The Compass Spring/Summer 2021

THE

COMPASS A MAGAZINE FOR THE WINDWARD SCHOOL COMMUNITY

Diving in to Diversity, Equity, Inclusion, and Belonging

Spring/Summer 2021

THE

COMPASS A MAGAZINE FOR THE WINDWARD SCHOOL COMMUNITY

Jamie Williamson Head of School

Jonathan Rosenshine Associate Head of School

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

Assistant Head of School and Director of Finance and Operations

Jenny Price

Assistant Head of School for Enrollment Management

Sandra Schwarz Director of Windward Teacher Training Program

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

President

Stephen R. Littell

Beth Foltman

SPRING/SUMMER 2021

2nd Vice President

Mark A. Ellman Treasurer

Maria Reed Secretary

Heather Pray Director of Communications

Stephanie Huie Editor and Associate Director of Digital Communications & Publications

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

Contributing Photographers Laura Bellizzi, Abby DeLuca, Betsy Duffy, Stephanie Huie, Sara Jo Karger, Meghan McDermott, Lori Squillante, Kate Sullivan, Briana Tracy, and Nicole Vitale Design

The Blank Page, NYC

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

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

It is a magazine for The Windward School community.

Note: At The Windward

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

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

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

6 CONTENTS 3 4 6 16 24 26 28 34 36 40

From the Head of School Looking Ahead for Windward Diving In to Diversity, Equity, Inclusion and Belonging Honoring Retirees Joan Barrett, Ronnie Berish, Stephen Littell, and Leslie Zuckerwise Faculty & Staff News and Milestones The Windward Institute Celebrates One Year Anniversary and Beyond News Around the School Meet the Inaugural Alumni Ambassadors Alumni News & Notes Congratulations to Windward Graduates

On the cover: Illustration by Anastasia Magloire Williams, an

illustrator, author, and graphic designer based in Clearwater, FL. The cover artwork is a digital painting done completely in Adobe Photoshop.

Her work can be found at www.anadraws.com.

Stay connected

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Spring/Summer 2021 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 Spring/Summer 2021

Students, faculty, and staff were gifted "Windward Together" t-shirts from the WPA to wear for a Windward Spirit Day on April 16.

From the

Head of School

By Jamie Williamson Head of The Windward School

T

hose who know me also know my love of a good podcast. In particular, lately I’ve been engrossed with Brené Brown’s Dare to Lead podcast, based on her book, Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. Her show has been resonating with me as I reflect upon the work our community is engaging in around diversity, equity, inclusion, and belonging: It is brave work, it embraces tough conversations, and it involves our whole hearts. I’m incredibly proud of our community in this moment, as we come together in a spirit of mutual respect, teamwork, partnership, and collaboration. We’re working together to do something big and essential and critical to realizing our mission.

From the outset, as Windward developed its Three­Year Plan for DEIB initiatives and tasked the new DivE In Committee to guide, advise, and oversee these efforts, it was critical for us to be invitational in the process. Our primary aim, guided by the School’s mission and vision, is to unite our community to problem solve for the greater good, bringing a collective voice that both honors and represents our diverse populations, life experiences, and viewpoints.

As Maya Angelou said, “When we know better, we do better.” Because this work is so important, we’re driven to approach it from a multifaceted, methodical perspective. In partnering with DEIB expert Dr. Gene Batiste; in facilitating trainings at the trustee, leadership, and faculty/staff levels; and in inviting constituents from our community to engage in this topic, we’ve targeted measurable objectives that allow us to hold ourselves accountable.

The importance of intention in this process cannot be overstated. While it can be tempting to respond reactively to ongoing events that highlight our society’s systemic injustices and inequities, choosing that path outside of a clearly defined set of values and goals can sometimes do more harm than good. We may feel surges of optimism when a problematic team mascot is replaced, or when racist brand representations are eliminated; and while these actions are important, the real work we must do requires us to take our time and be intentional about what we do, what we don’t do, and when we do it. We’re listening to the voices at the table, and we’re making decisions based on the needs of our community. That, to me, is an incredibly hopeful place. This work is not about us telling people what they’re doing is broken or poorly intentioned; rather, it’s about us as a community saying here’s what we believe, here’s what our values are, here’s where we are, and here’s where we are going. And we will hold these commitments near and dear to our hearts and be accountable to them. I’m optimistic that this is a time when these conversations, while they’re not going to be easy, offer a real chance to engage in meaningful dialogue and effect positive change.

We know that it’s not an option for us to choose not to engage in this work. Our values as a community require us to not only respect but also celebrate our differences. To embody our mission, to live our vision, we imagine a world where every child is able to overcome barriers and achieve unlimited success. The word every compels us to do so, and that ideal is what empowers us to dive in and dare to lead.

Jamie Williamson Head of School

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Looking Ahead for Windward Note from the Chair of the Board of Trustees I would like to thank Mr. Williamson, the entire faculty, administration, and staff of The Windward School for their work during the 2020–2021 school year—a year like no other. I deeply appreciate your incredible efforts, and the support from your own families, which enabled Windward to deliver a full year of direct, in­person instruction. This year, while incredibly challenging, reinforced my belief that Windward is truly a special place. You made the difference—to the students, to parents, to alumni— and we are all deeply grateful.

Additionally, I’d like to extend my gratitude to all Windward families—your patience, your trust, and your support—it meant so much this year to Mr. Williamson and all the faculty and staff. You know, just like I do, that Windward teachers are unique—they always find a way to ensure each student achieves unlimited success.

A Windward education is a lifelong gift that we will always treasure.

Respectfully,

Patty Wolff Chair of the Board of Trustees

Farewell to Departing Trustees At their May meeting, the Board of Trustees voted to confirm the election of current Trustees Tom Coleman and David Friedland to the executive committee of the Board. Mr. Coleman, who chairs the investment committee, will begin a third four­year term and Mr. Friedland, currently in his fifth year on the Board, will serve as the Treasurer starting July 1, 2021.

Mark Ellman

The Board also thanked two outgoing trustees. Mark Ellman, departing Board Treasurer, offered 13 years of tireless work and dedicated service, during which he shared his incredible financial experience. For six years, Alex Gendzier was unending in his commitment to grow the Windward Fund and ensured that the Board employed the highest standards of governance.

Alex Gendzier

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Construction Timeline to Complete New Westchester Lower School Campus at 1275 Mamaroneck Avenue While the 2020­21 school year has come to an end, construction at the new Westchester Lower School campus will ramp up over the summer while school is not in session. The opening of the new campus on October 28, 2020, was expedited by 10 months in order to allow a socially distanced in­person instruction environment for nearly 300 Westchester Lower School and Westchester Middle School Grade 5 students. Critical projects that were necessary to keep on track with the construction timeline carried on throughout the year, yet even more significant work will take place in the coming months to bring the Westchester Lower School campus to its full potential.

The construction crew will begin laying the foundation for the brand­new gymnasium in May and June. The space will be built from July through

September, and the interior work is scheduled to be completed in October.

The entrance and lobby will also be transformed and finalized before the School’s opening in September. Lastly, a new playground will be installed before the first day of school for students to enjoy during recess.

Despite the obstacles created by the pandemic, The Windward School has been driven by its mission and vision to provide the highest quality academic program during an unprecedented time. Every day, Windward has been getting closer to the campus envisioned for the Westchester Lower School students, faculty, and staff members. The entire community looks forward to an official grand opening of the campus this fall.

Completed Projects • Renovation of existing building to house: • Grades 1­5 classrooms • Academic technology including high­speed internet and wireless connection to all Windward campuses • Faculty work rooms • All­purpose room • Academic administrative and student support offices • HVAC system upgrade with UV lighting for air purification • New roof, windows, ceilings, and lighting • Athletic field and play area • Redesigned parking area plus bus and pick­up lanes • Additional build­out of library • Full kitchen installation and outfitting of Dining Hall • Construction of The Windward Institute lecture halls • Administrative office suite for Admissions, Business, Communications, Development, and Human Resources • Garden­level suite for Technology, Facilities, and storage

Projects to Be Completed By Fall 2021 • Front entrance façade and connector between gymnasium and main building • Gymnasium with full A/V capabilities • Playground equipment installation • Permanent landscaping and signage • Permanent flooring for front entrance and reception

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By Stephanie Huie, Associate Director of Digital Communications & Publications

I

magine standing at the edge of the water and staring at its beautiful swirling movement. You can see your reflection gazing back at you, and you see your expression has its own mix of emotions—enthusiasm, curiosity, earnestness, and even a bit of trepidation. You take a deep breath, and you dive in.

Diving in to diversity, equity, inclusion, and belonging (DEIB) work is what The Windward School is committing to fully, and it is doing so with intentionality, thoughtfulness, and heart. Windward celebrates the neurodiversity of its students, and the School not only teaches them to embrace their learning disabilities but also prepares students to be proud advocates for themselves. The Windward School truly believes that Difference Is Power.

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Windward is expanding that same passionate drive to ensure its community is one that welcomes all identities—ability, race, gender, socioeconomic status, and more—so that every member feels safe and valued as well as a powerful sense of belonging.

“Together, with a shared set of values, our entire community, including leadership, faculty, staff, the Board of Trustees, and our families can make things better for The Windward School today and for generations to come,” said Head of School Jamie Williamson. “When we say we envision a world where every child with a language­based learning disability can achieve unlimited success, we do mean every child. Every single one of us plays an important role in ensuring all individuals at Windward feel respected, appreciated, and safe to be themselves. The meaningful DEIB work that we are doing has never been more important than it is today.”

Although significant steps have been undertaken this year, Windward is still at the beginning of its DEIB journey. There remains much work to be done. As the School’s leadership continues to reflect on the past to strategically plan for the future, Mr. Williamson recognizes the time it has taken as an institution to arrive at this moment and the impact that has had on community members.

“Windward has had a stellar record of achieving its mission to remediate students with language­based learning disabilities. Our proven instructional program will never change, but we know we can do more,” said Mr. Williamson. “We can improve our students’ skills while also offering a wider breadth of stories in our language arts books. We can train our teachers how to lead critical conversations about race and identity that organically occur in the classroom. We can provide resources to our families so they have the tools they need to support their child at home. Windward can deliver on our program goals while simultaneously cultivating an environment of belonging for everyone, and it is time for us to take those steps to enact positive change.”

