understanding what I could do in any of those jobs to help people.”

Although his line of work certainly is unpredictable and has its inherent dangerous aspects, serving the people of New York City and Briarcliff Manor has been tremendously rewarding for Matthew.

“As a dyslexic who has ADHD, I know I wouldn’t be where I am today without learning how to learn at Windward,” said Matthew. “In every job I’ve had I needed to learn quickly and communicate clearly. I attended Windward for nine years, from kindergarten to eighth grade [when Windward had a kindergarten class], and my education gave me the foundation I needed to understand how to learn things in my own way and at my own pace.”

To current Windward students, Matthew shared the advice, “The biggest reward in life you’ll have is to be able to do something that you thought you couldn’t do. You’ll be able to learn how to do anything you want to do if you’re dedicated and you ask questions. Never let anyone, including yourself, tell you that you can’t do something. Prove them wrong.”

Matthew plans to continue training other NYPD officers and firefighters at the police academy and fire instructor school in the years ahead. He also hopes to serve as a mentor to young up­and­comers, “to help someone along in their own storybook career. I just want to pay it forward and give the opportunities that were afforded to me to someone else.”

No matter if you’re a rookie cop on a first assignment, a first­time volunteer with a fire company, or simply a stranger passing by, if Matthew Gullo is there, you can count on him to lend a helping hand.

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Alumni News & Notes 1964

and Assemblymember; and Drs. Sally and Bennett Shaywitz, Co­Founders and Co­Directors of the Yale Center for Dyslexia & Creativity, visited with Executive Director of The Windward Institute Dr. Russell and Head of School Mr. Williamson at Windward's Manhattan campus. On April 11, Bobby served as the featured speaker for the Windward Parent Association’s Dream Big event. He spoke with Windward’s middle school students in Manhattan and Westchester about growing up with dyslexia and his journey to success. Visit bit.ly/dreambigcarroll to view the video of Robert speaking at the event.

Nadine Kolker attended Grandparents and Special Persons Day on May 10 to spend time with one of her grandsons, who is currently a third grader at Westchester Lower School. Nadine’s second grandchild at Windward is a sixth grader at Westchester Middle School.

2005

2003 Jonathan Simkhai, a world­renowned fashion designer, attended the Met Gala on May 6, accompanying Victoria’s Secret model Josephine Skriver who wore one of his designs on the pink carpet.

The dress was a floral­print gown with an elaborate train, matching boots, and a match­ ing headpiece.

2004 Robert Carroll, New York State Assemblymember of District 44 in Brooklyn, visited the Manhattan campus twice in April.

Bobby, along with New York City Department of Education Chancellor Richard Carranza; Michael Benedetto, Chair of the NY State Standing Committee on Education and Assemblymember; Jo Anne Simon, Member of the NY State Standing Committee on Education

On May 14, Oliver Jacobi visited ninth graders in Westchester Middle School to discuss life after Windward. He works as a regional business development manager for National Insurance.

2006 James D’Amato published a paperback book in October called The Ultimate RPG Gameplay Guide: Role-Play the Best Campaign Ever—No Matter the Game! (The Ultimate RPG Guide Series). The guide provides practical advice from everything to character selection to how to work better with a gaming group so gamers can take their performance to the next level.

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

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Alex Dettmer married Olivia Christine Perez on June 21 at Terrain in Glen Mills, PA. Following Windward, Alex attended George School in Newtown, PA, which is where he met his future wife. Alex shared, “I have no doubt that I was able to attend George School because of the skills and confidence that I gained at Windward. I have always been grateful for the educational path that Windward set me on, but I now have even more to be grateful for as Windward ultimately set me on a path to­ wards love.” Olivia is a travel writer, and Alex often serves as the first editor for her work, a responsibility that he would have found unimaginable prior to Windward.

2012 Sandon Chevlin won first place in the open professional division of the 5th Annual Greater Southeastern Harmonica Championships, which occurred on August 24 at the Bradfordville Blues Club in Tallahassee, FL. To see a video of his winning performance on Windward Alumni’s Facebook page, visit bit.ly/SandonChevlin. Sandon is currently pursuing his masters of arts in teaching at Rollins College in Orlando, FL, studying the role that music can play in education for children with language­based and multisensory learning disabilities.

2009 Oliver Zabar opened a new bakery, Broome Street Bakery, in May at 254 Broome Street on the Lower East Side.

Broome Street Bakery is right beside Oliver’s restaurant Devon, which opened in November 2018 and was named after his mother, Devon Fredericks, who is also a former Windward President of the Board of Trustees.

