Eagle Hill School - Compendium 2020-2021 by Eagle Hill School

Contents F EAT U R ES

Cultivating a Relationship between Writing and Making

What Lurks in the House of Gingerbread?

Cooperative Learning in the Classroom

This Is CAS—This Is Community

Commencement 2021: Struggle Is Part of the Process A Transcription of the Senior Class Address

Commencement 2021: The Idea Is Yours—Let’s See It Through A Transcription of the Faculty Address

Commencement 2021: Ode to the Class of 2021 Head of School’s Annual Class Tribute

Learning from Every Dimension Learning-Diverse Students Are Often Active Participants

I Know Your Story—Alumni/ae Spotlight Dr. Kimberly (Markoff) Rubin Shares Her Path to Success

Imagining the Writing and Making Class

Instilling a Sense of Community and Global Awareness

DEPA R T M ENTS

Message from the Head of School

In Memoriam—Dr. Peter M. Figgie III

School News—Top Stories

Student Awards

The Class of 2021

End of Year Awards

Alumni/ae News—Class Notes

School News—Top Stories

An Honor Roll of Donors

COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 1

Message from the Head of School

any of you have seen our admission video “Voices,” which chronicles the emotional and educational journey that so many of our students experience prior to finding Eagle Hill. In the video, the voiceover is a cacophony of admonishments and criticisms directed at four new Eagle Hill School students, spoken presumably from people in their past who did not understand or value their learning abilities. By contrast, and simultaneously, the visual scenes capture EHS’s beautiful New England campus with smiling students greeting friends on campus, excitedly opening the doors to classrooms, playing sports and music, and more. The 90-seceond video concludes with those four students closing the door on those dark voices and opening new doors—EHS doors—that allow them freely and confidently to pursue their passions, their educations, and their futures.

together. For the first time in many of our students’ lives, they experienced an educational advantage over the rest of the world, and as it has done for generations, EHS continued to help silence the voices that had held them back in the past. There is no getting around the fact the 2020-2021 academic year was extremely challenging, which is also why I personally found it to be the single most rewarding year of my 28 on the Hill. What we accomplished together—as faculty, staff, students, parents, trustees, alumni/ae and their families—was nothing short of extraordinary. As time passes, however, 2020-2021 academic year will not be defined by what we had to overcome, but rather by all that was achieved and accomplished in and beyond the classroom. Onward! PJM

As usual, this year’s Compendium captures so many remarkable moments and achievements in the life of our boarding school community. And, if not for the pictures of students and faculty wearing masks, one would not know that all of this and so much more was experienced and accomplished at a boarding school in the middle of a global pandemic. While the rest of the educational world largely paused this past year, or in some cases even retreated, EHS faculty and students closed the doors to the outside world—and to the naysaying voices who said it could not be done—and created a safe and happy bubble in which to live, learn, and thrive

| COMPENDIUM | COMPENDIUM 22 EAGLE 2020–2021 EAGLEHILL HILLSCHOOL SCHOOL 2020–2021

To view the Voices video, visit: www.eaglehill.school/about

In Memoriam: Dr. Peter M. Figgie III Dr. Peter M. Figgie III, Co-Founder, Eagle Hill School

June 27, 1933 - March 19, 2021

r. Peter M. Figgie III was one of the most kind-hearted, empathetic, and accomplished individuals one could ever have the pleasure to meet. Despite his tremendous success and impact in various industries, Dr. Figgie always identified the co-founding of Eagle Hill School as one of the proudest achievements in his life. A caring and dedicated dentist for over 40 years, Dr. Figgie and other family members purchased a Hardwick farm, built during the Revolutionary War era, in the early 1960s. Rather than taking the traditional path of selling the farm after their personal use of the property had waned, Drs. Figgie and

Dr. Figgie enjoying a happy moment with his family. Cavanaugh had a grander vision—to create a unique educational oasis for students with diverse learning abilities where they would live, learn, and thrive as students and as individuals. This concept was so far ahead of its time that educators unable to see beyond the traditional educational paradigm scoffed at the idea and predicted immediate failure. Undeterred, Figgie and Cavanaugh ventured forward and created articles of incorporation that still today remain more forward-thinking than the programs at most public and private schools around the country.

“Cavanaugh and Figgie were generations ahead of their time in terms of educational philosophy and practice,” said Dr. PJ McDonald, Eagle Hill’s current Head of School. “And, while it is one thing to have a great idea well ahead of its time, it remains astounding to me that these two legends had the vision and courage to create an entirely new kind of Dr. Peter M. Figgie III school in the sleepy little town of Hardwick, Massachusetts in the absence of the Internet, cell phones, and social media. They made the seemingly impossible

A family favorite photo of Dr. Figgie in his office. possible, and thousands of young lives have been changed forever because of the conviction and determination of these two great men.” Today, 54 years after the school first opened its doors to four students, Eagle Hill School is the international standard by which other schools are measured. Dr. Figgie passed away this past March, leaving behind a legacy that will continue to change lives forever. The Eagle Hill School community will be forever grateful to Dr. Figgie and his family. COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 3

Cultivating a Relationship By Dr. Matthew A. Kim, English Department Chair

between Writing and Making on Our Campus Imagining the Writing and Making Class

he relationship between writing and making is being cultivated and celebrated in high school makerspaces across the country for three reasons: maker courses and English courses are enjoyable, they are thought provoking, and students and teachers learn an abundance of knowledge and skills that transfer with them into other high school courses, college courses, and even beyond into their careers. The Eagle Hill School makerspace was a space I had imagined for us years before it was built. As plans were drawn and redrawn and as the building was going up, I traveled across the country visiting community writing spaces and makerspaces. My goal was to bring home with me the theoretical and practical ideas that positioned these spaces as welcoming, intellectually stimulating, and fun to occupy. I desired a space where our students and teachers could dream up projects where themes from literature and topics from writing projects could come to life as representative objects and larger, collaborative projects. For example, students and teachers could read Homer’s Iliad or Dante’s Inferno or newer American fiction authored by Chimamanda Adiche and Viet Nguyen, or students could produce primary and secondary peer-reviewed research on education or healthcare COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 5

or climate change and create a multi-genre project in which they wrote a research paper or a journalistic article and also represented that piece of literature or social issue by creating an object from playing with a laptop, a 3-D printer, a laser cutter, or a block of stone with a Dremel. None of these project ideas seem far-fetched to our students because the fact is our students have actually been writing and making without us for a long time. In fact, students in every high school have been waiting for their teachers to catch up with them.

a class in which students can engage in traditional rhetorical and literary analysis with the outcome of creating innovative projects. It is a class in which students can extend their writing process to include not only traditional methods and aleatory methods of invention, drafting, and revision, but also include knowledge and skills that transfer from Eagle Hill School to the college lecture hall and the boardroom, such as designing a pitch, delivering that pitch, understanding potential stakeholder expectations, and creating a feedback loop with potential stakeholders and peers. Sitting in my classroom, I took out a notepad and pen and began drafting what I understood to be the central objectives of the course, what I wanted students to learn in the process of making small and large projects. A few hours later, this was my list of four objectives:

We write to think.

Students being ahead of their teachers in producing and consuming objects for pleasure and profit—as well as methods of communication, particularly social media platforms—is not new. It’s almost not even news! I attended a seminar almost twenty years ago in San Antonio, Texas, where renowned composition studies scholar Dr. Kathleen Blake Yancey told us, a group of over four hundred English teachers, that our students were writing and designing without us and delivering their ideas on politics, economics, and culture to larger audiences than we were in our research and scholarship. I was not shocked then, and I am not shocked now when students share with me a new method of communication. I understand the moment as one where I must teach them how to use new and older methods of communication rhetorically. The makerspace is an “other” space on our campus that creates opportunities to bring together students and teachers from across academic disciplines for collaborative projects, invites students and teachers to reimagine what it means to read and write for a public audience, sparks conversations that connect our community and subsequently connects our community with people outside of our campus, and engages our makers in critical activities such as divergent thinking and play. The Writing and Making course was created two years ago with the goal being to offer students a course in which they could combine their interests in reading and writing with their interests in making with diverse materials such as wood, metal, stone, glass, and computer software. It is a class in which students and teachers can create projects that are multimodal or that play with the affordances of not only the linguistic mode of communication, but also the aural, visual, spatial, and gestural modes of communication and their affordances. It is 6 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

1. 2. 3. 4.