This school year marked Year 1 of The Windward School’s continually­evolving three­year diversity, equity, inclusion, and belonging plan. Annually, the stewards of the three­year plan, the DivE In Committee, will look ahead and outline new benchmarks to be achieved over the next three years. Thus, Windward will have an ongoing three­year DEIB plan, a timeline of goals that will

When we say we envision a world where every child with a language­based learning disability can achieve unlimited success, we do mean every child.

be finetuned carefully, always looking forward to the betterment of the School.

What does a Windward lesson about a DEIB­related topic like race look like in practice? As with all classes at Windward, the trained teachers follow a research­based, multisensory, direct instruction model. This methodology is critical for students with language­based learning disabilities, but even more so when a class is engaging in discussions about topics such as differing identities.

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As explained by Nicole Berkowitz, speech­language pathologist and Coordinator of Language at Manhattan Middle School, “Students with language­based learning disabilities struggle with vague, non­specific, and nuanced language. These students benefit from explicit and structured language.”

Third­grade students at Windward were taught a three­day unit on identity, skin color, and race for the first time this fall. The introductory presentation began with a specific definition of skin color as the amount of melanin in someone’s skin cells: the more melanin in skin cells, the darker the pigmentation; the less melanin in skin cells, the lighter the pigmentation. In humans, skin colors can range from beige to taupe

Windward can deliver on our program goals while simultaneously cultivating an environment of belonging for everyone.

to mahogany to many other shades. This biological explanation of skin color was one example of how language surrounding race could be described in a direct and factual way to students with language­based learning disabilities.

Examples of additional units of study in the lower schools included the Civil Rights movement in the United States, Lunar New Year, and Indigenous Communities of Canada. Teachers incorporated historical presentations, read alouds, and engaging activities to reinforce understanding. In an academic setting, students were introduced to a broad array of cultures, backgrounds, and perspectives that may be different from their own lived experiences.

In the middle schools, Windward students were able to engage in DEIB conversations, such as race, at a deeper, age­appropriate level.

A new text, Born a Crime: Stories from a South African Childhood by The Daily Show host Trevor Noah, was introduced to eighth­grade students

this school year. The memoir tackles complex issues surrounding racism, prejudice, and power. The author describes growing up during Apartheid in South Africa, where it was illegal for people of different races to have children together, making Trevor’s existence as a biracial individual a “crime.”

The eighth graders’ culminating essay was about the impact of institutionalized racism on Trevor Noah’s relationship with his mother. They examined, for example, how Trevor’s mother, a Black woman, would bring along a friend with light skin to pretend to be Trevor’s mother in public to avoid suspicion. The students’ final works offered well­constructed critical analyses of the inequities of Apartheid and demonstrated an appreciation of the nuance of systemic racism.

In music appreciation class, seventh graders learned about the impact of legendary Blues icon Muddy Waters. Sixth graders enjoyed a read aloud of A Ride to Remember, which told the true story of the first African­American child who rode a carousel in a desegregated amusement park in 1963. Eighth graders heard from Manhattan Lower & Middle Schools Division Head Leslie Zuckerwise about the “6 Million Paperclips” project that honored the Jewish lives lost during the Holocaust. Middle schoolers across campuses also had the opportunity to join the after­school program called Rainbow Club, which debuted this winter. Rainbow Club offers a non­judgmental space for students of all identities where members can learn about gender and sexuality.

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Defining Diversity, Equity, Inclusion, and Belonging You may hear or see the term DEIB (an acronym for diversity, equity, inclusion, and belonging) at The Windward School and elsewhere when learning about this work. But what does DEIB mean, exactly, and what do the individual words convey? Here is a breakdown of the definitions of diversity, equity, and inclusion, and how those words together reflect Windward’s ultimate goal—belonging. Definitions have been adapted from the National Association of Independent Schools’ Diversity Work in Independent Schools.

Diversity The wide range of human characteristics used to mark or identify identities, such as ethnicity, race, sexual orientation, gender, etc. The term is used as shorthand for quantifiable statuses.

For example, does the School’s population reflect the region’s racial diversity? Modern­day U.S. society consists of 30­40% people of color.

Equity As a function of fairness, equity implies ensuring that people have what they need to participate in school life and reach their full potential. Systems are in place to support equal access to the program, and all educational programs, services, activities, and technologies are accessible to all.

Examples are tuition assistance to ensure that all children who need to attend Windward can do so or a faculty mentorship program for new hires of color.

Inclusion

INCLUSION Thoughts, ideas and Taking every individual’s experience and identity into perspec ves of all individuals ma er account, the School creates conditions where all feel accepted, safe, supported, and affirmed.

The dominant Over satura on group or ideology of similarity, Community members understand the language is deferred to for homogeneous decision making, culture, and used when talking about gender, oppression, opportuni es and simplified points of view BELONGING promo ons race, identity, etc., and they can devise An organiza on that engages full poten al of the solutions when issues arise. An example is individual, where innova on thrives, and views, beliefs when people stand up for those marginalized and values are integrated EQUITY DIVERSITY within interpersonal situations.

Constantly and Mul ple iden es

Diversity + Equity + Inclusion = Belonging

consistently recognizing and redistribu ng power

Culture assimila on results in disengagement and low reten on

represented in an organiza on

All three elements—diversity, equity, and inclusion—are important, yet all must be present in a school to truly build a culture of belonging. This is when all community members can thrive and be their authentic selves every day.

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Year 1 DEIB Milestones October 29

Dr. Batiste begins conducting listening sessions with all constituents to gauge community feedback and expectations

September 8

Dr. Batiste hosts training #1 about what is DEIB for all faculty & staff

October 28

First meeting of 2020­21 SEED cohort about pronouns and identities

November 10

DEIB Office hosts fall parent/guardian coffee

March 12

Dr. Batiste hosts training #4 about implicit bias for all faculty & staff April 6

Dr. Batiste hosts affinity group training for DivE In Committee, DEIB Office, and Senior Admin Team

March 10

Dr. Batiste leads visioning workshop for DivE In Committee

February 19

Divisions host first­ ever Black History Month community meetings

April 24 April 15

Windward sponsors three faculty & staff to attend NYSAIS Annual LGBTQ+ Gathering

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Windward represented at 8th Annual Fairchester Middle School Diversity Conference

April 24

Windward sponsors eight faculty & staff to attend 10th Annual National Conference of the Asian American Educators Conference

December 7

November 20

Dr. Batiste hosts training #2 about belonging for all faculty & staff

November 30

Windward sponsors eight faculty & staff to attend NAIS Annual People of Color Conference

Launch of first­ever Rainbow Club for middle school students to discuss gender and sexuality

December 9

January 27

First monthly meeting of DivE In Committee about purpose and NAIS best practices

December 18

Happy hours hosted

by DEIB Office for new hires of marginalized groups

Announcement of inaugural DivE In Committee

January 29

Dr. Batiste hosts training #3 about microaggressions for all faculty & staff

May 7

April 30

Mr. Williamson leads faculty & staff on DEIB summer reading discussions

Mr. Williamson presents “Qualitative Research Findings from Dr. Batiste’s DEIB Listening Sessions” to faculty & staff May 12

April 29

WPA sponsors lecture on creating equitable environments

by Dena N. Simmons, EdD

May 24

WPA & DEIB Office facilitate reflection following Dena Simmons lecture

DEIB Office hosts spring parent/guardian coffee Spring/Summer 2021 The Compass

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As stated in the DEIB Office’s objectives, classroom lessons and extracurricular activities that highlight various societal topics, like race or sexual orientation, support one of its aims to “expand a student’s ability to function in a pluralistic society by teaching self­ awareness while encouraging genuine respect and appreciation for people.” In the years ahead, Windward plans to provide faculty with more training to teach effectively about subjects surrounding identity, so not only students but also teachers can build proficiency and comfort when talking about DEIB­related subjects.

Three major milestones in Windward’s DEIB journey are on the horizon. The DivE In Committee will soon announce Windward’s formalized three­year plan and first­ever DEIB mission statement. This statement will be essential in communicating to our community the School’s purpose in committing to this work, and it will provide Windward with a focus and a set of values moving forward. A search is also underway for the School’s newly created position of Director of Diversity, Equity, Inclusion & Belonging. This senior­level administrator will be responsible for building the framework of implementation for Windward’s DEIB initiatives and function as the leading resource for all departments on procedures and practices through an equity lens.

With a director, a three­year plan, a mission statement, and the DivE In Committee, The Windward School is being deliberate in establishing the necessary components for future success. But how will we know if Windward is achieving what it has set out to do? How do you tangibly measure something as abstract as a sense of belonging in a community?

“Our DEIB work will never be done; it will always be ongoing,” noted Mr. Williamson.

“But what we are all striving to do is build a diverse world, an equitable world, and an inclusive world. As a school, our greatest hope is to provide the best education we can for our students, and that means preparing them to become respectful global citizens. Each day, each month, each year, we will continue to refer back to The Windward’s School core values and three­year DEIB plan to keep ourselves accountable in building a stronger community.”

By fostering a climate of respect and appreciation for the many facets of diversity within and beyond the community, The Windward School is expanding the inclusiveness of its culture and committing to being an institution in which every individual feels a powerful sense of belonging.

DEIB Journey Framed by Core Values The Windward School’s four core values—commitment, community, growth, and impact —were identified by the faculty and staff across all four campuses last year, and the School shapes its work every day in reflection of these values. In Windward’s diversity, equity, inclusion, and belonging practice, the belief in these four core values provide a clear framework for how the School is approaching its journey.

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1. Commitment • Windward is maintaining a disciplined and rigorous approach in all that we do.

2. Community • The School fosters a strong cohesive and collaborative culture.

3. Growth • Everyone is capable of growing and learning.

4. Impact • Through this work, Windward is fulfilling its vision of a world where every child with a language­ based learning disability is empowered to achieve unlimited success.