Oliver recently hosted an alumni cocktails and networking social at Devon on November 19. He is pictured at the event with classmate Rob Santangelo (left).

Anelise Feinstein graduated with a bachelor’s degree in studio fine art from Marymount Manhattan College before earning a full scholarship for her master’s degree in early childhood education from Hunter College. A successful visual artist, Anelise has been a featured exhibitionist in the Hewitt Gallery of Art, and she is the sole proprietor of FeinPrint, her company for her fantasy comic series and related merchandise.

Additionally, Anelise is an accomplished musician and was named an honored member of P.O.W.E.R. (Professional Organization of Women of Excellence Recognized) in May following a violin concerto at Radio City Music Hall.

2013 Matt Bloom is in his third year serving as a Windward teacher at the Manhattan Lower School. He is also actively involved with Eye to Eye, a mentoring organization for students with learning and attention issues.

Zach Galst is working in the client services department of United Talent Agency. He graduated from University of Miami.

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.

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2014 Eva Philips graduated cum laude in mechanical engineering from Tufts University in May 2018. She is currently enrolled in graduate school at NYU in an interactive telecommunications program. The field is the interface between engineering and creativity, and the program emphasizes coding, robotics, and the visual world.

Stephen Bliss is majoring in commercial aviation at the University of North Dakota. He has a pilot’s license and flight instructor’s license and is hoping to begin working as a flight instructor soon. Stephen’s interest in planes began at a young age, as he remembers always playing the Microsoft Flight Simulator video game and building Lego airplanes.

Pictured is Stephen on the first day he flew solo two years ago.

Tess Flanagan is pursuing a PhD in neuroscience from Cornell University.

Maxwell Levy moved to Miami Beach, FL for a hospitality position with The Four Seasons.

Charlotte Hinrichs is working in New York City as a marketing coordinator for Phaidon International, a recruitment company.

After four incredible years at Suffield Academy, she attended Elon University where she earned her bachelor’s degree in communications, with a minor in entrepreneurship.

Tess Tregellas directed and starred in a short called Left to Your Own Devices. It was an offi­ cial selection of the 2019 Port­ land Comedy Film Festival, and Tess was also nominated in the festival’s best actress category. The film provides an inside look into how the female mind works, drawing parallels to the complexity of household devices. Tess graduated from Elon University in the spring with a BFA in acting, but she has been directing, writing, and performing in her own works for the past year.

2015 Sarah Auch graduated summa cum laude from St. Lawrence University in upstate New York on May 19 with a BS in mathematics and is a member of the prestigious academic honor society Phi Beta Kappa. Sarah credits Windward in helping her reach her potential and for challenging her, as she was previously terrified simply at the prospect of taking tests. Although decoding is still difficult for her, Sarah learned how to organize her thoughts to conquer her challenges and thrive.

Teddy Dumbauld graduated from Bucknell University.

Following Windward, Max Levine attended Wooster School in Danbury, CT. He is now a senior majoring in communication with a concentration in advertisement at Marist College.

Following graduation, he hopes to continue in his journey in the real estate industry with Sotheby’s. Max first interned with Sotheby’s International Realty in New York City in the summer of 2017, and during this time he obtained his real estate salespersons license. In addition to his career aspirations, Max has been an active advocate for students with learning disabilities. In 2018, he was inducted into the Delta Alpha Pi International Honor Society which recognizes high­achieving college students with disabilities. As a member of the board, Max leads awareness efforts on campus, and, for a Smart Kids with Learning Disabilities event in Westport, he was a panelist discussing college preparedness for students with learning disabilities. Max said, “I credit Windward for working with me over the years to further enhance my learning abilities and work around the difficult challenges I face every day.” Max also gives back to the community as a member

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

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of Briarcliff Manor’s volunteer fire department for the past seven years. Through his work as a volunteer firefighter, he has gained many leadership skills and plans to become a lieutenant soon.

2016 Stephen Nicholas attended The Windward Classic Golf and Tennis Outing on June 3 at the Quaker Ridge Golf Club.

Maya Thurman­Hawke was featured in the third season of the Netflix hit drama series Stranger Things as the character, Robin. She appeared in all eight episodes of the season. She previously had a three­episode arc on PBS’s Little Women mini­series as Jo March.

2018

Spike Edmiston is pursuing a degree at The University of Notre Dame a small Catholic college in Sydney, Australia. During a semester break, he interned at an art dealership in New York.