Experience writing and making in a studio space Get students design thinking Support radical collaboration Play and be playful writers and makers

PART ONE:

The Writing Class

For the rest of this article, I want to explore each of these objectives and show readers how these objectives manifested in a Writing and Making course taught by Jim Haupt and me with five students. In our first term, we focused the course on reading, writing, and making related to Edgar Allan Poe’s “The Raven.” During the next two terms, we focused on classic fairy tales and their adaptations. Our students conducted genre analysis of these texts, looking for specific conventions of the fairy tale and how they were altered for an adaptation, the rhetorical situation of each story, and potential impacts of the stories on a variety of intended and secondary audiences. Collaborating on analytical writing projects is an opportunity to introduce our students to two important threshold concepts: that writing is a knowledge-making activity and that writing is a social activity. The term “threshold” in this context means each of us setting a bar that our students can meet based on their needs and

interests and even setting a bar that our departments can meet based on our collaborative needs. It is important to recognize that threshold concepts are not outcomes. Outcomes-based depictions of student learning locate evidence of learning at the end of key experiences, which is a valuable place for us to begin understanding learning, but not the only place. Threshold concepts, on the other hand, can be written for us to measure a student’s progress at different intervals of time across a whole course. This is an important distinction to make in the context of our school, as a standardized outcome is antithetical to our learning diversity philosophy and pedagogy, while measuring a student’s progress throughout a course is an essential component to each student’s intellectual growth. It is imperative that our students understand that writing is not about crafting a perfect sentence but about mulling over a problem, thinking with others, and exploring new ideas or bringing different ideas together. We write to think. When students and teachers understand the knowledge-making potential of writing, they can engage more purposefully with writing for varying purposes, and in the case of our class, the collaborative writing of our students formed an initial blueprint for their time in the makerspace. Writers, both students and professionals, are engaged in the work of making meaning for audiences with particular purposes in mind, so we are always connected to other people. Writers draw upon many other people. No matter how isolated a writer may seem as she sits alone at her laptop, she is always drawing upon the ideas and experiences of countless others. As writers, we draw upon our audiences’ demographics, moods, and expectations, but we also draw upon the people who have shaped the genres, tools, artifacts, technologies, and places writers write! Therefore, in our writing and making class and our other English courses, we are often using these threshold concepts, and others, too, to teach our students how to be effective communicators. These important threshold concepts in writing transfer with students

into the makerspaces and other spaces at school, too. That transfer is an idea I discuss later in this article. Our students chose to bring into the makerspace their analyses of “Hansel and Gretel.” You know the story: a loving dad, a conniving stepmother, and a poor family consisting of two children. The stepmother plots a plan to do away with the children so she and her husband can live better lives. The children get lost in the woods and come to a house made of candy. An old woman who is actually a witch invites them in with the intention of cooking them for her dinner. In a turn of events, the children end up tricking the witch into the oven where she suffocates, burns, and broils. Our students also read adaptations of the classic fairy tale, of which there are many. A favorite of the class was Gene Wolf ’s “In the House of Gingerbread,” published in Paula Gurn’s collection Beyond the Woods: Fairy Tales Retold (2016). In this version of the fairy tale, an old woman’s husband dies of cancer and his teenage son and daughter who still live with her want their deceased father’s life insurance policy. They hatch a plan to kill their stepmother by tying her up with rope and roasting her in the oven. The children’s plan is foiled by an overeager police lieutenant who may be developing romantic feelings for the older woman. The story ends with the reader realizing that the older woman now intends to punish her stepchildren for attempted murder.

PART TWO:

The Writing Class Becomes the Making Class

Experience Writing and Making in a Studio Space I have long argued to colleagues and in my scholarship that teachers and students must do away with the traditional classroom and replace it with a DIY writing-making studio space. At the heart of the studio is the mantra “Learn through doing.” In the writing-making studio space, students and teachers co-facilitate projects in a framework of conversation, collaboration, divergent thinking, spatial awareness, and play. When writing-making studio participants are afforded opportunities to design their own spaces and have creative control over their invention and problem-solving activities, they are more likely to have experiences which lead them to value empathy, resilience, self-efficacy, and also to develop into COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 7

agents of social change. In many writing and literature courses, our students are invited to produce multimodal compositions and 3-D objects that either accompany their writing or are ideas born out of their writing. We provide writing and making spaces that foster a Do-It-With-Others (DIWO) culture, or one that engages those in the studio in discussions and activities on their writing, designing, and making as coproduced, networked activities.

practice of going wide to develop creative and innovative solutions. Ideation typically involves multidisciplinary teams creating ideas through active and visual design exercises, such as affinity clustering and journey mapping. During the prototyping phase, designers create visual and/or material representations of several potential solutions that they can test with real users. The testing phase is then used to collect feedback on potential solutions in order to iterate on existing prototypes. In general, these design thinking phases are nonlinear and recursive, so they can respond to the specific contexts of the local problem space.

When students enter the makerspace it is much like being in a candy store: you want to try everything (or, at Initially, we as a group had to decide least, I want to try everything how our structure could stand solidly when I visit a candy store). A with no fasteners of any kind. The class can choose to use resin, parts would need to be interlocking. metal, wood, glass, paper, Mr. Haupt cut an example piece and textiles, or a combination Dr. Kim's Writing and Making Studio class worked with Mr. Haupt in the makerspace to create The House of Impressions—made entirely without fasteners. presented to the class an idea. From of these materials to make there we discussed the pros and cons projects they imagine as of the idea, whether the idea would even work, and eventually possible—and even projects they imagine as impossible. Jim tested the prototype. This process was visited on a daily basis, Haupt and our students chose to use the makerspace to create evaluating and adjusting when and where needed. a house of impressions without nails that represents multiple adaptations of the “Hansel and Gretel” fairytale. We chose to use plywood to cut on the CNC machine. In order to use the CNC Support Radical Collaboration machine, Mr. Haupt introduced our class to ASPIRE, a software The Stanford d.school—the institution responsible for program that operates on vectors to create shapes. Using the popularizing design thinking as a mode of collaborative problem CNC machine was an important choice because it relieved us solving—defines radical collaboration: of the need to use hand tools and left more time in the class for playing with paint. We received a master class in painting from To inspire creative thinking, we bring together students, visiting STAR artist David Walsh. faculty, and practitioners from all disciplines, perspectives,

Get Students Design Thinking Design thinking describes how innovative solutions are created in response to complex problems, including phases of empathizing, defining, ideating, prototyping, and testing. Luke Thominet writes that during the empathizing phase, the goal is to understand the experiences and perspectives of people in the context of the design challenge. To develop situational empathy, designers typically interview stakeholders and observe related activities. The ideation phase then creates a range of potential solutions to the design problem. Ideation has the goal of divergent thinking, or the 8 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

and backgrounds—when we say radical, we mean it! Different points of view are key in pushing students to advance their own design practice. By “radical” in Stanford’s definition, they’re talking about authentically diverse. When we talk about collaboration, we’re talking about people with diverse interests and experiences who pursue a common goal. The relationship between making and English in the Writing and Making course is a strong example of radical collaboration at our school. Members of our English faculty and our making and computer science faculty each approach the course from their own disciplinary perspectives. For example, Mr. Haupt brings to continued on page 10

What Lurks in the House of Gingerbread?

By Jessica Geary, English Teacher

he story of “Hansel and Gretel” draws you in, begging you to feel engaged in the well-being of these two young children, following them into the dark forest without knowing what dangers await.

the original story, with a slightly creepy style. To add authenticity,

My students insisted that the interior of our “gingerbread” house do exactly that: draw in its audience through the front door adorned with a sign covered in shiny glass jewels offering “free candy,” into a multisensory and somewhat haunting experience. They designed and painted the ceiling to reflect a night sky, filled with twinkling stars and a full moon, lit up with a colorful strand of lights.

a stove and microwave to connect to the modern story’s sinister

students used tools and supplies from the makerspace to cut out and paint gingerbread men for wall decorations; they also built

Mrs. Geary’s Writing and Making Studio class offers free candy and a chance to peek inside “In the House of Gingerbread” they brought to life with many sensory details.

The fiery glow of the woodstove helped to set the stage for our visitors to feel a sense of comfort and danger. The latter was confirmed once they came in far enough to see that a young boy was painted on the wall, trapped behind a metal cage, the witch’s plan in full view.

Inside “In the House of Gingerbread.”

plot and made a lovely and welcoming table dressed in linens and plates, ready for the witch’s enticing spread of delicacies.

Behind them, the visitors could read the lines that students had carefully selected and written on the painted scrolls on the walls, moving excerpts from both the original “Hansel and Gretel” and a modern, unnerving adaptation, “In the House of Gingerbread,” by Gene Wolfe.

Throughout the visitors’ time in the house, the smell of gingerbread

The working TV in the corner played an early puppetry version of

experience to life for anyone who dared to enter.

cookies wafted through the air, and made them question, if just for a second, whether they would be brave enough or smart enough to get out of this experience as safely as the little boy and girl from so long ago. Together, the students brought this interactive, literary

COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 9

the class with him expertise in construction and also software design. I bring to the class with me expertise in rhetoric—the human use of symbols to induce attitudes and actions in other humans—and writing. We share our expertise with our students and foster a reciprocal relationship with them in which they share their expertise with us.

teachers coming together with different knowledge, skills, and attitudes, we learned that we would not always see eye to eye with one another. Some days we found that while we knew we had a lot to learn from one another, we needed to take a break and come back when we felt we could be honest and open and not have our egos bruised too badly. This is learning diversity in action. As one who deals mostly in words and images, I learned a lot from our students’ collaborations, and I invite you to learn from them, too, the next time you’re on campus in the STEM building.

Play is a complex social action.

Joe Moses and Jason Tham, authors of the Collaborative Writing Playbook, tell us what people who embark on radical collaboration are asking for is a test of their assumptions about 1) what collaboration is, 2) how collaboration works, and 3) how to deal with vulnerabilities that arise in the collaborative process. The authors cite James W. Tamm and Ronald J. Luyet’s book Radical Collaboration: Five Essential Skills to Overcome Defensiveness and Build Successful Relationships, in which the authors argue that “defensiveness” is the one renewable resource among human collaborators that must be depleted before productive collaboration can take place. To deplete defensiveness, the authors outline five skills for collaborators—achieving an attitude of collaboration, of honesty, of responsibility, of awareness, and of negotiated problem solving—all of which are among the so-called “soft skills” that organizations of all sizes have begun to add to their job descriptions (p. 239).