DivE In Committee The DivE In Committee (which intentionally capitalizes D, E, and I in an homage to its DEIB work) is the leadership team that will guide, advise, and oversee Windward’s three­year DEIB plan. It comprises one faculty member, one staff member, and two parents/guardians from each division. Head of School Jamie Williamson; Christine Moloney, Coordinator of Diversity; Jon Rosenshine, Associate Head of School; and two Board of Trustee members have also been selected to serve on the committee for a total of 21 DivE In Committee members.

All volunteers will serve a minimum year­long tenure. The committee was selected based on individuals’ background knowledge, skills (e.g., organizational, writing, interpersonal, etc.), and diversity of representation (e.g., role, race, gender, sexual orientation, professional experience, length of time as a Windward community member, etc.).

2020–2021 DivE In Committee Faculty

Susie Gardiner Teacher, WLS

Staff

Alana Clemente­ Glover, Associate Director of Development, WLS

Stephanie Myhal Teacher, WMS Sarah Golden, Coordinator of Language Arts, MLS

Parents/Guardians

Tara DeWitt, MLS

Tom Fiorella, MMS

Tara James, WLS

Elizabeth Jarvis, MMS

Danielle LaRoche King, WMS

Joanna Hagan Rego, MLS

Erin Roy, WMS

Nellie Sung, WLS

Board

Sarah Obimba Assistant Teacher, MMS Stephanie Huie, Associate Director of Digital Communications & Publications, WMS

Mitchell J. Katz, Trustee

Anike Wariebi, Trustee

Administration

Elly Steiker­Pearl Teacher, MLS

Caitlin Lasher, Development Associate, MMS

Jamie Williamson Head of School

Jon Rosenshine Associate Head of School

Christine Moloney, Coordinator of Diversity

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Spotlight on SEED:

Personal and Professional Development for Faculty & Staff Five years ago, an enterprising parent approached Christine Moloney, Coordinator of Diversity, and introduced her to The National SEED Project. SEED (Seeking Educational Equity and Diversity) is a program that offers a structured space for peers to learn and listen in conversation to promote personal and societal change toward diversity, equity, and inclusion. After researching the program, Ms. Moloney thought SEED would be a wonderful opportunity to offer to Windward’s faculty and staff. She and former Westchester Middle School Teacher Neil Jaggernauth participated in SEED facilitator training, and together they led the first cohort of 20 faculty and staff through eight three­ hour workshops during the 2017–18 school year.

Over the next few years, nearly 200 faculty and staff members have volunteered to participate in SEED for their own personal and professional development.

The widespread appeal has stemmed from a desire for colleagues to learn about DEIB­related subjects such as race, gender, sexual orientation, socioeconomic status, intersectionality, implicit bias, and empathy.

A former participant expressed the program’s impact at Windward, stating, “SEED has been one of the most important things I have attended and participated in during my time at Windward. SEED provides the tools to facilitate discussions we all need to be having if we truly want equity and diversity in every community of which we are a part.”

Along with Ms. Moloney, SEED is facilitated in its fourth year by Westchester Middle School Teacher Emily Frawley, Westchester Middle School Teacher Katherine Kaneko, and The Windward Institute Manhattan Administrative Assistant Erikka Ramkishun.

“SEED has been one of the most important things I have attended and participated in during my time at Windward. SEED provides the tools to facilitate discussions

we all need to be having if we truly want equity and diversity in every community of which we are a part.”

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A typical SEED session focuses on one topic, and the facilitators open each workshop with a presentation that includes historical context, videos, A SEED graphic used in a workshop

What do you FEEL?

What will you DO?

What are you THINKING?

readings, and/or vocabulary definitions to provide foundational knowledge. This is when the SEED concept of “shelves and selves” is often applied. If the cohort happens to be homogeneous in their self­ identities, such as all individuals are cis­gender, the facilitators can pull a resource off the “shelf” in order to highlight a different perspective, such as one of a transgender person.

Because SEED emphasizes storytelling rather than lecturing, the facilitators also share prompts to generate conversation on the matter at hand amongst cohort members. One of the signature structural features of SEED that ensures equality and equity in facilitation is serial testimony, where each member has precisely one minute to share their thoughts.

During serial testimony, the SEED concept of “windows and mirrors” is drawn upon, as individuals may comment on how they have insight into a topic they have experienced personally (a mirror) or what they have learned from another’s point of view that is new to them (a window).

“SEED provides a safe environment for challenging conversations that most people in society fear having, but we have a structure that encourages authentic and courageous conversations so we learn to reduce that fear,” said Ms. Moloney. “Our time as a cohort is us metaphorically planting the seed, and, after practice and establishing trust with others, our understanding of the world and of others’ experiences can grow into a tree.”

Three­Year DEIB Plan The goals of Windward’s three­year DEIB plan are categorized into four themes:

The initial plan was drafted in partnership by

1. Recruit, hire, and retain teachers, administrators, staff, and trustees of marginalized groups 2. Increase cultural competency of all teachers, administrators, staff, and trustees 3. Increase community engagement and family involvement 4. Increase diversity of student body and provide opportunities for students to engage in a positive school experience of DEIB matters

Jon Rosenshine, Associate Head of School;

Christine Moloney, Coordinator of Diversity; and Jada Jones, Director of Human Resources, before being edited and revised by the DivE In Committee. At the time of publication, the Board of Trustees is reviewing the three­year plan with hopes to ratify it before the next school year.

Each year, the DivE In Committee will continually evaluate the three­year plan and identify new benchmarks for progress. The hope is that Windward, at any given time, will always be looking ahead to the next three years of DEIB work to be done. To see a more detailed version of the three­year DEIB plan, visit www.thewindwardschool.org/DEIBreport.

Introducing DEIB Consultant

Dr. Gene Batiste

Windward contracted Dr. Gene Batiste for a multi­year consulting

He holds a bachelor’s degree from

commitment to draw on his 20 years of expertise to help the

Wiley College (a historically Black college/

School formalize its DEIB plans. Dr. Batiste’s consultancy

university), a master’s in urban education and

specializes in engagement, DEIB (diversity, equity, inclusion,

public school administration from North Texas State

and belonging), leadership, and organizational development in

University, and a doctorate in educational and organization

independent schools, higher education, and nonprofits. He has

leadership from the University of Pennsylvania.

previously served as Vice President for Professional Development

In 2020–21, Dr. Batiste instituted baseline cultural

and School Field Services & Equity and Justice Initiatives at the

competency training for all Windward employees, which took

National Association of Independent Schools (NAIS). Dr. Batiste

the form of four professional development sessions. Moving

played a critical role in creating the NAIS Assessment of Inclusivity

forward, this will become a compulsory and recurring training

and Multiculturalism (AIM) survey. This assessment has been

program required of all faculty and staff members. He also

instrumental in providing schools with a deep understanding

facilitates some of the monthly DivE In Committee meetings

of the climate of inclusion on their campuses in order to

and will help the leadership team enact their plans. Windward

advance strategic equity goals. Dr. Batiste currently serves as

has received a qualitative research report from Dr. Batiste as well,

Chief Diversity Officer at St. John's School in Houston, TX.

which outlined his recommendations to inform the School’s next action.

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Honoring our Retirees The Windward School is immeasurably grateful for the combined 109 years of service by retirees Joan Barrett, Ronnie Berish, Stephen Littell, and Leslie Zuckerwise. Enjoy tributes and photos of all our exemplary retirees in the following pages.

Joan Barrett Retires After 24 Years of Dedicated Service to Windward Admissions and WLS Administrative Assistant Joan Barrett didn't initially consider working for a school when she returned to the workforce after staying at home for 10 years to raise her two children. Prior to starting a family, her career focus had been working for brokerage firms on Wall Street. Ms. Barrett counts herself lucky that she landed at Windward, which became her second home for 24 years.

As newly single parent in 1997, Ms. Barrett had just completed a course through Westchester Community College that was geared toward women who had been displaced by divorce, layoffs, or extended periods away from work.

A crash course in computers, resume writing, and interviews, the program allowed Ms. Barrett to bridge her knowledge gaps and regain confidence.

“It was a pretty intense 3 months,” she shared, “but I was grateful to take part in this wonderful service for women.” When it came time to apply for a job, at first Ms. Barrett aimed her efforts at corporate positions. In fact, when Ms. Barrett discovered Windward, she’d just accepted a position with another company. But then “someone at the WCC had heard about an opening at Windward, and they thought it was a good match for me. So, they encouraged me to apply.” The first interview solidified what her intuition had told her: it was an ideal fit.

So, Ms. Barrett began her tenure at Windward working for the Business and Development offices. Back then, the School was much smaller, and she recalls tracking many tasks by hand on paper, such as planning for the Benefit. Still, she always found it a pleasure to come to work, especially in the close­knit environment at 13 Windward.

In 2002, Ms. Barrett moved to the Westchester Lower School main office, where she divided her time between assisting WLS families and answering inquiries for the Admissions department. “The main office is a very busy spot to

be in!” Ms. Barrett noted. “The whole dismissal process at that time was done by hand in a notebook. It got pretty hectic. The phone system was different as well—sometimes it felt nearly impossible to keep up with calls!” During this time, Ms. Barrett also began assisting the Admissions office, and she found herself drawn to the work of reassuring prospective families and answering their questions. “This was where I really learned about the school,” she explained. Ms. Barrett took part in courses such as Expository Writing and Multisensory Reading Instruction: PAF, which she recommends to everyone, because the courses help with understanding how the Windward program works and why it’s so successful. “I found it very rewarding to talk to prospective parents, answer their questions, and calm them down. Some are so anxious because their children are suffering and struggling in school.

I would say, ‘There's an answer, and the answer is this school, so don’t worry.’”

Another major impact of Ms. Barrett’s time at the School has been the relationships she’s cultivated with colleagues. Being together 8 hours per day, 5 days a week, she’s spent more time with them than with anyone else, and they truly started to feel like family.

“Because it’s a small environment, we really grew to understand each other, to work together to build each other up and help one another. My colleagues have been there through everything in my life, the good and the bad. They helped me out when it was rough, and they cheered me on when it was great.”