Spike was part of a team that put together an exhibition sponsored by Mastercard to raise money for World Food Program.

Will Dooley has been loving his experience at Boston College—meeting new people every day, exploring new areas of interest, and expanding his insight into the world. He was proud of being cast in the role of Mr. Bingley in the BC Theatre Department’s Mainstage fall play production of Pride and Prejudice, and he credits that success to his time at Windward. Will shared, “I could not process and think the way that I do today if not for Windward. Windward took a nervous six­year­old boy and turned him into a funny and confident nineteen­year­old gentleman. I cannot thank the School and my teachers enough for those seven vital years in my academic development. The way that you turn anxious and confused children with dyslexia into intellectual superstars is magic to me! I would not be capable of writing this if it was not for the tools I mastered at Windward.”

Jordan Fisch and Tory Huchro returned to the Westchester Middle School campus on May 23 to give advice about their transition to college to members of Windward’s Class of 2019 for their Senior Night. Jordan attends Muhlenberg College, while Tory is a sophomore at Cornell University.

2017 Lizzie Chirls assisted with Windward’s Summer Program in Manhattan as an intern this past July. Lizzie is a sophomore at Indiana University and is majoring in special education. Lizzie is pictured with Mr. Williamson, Head of School, and fellow summer intern Drew Peterson ’20.

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.

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2018 (continued) Carlos Peraza is a sophomore at Quinnipiac University, where he is pursuing a degree in aviation. Carlos shared, “From Windward I learned the essence and true meaning of self­ acceptance and what it means to understand who I am.

Without The Windward School, I would not be where I am: a dyslexic student striving to become a pilot and astronaut.”

Nomi Weinberger took a gap year in Israel, following her graduation from SAR Academy, where she volunteered, traveled, and studied. She is now a freshman at Barnard College.

2019 Timmy O’Hare, Brooke Leon, Hayley Canell, Noah Gordis, and Antonio Tirado graduated from York Prep together at the end of May.

Pictured are Co­Director of Outplacement Ms. Ehrlich, Brooke’s mother Andrea Leon, Brooke Leon ’19, MMS Teacher Ms. Bellizzi, and Coordinator of Language Arts Ms. Golden.

Hayley Canell and Brooke Leon began their freshman year at Muhlenberg College in Allentown, PA. Their close friendship began in fourth grade at Windward and continued throughout their high school years together at York Prep. Pictured are Brooke and Hayley during their college orientation.

Noah Gordis is attending Emory University after a gap year.

Brooke Leon visited Windward’s Manhattan campus for the first time on April 12 when she served as a panelist for the Manhattan Middle School annual alumni luncheon. While at York, Brooke was the senior editor of the school newspaper, and she was a member of the school’s literary magazine, photography club, and prom committee; however, her favorite activity was being a York representative at events for prospective families as part of the Ambassador’s Club. Later in June, Brooke also sat on the alumni panel at the WPA Closing Luncheon at The Princeton Club of New York. Brooke shared, “Not only has Windward shaped me academically, but it has also allowed me to build lifelong friendships. There is no place like Windward and any individual who has the opportunity to go to Windward is beyond lucky.”

Antonio Tirado is now overseas at Glion Institute of Higher Education in Montreux, Switzerland.

Antonio shared, “Some of my fondest childhood memories are from Windward because Windward has a real community. I believe this is so important because without a community there is no joy in learning.”

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

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Matt Bologna and Nick Grande, along with fellow Windward alumni, Rodger Ecker ’20 and Henry Daniel ’20, were featured in an April article called “Onward from Windward” in Trinity­ Pawling School’s monthly eNewsletter, The Quad. The article draws comparisons between the individualized academic programs at both Windward and Trinity­Pawling and how that educational experience empowers students to excel in the classroom.

Reed Switzer enrolled at The Wharton School at the University of Pennsylvania this August. Reed (standing on the right) is pictured in his dorm room on his move­in day with his younger brothers, Ty Switzer ’21 (left) and Clay Switzer ’20 (seated), along with his father, Lou Switzer, a former member of the board of trustees.

Pictured are Henry Daniel ’20, Rodger Ecker ’20, Nick Grande ’19, and Matt Bologna ’19 on the Trinity­Pawling campus.

Liam Sisk visited Windward’s Manhattan campus on May 9 with his sister, Bridget Sisk ’22, for the Manhattan Lower School Grandparents and Special Persons Day, where they joined their younger sister and current student to share in the day’s festivities.