Each of us in the class arrived with special skills that we were able to share with one another to make The House of Impressions materialize. Tuner Gnazzo and Ethan Butterfield were adept at imagining the house as a standing structure in the lobby of the STEM building and operating the CNC machine to both cut and shape the wood to fit together without using nails. Joey Raskin-Lantos, Liam Donahower, and Sebastian Fernandes excelled in planning and bringing to fruition how the EHS community would interact with our house, meaning how the house might be decorated to represent the story and its adaptations. We all arrived in the makerspace as more effective and thoughtful writers! Both teams allowed themselves to be open to one another’s suggestions and critiques, which proved more challenging than one might imagine. With students and 10 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

Play and Be Playful Writers and Makers

Play is a complex social action, performed by children and adults alike, that includes making and critical thinking (Huizinga). At the core of play (the activity) is a playful habit of mind, an attitude or mindset individuals bring to situations and spaces (Stenros). Playfulness is about tinkering with ideas, uses, tools, materials, and spaces in creative and critical ways. The inherent pleasure of play comes from creatively remixing across structured domains/ elements. Mary Flanagan extends this further, arguing that “critical play is characterized by a careful examination of social, cultural, political, or even personal themes that function as alternatives to popular play spaces” (p. 6). Makers approaching tools and artifacts with a critically playful mindset employ that mindset as a framework for considering and critiquing social expectations of the ideas, tools, materials, and spaces to (re)imagine ways of making, designing, and doing that question inherent assumptions about use, materials, ideas, spaces, and society. The House of Impressions was a perfect project to allow students to explore what they read and immerse themselves in playful creation. Each section of the house’s exterior was painted to reflect the students’ vision of the home in multiple variations of the story. Students and teachers alike spent time laughing, painting, and creating scenes from the stories they had read together.

PART THREE:

Writing, Design, and Transfer

While certainly the students and teachers had a good time and learned a lot and even built a house representative of the stories about which they read and wrote, that is not enough for me. As the English Department chair, I think about all of the classes we offer our students from the perspective of transfer (among other perspectives), or the premise that writing knowledge and design knowledge can be transferred from one context to another. I hinted at the idea of transfer earlier in the article, highlighting the threshold concepts our students are taught. Jessie L. Moore at Elon University defines writing transfer as “a writer’s ability to repurpose and transform prior knowledge about writing for a new audience, purpose, and context” (p. 2). In research on transfer in writing studies, writing program administrators consider the seminal work of David Perkins and Gabriel Salomon, who developed two categories of transfer: near transfer and far transfer. Briefly, near transfer means students are carrying prior knowledge and skills into similar contexts, while far transfer means students are carrying prior knowledge and skills across different contexts where there is little to no overlap in this context’s familiarity. Specifically in our writing and making courses, our students learn and then transfer knowledge and skills about writing and about design to their future English and making courses at Eagle Hill and beyond in their college courses and careers. This relationship looks like students entering classes in both departments knowing

that writing is a knowledge-making activity and a social activity and proceeding accordingly by building relationships and considering past and present lived experiences. This relationship also looks like students entering English classes and thinking through a potential writing project with design thinking or walking into making courses applying a rhetorical analysis to guide them toward producing an object that will have value to users outside of the makerspace. This relationship also positions our students to enter both English and making courses ready for radical collaboration and play as well as more confident to take on the twenty-first century challenges that are waiting for them. That our students create a reciprocal relationship between writing and design in high school is a point of pride for me, and I want it to be a point of pride for them and for you, too. It is rare that high school students are offered opportunities not only to do interdisciplinary work using knowledge and skills learned in their courses on campus (an example of near transfer); it is even more unusual for high school students to arrive at their college freshman composition classes and other courses (an example of far transfer) already having participated in theoretical discussions about rhetoric and design. They are already swimming while their new peers are just dipping their toes in the water!

ABOUT DR. MATTHEW A. KIM Dr. Kim holds a Ph.D. in English studies from Illinois State University. His areas of research are rhetoric and experimental writing. Dr. Kim believes that the teaching of writing must emphasize collaboration, conversation, spatial awareness, divergent and convergent thinking, and play.

REFERENCES d.school. (2019). “About.” Retrieved from https://dschool.stanford.edu/about/ Moses, Joe, and Jason Tham. (2021). Collaborative Writing Playbook: An Instructor’s Guide for Designing Writing Projects for Student Teams. Anderson, SC: Parlor Press. Thominet, Luke. (2021). “Design Thinking.” Design Thinking in Technical Communication: Solving Problems though Making and Collaboration. Ed. Jason CK Tham. New York: Routledge. Flanagan, Mary. (2013). Critical Play: Radical Game Design. Cambridge, MA: MIT Press. Huizinga, J. (2006). Nature and Significance of Play as a Cultural Phenomenon. In K. Salen and E. Zimmerman (Eds.), The Game Design Reader: a Rules of Play Anthology. Cambridge, MA: MIT Press. Moore, Jessie L. (2017). “Five Essential Principles about Writing Transfer.” Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education. Eds. Jessie L. Moore and Randall Bass. Sterling, VA: Stylus Press. Perkins, Daniel, and Gavriel Salomon. (1989). “Are Cognitive Skills Context-Bound?” Educational Researcher 18 (1): 16-25. Stenros, J. (2014). Behind Games: Playful mindsets and transformative practices. In S.P. Walz and S. Deterding (Eds.), The Gameful World: Approaches, Issues, Applications. Cambridge, MA: MIT Press. Yancey, Kathleen Blake. (2004). “Made Not Only in Words: Composition in a New Key.” College Composition and Communication 56 (2): 297-328. COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 11

Cooperative Learning in the Classroom

The Art of Visual Note-Taking and Comprehension Imagery in Practice with STAR Artist, David Walsh

By Debbie Shanks, Reading Teacher

n his welcome letter on the EHS website, Head of School PJ McDonald says, “We understand our students are blessed with multiple learning abilities and that it is our responsibility to identify, celebrate and support each student in capitalizing on his or her individual genius.” This concept was recently realized as students in Close Reading Strategies for Fiction finished a unit on visual note-taking to assist with comprehension; many students were also enrolled in Comprehension Imagery, where they were practicing the art of forming a picture/movie in their minds of what they were reading.

Resident STAR artist David Walsh illustrates a scene from "The Dinner Party".

All eyes were glued to the front of the room where Eagle Hill School’s resident STAR artist, David Walsh, used the art of visual note-taking to illustrate what was “in his mind’s eye” while listening to Mona Gardner’s short story, “The Dinner Party.” Mr. Walsh used the art of visual note-taking by sketching and revising his illustrations as the story unfolded. Walsh’s visual notes (images) helped solidify the benefits of the strategies the students have been working on in order to bring a picture of the text to assist with comprehension. As a culminating activity, students verbalized an image from an earlier class while Mr. Walsh employed visual note-taking, using the students’ words to guide him. All were excited to see that the image was not only retained by each student but the details each student articulated (verbalized) brought forth a close rendition of the original image (see kitten illustration at right). 12 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

STAR Collaboration at Eagle Hill School The STAR Collaboration (Students, Teachers, Artists-inResidence) invites artists from visual, literary, musical, and performing arts genres to join Eagle Hill for a semester of focused art work, and to come together with our students and teachers to facilitate novel learning opportunities. The STAR residency program is open to artists at any stage of their career. STAR artists are educators at heart who want to work with students while expanding the definition of what being an educator means; who are interested in novel, interdisciplinary educational approaches; and who thrive on collaboration with others. In an effort to assist our students with success, the teachers in the EHS Reading Department continually strive to work with one another, and we also find joy in collaborating with others on campus. A variety of approaches to our instruction not only adds excitement to our lessons, but offers our students the opportunity to hone their skills. Working with Mr. Walsh was one of the many activities used by the Reading Department to help each student “capitalize on his or her individual genius.” Now can’t you picture this in your own mind?

The

Annual Giving

Fund

LIFE-CHANGING KINDNESS JOURNEY LEARN COMPASSION GROW ACCEPT TRUST CONFIDENCE FAMILY FRIENDSHIP RESPECT ADAPT EMPOWER BELIEVE IMPACT PURPOSE READY COURAGE INSPIRE CONNECT HONESTY

TOGETHER

LIFE-LONG Among the most noble pursuits is to make a positive difference in the lives of others. Eagle Hill’s faculty members are the living embodiment of that quest. The Annual Giving Fund provides us the ability to employ the very best of faculty and staff. Driven to bring the very best out of our students, these talented men and women create real connections that extend far beyond the walls of the classroom, and far beyond a student’s time here. These are lifelong relationships built on respect, trust, and empowerment—all made possible by you. Please consider making a gift or pledge today so that these meaningful and enduring relationships continue to change lives.

www.eaglehill.school/agf T: 413.477.6000 E: development@eaglehill.school

SCHOOL NEWS-Top Stories The Show Must Go On! An unusual school year of COVID restrictions did not stop our Performing Arts Department from producing three outstanding theatrical performances. In early February, our theater group wrapped up an emotional production of next to normal, in one act. This American rock musical centers on a suburban family coping with crisis and the effects of mental illness. The Theater Department worked tirelessly to produce this play and this moving theatrical experience can be seen at: bit.ly/EHS-NTN.

The cast and crew worked many extra hours on making sure the show was under the forty-minute time allowance and the fiveminute setup and take-down limit. Sit back and enjoy Our Last Summer at: bit.ly/EHS-LastSummer.

This year’s Massachusetts Educational Theater Guild (METG) one-act play festival was understandably postponed due to COVID, but that did not stop our One-Act Competition class from producing a top-notch show to perform for the EHS community. And, for the first time in the thirteen years of Eagle Hill’s involvement in the METG theater festival, an EHS student wrote and directed the one-act play! This honor goes to senior Collette Barnett.

Elm & Quill Debut The first issue of Elm & Quill—Eagle Hill’s new literary magazine—arrived this spring! Elm & Quill is a collection of student writing and artwork, collected and arranged over this year by a group of student editors. English teachers Mr. Parson and Mr. Robinson worked with the student editors to produce this literary magazine. The magazine is full of creative work and artistic talent that characterizes the Eagle Hill community. Elm & Quill can be viewed at: bit.ly/ElmQuill-1. 14 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

For the first time at Eagle Hill, a theater production was livestreamed to audiences at home and Clue on Stage was presented during our remote Spring Family Weekend in May. Based on the classic Hasbro board game, our favorite characters came to life—It was a dark and stormy night when six mysterious guests gathered at a remote mansion for an unusual dinner party where murder and mayhem were on the menu! This hilarious whodunit can be viewed in its entirety at: bit.ly/EHS-Clue. We are all very proud of the work and effort the entire cast and crew put into producing these three exceptional theater productions. We are also grateful to the Maintenance Department, kitchen staff, housekeeping, and the Gilbert Players for all their support.