Elisabeth Seocanac, fellow WLS Administrative Assistant, agreed. She shared, “Joan and I have worked together for 18 years. The two of us have gone through a lot over the years. We’ve cried, we’ve laughed, we’ve navigated lots of different big life moments together. Having started at Windward when I was 22, she’s been my friend and mom at the same time.”

Ms. Barrett’s colleagues in the Admissions office sang her praises, with ToniAnn Hutchison noting, “It’s been an absolute pleasure to have worked with Joan the past few years. She’s an incredible colleague and friend. She’s always been there with an available ear." Trissi Dunn concurred, and added, “I really will miss our ‘therapy times’ between 4:00 and 5:00pm Monday through Thursday.” Beth Foltman reflected that “Joan has always been one of the first faces that people see when they come into the WLS, and one of the first voices that they hear on the phone

“I found it very rewarding to talk to prospective parents, answer their

questions, and calm them down. I would say, ‘There’s an answer, and the answer is this school, so don’t worry.’”

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8 1. Joan Barrett (right) with Beth Foltman 2. Joan Barrett (right) with Carrie Curtin and Jada Jones at 13 Windward Avenue 3. Stephen Littell (left) with Jenny Price 4. Leslie Zuckerwise (left) with Jeremy Bletterman during Pep Rally 2020

9 5. Leslie Zuckerwise during a read aloud 8. Ronnie Berish (center) with fellow Sandi Galst Award winners 6. Leslie Zuckerwise (left) with Lori Squillante during Halloween 2019 9. Ronnie Berish (right) with Ellie Klem 7. Leslie Zuckerwise (sixth from left) and Stephen Littell (fourth from right) with Senior Admin Team 2018–19 Spring/Summer 2021 The Compass

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1. Stephen Littell (right) with Maureen Sweeney 4. Stephen Littell (left) with David and Julie Friedland 2. Leslie Zuckerwise on First Day of School 2018 5. Ronnie Berish (front, second from right) with IMSLEC certified teachers 3. Joan Barrett (left) with Laura Trifiletti 18

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6. Stephen Littell (second from right) with current and former trustees 7. Leslie Zuckerwise with her husband, Peter, at 2018 Benefit

when they’re interested in applying to Windward. That’s a tremendous responsibility, and she’s always performed it with grace, with kindness, and with care.”

Ms. Barrett is also grateful for what she has learned from the people she’s worked closely with during her time at Windward.

“Learning how to be open to challenges, ideas, and new ways of doing something has been invaluable. I could take pieces of what I discovered through working with my teams at Windward and apply them to other areas of my life. And sharing problems and solutions, being open to hearing other perspectives—this is the norm at Windward, and it’s pretty special.” Engaging in workshops through The Windward Institute provided Ms. Barrett with valuable tools to apply in her personal life, as well.

"After having sat in on workshops, I was able to understand my daughter’s learning issues. She was never diagnosed with a language­based learning disability, but she struggled in some of the same ways. Taking those workshops really enlightened me about how children can struggle with learning, and what they need in order to learn.”

In her retirement, Ms. Barrett plans to relocate to Denver to be close to family, a huge change after being a lifelong New Yorker. She also plans to check off a bucket list item by taking a trip to Ireland with her children. Pursuing part­time work, as well as volunteering for a hospital’s baby cuddler program, are additional ideas on her list. "And, of course,” she smiled, “I’ve not given up on tandem skydiving!” Whatever she does, whether it’s on solid ground or among the clouds, Ms. Barrett will undoubtedly bring to it her trademark warmth, curiosity, and passion for learning.

Longest­Serving Staff Member Ronnie Berish Retires After 44 Years at Windward As a youngster growing up in Queens, NY, Ronnie Berish pursued her dream of becoming a teacher and earned an undergraduate degree in elementary education before moving to Louisville, KY, for her first job teaching first grade. After a year, Ms. Berish moved back home to New York City. She taught for one more year before spending the next 12 years raising her family with her husband. During that time, Ms. Berish was attending graduate school on a part­time basis, with a focus on learning disabilities.

One morning, she received a phone call from one of her professors, who asked Ms. Berish if she was interested in a part­ time job at a special education school.

“I really hadn’t thought about re­entering the workforce, but teaching jobs were really hard to come by in those days.

I thought I really shouldn’t say no to the opportunity, so I accepted and said yes,” said Ms. Berish.

The position was an assistant teaching role at The Windward School, which, in 1976, had recently evolved into a school specifically for children with learning disabilities. Ms. Berish had never heard of the school, but she arrived for her first day at Windward in November 1977 at 13 Windward Avenue.

“Those of us at the beginning had a dream. We could see Windward being much more.

We dreamed of Windward flourishing into a more structured program and growing to reach more children.”

The school building was small, with approximately 75 students from kindergarten through twelfth grade enrolled, but there were still many empty classrooms. The entire middle school was located on the top floor, the lower schoolers were on the ground floor, and, at one point, high schoolers occupied the basement level. Ms. Berish assisted a teacher with a combined fifth and sixth grade class, and she instructed reading and math groups.

Ms. Berish also recalled how Windward’s program was not quite as defined as it is today. There wasn’t a set curriculum, there was no training for teachers, and the admissions process was not as rigorous as it is today.

Ms. Berish served as an assistant teacher for two years, before the late Dr. Margaret Stanback asked her if she would like to work together, to which she agreed.

“Margaret had the biggest impact on my career. She was quite a scholar, and she had me join the Orton Society [which is now the International Dyslexia Association] with her. I had my degrees and credentials, but I really learned how to teach reading at Windward,” said Ms. Berish.

The School adopted the evidence­based practices presented by the Orton Society and began investing in a formal staff development program so that Windward teachers would be trained on how to best teach their students with learning disabilities. Ms. Berish credits the development of Windward’s teacher training program as a turning point for the School and one of the main factors for its enormous growth since the 1970s.

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“We were a lovely small school, but those of us at the beginning had a dream. We could see Windward being much more. We dreamed of Windward flourishing into a more structured program and growing to reach more children. Slowly, change began to happen, and our dream started to come true,” said Ms. Berish.

Meanwhile, as Windward continued to refine its mission, Ms. Berish worked side by side with Dr. Stanback for 25 years in administering testing for the increasing number of prospective students, overseeing and training tutors when additional student support was needed, and later coordinating achievement testing for Windward students at the beginning and end of each school year. Following Dr. Stanback’s retirement, Ms. Berish took over full responsibilities as Coordinator of Special Services.

In more recent years, Ms. Berish has also led professional development workshops for The Windward Institute to share her expertise on interpretation of testing results for the classroom.

Ms. Berish’s scope of work has grown over the decades, but she has enjoyed the variety and the opportunity to work with many individuals within and outside Windward.

“This is why I’ve been here for all these years—I’ve always wanted to be a part of the growth and seeing our students doing well. My time at Windward has been more than satisfying, and I feel so privileged to have been a part of this school.”

Over the decades, Ms. Berish has impacted thousands of students and their families in her tenure as the longest­serving staff member in Windward’s history, and she has cherished imparting her love of reading to her students.

“I remember a former student who came to us in eighth grade as a non­reader, and he would regularly ask me if he could have more tutoring in reading. He graduated from Windward’s high school, and several years later, he came back to tell me that he started reading for pleasure. You could not have given me a greater gift than that.”

In her retirement, Ms. Berish looks forward to spending more time with her two sons, two daughters­in­law, two grandsons, two granddogs, and other family and friends.

She is an avid reader and music lover, so she plans on further indulging in those hobbies. Ms. Berish also hopes to travel to more destinations in Europe, adding to her experiences in Italy, France, Scandanavia, Spain, United Kingdom, Ireland, Greece, Croatia, Hungary, and Czech Republic.

Before long, Ms. Berish says she is sure to find her way back to Windward to take classes at The Windward Institute.

“Windward is a very special place and has felt like family, so I’ve always said, ‘I’m never leaving!’” Ms. Berish joked. “I never want to be totally removed from Windward, so I’ll come back to keep on learning. That never stops.”

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Fond Farewell to Stephen Littell After More Than 20 Years of Exceptional Service Overwhelmingly touted by his colleagues as calm, cool, and collected regardless of the situation, Windward’s Director of Finance and Operations and Assistant Head of School Stephen Littell shared that he wasn’t born with that particular skill set. Rather, he developed it over many years, nurturing opportunities to maintain perspective when circumstances made it difficult. “[In a previous position,] I hung the entire employee directory list on the wall of my office. When I ran into challenging situations, I would use that list as a visual reminder of all the people working hard to make the institution succeed. It helped me frame challenges within the grand scheme of things.”

“Thanks to Stephen’s careful stewardship, Windward was able to move unscathed through the great recession of 2008­09.”

—Dr. John Russell After receiving his MBA from the University of North Carolina at Chapel Hill, Mr. Littell began his career in hospital administration at the Department of Surgery at Duke University Medical Center. He realized that he could make a greater impact and be more fulfilled by a position that involved far fewer than 9,000+ employees. “I wanted to be involved in making decisions,” he noted. “In smaller settings, you do a lot of the work yourself, but you also get to influence a lot of the work.”

Mr. Littell transitioned to the K­12 market and spent more than twenty years working for independent schools in the NYC area. While he enjoyed working in smaller settings, he admitted to eventually feeling disenchanted by the atmosphere of privilege present in many private school environments. “I wanted to stay in a place with a different focus, mission, and purpose,” he explained. During a hiatus while contemplating an alternate career path, Windward’s CFO at the time, Karen Shafer, reached out to Mr. Littell to ask a favor. She asked if Mr. Littell could help out for a few weeks as Windward implemented a new all­school software program, Senior Systems.