Grace Desiderio is attending Marist College, following graduation from School of the Holy Child. She enthusiastically joined many clubs this fall, including gospel choir, equestrian team, Best Buddies, campus ministry, and the theatre program.

Grace’s first show with Marist Theater was the children’s musical, Haphazardly Ever After.

Grace said, “Windward has helped me become a great self­ advocate and has helped me overcome so many obstacles in my life.”

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.

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2019 (continued) Avery Egerton graduated from Millbrook School and is now a freshman at Southern Methodist University.

Matt Parkinson attended Mamaroneck High School after Windward, and he is now playing football at St. Lawrence University.

Matt shared, “Windward helped me gain the confidence I needed to succeed in the classroom. It also taught me a very important life skill—advocating for yourself.”

Teddy Mitchell went to Fairfield College Preparatory School after attending Windward. About his time at Windward, Teddy shared, "Windward gave me five of the best years of my life. All of the staff and faculty were friendly and always made me feel comfortable at school. I have learned to manage and work with my learning disability, and I am no longer afraid to participate and study harder in school.

Windward was the greatest school to attend, preparing me well for high school. Everyone still cares about me and are interested in my future and what lies ahead.” He is in his freshman year at Ohio Wesleyan University.

Ross Spellman attended

the Wooster School before heading to Sarah Lawrence College to study music. Ross said, “Windward gave me more than just reading and writing skills.

It gave me the opportunity and ability to pursue my passions.”

Rachel Shaerf attended Dwight School before continuing to Quinnipiac University. Rachel said, “Windward taught me great skills that I will use in college and beyond!”

Ethan Zeplin went to Rye Country Day School after attending Windward. He is now at University of Michigan Ross School of Business.

Ethan shared, “Windward allowed me to develop greater self­confidence both in and out of the classroom. The skills I acquired at Windward will serve as an advantage for the rest of my life.”

George Dumbauld is playing lacrosse at Drexel University.

After Windward, he attended New Canaan High School.

George said, “I learned from Windward how to be a self­ advocate for my needs. This helped me academically and to become the man I am today.”

2020 Henry Daniel sat on the panel for the Westchester Middle School annual alumni luncheon on April 12. He is in his final year at Trinity­Pawling School.

Rodger Ecker and Henry Daniel, along with fellow Windward alumni Matt Bologna ’19 and Nick Grande ’19, were featured in an April article called “Onward from Windward” in Trinity­ Pawling School’s monthly eNewsletter, The Quad. The article draws comparisons between the individualized academic programs at both Windward and Trinity­Pawling and how that educational experience empowers students to excel in the classroom.

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

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Myles Bard is completing his final year at Suffield Academy.

He served as an alumni panelist for the annual WPA Closing Luncheon on June 6 at The Princeton Club of New York.

Club of New York on June 6. She is pictured with Stefano Peña, Musical and Choral Director, and Betsy Hooper, Performing Arts Chairperson.

Zachary Brown is a thriving academic student and leader at Browning School. He served as an alumni panelist on April 12 at the Westchester Grades 8 & 9 Alumni Luncheon as well as for the annual WPA Closing Luncheon on June 6 at The Princeton Club of New York.

Amber Perry celebrated her Sweet 16 birthday with a number of Windward friends. Pictured are Juliana Curreri, Ava Frankel, Amber Perry, Mackenzie Moore, and Ariana Bevilacqua. In attendance but not pictured were Will Hamdan, Justin Small, Greg Hirsch, Aidan Friedson, and Andre Clegg.

Drew Peterson assisted with Windward’s Summer Program in Manhattan as an intern this past July. He is a senior at Dwight­Englewood School.

Yaania Bell is a senior at Ethical Culture Fieldston School.

She keeps busy as a founder of the Students of Color Matter organization, a mentor to eighth graders with the Student­ to­Student program, a writer of a coming­of­age feature screenplay, and a documentary filmmaker. Her weekends are full of college interviews and visits for film schools and liberal arts colleges, as well as enhancing her creative portfolio.

Yaania’s dream is to become a showrunner so she can write, direct, edit, and produce television shows.

2021 Mackenzie Moore has been actively engaged as a Windward alumna. First, she returned to the Westchester Middle School campus on April 12 to serve as a panelist for the Westchester Grades 8 & 9 alumni luncheon where former Windward students share advice and wisdom with current Windward eighth graders. Mackenzie was also involved with assisting with the stage crew for the WMS spring production of Beauty and the Beast. Lastly, Mackenzie sat on a second alumni panel at the WPA Closing Luncheon at The Princeton

2022 Douglas Forbes, Jordan Galin, Will Jenkins, Kendall Messler, Ari Shokrian, and Lizzy Spira all served on panels at the April 12 annual Windward alumni luncheons. Jordan and Ari shared their experiences on life post­Windward with current eighth graders and faculty in Westchester, while Douglas, Will, Kendall, and Lizzy presented in Manhattan.