THIS IS

CAS

THIS IS

COMMUNITY By Jane Alwis, History Teacher and Academic Advisor

nstilling in students a sense of community and global awareness is more critical now than ever.

As technology advances and our world gets smaller, students need to understand the world beyond their geographical neighborhood. Our students are not just citizens of Hardwick or Massachusetts or the United States; they are global citizens. Global citizens are aware of and understand the wider world— and their place in it. They take an active role in their community and work with others to make our planet more peaceful, sustainable, and fair.

locally, nationally, and internationally. It is designed to be

The IB Diploma CAS requirement encourages students to be involved in activities as individuals and as part of a team

it lends an important counterbalance to the academic pressures

both challenging and enjoyable—a personal journey of selfdiscovery. CAS is an acronym for Creativity, Activity, Service. It enables students to “enhance their personal and interpersonal development as well as their social and civic development, through experiential learning.” It provides opportunities for “self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work. And of the rest of the IB Diploma Programme.” Although few of the COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 15

students at Eagle Hill School are required to complete CAS, all of our students are required to perform community service. When students get involved in community service, they not only help others—they expand their worldview, develop empathy and leadership skills, and realize how their actions can have a positive impact. They also return to the classroom realizing how what they’re learning applies to the real world, which can reinvigorate their passion for learning. I believe that this is especially so when the service project is centered around helping other children. What do you do when you receive information about kids striving for success against the odds? This was the question I asked myself toward the end of January 2020. I had received an email from Sri Lanka containing the following information: Karandeniya Madya Maha Vidyalaya (Karandeniya Public School—the US equivalent of a P–12 single -campus school) was finding success in interscholastic sports tournaments, particularly in basketball, in which they had just started to compete. However, the area was poor, and many students did not own suitable shoes in which to play, and the school was struggling to accommodate this need. The coach was reaching out to his friends to pass the word along in case anyone had a used pair of sneakers that they could donate. He had started to gather and maintain a pool of shoes that players could use when they attended practices and matches. However, this was limited and not very suitable for healthy playing for these youngsters. This area in Sri Lanka had been 16 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

devastated by the 2005 tsunami and is still struggling to rebuild. For these children, participating in sports is a great challenge. Many families struggle with meeting their day-to-day household requirements, and purchasing a pair of sports shoes is too significant a burden for many of them. The next day, as I told my students about this email, Julia Martin ’20, a seasoned basketball player and grade 12 IB candidate, immediately asked if she could help. Julia was determined that her IB project would provide more than mere lip service to the ideals of CAS. Over the next two and a half months, Julia spread the word about the need for gym shoes in rural Sri Lanka—an area that she had only just learned existed. Her final CAS project exemplifies what community and service are all about. Julia sent sixty-three pairs of new and gently used sneakers to the Galle region, helping not only aspiring student-athletes in Karandeniya but students in over a dozen schools in two school districts. Why was this such a big deal, you may wonder? As educators, we want our students to be well-rounded individuals who appreciate the value of and can develop the propensity for skillful problem solving using a repertoire of mindful strategies applied in various settings. In the process, Julia learned valuable skills in communication, organization, and negotiation. She sought permission to fundraise on campus, designed and put up posters, delivered her message of the need to individuals and groups, and sorted the donated shoes. She also took money that was donated and bought shoes in sizes filling the gaps that donations left.

Julia’s project brought a sense of community to Eagle Hill with students, faculty, and staff coming together to support fellow humans in need. Lack of familiarity with Sri Lanka was the perfect foil for developing new, shared knowledge. A tiny island nation off the coast of India gained many new prospective visitors alongside a sister student body desiring to give to fellow students. Julia, and Eagle Hill School, are now famous in a tiny corner of the world and will forever be welcomed visitors if ever the trip is made.

Pioneers Compete Throughout the Year Athletics at Eagle Hill played out a little differently this year when all of the 2020–21 academic year interscholastic competitions were canceled. However, true to the school’s pioneer spirit, sports and physical activities remained strong and competitive throughout the year. Although confined to the school’s campus-wide “pubble,” all seventeen team sports offered at Eagle Hill practiced and played intramural “Pioneer Day” games. This allowed our student-athletes to train, be competitive, and stay physically fit. At the end of each season, coaches honored the teams with the annual Athletics Award Banquet. This year’s ceremonies were made special with individual team celebrations at the Baglio Center complete with pizza, awards, and individual athlete recognitions. Go Pioneers!

A person who conducts her daily life with a commitment to understanding others, who makes decisions with an awareness of how she affects communities locally and globally, and who advocates and holds herself accountable for social and environmental sustainability is undoubtedly the ultimate global citizen. Let’s encourage our students to aim for these goals, and let’s all try to be better community members of our world. COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 17

Commencement 2021 Struggle Is Part of the Process A Transcription of the Senior Class Address By Miss Elizabeth “Liza” O’Brien

his day may have seemed far away, but now look where we are: our green

gowns signify the hope that has gotten us through challenging times.

Imagine being a six-year-old child telling your grandma that you knew your younger friend could read, but you could not. Or, try to imagine being the twin sister of a brother who always got great grades in all his subjects, while you couldn’t comprehend the material the way it was being taught. Well, I was that young child, and these moments are part of the frustrating journey I experienced in seeking my own academic success, a journey that I’d been struggling through for several years before finally enrolling in Eagle Hill. Don’t worry, my speech won’t be extremely lengthy. I have only been here for a year and a half, and not four years like so many of you. While I’ve only been here for a short period, starting with my arrival as a transfer student in November 2019 as a junior, Eagle Hill felt right as soon as I stepped on campus. Well, once I stopped being referred to as “the new girl.” Emily Baker was the 18 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

first person I met on campus. Emily, you let me sit at your table and, honestly, I was a little intimidated at first. But I’m grateful for your kindness, which made my transition that much easier. I tried to get involved in as many things as I could. I remember connecting with Leyva when he was running karaoke at the WHIKS. He complimented my singing, which I hadn’t done since I was seven, and it made me laugh, and he laughed too. Then he talked me into playing volleyball, which I had never played before, and I surprised myself by giving it a try. Getting involved helped me find my way to my people, like Alex Golioto. I had so much fun bonding with you, Alex, especially when we were orientation leaders this past fall. I can’t imagine getting through this crazy year without you. I am also grateful for my advisor, Mrs. Alwis, who has always been a huge help to me. She was always on top of everything, and very understanding of

what I was going through. She also made me laugh, and it showed me she had a fun side rather than just a strict one. This is what makes Eagle Hill so special. Each and every faculty member here wants to see you succeed. They are willing to devote their time to help you find your inner strengths and passions. I have tried to give back to my own mentors by being a role model for younger students as they adjust. I remember this fall getting my photo taken with my freshman mentee by her mom, who was way more excited than her daughter was. I tried to be friendly and “give back” and welcome her the way I was welcomed. In January of this year, an eighth grader joined my writing class. I remembered what it was like to start in the middle of the year. It looked like she could use a friend, so I reached out to her and tried to make her comfortable at school. I strongly believe when you give back something to someone you receive something good in return.

“

Even when there’s a setback, such as when you transition to a new place, you can still find the positive in it. I know this because we as a class have already encountered a significant transition of our own. I don’t want to go on and on about COVID, but the quarantine made me reflect on myself, where I was with the school and my education. Right before we left last year, I had just gotten settled at campus; it was spring, I had friends, we were on the quad with Frisbees and lax sticks . . . and literally the next day we got called into the Abby Theater. I thought it would be a general announcement about an event but being told we were going home to start remote learning was shocking. I had to take a moment to wrap my head around that. I had to leave my new home at Eagle Hill to go back home. I hoped it would just be a temporary thing, maybe two weeks or so.

Liza O’Brien ’21 delivered the student commencement address.

the first time I logged in, it was very strange to see people’s faces on a screen and not in person. I want to say it was Ms. Bonica’s Sports Lit class, and I was the only girl on the screen. We were reading an autobiography by a soccer player; doing this on screen was definitely not the same as being inperson, but somehow Ms. Bonica kept us all interested and engaged. I also remember having one-on-one hangouts with Ms. Bonica for Eco Writing, our other class together. It was paper after paper after paper, and I was freaking out a bit. I hadn’t had a writing class that intense before, and also to have it online made it even more of a struggle. I had to utilize my resources and advocate for myself and go out of my way to further my education. She met me step for step, going out of her way too, and, Ms. Bonica, I wouldn’t have gotten through without you. Thank you.

Life is sometimes two or three steps forward, one step back.”