Drawn to the distinctive mission of the School, Mr. Littell was happy to offer his talents. He quickly realized that he

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1. Joan Barrett (right) with Angelo Nobile, Andrea Kaminsky, and Sandra Schwarz 2. Ronnie Berish at the 2019 Platinum Circle Dinner 3. Stephen Littell (left) at the 2018 Benefit

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4 Leslie Zuckerwise on the 2018 First Day of School 5 Leslie Zuckerwise with Manhattan Middle School students 6. Ronnie Berish (left) with Jay Russell and Diane Schonberger

7. Ronnie Berish (left) and Joan Barrett (third from left) with Kathy Abrahamson, Trissi Dunn, Elisabeth Seocanac, Maureen Sweeney, and Eileen Ingrassia 8. Stephen Littell (second from right) recognized for 20 years of service Spring/Summer 2021 The Compass

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thoroughly enjoyed the work, which was anchored by a mission and vision that deeply resonated with him and offered the sense of fulfillment that he had been seeking. He happily accepted a permanent position when it became available. “When I started in the Business Office,” he shared, “people would call just to say, ‘Thank you. Windward has been so transformative for our child.’

It was gratifying, even eye­opening, to hear these messages, especially within the context of following up for tuition payments!”

It was this commitment to Windward’s mission that drove him as he successfully shepherded the school through its growth from one campus and 300 students to four campuses and 941 students. And it was this commitment that inspired him to conduct what he termed “a projection frenzy of accounting models” that addressed multiple possible scenarios for the School during the 2008­2009 financial crisis. Mr. Littell reflected, “During that time, things were so uncertain that no one knew what would happen if, for example, enrollment went down 30%. How would the School respond to parents who still needed to have their children here but couldn’t afford it as they could previously? All boats rise when the tides go up, but when things are bad you don’t know what’s going to happen.” His former colleague and friend Barbara Drayer added, “With the board, we called it The Good, The Bad, and the Ugly. Stephen did financial scenarios for all three of these situations.”

Amazingly, “thanks to Stephen’s careful stewardship, Windward was able to move unscathed through the great recession of 2008­09,” Dr. John Russell, head of school at the time, noted.

Further, it was with this commitment to Windward’s mission and vision that Mr. Littell approached the challenges related to the COVID­19 health crisis. His perspective was that facilitating in­person learning, for Windward’s unique community, was imperative: “A Windward education is not a luxury item—it’s an urgent, medical necessity that must be addressed immediately, even when the economic time is working against you.” Mr. Littell, partnering with the rest of the leadership team and the board of trustees, effectively balanced the need to “really open up the floodgates of cash” with the critical goal of maintaining the School’s financial stability. He continued, “We needed to upgrade facilities and systems, which we did, and we needed to make capital improvements.” The full support of the board of trustees highlighted the faith they had in Mr. Littell, as well, when they suggested spending what was necessary to open the 1275 Mamaroneck Avenue campus.

Numerous colleagues at Windward enriched Mr. Littell’s experience during his time at the School. In particular, he noted that his relationship with the board members in general, and Treasurers, specifically, made a lasting impact: “Denis O’Leary, Ron Ongaro, Fred Chapey, Tom Flanagan, and especially current Treasurer Mark Ellman, have all been extraordinarily helpful and insightful over the years.” Mr. Littell also shared his respect and gratitude for Diana Glogau, Windward’s Controller, for spearheading the modernization of the Business Office and its procedures.

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Head of School Jamie Williamson spoke glowingly of Mr. Littell’s tenure at The Windward School. “To say that Stephen has been steadfast in partnering with the organization to manage its finances doesn’t even do what he’s done justice. Stephen has been absolutely instrumental in helping us maintain financial success over the last 20+ years that he’s been at the helm.

Stephen is a wonderful partner and a pragmatic problem solver.”

Windward Board Treasurer Mark Ellman shared, “The image that comes to mind when I think of Stephen Littell is that of a dedicated, thoughtful champion of Windward who goes about his work with a calm elegance. His focus, attention to detail, and knowledge are a given. What hides beneath those great attributes is a passion for the mission of Windward, without which Windward could not have grown to its current stature.”

As he moves on to retirement, Mr. Littell is looking forward to traveling to some of his favorite places—Sweden, France, and the Caribbean—as well as making room to explore other countries and cultures. Pursuing volunteer work is another goal, either with a local animal shelter or as a pro­bono consultant for a small, independent school. Ideally, he’ll seek an organization whose mission speaks to him as powerfully as Windward’s has, with the kind of interesting, diverse, and dynamic work that he came to love during his time at the School.

Leslie Zuckerwise Looks Ahead to Next Chapter After Rising from Assistant Teacher to First Manhattan Division Head Throughout her life, Leslie Zuckerwise has been fearless in taking leaps of faith into unknown waters and her 20 years at Windward have been no different. Following successful careers as a paralegal, computer operations manager, and resource room teacher, Mrs. Zuckerwise considered what her next move might be after her twin daughters, Lisa and Gail, went off to college. She realized that in all her previous positions she had assumed a coaching, mentoring, or teaching role, and she loved the impact she had working with children.

“I was talking about this with my long­time friend Shelley Donato. Two days later, she called me and said she set up an interview for me at The Windward School, and Shelley said, ‘Don’t embarrass me!’” recalled Mrs. Zuckerwise. Ms. Donato felt certain that her friend would thoroughly enjoy the School’s instructional program, and she readily claims to have recognized in Mrs. Zuckerwise “a perfect draft pick.”

In 2001, Mrs. Zuckerwise began her first day at Windward as a Westchester Middle School assistant teacher. Compared to others in her cohort, she had considerably more life and work

experience, yet Mrs. Zuckerwise was an enthusiastic student and was never afraid to ask questions.

“I gained a lot of clarity and knowledge from Windward about the best way to teach, and I could see the results in the classroom,” said Mrs. Zuckerwise. “I was in the classroom for many years, teaching fifth, sixth, and eighth grades in language arts, math, and social studies, and it was amazing to see the small victories daily.”

Over the years, Mrs. Zuckerwise perfected her craft as a lead teacher, and she was awarded the Isabel Greenbaum Stone Master Teacher Award in 2010. She also forged ahead as a pioneer, being the first to introduce a SMART board in her classroom, the first to provide instructional technology support, and the first to start a new teacher staff development program with Marsha Finkelstein.

Her talents as a superb educator, caring mentor, and forward­thinking leader made it clear that Mrs. Zuckerwise could have an even greater impact as an administrator. In 2011, she moved to Westchester Lower School to serve as assistant division head before being named division head in 2012.

Around this time, Windward began planning to expand the School’s capacity to serve more students, and a key feature of this bold vision was to build a new campus in Manhattan. Windward sought a trailblazer who would both be able to lead two divisions and establish a community that would continue the excellence of Windward’s program.

The best person to become the first Manhattan Lower & Middle Schools Division Head? Mrs. Zuckerwise.

Undaunted when construction of the Manhattan campus was not completed for the start of the 2015­16 school year, Mrs. Zuckerwise, the rest of the Manhattan team, and head of school Dr. Russell exercised their flexibility and grit to prepare a temporary Upper West Side location to welcome Windward’s first Manhattan students.

“When those children showed up on that first day, it was pure joy,” said Mrs. Zuckerwise. “I took great comfort in knowing I had brought with me a very well­trained and talented group of teachers from Westchester. We were not going to fail—that wasn’t an option for anybody—and we were taking this plunge together. We knew this wouldn’t be without challenges, but we built a home with each other through a warm community effort.”

The following year, Mrs. Zuckerwise settled the Manhattan community into their permanent home on the Upper East Side, and the last five years have been a happy whirlwind. On any given day, Mrs. Zuckerwise embraced the enormity of her responsibilities and shifted seamlessly between attending to the needs of “the littles” and “the young adults.” She treasured every part of being the leader of the Manhattan campus, from

showing her school spirit on Field Day and at sporting events, to conducting read alouds with the second graders, to greeting new families on their first official visits to campus, to feeling immense pride in the students who were moving up and graduating.

When asked how she navigated through the ever­increasing demands of her career, Mrs. Zuckerwise was quick to respond.

“There is no way I would have been able to do this without my husband, Peter, and two girls. I was very happy in the classroom, but we always talked through each move. They would say, ‘Do it!’ My family has been ridiculously supportive.”

Mrs. Zuckerwise also was complimentary of many of her Windward colleagues.

“I have been very lucky with my mentors between Jay Russell, Sandy Schwarz, Sheila Okin, and Betsy Duffy. They have been big influences in my career. Chris Eberhard, Alexis Pochna, and I have worked together for years now, and we really take the time to hear one another so we can deliver on the mission of the School. I know I have Jon Rosenshine’s ear for anything I need. I am fortunate to have Jeremy Bletterman and Lori Squillante as assistant division heads to lean on.”

On the announcement of her retirement, Head of School Jamie Williamson congratulated Mrs. Zuckerwise, stating, “On behalf of the entire Windward community, I would like to extend our heartfelt thanks to Mrs. Zuckerwise for her dedicated leadership and extraordinary accomplishments that Windward students, faculty, and staff members have achieved under her direction.”

Former Head of School Dr. John J. Russell shared, “As division head, Leslie faced many challenges with dignity and grace. Guided by an impeccable moral compass, she provided the strong leadership that is essential in challenging times.”

Director of the Windward Teacher Training Program Sandy Schwarz said of Mrs. Zuckerwise, “Her incredible dedication to being ‘the best of us’ has been apparent in the continuous challenges she has welcomed and met with determination to always put our students first, no matter the time and energy that was required of her.”

In her next chapter, Mrs. Zuckerwise will be recouping a lost year of family time and moving to Nashville, TN, to be closer to her daughter, son­in­law, and grandchildren. She plans to take some personal time but is certain that, professionally, she will find a way back to working with students again.

“This has been one of the best experiences I ever had,” said Mrs. Zuckerwise. “I am so fortunate to have been able to wake up and say every day that I am really excited to go to work today.

I am a better person for being a part of The Windward School.”

“Her incredible dedication to being ‘the best of us’ has been apparent in the continuous challenges she has welcomed and met with determination.”

—Sandy Schwarz

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Faculty/Staff News & Milestones Ania Siwek Contributes to Children’s Picture Book on Learning Disabilities Authored by WMS Parent Through years of practice in working with children with language­based learning disabilities at Windward, Manhattan Lower School Psychologist Dr. Ania Siwek developed a simple metaphor of a traffic jam to describe what a learning disability is and why it can cause challenges. She published an article “Talking to Children about LD” (2009) elaborating on this metaphor in detail, but Dr. Siwek explains that “having a learning disability is like having a traffic jam on highways in your brain, and the cars can get stuck. Teachers show students how to use side roads to get their cars moving more quickly so learning gets easier.”