Douglas Forbes attends Salisbury School, a boarding school in Connecticut. He plays football, hockey, and lacrosse and is involved with the entrepreneurship club.

Jordan Galin attends Horace Greeley High School.

Will Jenkins is a sophomore at Riverdale Country School in the Bronx. He is a three­season athlete, participating in football, basketball, and track. Will is also a member of the investment club and Best Buddies, an organization that supports students with disabilities.

Kendall Messler stayed at Windward for ninth grade before returning to the NYC public school system.

Ari Shokrian is enrolled in the Mamaroneck public school district.

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.

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2022 (continued) Lizzy Spira is enrolled at Beacon School in Manhattan and plays on the soccer team. On June 6, Lizzy was an alumni panelist at the WPA Closing Luncheon at The Princeton Club of New York.

Bridget Sisk visited Windward’s Manhattan campus on May 9 with her brother, Liam Sisk ’19, for the Manhattan Lower School Grandparents and Special Persons Day. They joined their younger sister and current student to share in the day’s festivities.

Theo Yannuzzi visited Westchester Middle School on June 7 to join the spirited excitement of Field Day. He is pictured with Dr. Russell enjoying the day. Theo currently is enrolled at The Hackley School.

Pictured are panelists Ari Shokrian ’22, Zachary Brown ’20, Mackenzie Moore ’21, Henry Daniel ’20, and Jordan Galin ’22 with moderator Co­Director of Outplacement Diane Kissner before the eighth­grade alumni panel presentation.

MMS moderators and panelists (standing) Co­Director of Outplacement Tanya Ehrlich, Lizzy Spira ’22, Kendall Messler ’22, Manhattan Lower and Middle Schools Division Head Leslie Zuckerwise, (seated) Brooke Leon ’19, Douglas Forbes ’22, Will Jenkins ’22, and Diego Bey ’23

Pictured are WMS moderator and panelists Mackenzie Moore ’21, Ari Shokrian ’22, Jordan Galin ’22, Owen Tucker ’23, and Co­Director of Outplacement Diane Kissner following the alumni panel presentation for faculty.

Will Jenkins ’22, Kendall Messler ’22, and Lizzy Spira ’22 with Manhattan Middle School Teacher Sarah Brown (second from right)

2023 Diego Bey and Owen Tucker returned to Windward to serve as panelists for the annual Grades 8 & 9 alumni luncheons on April 12. Diego sat on the Manhattan alumni panel for faculty, while Owen presented in Westchester.

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

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In Memoriam The Windward School received the sad news of the passing of the following individuals.

The Windward community extends its condolences to the family and friends of the deceased.

Michael S. Bruno, Jr. Former Trustee and Alumni Parent The Windward School was deeply saddened to learn of the passing of Michael S. Bruno, Jr. on August 13. Mr. Bruno was a dear friend, teacher, and mentor to many in the Windward community, and his passion, love of life, and caring nature will not be forgotten by those he impacted. The attendance by numerous Windward community members at his memorial service was a testament to his unwavering dedication and commitment to the School.

As a member of the Board of Trustees of The Windward School from 2006­2014, Mr. Bruno offered his expert business acumen and insights from his years of acting as managing partner of private equity firm Stonebridge Partners to help guide the school to its outstanding position today. For example, during his tenure as chair of the advancement committee, Windward’s annual fund consistently achieved new levels of participation from the community.

Mr. Bruno also served as vice chair of the board, an annual fund caller, capital campaign chair, member of committee on trustees, and a member of the audit committee. While Mr. Bruno and his wife, Meg, generously supported many charitable organizations, including the Robie Pierce Regatta, Freedom Waters Foundation, and the Spedaro Family Memorial Rally, they passionately advocated for The Windward School as proud alumni parents of their son, Russell Bruno ’08. Windward parents can thank the Brunos for beginning the New Parent/Guardian Back­to­School Cocktail Reception tradition, which they began by hosting at their home.

Mr. Bruno also was known for his love of sailing, often sailboat racing in Newport, Long Island Sound, and at other venues along the east coast. He was a member of New York Yacht Club and American Yacht Club, where he served as Commodore. His passion for sailing was rivaled by his great interest in collecting vintage cars.