I remember waking up that first Monday morning and racing my twin brother to see who could get into my dad’s office first. The winner got to stay and use it as a classroom. I also remember

These relationships made the pandemic more manageable to get through. Having formed those relationships was just one of the positives to come out of distance learning during a global pandemic. Another is that being at home gave me time to reflect on my life and education. Prior to attending Eagle Hill, I had come to realize that I was struggling to pick up on tasks that came easier for my fellow classmates. My education, and maybe this is true for yours too, was never a straight line. That’s what my dad would always tell me growing up. We’d sit there in his office, the same one where I worked remotely, and he would say, “Life is sometimes two or three steps forward, one step back.” It was hard COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 19

for me to see that at the time, but now that I’m not in middle school anymore, I get it: the struggle is part of the process. If my whole educational experience has always been a struggle, then why would a global pandemic make any difference? Knowing that I couldn’t read, but my friends could; or knowing my brother could earn a good grade on a test without even studying, while I put in countless hours to study for a test; and feeling stupid and hopeless and not confident—that is struggle. Wearing a mask, staying six feet apart, getting a shot that numbed my arm—that’s easy. To get through the pandemic, I just had to do what I was already doing—build strong relationships with friends and mentors and strengthen my advocacy skills. It’s easier said than done. If you’ve had mental health issues such as anxiety, as I have, then COVID probably made that worse. Having to go through that period of

“

Success is a joint effort: some on your own, and some with the help of others.”

adversity alone, not having all my teachers by my side, not seeing everyone in the hallways—it made a huge difference. What got me through it was my family’s support, and I’m very fortunate to have them in my life. Success is a joint effort: some on your own, and some with the help of others. At times you can rely on yourself, and sometimes you need to lean on others. In the next period of your life, try to form connections like the ones you have had with the teachers here. I’ve been to other boarding schools where teachers don’t have such a deep connection with their students. At Eagle Hill we have such a close-knit community; our teachers are what makes that community so special. All the teachers here care so much for us, and they want to see us succeed. We are so lucky to have teachers go out of their way for us. If you’ve had faculty members here who have supported you, then tell them that, today. You have an hour after this ceremony so make it count! After reflecting on the people who got you here, you owe it to them to get out there and give back. Soon, we’ll be the new kids once again, looking for someone to reach out to us and make us feel welcome. But we aren’t really “the new kids,” are 20 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

we? We are stepping into the real world with advocacy skills, leadership, responsibility, and trust in our own intuition. We are also carrying our story as a message to the world of how to get through adversity because we’ve faced it all our lives. The struggles we have faced in our education set us up to thrive when others might fail. That’s our advantage. After high school, after COVID, after whatever, we know how to overcome and we can do it again. Whether stepping onto a new campus, or into a new job, or into a gap year, we can have the courage and strength to be extraordinary! Congratulations, Class of 2021! We did it!

STUDENT COMMENCEMENT AWARDS Ronald M. Baglio Student Life Leadership Awards: Phoebe Carrona ’21 and Samuel Campbell ’21 Headmaster’s Cup Award: Audrey Plumb ’22 Egenberg Character Award: Luke Blumencranz ’21 Be Like Brit Award: Charlotte Marvin ’22 Citizenship Award: Diamond James ’22 & Luke Blumencranz ’21 Thomas A. Schneider Entrepreneurial Award: Luke Blumencranz ’21

COMMENCEMENT 2021-Class of 2021 Claire Montgomery Artesani Merrimack College

Zoe Isabella Fish College of Charleston

Noah Samuel Rasmussen Ursinus College

Elliott William Auerbach Kenyon College

Nina Rose Fontana Loyola University New Orleans

Jamison Everett Rick University of New England

Emily Rae Baker Connecticut College

Morgan Mary Frost Mitchell College

Gracyn Alexis Roberts Sacred Heart University

Adam Riki Sato Baran University of California, Irvine

Turner Foley Gnazzo University of Puget Sound

Nathan Paul Rosenlev Connecticut College

Collette Adele Barnett Kenyon College

Alexandra Rose Golioto Iona College

Zachary Robert Rosenthal Pennsylvania College of Technology

Hali Netanya Bernstein Long Island University (Post)

William Sean Gruber Drexel University

Jackson Chloe Sanchez Lynn University

Luke Daniel Blumencranz Syracuse University

Eleanor Rand Hall University of Denver

Layth Christopher Shehadeh Belmont University

Andrew Clarke Bosak Endicott College

Molly Isabella Hartzell Maine College of Art

Per Filip Albert Soderlund Gap Year—New England Institute of Technology

Cole Kofel Brown Dean College

Dylan James Hoffman Worcester Polytechnic Institute

Emily Green Spang Gap Year—Verto

Spencer Lawson Brown Kent State University

Ty Edward Holden Entering the work force

Alexander Marks Stein American University

Samuel Dashiell Campbell Marist College

Macy Beth Jensen Gap Year

George Synodinos High Point University

Phoebe Rose Carrona Colby-Sawyer College

Katherine Mary LaFond Dean College

Teya Masha Tribuna Dean College

Culley Clyde Carson V Dean College

Daniella Anne Martens Worcester State University

Tatum Ashley Unterberg University of Denver

Samuel Jared Cohen Lynn University

John Alvaro Mooney Gap Year—Dynamy

Jack Laurence Vaughan The University of Tampa

Daniel Alexander Corcoran Pennsylvania College of Technology

Elizabeth Louise O’Brien Lynn University

Dane Hillen von Hoven Elon University

Ranger Timothy Fair Texas Christian University

Austin Travis Paige High Point University

William Michael Zisson Gap Year—University of New Haven

Sabrina Dale Feinblatt Roger Williams University

Caroline Grace Lyudmila Pongratz Merrimack College

Sebastian Morua Fernandes Worcester Polytechnic Institute

Joseph M. Raskin-Lantos Hobart and William Smith Colleges –2021 | EAGLE HILL SCHOOL 21 COMPENDIUM 2020 2020–2021

Commencement 2021 The Idea Is Yours–Let’s See It Through A Transcription of the Faculty Address By Jim Haupt

ne of the many reasons I love being at Eagle Hill is the autonomy to

teach and work how I see fit for my class and its students.

I am given creative license to dream as big as I want, and the tools to get there. The first time this really sank in for me was at breakfast last year when I half-jokingly floated the idea of a giant dinosaur in the lobby of the STEM building, to Dr. Riendeau. His response to a fifteen-foot T. Rex was a smile and something along the lines of “That would be cool.” The students asked me later in the day, “What did Riendeau say?” “He didn’t say no, let’s do it.” We used exterior paints just in case Rex got evicted.

looked at trying something new. How on earth did I get this lucky?

This year we have been busy dreaming and making. Whether it was making replica masks and helmets from our favorite video games or movies, learning how fun resin can be to create with, building a thirty-five-foot half-hexagon bench out of over a thousand pounds of steel, making apps that run on the Android platform, or building a replica of the Stratocaster David Gilmore played when recording Dark Side of the Moon, creation and the confidence that comes from perseverance was evident in the students and how they

My first building memory was with my dad at the house we were building for ourselves. As you can imagine, there isn’t much for a five-year-old to do in the building of a house. But this guy got the chance to do it, with his dad. My job was an important one, though one that might confuse others. My job was to pull any bent nails that had gotten in the way. They were only driven in about halfway, and I needed to get them out. The thing was that every time I turned around, another half-driven bent nail would

22 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

Building and making have been a part of my life for as long as I can remember. The first memory of building I have was when I was four or five years old. We lived in Alaska and had just moved from Skagway to Wasilla. No, in case you were wondering, I didn’t have a polar bear as a pet, I didn’t live in an igloo, and I definitely could not see Russia from my house.

appear from nowhere. Again, and again, this would happen. It’s almost like someone was teaching me a lesson, and at least one of us did not realize it at the time. But no matter how insignificant this task was, I learned that sometimes, usually really, before something is done well, you’re going to have to pull some bent nails. Pull them out and move on. It wasn’t much longer before I started school. This is when I learned about ADHD. It would become a big part of my life. I was diagnosed when I was six. My first-grade teacher and I seemed to have a difference of opinion at the time. On everything. For many people in the early ’80s, this diagnosis was more of an excuse than an explanation. It wasn’t really understood as something “real.” This was apparent in my classroom and to keep it short, I didn’t leave the first grade with high expectations of my ability to learn. What did come out of first grade was the diagnosis and the potential for help. Over the next twelve years, I floated through grade school and high school. I earned Bs and Cs with little effort given. Schoolwork at the time depended on the law of averages for me. I would do next to nothing and skate by, and about three weeks to the end of the term I would work twice as hard as necessary just to maintain the grades I had. Teacher comments were like a broken record. “He is more capable than what he shows.” “If he put more effort into his work . . . ” Any of this sound familiar to anyone? By the time my senior year came around, college didn’t look like much of a reality. At least that’s what my guidance counselor told me. My poor parents. What were they going to do with me?

“

Mr. Haupt delivered the faculty commencement address.

I was never so sure about anything. I was ready. The last step of the process was the physical, so off to MEPS (Military Entrance Processing Station) I went. It was there I found that because I had been prescribed Ritalin to focus in school, I was not eligible for service in the Coast Guard. I felt as if the floor had fallen out from under me. Was there something that I missed? What was I not told about ADHD? I was pretty sure by this point I couldn’t give it to someone. The other recruits weren’t going to catch this terrible affliction. No, this stemmed from the same place that the difficulties in first grade came from.

You’re going to have to pull some bent nails. Pull them out and move on.”

It was time to look for something different. I have always loved the ocean and I gravitated toward helping people; my friend’s brother was in the Coast Guard and it sounded great. I could join, then go to college later if I wanted to. Rescue swimming, jumping out of helicopters into the ocean to save someone; what better opportunity could I ask for. I headed to the closest recruiter and started the process. After meeting with the recruiter,

I was upset. Angry. Determined. After a year of part-time school, it was time to keep moving toward my goal, but also because I told my mom I would. The Coast Guard technically was under the Department of Transportation. Maybe the military would be different. Never give up, never stop moving. I had a friend in the Air Force there had to be a direction I would like there. Sure enough, I found the pararescue program. This was my chance to make a real difference. Plus, I would get to jump out of helicopters and planes! Back to MEPS I went with a new outlook and a renewed confidence. While at MEPS this time around, with jumping out of planes on my mind, I took the flight physical. Before the end of the day, I had my right hand in the air repeating an oath of service. It felt amazing to have found some direction. My ship, out date was mid-July; time to quit my COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 23

part-time jobs and just enjoy the last month of freedom. Two weeks before leaving for basic training, I received a phone call from someone who said they were in Washington, DC. My application had undergone further scrutiny because of the flight physical. The person on the other end of the phone regretted to inform me that because I had been prescribed and used Ritalin during my schooling, my physical failed. I would not be leaving in two weeks. I pleaded with the person on the other side of the phone. Just let me join and I’ll learn a trade. I don’t need to jump out of planes to be happy. Side note, I still haven’t jumped but can’t wait for the day I do! No, the failure meant that I was no longer eligible for service in the Air Force. Talk about a gut punch. The same old message had been delivered. There was something wrong with me because of ADHD. What I couldn’t see at the time was what a blessing this would turn out to be.