A children’s picture book called Roadways to Reading was published last August, and the story is based on Dr. Siwek’s traffic metaphor and her 2009 LD Online article. The author, Chavy Gros, is a Windward parent, and she contacted Dr. Siwek a few years ago to receive permission to use her ideas to create a story to help children understand their learning differences.

Senior Administrators, DEIB Office, and DivE In Committee Leaders Engage in “How to Be an Antiracist School” Seminar NYSAIS hosted a webinar “How to Be an Antiracist School” on January 25 featuring Ibram X. Kendi, the Andrew W. Mellon Professor in the Humanities at Boston University and founding director of BU’s Center for Antiracist Research. Windward sponsored 24 members of the community to attend the presentation, which discussed racism and power in schools and how institutions can actively work to become antiracist schools. Attendees included all senior administrators, all four advisors of the DEIB Office, and the majority of the DivE In Committee members.

Julio Garcia­Ortiz Helps Clients Heal from Injuries through Movement Therapy When he is not at Windward as a Westchester Middle School non­instructional part­time school aide, Julio Garcia­Ortiz works to help others with his certification as a human foundations practitioner. He assists clients at REP Athletics in Larchmont to show them corrective exercise techniques and dynamic movements to help with recovery from injuries, dysfunctions such as scoliosis, weight loss, and body conditioning through holistic training.

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Colleen Iodice, Jon Rosenshine, and Jamie Williamson Named Magnus Health Frontline Heroes In recognition of their service to Windward, for which they have gone above and beyond during the pandemic, Assistant Director of Health and Safety Colleen Iodice, Associate Head of School Jon Rosenshine, and Head of School Jamie Williamson were named Magnus Health Frontline Heroes on January 26. This award honors those who have stepped up to the challenges presented by COVID­19 and have supported their school community with passion and kindness. Congratulations to our Magnus Health heroes!

Nine Attend Asian Educators Alliance National Conference From April 24–25, nine faculty and staff members attended the virtual 10th Annual National Conference of the Asian Educators Alliance. The two­day conference featured workshops on how Asian teachers and school professionals could work to create a more equitable and just world in classrooms, schools, and beyond.

Participants included Westchester Middle School Teacher Liz Currie, Manhattan Middle School Teacher April Heck, Associate Director of Digital Communications & Publications Stephanie Huie, Manhattan Middle School Teacher Shirley Hwang, Westchester Middle School Teacher Katherine Kaneko, Manhattan Middle School Teacher Karen Kao, Manhattan Lower School Teacher Danielle Ngo, Associate Director of Development Evelyn Poy, and Manhattan Middle School Teacher Shannon Urabe.

Expert Advice from Seven Faculty Members Featured in Education Week Windward prides itself as a learning community that recognizes the profession of teaching as a craft, and the School’s faculty and administrators continuously study and reflect to perfect their practice. Seven individuals shared their perspectives on various topics surrounding student engagement, reading, writing, and primary sources, and their thought leadership pieces were featured as expert opinions online by Education Week.

Manhattan Lower School Teacher Kate Sullivan provided strategies to encourage students to develop intrinsic motivation to read. Westchester Middle School Teacher Alex Frelinghuysen and Westchester Lower School Teacher Alicia Kempin explained how to support students so they want to revise their writing.

Manhattan Assistant Division Head Jeremy Bletterman gave his insights on how to keep older students engaged in school and their own learning. Westchester Middle School Teacher Katherine Kaneko and Westchester Lower School Teacher Jessica Sorna shared their strategies on how students can learn about and use primary sources. Manhattan Middle School Teacher Sarah Brown revealed the most important teaching advice she could give to others.

Jada Jones Engages Grade 6 Students with A Ride to Remember Read Aloud On February 26, Jada Jones, Director of Human Resources, read aloud A Ride to Remember: A Civil Rights Story by Sharon Langley and Amy Nathan to Grade 6 Manhattan Middle School and Westchester Middle School students. Classes joined Ms. Jones via Zoom as she read the book, which is about the author Sharon Langley’s experience of becoming the first African­American child to ride a carousel at the Gwynn Oak Amusement Park in Maryland when it became desegregated in 1963. Following the read aloud, Ms. Jones answered students’

questions about the story’s themes and about Black History Month. Teachers also shared with students photos from the demonstrations and public protests that led to the Gwynn Oak Amusement Park being opened to all for the first time.

Kwamé LaBassiere Appears as Podcast Guest to Discuss Diversity in Surfing Director of Information Technology Kwamé LaBassiere appeared as a guest on the Saltwater High podcast in the March 3 episode “Tribe of Zen Founder Kwamé LaBassiere: Diversity in the Lineup.” He discussed with the host how he learned to surf in New York at Rockaway Beach, the origins of his organization Tribe of Zen, the connection between Dr. LaBassiere’s passions of surfing and yoga, the historical roots of inequality in surfing, and his hopeful outlook that surfing will become a more inclusive sport.

Windward Babies Eliza Marie Belmont was born on February 14 to Westchester Lower School Teacher Isabelle Belmont.

She weighed 8 lbs. and was 21 ½ inches tall.

Manhattan Middle School Nurse Ali Zelesky welcomed a daughter, Sloan Anna Zelesky, on February 14. She weighed 8 lbs. 2 oz.

Westchester Middle School Teacher Chelsea Chittenden celebrated the birth of her son, Noah David Alexander Puffett, on March 31. He weighed 8 lbs. 8 oz.

Jack Ronnie MacDonald was born on April 22 to Westchester Lower School Teacher Kate Ferranti. He weighed 8 lbs. 2 oz. and was 20 ½ inches tall.

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The Windward Institute Celebrates One Year Anniversary and Beyond The mission of The Windward Institute is to increase childhood literacy rates by disrupting the educational status quo to save more lives. Since its official launch in January 2020, the Institute has delivered on its purpose and pursued a number of exciting and promising endeavors. The WI’s journey during the past year and a half has been guided by its four foundational pillars:  Providing professional development  Forming partnerships with leading educational

institutions  Advocating for students with language­based

learning disabilities  Expanding The Windward School’s reputation

and expertise.

The Windward Institute welcomed three new faculty members—Deirdre McKechnie, MS Ed; Molly Ness, PhD; and Paul Riccomini, PhD—to join the robust team of instructors who deliver the Institute’s signature research­based courses and workshops on the topics of reading, writing, math, and other key language and social skills. Nearly 900 teachers, practitioners, tutors, and parents/guardians have enrolled in both the WI’s new offerings, such as “The Reinvigorated Read Aloud” and “Strategies to Promote Mathematical Reasoning,” and core courses, such as “Expository Writing” and “Multisensory Reading Instruction: PAF.” The agile WI team pivoted quickly to transition all of these courses online to provide a high­quality experience for the courses in a virtual format.

To address topics related to equity in education, the Institute also launched a webinar series that brought researchers and experts in the fields of reading, language, learning disabilities, executive function, and educational neuroscience to present accessible information and skills to the public. The series became a facet of the WI’s partnership with the Haskins Global Literacy Hub. As The Windward Institute continues its work into its second year, the WI remains committed to serving as a resource for the highest standard of research­based professional development, continuing to partner with communities focused on improving educational outcomes for all children, and being steadfast in its advocacy for children with language­based learning disabilities.

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The Compass Spring/Summer 2021

Fall Community Lecture on October 22, 2020

Momentous Milestones February 2020 — Began new Early Childhood Educator Seminar series to empower early childhood teachers with the tools they need to accurately identify predictors of future reading problems and help to prevent the burgeoning effects of not learning to read May 2020 — Completed first year of the research study, Predicting Literacy Outcomes at The Windward School, studying 23 participants through the Windward/Haskins Collaborative Project. This included training of Windward faculty on EEG collection and the completion of the first round of data collection with standardized behavioral measures in Windward’s state­of­the­art in­school electroencephalogram (EEG) labs.

October 2020 — First virtual Fall Community Lecture, “Parenting and Educating Kids in the Time of Anxiety,” featuring Rachel Busman, PsyD, engages 750 participants from 15 countries November 2020 — Dr. John J. Russell and Magdalena Zavalía Miguens present at 2020 DISFAM (Asociación Dislexia y Familia) National and Iberican Congress to an international audience of more than 2,900 policy makers, educators, school leaders, and literacy researchers from Spain and across Latin and South America December 2020 — Inaugural professional development partnership with Winsome Wishes for Kids and three schools in Jamaica. Thirty kindergarten through third grade educators participated in a virtual, interactive one­day workshop led by Nicole Berkowitz and Diane Happas.

April 2021 — First virtual Robert J. Schwartz Lecture, “Early Identification of Dyslexia: Research to Practice,” featuring Hugh Catts, PhD, engages 2,700 participants from 50 states and 44 countries May 2021 — READ Podcast hosted by Danielle Scorrano totals 10,000+ downloads

Institute

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Spring/Summer 2021 The Compass

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

WPA Spreads Holiday Cheer for Faculty & Staff

December 18

First Annual Merry Door Decorating Contest A friendly competition between all four campuses occurred in December, and faculty and staff members added creative winter­themed decorations to their doorways. Pictured are students with WLS Teacher Susie Gardiner’s festive door.

January 13

Votes Determine New Windward Alumni Logo Thank you to the many alumni, alumni families, faculty, staff members, and current families who helped vote on the new alumni logo.

The Windward Parents Association collected funds from families in the fall to generously gift all faculty and staff members with acknowledgments of gratitude throughout the school year.

Before winter break, the WPA put together a display of kind messages from students and provided Windward blankets and soaps. Pictured are WLS Psychologist Dr. Sarah Rendell with WLS Guidance Counselor Mihal Spitzer and WMS Teacher Christian Feliciano.

January 18

Tracing the History of the Civil Rights Movement

February 1

Inspirational Black Figures Recognized Throughout Black History Month One way that MMS celebrates Black History Month every February is by sharing the story of a notable Black individual each day during morning announcements.

This year, many students contributed their own written spotlights on figures that they have found to be personally inspiring. Pictured are seventh­grade students with pieces on Cicely Tyson and Tiger Woods.