Mr. Bruno is survived by his wife, Meg, and their children Michael III, Price, and Russell.

In lieu of flowers, donations may be made to Memorial Sloan Kettering Pediatric Cancer Research in Mr. Bruno’s name.

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In Memoriam Dr. Margaret Stanback Windward’s First Reading Specialist The Board of Trustees and the entire Windward community extend our deepest sympathy to the Stanback family on the passing of Dr. Margaret Stanback, a founding teacher of Windward who achieved widespread recognition in both the fields of education and linguistics for her work in researching, analyzing, and teaching the structure of the English language. As a student at Teachers College, Columbia University, she participated in a spelling study that has often been cited in subsequent literature. Since then her work has had a seminal influence upon an entire generation of special educators.

Dr. Stanback, age 95, died peacefully at home in Larchmont, NY on July 6, 2019. Born and raised in Florence, SC, she studied music at the Eastman School and later earned her EdD at Teachers College of Columbia University. In 1978 she joined The Windward School as the school’s first reading specialist, a position she held for 25 years until her retirement in 2003. She is survived by her beloved husband, Tom, four children, 13 grandchildren, and 11 great­grandchildren. Two sons predeceased her.

Ms. Stanback’s burial service was held at Rowan Memorial Park in Salisbury, NC on July 13, and The Windward School was honored to host a memorial gathering at the Westchester Lower School campus in September for her family, friends, and the Windward community to celebrate her remarkable contributions to the school.

In 1978, when Dr. Stanback joined Windward, it was a fledgling school for learning­disabled students and was developing its curriculum. In the course of her independent research on reading, Dr. Stanback discovered the Orton­ Gillingham method. After studying its structure, rules, and multisensory approach, she became thoroughly convinced of its effectiveness. When she took a position with Windward, she introduced the techniques of the method which led to the foundation of Windward’s reading program. Concurrently, she began to develop her own reading materials that capitalized on the rules and patterns of the English language. She continually searched for commercial materials that were highly structured and linguistically based. She incorporated these into Windward’s program as well.

When she was in her seventies, Dr. Stanback earned a PhD from Teachers College. She felt the effort was worthwhile because the subject of her dissertation was practical and would be meaningful to teachers and students. The final result was a landmark dissertation

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analyzing syllable patterns, which was published in the Annals of Dyslexia, the journal of the International Dyslexia Association. In the document, she analyzed 17,000 English words, which generated word lists that were organized by syllable type, number of syllables, and the frequency in which they appear in print.

Dr. Stanback was also instrumental in developing Windward’s tutoring support program and always selflessly shared educational materials with her colleagues at Windward. In addition, she always gave of her time, expertise, and enthusiasm to mentor many professionals in the field of learning disabilities.

When Dr. Stanback retired, Windward established a scholarship fund in her honor which stated, “This fund has been created to honor Margaret Stanback, whose knowledge and scholarship contributed so much to the development of the curriculum of the school, and whose mentoring had such an impact on a generation of teachers and students. Dr. Stanback has dedicated her professional career to educating learning­disabled students and has made extraordinary strides in her chosen field. She is an educator par excellence. It is a privilege for [The] Windward School to be able to establish a scholarship fund in her honor.”

Dr. Stanback came along at a critical moment in Windward’s history. Her exceptional intellect, inquiring mind, and dedication to children were instrumental in the School’s development. The Windward School is a renowned educational institution, achieving extraordinary recognition for excellence throughout the professional community. Dr. Stanback’s contributions helped lead to these great achievements.

SUPPORT WINDWARD Make a Gift to the Windward Fund by June 30!

As members of the Windward community, you understand the amazing expertise, dedication, and attention that Windward students receive from their teachers every day. You can show your gratitude

THANK YOU!

for their commitment to the students

Your support transforms lives.

with the envelope on the left, online at

thewindwardschool.org/give

by making a gift to the Windward Fund

thewindwardschool.org/give or through Venmo @TheWindward­School.

The Windward Fund directly supports the intensive training the teachers receive in order to deliver Windward’s program.

If you have any questions or would like to make a gift of appreciated stock, contact Director of Development Barb Drayer at (914) 949­6968 ext. 2280 or email bdrayer@thewindwardschool.org.

Thank you!

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

SAVE THE DATE The Windward School Benefit Cipriani 42nd Street

4.4.20 EVENT CHAIRS

Susan Petrie Badertscher • Stephanie Mack • Anike Wariebi