Mandalorian head armor masks were made in 3-D Design Studio: Superhero Masks.

It was again time for a new plan and living in my parents’ basement was not it. I thought about moving to Colorado and working at a ski resort. My parents thought going away to college would be a good idea. I agreed to apply to one school. If I got in, I would go. If I didn’t, I would try the Colorado idea. Well, I got in. I guess I’ll do the college thing, and off to Westfield State I went. This wasn’t the plan I had started with. It wasn’t my second idea or plan either. I wasn’t even sure this was the plan I really wanted at the time, but it was what I committed to. It’s a good thing too. I met my wife and best friend the night I moved in. It’s funny sometimes how life works. You can convince yourself all day long you know exactly what you want and how you are going to do it, and in the end, find great meaning in the complete opposite.

Hands-on grinding and welding were part of Making in Metals class.

Having an idea of a plan is one thing, but you also need to have the flexibility and perseverance to accomplish it. Because life is going to throw you the unexpected here and there. When it does, be sure to show yourself the resilience needed to find a new path and the faith in yourself that you will get there. And if that plan doesn’t work, keep trying and come up with a new one. Kids come into the makerspace all the time and ask, “What can I make?” Typically, I give a pretty vague answer. “It can’t be illegal, nobody can get hurt, and I don’t want to get fired.” That last one is pretty important. I mean, keeping your kids from getting hurt is too, don’t get me wrong. The limits to what the kids can do are really up to them, or us together. 24 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

Colored pencils were epoxied to create this unique guitar in Product Design and Development.

Sometimes though, as we all know, ADHD can lead to some pretty outlandish ideas. Thankfully, the kids do a pretty good job of reining me back in. No, my being vague is on purpose. I don’t want to list off the things that they can do, because I know I will miss something. Plus, honestly, one of the best things about making is that nobody tells you what to do. The idea is yours, let’s see it through. I want the kids to tell me what they want to do so we can hash it out and come to see together whether it is a possibility. Sometimes though, an idea can be just the starting place for the student to grow from. I want to share with you an example of a project in the makerspace that I believe served as modeling for the students, an example of how to approach problems. I mentioned earlier a project that incorporated over a thousand pounds of steel. When the building first opened, Dr. Riendeau and Dr. Stone asked me to come up with something that would be on the roof and could go around the skylight without blocking its view from below. This object should also make it clear that the skylight was not the rooftop seating. We would make a bench.

“

the different tools necessary to safely cut, weld, and grind four hundred feet of steel into the actual design. Life, like our projects, isn’t always going to work out the way we want it to. But we should be curious about those outcomes, not afraid of them. Fear of making a mistake or messing something up is what I see a lot in kids when they’re trying something for the first time. That fear of failure, rejection, or disappointing someone is common and normal. I feel it too. I share the same curiosity as you. In spaces like these, and in schools like these, resilience is shown through example and questioning. “What is the worst thing that could happen?” “Well, if it doesn’t work we will try something new.” Your ability to experience a perceived failure, frustration, or loss, yet continuing to strive toward your goal is your resilience. Never give up, never stop moving. Getting up when you have fallen, trying to perfect a new skill, or any skill for that matter, when accomplishing it seems unlikely, that is you showing resilience. Some of you might be scared to leave here. Some of you can’t wait for me to stop talking so you can get out of here. Before you go, let me give you just a little more Dadvice:

Having an idea of a plan is one thing, but you also need to have the flexibility and perseverance to accomplish it.”

Then 2020 hit. I’d like to skip toward the end of that year. In the fall I revisited the idea with a few students. One, we’ll call him Chaplin, took the idea and started designing. Back and forth we would go, Chaplin and I and occasionally bringing in Dr. Riendeau and Dr. Stone, over twenty times before we felt the design was what we wanted. Over twenty times. I was happy he hadn’t just walked away and said no thanks after the third. But here we were in the first week of May installing the thirtyfive-foot half-hexagon bench on the roof of the STEM building. The look of pride in Chaplin’s eyes was unmistakable. The first design iteration was in October of last year. Now, seven months and a whole lot of back and forth later, he saw the physical manifestation of his design. And along with this pride, there is the continued growth of confidence in himself, earned by not giving up and by seeing an idea through to fruition. Credit should also be given where credit is due. While Chaplin was the primary designer on the project, once the designs were finalized, three Making with Metal classes used Chaplin’s design as a learning project. In total, fifteen students learned to use

Don’t be afraid to ask for help. Nobody expects you to have all the answers. We learned those by making mistakes. It’s your turn. Look around you right now. This community, its teachers, families, and friends are all here for you now and will continue to be in the future. Take your time and be patient. Things that have true worth rarely come easily or quickly. Make mistakes and do it often. This shows you have tried. But don’t stop at the try. When things don’t work out, have the courage to look back and evaluate why. Then make sure you try again. This will show your resilience. Parents, thank you for allowing us the opportunity to be a part of your child’s journey. Graduates, we have been so lucky to have gotten the chance to be a part of your story. We will be sad to say goodbye, but excited to see where you take your future. Good luck and thank you! COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 25

Commencement 2021 Ode to the Class of 2021 Head of School’s Annual Class Tribute By Dr. PJ McDonald

Dr. McDonald’s annual “Ode to the Class” is a whimsical tribute to the graduates written in a Dr. Seuss-style verse.

orever the Covid class, we made it—you won! You are amazing Pioneers

with courage and sheer will. We now set you free, our work here now done.

Claire Artesani is from Tewksbury, Mass. And she’s famous for wearing UGG slippers to class. Tough on the court, though not very tall, She’s a force to be reckoned with in the sport of volleyball. She’s binged all of Netflix, every show front to back, And next she’ll study forensics, near home at Merrimack.

But she is multidimensional, she’s also a jock— In soccer and basketball, and also squash and tennis, she does rock. She’s left quite an impression on all of us here, And she’ll do the same at Connecticut College, where she’ll attend next year.

Elliott Auerbach from New Canaan, a truly deep thinker— A newfound passion for writing, with plotlines he might tinker. A star in zoology class, and in science of all kinds, He takes time on his projects, one of our most patient minds. His teachers will miss his creativity and precision, and His future success at Kenyon College we all can envision.

He arrived here a boy, now departing a man— Of Adam Baran I speak. I am a huge fan. His dedication is unequaled, his teachers all wrote— Straight As from Japan and Singapore last spring when we studied remote. On Student Council and a triathlete, also a swimmer and crosscountry runner; His career at UC Irvine, no doubt will be a stunner.

Emily Baker is another from New Canaan, Cee Tee, Creative and talented, one of the finest artists you’ll see.

Collette Barnett traveled from California, the city of Livermore. When you hear this young woman sing, your jaw will hit the floor.

26 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

Many a memorable performance, to which we were treated and heard— A writer, a director, and poet, her boundless talent truly absurd. Off to Kenyon College, where she’s bound to be a star— And still able to rile up Dr. Kim from afar.

Here he played basketball and floor hockey, too— A mix between Chara and Motumbo, impossible to get through. But above all else, Sam is the kindest young man I have known— Marist is lucky to have him. A life of dignity he has shown.

Hali Bernstein is a New Yorker, from the Upper East Side. Her aptitude in the theater is impossible to hide. And music, as well, her skills all the rage— She’s not one to shy away from the very big stage. Off to bigger and brighter, with a first-class theater program to boast— She’ll be heading back to the Empire State to attend LIU Post.

Young Phoebe Carrona is a fan of classical lit. She’s also a swimmer and a rower, she’s certainly fit. In fact, such a hard worker, the PE award she did win. She enjoys hot chocolate with Mrs. Shanks through thick and thin. Raising chickens her hobby, to care for them she vowed; Colby-Sawyer next year, your dad would be so proud.

He can bring anything to life, of Luke Blumencranz I must say: Growing plants, tending frogs, or leading roles in a play. All his creations are among the best we have ever seen. He created a prom venue under this very tent, topped only by his haunted house on Halloween. His imagination is limitless, the sky’s the limit of what he can do. We’ll miss you, young Luke, go spread your joy at Syracuse U.

Culley Carson from NC, the Tar Heel State. It is not a surprise, then, that his hoop game is great. Leading our teams to league championships, winning is his style— On and off the court, always with class and a smile. He’s also a Prefect, and a school leader all around— Dean College his destination, his time here profound.

Andrew Bosak came north from the Nutmeg State— On the lacrosse field his talents are really quite great. Working with Mr. Parson, his writing grew strong. He also helped Dr. Stone’s dissertation move along. He’s got brains to spare, and tons of talent he’s got; Go make us all proud, Andrew, next year at Endicott.

He arrived here a boy, now departing a man— Sam Cohen from Miami, of whom I’m a big fan. One of the greatest transformations we’ve ever witnessed, And he dominated on the wrestling mat, his opponents he out-finessed. I’m proud of you, Sam, you proved us all right— You graduate a leader on campus, at Lynn your future is bright.

Cole Brown discovered acting, right here at Eagle Hill. In our theater he proved the audience he could thrill. He loves a home-cooked meal and does miss his brothers; With weekends closed due to Covid, it was hard not to see one another. A master of sarcasm and sketch comedy writing— They’ll love you at Dean College, your journey most exciting.