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In a refreshed social studies unit, second graders learned about civil rights in the U.S. The classes began by studying the Underground Railroad, then the Civil War era, before concluding with lessons on school segregation. Pictured are MLS students during a lesson on Ruby Bridges.

February 3

Seven Authors Visit for World Read Aloud Day

February 10

Building Inuksuk Structures An inuksuk is a handmade stone landmark made by the Inuit in Canada, and third graders created their own inuksuk structures as a follow­ up activity to their social studies lessons on the Indigenous Peoples of Canada. Pictured is a WLS student assembling his inuksuk.

February 12

Lunar New Year Kicks Off with Lion Dance

February 17

Dissecting Squids in Science Lab WMS fifth­grade students in Nate Steward’s class performed squid dissections, with some guidance from Coordinator of Science Doug Dalessandro. The lab allowed the scientists to have an engaging hands­on learning opportunity in biology.

February 25

Students Raise $1,600+ for Heart Healthy Month

The second­grade classes at MLS gathered for a parade to welcome in the Year of the Ox. Manhattan Assistant Division Head Jeremy Bletterman joined in the festivities and wore a lion mask from Hong Kong to lead the group throughout the building.

Pictured is a student with the lion mask.

The PE department leads “Get Fit February” to increase awareness about the importance of a heart­healthy lifestyle. Each division hosted fundraisers in which students donated funds to participate in a friendly competition. Together, Windward raised more than $1,600 for the American Heart Association. Pictured is MMS Teacher Brian Hull and students during the “Hoops for Heart” challenge.

Spring/Summer 2021 The Compass

NEWS AROUND THE SCHOOL

Across all campuses, Windward teachers acknowledged World Read Aloud Day by inviting authors for a virtual read aloud presentation of their books, plus Q&A time with the students. Pictured are WMS fifth­ grade students during their virtual visit with author Michelle Cusolito.

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March 2

NEWS AROUND THE SCHOOL

100th Day of School Celebration

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March 2

Drama Program Debuts The Understudy Podcast

Written and directed by Performing Arts Chair Betsy Hooper, WMS drama students experimented in a new artistic medium—a podcast. In six episodes, the actors told the hilarious story of how an understudy fills in when Cupid accidentally shoots himself with his own love arrow.

Pictured are Ms. Hooper and cast members while recording the show together.

March 3

Student Council Hosts Successful Warm Clothing Drive

On the 100th day of school, lower school students built a pyramid using 100 cups, mused what life might be like when they are 100 years old, counted 100 gumballs in a gumball machine, and many more fun activities.

March 4

Ms. Zuckerwise Inspires Eighth Graders with “6 Million Paperclips” Presentation In a webinar for all MMS and WMS eighth­grade students, MLS & MMS Division Head Leslie Zuckerwise shared an inspiring story of how middle school students collected 6 million paperclips in honor of the 6 million Jews killed during World War II. Pictured is Ms. Zuckerwise during a trip to the Children’s Holocaust Memorial in Tennessee.

The Compass Spring/Summer 2021

Over the course of three months, MMS Student Council collected more than 120 pounds of clothing to donate to the Vietnam Veterans of America.

Pictured are eighth­grade Student Council members organizing the final donations.

March 12

WPA Sponsors Spirit Day

WLS & WMS Families Prepare 300+ Lunch Kits for WPA Service Project Pictured are WPA event co­chairs Anne Louise Bostock and Christine Baker McGrath who coordinated an at­ home service project, “Bags for Buddies,” in partnership with Neighbor to Neighbor in Greenwich. WLS and WMS families donated more than 300 lunches to be distributed to school­ aged children at risk of hunger.

March 16

Lifelike Pop Art Lollipops MMS Teacher Abby DeLuca taught a unit about pop art and realistic replicas of food. Impressed by artists such as Claes Oldenburg and Peter Anton, fifth­ and sixth­ grade students built their own spiral lollipop replicas using coils of model magic molding material.

March 17

Themed Face Masks for St. Patrick’s Day Sixth grade students in WMS Teacher Ryan Duffy’s class showed off their playful personalities and wore matching face masks with green and orange mustaches.

Spring/Summer 2021 The Compass

NEWS AROUND THE SCHOOL

All members of the community were invited to wear Windward colors on Spirit Day, and the Windward Parents Association provided lunchtime treats for all as a cheerful kickoff to spring. Pictured are MMS Teacher Matthew Rollings and Security Officer Keith Sterling.

March 15

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April 14

Windward Spirit Week

NEWS AROUND THE SCHOOL

Students, faculty, and staff enjoyed fun dress­ up days for Spirit Week, which included Mellow­ Yellow Monday, Top Hat Tuesday, Wacky Wednesday, Team Spirit Thursday, and Feeling Fortunate Friday.

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April 20

Schwartz Lecture Engages 2,700+ Global Viewers The Windward Institute welcomed Hugh Catts, PhD, as the featured speaker for the 2021 Schwartz Lecture. He spoke about how critical early identification of reading difficulties is for the prevention of the negative consequences of learning disabilities. Registrants for the live stream came from all 50 states, plus Washington, DC and Puerto Rico, and 44 countries.

April 26

WMS Grade 6 Students Design Hamsas Visual Arts Chair Dev Pillette led his WMS sixth­grade students through designing a hamsa, a symbol of protection in many cultures. The artists drew an eye in the palm of a hand and added symmetric lines and shapes.

The Compass Spring/Summer 2021

April 29

May 4

WPA Sponsors Dena Simmons as DEIB Guest Speaker

WLS Artists Celebrate Star Wars Day Fourth­grade WLS students in Gina Mastrogiovanni’s class summoned the force to create Baby Yoda pop artwork.

Dr. Dena Simmons discussed how the intersection of emotionally intelligent and culturally relevant practices can create equitable and welcoming communities.

May 7

Celebrating National Nurses Day Windward’s Health Offices have been instrumental this year in maintaining the health and safety of our community.

Pictured is MLS Nurse Karen Abbas with some tokens of appreciation.

Three Surprises Unlocked During Faculty & Staff Appreciation Week A remarkable 347 gifts were donated between May 3—7 totaling $344,000 in honor of Windward’s incredible faculty and staff. Thanks to the community’s generosity, three special surprises were unlocked—a gourmet coffee cart, Windward swag, and an end­of­year champagne toast.

May 13

Platinum Circle Welcomes Five New Members The Platinum Circle is an esteemed group of faculty and staff who have been at Windward for 20+ years. Tristes Dunn, ToniAnn Hutchison, Evelyn Poy, Leslie Pragay, Lori Squillante, and Leslie Zuckerwise reached the impressive milestone this year and joined their fellow Platinum Circle members for a wine and cheese tasting virtual event.

Spring/Summer 2021 The Compass

NEWS AROUND THE SCHOOL

May 6

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M E E T THE

Inaugural Alumni Ambassadors The Alumni Office is proud to announce the creation of the Alumni Ambassador Program.

Co­chaired by Denis O’Leary ’06 and Grace Desiderio ’19, the ambassadors are passionate alumni representatives who will deepen engagement with the Windward alumni community through an array of initiatives

Grace Desiderio ’19, Co-Chair

Denis O’Leary ’06, Co-Chair

Matthew Dorf ’09

Stephen Flaxman ’88

Elliot Kaitz ’07

Adam Kern ’23

Hampton Mills ’07

Brice Eber Morris ’21

that supports, strengthens, and increases our alumni community worldwide.

Our alumni ambassadors will be involved with: Contributing to the bi­annual alumni newsletter Making thank you calls to alumni donors Fundraising for The Windward Fund Planning and hosting alumni events Networking with fellow alumni Speaking opportunities with current students/families

The success of our Windward alumni validates the School’s teaching methodology and pedagogy to reaffirm that students with dyslexia and other language­based learning disabilities, if given the right support, can accomplish great things.

If you are interested in becoming an alumni ambassador, visit www.thewindwardschool.org/ambassador or email alumni@thewindwardschool.org.

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Bryanna Archibald ’20

Jamie Beer ’20

Brian Boehlert ’05

Phoebe Brown ’24

Talia Cohen ’22

Schuyler Gardner ’18

Elizabeth Garry ’08

Maddie Goodman ’19

Grace Halvey ’16

Katie Harkness ’17

David Kern ’25

Lauren Marlowe ’23

Taylor Marlowe ’25

Izzy Melhado ’08

Nathaniel Miller ’22

Kendal O’Leary ’07

John Ongaro ’09

Joseph Orlando ’12

Asher Rosenblatt ’22

Zac Rosenblatt ’24

Melissa Strauss ’15

Daniel Tannenbaum ’16

Jamie Taub ’23

Emily Walsh ’16

Harry Zimmerman ’12

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Alumni News & Notes 2005 Jarrett Bauer was featured in Forbes magazine on March 10 after his remote patient monitoring startup, Health Recovery Solutions (HRS), closed $70 million in Series C funding. HRS’ technology allows patients to record their vitals and share them directly with their clinicians via video or messaging.

2014 Harper Clark (pictured second from right) has been working for nearly two years as a public relations assistant at the Yunus Emre Institute in Washington D.C. The Institute is a Turkish cultural center under the Ministry of Culture and Tourism, and it serves as a cultural bridge between the Turkish and American people with events like concerts, art exhibitions, movie screenings, and language classes. Prior to this position, Harper graduated with his bachelor’s in international studies from Dickinson College. Harper believes Windward influenced him tremendously and fostered his passion for writing, language, and history. He said, “I simply must credit my amazing teachers at Windward who helped me work through my dyslexia and turned my learning difference in middle school into a learning advantage throughout my adulthood.” Harper continued on crediting Windward for spearheading his education which allowed him to be successful in high school, college, and his work at Yunus Emre. “To be a Windward alum is to be a lifelong learner with the mental skill set to not just see problems as challenges but also to tackle them from any angle.”

Stephen Flaxman ’88 Proudly Supports Windward as Alumnus and Alumni Parent of Natalie Flaxman ’25 In the early 1980s, a middle school boy in Long Island was “falling through the cracks” of the North Shore public school system. His school could no longer support his learning disability, and he would need to move away from his mom, stepfather, and brother and his native Nassau County to Harrison, NY. “Back then when I lived on Long Island, anything past Throgs Neck Bridge was considered upstate, and I didn’t know a soul,” recalls Stephen Flaxman ’88.

Nearby the house he now lived in with his father, stepmother, and two stepbrothers was “a small school that could help him.” Little did he know, he would return to this now much larger school 30 years later with his daughter in tow.

“There was a stigma about going to Windward in the 80s, so when I told someone I was going to Windward because I had a learning disability, they thought I was an idiot,” said Stephen. “Right now, if you tell a family that your kid is at Windward, they say ‘that place is amazing!’ But back then, that wasn’t the case for a school for kids with learning disabilities like me.”

Stephen entered his first day of school nervously, knowing no one. As a newcomer to Windward’s high school [Ed. Note: Windward phased out grades 10-12 in 2004 to prioritize early identification and remediation], Stephen was one of seven students in the entire ninth grade and an entire school of 100 students in grades 1–12.

Occupying the basement level of the first Windward campus at 13 Windward Avenue, high school students were in mixed­age groupings and were taught by some still­familiar names, such as former Director of Admissions and Assistant Head of School Maureen Sweeney, who was Stephen’s math teacher, and Director of Health, Physical Education, and Athletics Marilyn Hunt, who was his PE teacher.

“Windward really understood all of us, and the teachers knew our strengths and weaknesses,” recalled Stephen.

“Everyone at Windward really put in great effort to get us all where we needed to be, and the attention was amazingly individualized.”

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

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Windward impacted Stephen both socially and academically—he chats weekly with Drew Teich ‘88—and following his graduation from Windward in 1988, Stephen went on to pursue his undergraduate degree. He began at Southern Vermont College before transferring to attend Manhattanville College and Westchester Community College at the same time, while simultaneously working a job.

He returned to Windward a few years later to visit, and he made his first donation to the School. Although he was not far along in establishing himself in his career, Stephen felt it was “important to give back, because Windward is an incredible place, and being at Windward was a gift.”

Stephen married his wife, Susan, and they had two children together. When their daughter, Natalie Flaxman ’25, was in fourth grade, it became apparent that she was having trouble with reading.

“I had a feeling that something was going on because school was really difficult for me,” said Natalie. “I had issues with inferencing and foreshadowing, so if something was not in the text, I didn’t know it. Every day, I sat in school, and then I had 2­3 tutors after school. Having a learning disability was affecting me socially, too, because of my trouble with inferencing.”

Natalie’s teacher suggested the Flaxman family consider sending her to Windward to remediate her reading difficulties. They went through the admissions process, and Natalie was accepted to join the sixth­grade class in 2018.

“When I was younger, my dad never talked about his learning delay. He talked about going to Windward, but I didn’t understand that Windward was a school for people with learning disabilities. It didn’t click for me that both me and my dad have learning disabilities until I started at Windward,” said Natalie.

Reflecting back on Natalie’s first day at Windward, which was 30 years after his graduation from the School, Stephen became emotional.

“I was very fortunate to be at Windward. The School taught me a lot of things, like how there are other people like you, and that it’s okay to be different. Although Windward today has so many more resources than it did when I was there, everyone cares about the individual and knows the best way to educate kids with learning disabilities. Natalie was scared because she didn’t know anyone at Windward, but I told her that was the same way for me, too. I took the journey, and now it was her turn,” said Stephen.

Natalie spent multiple years at Windward, and she graduated in June 2021 alongside 152 other Westchester Middle and Manhattan Middle School eighth­graders, 33 years after her dad. She found classes at Windward to be much easier and suited to her learning needs. Socially, she also developed strong friendships with others who she felt could understand and relate to her language challenges.

Although she is looking forward to transitioning to her next school in the fall, Natalie will miss Windward and the special ties that she and her dad have at the school.

“There’s this picture of my dad on one of the walls from when he was at Windward, so whenever we would pass by it in the hallway, my friends would joke and say, ‘Hi Mr. Flaxman!’” said Natalie.

“Knowing that I’m on that wall, I can’t tell you what that means to me; it’s such an honor,” said Stephen. “I do what I can to give back to Windward and represent the school, and I believe Natalie will do the same. Once an alum of Windward, always an alum of Windward.”

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

2016

During the height of the COVID­19 quarantine in Spring 2020, Axel Getz (pictured above) began to focus more seriously on his art as a form of expression and as a means to deal with the difficult realities of the pandemic. What began as a personal practice to soothe coronavirus woes soon turned into something more as Axel’s work started being featured in gallery shows and commissioned. A year later, his artwork continues to show in galleries, and Axel is now pursuing a full­time career in painting and other creative projects. When speaking about his artwork, Axel said, “I always start with how my dyslexic mind helps me put together my puzzle like abstract oil and watercolor compositions. Strange as it might sound, when I look at a blank canvas or piece of paper, the composition begins to reveal itself to me and it really becomes a matter of putting it into reality. Though I cannot know for sure, I think I can do this in part thanks to my dyslexic wiring in my brain.”

Daniel Tanenbaum gradated early from Washington University in St. Louis in December 2019. After graduating, he moved to Chicago to attend Northeastern University, where he earned his master’s in communications. Daniel currently lives in New York City.

Benny Berger is working in the construction industry.

2017 Lizzy Topper was accepted into the University of Pennsylvania’s

School of Social Policy & Practice for their master’s in social work program, where Lizzy will focus on elementary school students with disabilities. Lizzy recently completed her senior year at Brandeis University and has been assisting in the

Amanda Berger is a graduate student at Boston University.

2015 Rachel Wylie attended Edgemont High School in Scarsdale, NY, following Windward, and she graduated from Franklin & Marshall College in 2019.

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

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The Compass Spring/Summer 2021

Student Accessibility Office, so she is looking forward to the opportunity to continue her advocacy work for the disability community. Lizzy said, “While at Windward not only did I learn organizational and time management skills, but also I learned how to advocate for myself. From telling my middle school teachers I have dyslexia to standing up for myself when I needed extra time in high school to now helping others do the same, I feel so appreciative that Windward gave me the confidence to do this.”

Lauren Blum graduated from the University of Vermont with a bachelor’s degree in human development and family studies.

She also minored in behavior change health science as well as health and society. Beginning this summer, Lauren will pursue her a master’s degree in public health at the University of Vermont at the Larner College of Medicine.

Lexie Goldman will be enrolling at Cornell University’s College of Human Ecology in the fall to study policy analysis and management.

Charlotte Ungar is graduating from Scarsdale High School. In the fall, she will be attending University of Connecticut to study geoscience.

Rachel Schenfeld (pictured below) graduated from John Jay High School. She is looking forward to majoring in fashion design at the Fashion Institute of Technology.

2021 Ava Goldfarb (pictured below) is a senior at Dwight School, and she completed a thesis paper that was a comparative study of Finland vs the United States on how education systems impact the learning of children with dyslexia. Her thesis was inspired by her time at Windward. “While I was lucky and able to attend a specialized school, so many others are not. I learned how to write and be confident in my reading and writing skills at Windward, and this paper is a reflection of that.”

2025 Natalie Flaxman shares her experience as a legacy student, as she enrolled at Windward 30 years after her dad Stephen Flaxman ’88 graduated. Read about their family’s connection to Windward on page 36.

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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Will Koester ’22 Interviews Athletes with Learning Disabilities for Research Fellowship Summer 2020 did not unfold for Will Koester ’22 as he anticipated.

He had hoped to be working at a golf course on Martha’s Vineyard, but the pandemic disrupted his plans. However, there was a silver lining, and Will ended up spending his summer in a much more meaningful way.

Through a family connection, he contacted David Flink, Founder and CEO of Eye to Eye. The organization supports young people with learning disabilities and ADHD, and they are most known for their mentorship program. Mr. Flink explained that Eye to Eye offers a research fellowship that asks students to interview leaders in a particular field to better understand how those individuals excelled and persevered through their learning disabilities. Will was excited to pursue the opportunity, and, as a lifelong sports fan, he decided to focus his research on elite athletes.

Will spoke with four athletes over the course of his project.

He interviewed Hall of Fame NFL quarterback Terry Bradshaw, all­star conference Division I athlete and fellow Windward alum

Harry Zimmerman ’12, WNBA all­star and former rookie of the year Jewell Lloyd, and retired NFL player and current Division I football coach Jovan Haye.

“I remember sitting there thinking, ‘Oh my gosh I am interviewing these amazing athletes!’ I couldn’t believe I was speaking to these athletes,’” recalled Will.

In synthesizing what he learned from his interviews, Will appreciated how valuable it is for well­known figures to be open and share their stories of having a learning disability.

“When I was 5­years­old, I always thought the athletes I watched on TV were perfect humans because they were amazing at sports,” said Will. “But after these conversations, I realized that even elite athletes who have learning disabilities have had struggles like me, such as trying their absolute hardest to do well in school."

Will was impressed that all four athletes credited their learning disability as an asset. Because a learning disability makes certain tasks more difficult, the athletes agreed that the challenge forced them to have the fiercest work ethic out of all their teammates.

Having recently completed his junior year at Salisbury School in Connecticut, Will hopes he might be able to start a mentorship chapter of Eye to Eye during his senior year. After graduation, he plans to continue pursuing his interest of sports. Will dreams of one day becoming an NFL scout or being involved on the business side of the industry.

Congratulations to Windward Graduates!

In 2020­21, the Outplacement team helped outplace a record 237 students to 111 public, independent, and boarding schools across the United States. See the schools to

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As stated in its mission, The Windward School is committed to helping students with dyslexia and language­based learning disabilities achieve their full potential in preparation for a successful return to a mainstream environment. Windward’s Outplacement Office works with every Windward family to find the appropriate educational match to ensure their child’s continued academic success once the student leaves Windward.

which Windward students are

Best of luck to all graduating eighth and ninth­grade students and to all outplacing students. Remember to keep in touch with us at Windward!

matriculating on the opposing page.

Note: The schools represented are accurate as of the time of printing.

The Compass Spring/Summer 2021

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