From New Jersey, Danny Corcoran arrived here legit a kid— And look at him now—grow in every possible way he did! He hit the weights with Filip each day And became quite a welder, in the makerspace they say. Confident and kind, now he’ll take the next steps To Penn College of Tech, more classes and more reps.

Spencer Brown arrived from Ohio one year for summer school, Then decided she wanted to be here full-time, to which we thought “Cool!” She’s artistic and creative, with a style all her own— Custom pieces from different items, many she’s sewn. Wear a helmet on that skateboard and all will go great, So long as you don’t schedule early classes next year at Kent State.

From the mountains of Boulder, Ranger Fair traveled here. We feel cheated of time, as he was only here for this year. But his impact was not diminished, he made himself well known; He nailed it in mock trial, among the many talents he has shown. Your work with Mr. Harbert shows there’s nothing you can’t do. Soon to be a Horned Frog—enjoy TCU.

Sam Campbell, the gentleman, is ever polite, and He seemingly grows an inch taller while sleeping each night.

You can find Sabrina Feinblatt in the “model student” file— Ever a hard worker and always with a smile. She had big shoes to fill, following in the shadow of her brother, COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 27

But she equaled his successes, testament to the parenting of their father and mother. Off to Roger Williams, her next stop on the line: Nourish your work ethic and talent, and you’ll do more than just fine. Next is Sebastian Fernandes, drove from Shutesbury each day, A serious young student, tackling classes the right way. He is a history buff who aspires to be an engineer. He flourished in IB classes and created STEM projects here. His teachers will miss him, and all his dedication and drive— He’s a match made in heaven; at WPI he will thrive. A fish story of a different sort, Zoe truly larger than first measure— This dynamo from Key Largo; parents Kevin and Sandra a true pleasure. Soccer, tennis, and basketball, starred in three seasons of sports— And an intern for Coughlin, running the gym and the courts. Respected by all, especially Thompson, Riendeau, Stone, and Bliss. Best of luck at College of Charleston—your friendship we will miss. All the way from left coast, hailing from Manhattan Beach, Nina Fontana has climbed the Hill, now the diploma in reach. She doesn’t just play music, and doesn’t just sing— Music is her life, music is her thing. Her soulful sounds and voice are now headed to NoLa. We wish you the best, Nina, as you study at Loyola.

We’re devastated to see her go; we’ve been blessed for four years. In all things she pursues, she perseveres and prevails— Just as she will at Iona, as one of the Gaels. Some Eagle Hill journeys take more turns than an Uber. One such path belongs to our man Will Gruber. A talented, intelligent, and very popular young guy— To make Mr. Blais’s hair fall out, well, he certainly did try. But you did it, Will Gruber, and I could not be any more proud— You will do great things in this world, at Drexel they’ll be wowed. Ella Hall came to Hardwick, from Bethesda, MD. She’s as loyal a friend as you ever will see. Hard working academically, and a great political mind; A terrific swimmer, too, lap after lap she did grind. The fast lane to success, in classes and the pool— The University of Denver will be her next school. As far as miles to get here, few, if any, have had more: Molly Hartzell came to Hardwick all the way from Singapore. She might seem quiet at first, but lest you be fooled— As a teammate her enthusiasm and cheerleading ruled. A talented young artist, and a children’s book illustrator— At Maine College of Art, she’ll do even greater.

A Palo Alto young woman, Morgan Frost from the West Coast. Of singing and acting, her abilities she can boast. A very talented member of our theater team here; She served on Student Council and played volleyball this year. A devoted lover of animals, at the shelter she’d assist. Heading south to Mitchell College—at EHS, you’ll be missed.

Dylan Hoffman now from Wyoming, and he quickly found his groove; So adept with his laptop, playing video games on the move. And speaking of moving, he’s got very quick feet— I had his number on the squash court early; now I find him impossible to beat. A peer tutoring master and an all-around great guy, He will flourish at WPI—we know he’ll fly high.

Turner Gnazzo is from Lincoln, an empathic young man. Earned a reputation to emulate, that the younger students all can. He’s a scrappy player, working hard on the court— Also with a fondness for nature, he’s the outdoorsy sort. There’s no doubt that his future, is totally success-bound— And it will continue next year at the University of Puget Sound.

Ty Holden lives within miles, Hardwick his hometown. He’ll now admit he loves it here; we turned his frown upside down. A hardworking young man, not afraid to break a sweat— He’s joining the workforce, his success a safe bet. We’re all so proud of you, perhaps especially your mom, Who works in our business office, her nerves now more calm.

We have many warm students, they’re not hard to find, But Alex Golioto is one of the most special kind. She befriends one and all, sees the best in her peers.

A Brimfield young woman, Macy Jensen is from just down the street; They say of her artwork, it is truly hard to beat. She also loves reading, in good books her interest does pique.

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As for her sense of time, well . . . let’s just say it’s unique! She keeps her own calendar, not a fan of a deadline— She will now enjoy a gap year, after which her choices will be just fine. Miss Kate LaFond hails from the town of Halifax, And when it comes to dancing, she takes it to the max. She helped choreograph and direct one of Eagle Hill’s plays— And could be found practicing her own dance on most days. The multipurpose room and Kresge will miss your routine— May you have plenty more room to shine and to dance at Dean. Ella Martens is so kind, thoughtful, and sincere— Everyone’s day is made brighter whenever she is near. A valuable member of our strong rowing team— A hardworking, good teammate, every coach’s dream. You’re not going too far, so please don’t hesitate To come visit often when classes are out at Worcester State. He from the Granite State, John Mooney drove down— Man of character, hardworking, and one of the kindest around. He plays Ultimate Frisbee and enjoys being outside— Into photography and skiing, and a mountain bike ride. A technical theater intern, paying attention to detail— Dynamy next year, where he’ll undoubtedly prevail. Fling ’em in Hingham, Liza O’Brien’s a hard worker— Her time here too short, a faculty tearjerker. She was an intern with Coughlin, assisting everything athletic— Did triathlon and fitness, her energy kinetic. We wish she came earlier, and wish she could stay— But off to Lynn University, great things to come her way. From the Peach State of Georgia, my friend Austin Paige came— He was fun and polite, and today it’s the same. Driven to succeed, ever doing what needs to be done. With a close group of friends, he finds time to have fun. Now he’s headed back to the south, perhaps tired of the snow— To High Point University, proudly he will go. From nearby Concord, Mass. Caroline Pongratz came— She’s a superstar in theater, where sound is her game. And a stellar set designer, Mr. Mercier has been blessed;

She’s also loyal, a confidant, her friendships the best. She’s also an athlete, in volleyball she brings spirit and grit— Merrimack so lucky to have her, as this graduate is legit. Joey Raskin-Lantos is from Brookline, just over an hour away— The most talented squash player I ever did play. He’s a nationally ranked player, unparalleled discipline and engagement; I once had a 1-0 lead, but the 11-1 final score tested my enragement! I am in awe of you, Joey, you have true purpose and drive— The Hobart coach is counting his blessings, you’ll eat the ECAC alive. Another from New Canaan, Noah Rasmussen can do it all: An accomplished student, and of course, basketball. He also ran cross-country, and in Ultimate he dabbled— A sweet and kind kid, he never roused or rabbled. Your dedication and personality, we will cherish and remember— Both will serve you well, at Ursinus in September. Jamison Rick could never be mean, he’d never even try; Thank goodness for that, because he’s a very big guy. Rather, he is gentle and friendly, but he knows how to compete: Soccer, basketball, and lax, he’s a tough nut to beat. A mountain biker, too, with an interest in engineering— Of your triumphs at U New England, I know we’ll be hearing. My dearest Gracyn Roberts, from the Big Apple, big city. Her stay here only two years, that part a pity. But she made the most of her time, as you can well see— A choice of so many colleges to pursue her degree. To whittle down that list, who could know where to start, But she made the right call—she’ll be a star at Sacred Heart. Go to Needham, MA. and find Nathan Rosenlev there— He’ll be easy to spot, with his springtime big hair. A wonderful writer, that’s one of his things— And a talented actor, a rare one who sings. The lead in Next to Normal, in the spotlight he’s at home— As he will be at Connecticut College, where his talents will roam. Zach Rosenthal is from Jersey, he is quiet and kind— He’s a respectful young man, with success on his mind. A fisherman, and a welder, a jack of all trades— Just ask Mrs. Hubacz, he’s got character in spades.

COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 29

The faculty will miss you young Zach, a great student and friend— You’ll succeed at Penn College of Tech, on that you can depend. After five years on the hill, plus a few summer sessions, Jackson Sanchez is ready; that nobody questions. She arrived with sass and ’tude, chock full of sharp wit. In fact . . . that hasn’t changed, not even one little bit. But that’s why we love her, a strong woman through and through— Best of luck at Lynn University, never stop being you. From Dubai and from Canada, is Layth Shehadeh; If you haven’t yet met him, then you really oughta. Reserved and kind, never one to criticize— Determined and driven, always eyes on the prize. Wrestling, Ultimate, and music, what more could you want? His passions and talents will go far at Belmont. A big fan of Mr. Kanozek’s Sports Literature class, Filip Soderlund calls home, both Sweden and Mass. And speaking of mass, he nearly lives in the gym— No mirror is safe from a pose around him. A gap year comes next, then to NEIT— We already know, Filip, great things we will see. Often with tie-dyed Crocs, and sometimes a red cowboy hat— Spang certainly has style, there’s no doubt about that. On the crew team and swimming, the pond and the pool— A math fan, to boot, the favorite subject in school. EHS journey now done, to your achievement a nod— Now on to Verto, a great year abroad. Xander Stein is a true friend, protective and loyal— He’s a whiz at patterns, simply impossible to foil. His talents are featured by Dr. McCaffrey in his book— Complex solutions no problem, no time at all they took. A swimmer in the pool and a great actor, too— Dr. Riendeau now crying as Xander heads for American U. George Synodinos is from South Africa, half the world away— And now in Holden, Mass., his family does stay. Tall and strong, he loves to swim and to row— He also played lax, and in the gym he did grow. A newly licensed driver, a road-going teenager— Driving off to High Point, to be an accounting major. 30 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

You know the famous rock, in Plymouth down the South Shore— That’s where Teya Tribuna is from, no one on campus smiles more. A member of the crew team, every year she’s been here— And a dog lover, too, holding German Shepherds so dear. Every aspect of the school, she has truly embraced— They’ll love her at Dean College, successful posthaste. Tatum Unterberg came to Hardwick, from down in NYC— She’s a wonder on stage, as talented as can be. Star of the One Act play and several other productions— She’s masterful at acting, under Mr. G’s tutelage and instructions. Now heading west, to the mountains she’ll go— To the University of Denver, in Colorado. Jack Vaughan is from Lincoln, not far away— When it comes to athletics, man, can he play! He’s dominant on the courts, the fields, and even the rink— One of our best all-around athletes, perhaps of alltime, I think. And an ambassador for EHS, giving admissions tours and promoting— To the warmth of U Tampa, the next four years he’s devoting. Dane von Hoven wanted to build a treehouse, since he loves the outdoors— He went to Lowe’s for the tools, and nearly bought out the store! He’s a wrestler and a swimmer, as well rounded as can be— And a heck of a student, a student of IB. Industrious and kind, we’ll miss him when he’s gone— He’s destined for greatness, starting next year at Elon. The amazing Will Zisson, the final name to knock out— An impressive young man, in fact, an Eagle Scout. He’s an avid reader, no text too robust— Books on military history, and personalities a must. A gap year first, then he’s off to Cee Tee— At the University of New Haven is where he will be. So there it is, my ode to ’21— Forever the Covid class, we made it—you won! But today is about the journey of all your years on the hill— You are amazing Pioneers with courage and sheer will. We now set you free, our work here now done— But remember your Hardwick faculty loves you like daughters and sons.

COMMENCEMENT 2021-End of Year Awards NBS Outstanding Faculty Award: Ms. Erin Wynne The Norma B. Shields Award is named for one of the founding members of the Eagle Hill School community and is given each year to the faculty member who best exemplifies Mrs. Shields’s unyielding, heartfelt dedication to the students of Eagle Hill School. Kneeland Distinguished Service Award: Mrs. Mary Ann Riendeau The Thomas A. Kneeland Distinguished Service Award is awarded annually to a member of the faculty or staff who consistently goes above and beyond the call of duty and who continually strengthens the EHS community in a quiet, dignified, and unassuming way.

Our Core Values: Life at Eagle Hill is driven by the observance of our four key values: honesty, kindness, respect, and purpose. Whether it be in the classroom, on the athletic field, or socially among friends, our belief is that decisions and growth are best navigated with strong underlying ethics. These core values are the foundation on which our students build lives of decency, consequence, and pride. We are pleased to recognize these students for their embodiment of these values.

Student Council Faculty Appreciation Award: Mr. Michael Riendeau The award is presented to a faculty member who has built a mutually respectful relationship with their students, challenges them as individuals, and has taken the time to stop and pick them up when they needed it.

ACADEMIC ACHIEVEMENT AWARDS

Arts Department: Cole Brown ’21 Classics Certificate: Samuel Campbell ’21, Phoebe Carrona '21, Macy Jensen '21, and Ella Martens ’21 Computer Applications: Griffin Jones ’23 Computer Science: Ryan Borski ’24 Diversity and Social Justice: Sabrina Feinblatt ’21 English Department: Caroline Pongratz ’21

KEEPERS OF CORE VALUES Honesty Cole Brown '21 Audrey Plumb '22 Tyler Tang '22

Respect Molly Hartzell '21 Charlotte Marvin '22 Ethan White '22

Kindness Phoebe Carrona '21 Maxim Bunnemann '22 Sophie Cranford '22

Purpose Joey Raskin-Lantos '21 Diamond James '22 Nicolas Keller '22

History Department: Liam Farhangi ’24 Mathematics Department: Sebastian Fernandes ’21 Physical Education: Lucia Calvert ’23 and Joey Raskin-Lantos ’21 Pragmatics Department: Olivia Goldfard ’23 Reading Department: Jane Gerson ’22 Science Department: Phoebe Carrona ’21 World Languages: Adam Baran ’21

FACULTY MILESTONES OF SERVICE 5 Years

10 Years

25 Years

Lauri Amidon Cody Bliss Marica Bobka Betty Burley Karen Goudey Ashley Green Carl Mercier

Jane Alwis Jamie Caban Tabitha Johnson Michael Myra Travis Stolgitis

Jed Geary Doug Koczur Ashley Stolgitis 30 Years Maryann Jackson

COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 31

LEARNING FROM EVERY DIMENSION BY MARISSA PEREZ ’14

32 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

hen I was fifteen and a sophomore at Eagle Hill School, I held a Chilean rose-hair tarantula for the first time in my biology classroom. It was the same room where my classmates and I nursed eggs until each chick’s beak cracked the shell and stumbled out, like an avian Birth of Venus. I still remember how it felt to see the little electric-red veins, outstretched from the embryo, when we flicked off the lights and held them to lamps. Our incubator hummed through each lesson—a reminder of impending life. And when I held my chick a week later, I felt its heart beating against my thumb. I’ve never forgotten that, just as I’ve never forgotten the term echinoderm—marine invertebrates with a spiny skin. My biology teacher, Andrew Ward (who would go on to be my teacher for nearly every science class I took over four years), kept a saltwater tank whose bottom half was occupied by sea urchins, classic members of the Echinodermata phylum. They’re creatures that resemble tiny stiff sunbursts. And in 2011, researchers at the University of Gothenburg in Sweden presented findings that indicated that sea urchins can process senses with their entire sunburst-like bodies. Sea urchins lack eyes; at least the ones we’re used to seeing with. But the researchers had reason to believe that sea urchins were able to see and sense from everywhere.1 The sea urchin shares a kind of DNA with Eagle Hill students. Seeing is an element of learning, but just as there are various kinds of intelligence, there are also various ways to use those senses. In fact, sea urchins are only one kind of marine animal that can see without traditional sight—several animals that dwell at the darkest points of the ocean possess extraordinary sensory abilities. When animals are faced with extraordinary circumstances, the ways in which they learn to adapt and evolve can seem like the stuff of magic. Maybe it is. Or maybe it’s just evolution. I came to Eagle Hill School in 2010 as a freshman. It was the turn of the decade. I’d been an instigator in a string of creative differences between myself and the previous two schools I had COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 33

attended within the past eighteen months. Several other things in my head were far more important than the tour of 242 Old Petersham Road that summer—until a trip to the academic buildings brought my face up to the fish tank glass outside of the biology classroom. In fact, that’s exactly what I’d been doing at lunchtime on the first day of school a month later. I was spotted by a teacher who steered me in the direction of the dining commons. At the end of that first day, I was so electrified and eager to rehash things with my mother that I skipped down the hill, slipped backward in my totally cool, super-tight Land’s End Mary Janes, hit my head, and broke my tibia. I spent the next two months in a neon cast and a manual wheelchair, and it’s how I met my closest friends—offering to push another student up a steep hill in a wheelchair can buy you a few extra minutes out of class. I was a day student. My mother drove for fifty minutes each morning to drop me off at Old Petersham Road. Then she drove for fifty minutes each afternoon to pick me up, and I drove fifty minutes with her back to our house in Florence, Massachusetts. We reasoned that our home was, in theory, close enough and that if I was receiving the education I needed, the driving would be worth it. Years later, that car journey would be sorely missed. Being in transit gave me what I needed to be present: every single day, I had nearly an hour to sit against the headrest and be silent; watch the farmhouses and shadows of the mountains melt by. They were moments of seeing; scenic food for the part of my brain that paired lessons with physical experiences. Many times over those next four years, those mountain views were medicine to me. If the planet seemed like it was going to fall apart, the things I saw and the air I smelled on those drives were constant. When I looked out the window driving up for 2019’s Hillfest, it was like muscle memory.

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between bites. We were in charge—of ourselves, of how we experienced our surroundings. For us, Eagle Hill existed in a bubble that was more oblong than round. With a small student body, there was little room for anonymity. But because we were concentrated in one area, the moments of joy were tenfold. So were the moments of grief and loss. During my time as an Eagle Hill student, I learned a great deal about being a human. I learned about loss. I learned that my friends were not immortal. I learned about near-insanity in the face of ACT preparation. I even learned about the species of panic that comes out of a noodle-bowl lunch day. But I’ve never actually stopped learning or relearning. I never will. And that’s the way it should be. When the school’s new STEM Center opened, Dr. Michael Riendeau took to the Learning Diversity blog to outline the idea of the adjacent possibility—an envisioning of potential, an entity that can be created and realized through the collaboration of doing and being. Learning is about doing. It’s also about being. Learning is about holding a conversation between oneself and the world—not just its fundamentals, but the questions it poses. Dr. Riendeau went on to cite the STEM Center as a new player in that conversation.

Seeing is an element of learning, but just as there are various kinds of intelligence, there are also various ways to use those senses.”

As springtime reached its infancy each school year, groups of friends and I walked for a half-hour down the street, past the Hardwick Cemetery, and into the pizza joint near the post office for a pie to split. We’d check out plants we’d never seen before, ones that were raising their heads to the coming weather. We were in motion. Sometimes we brought along vocab lists for final tests and shot them back and forth 34 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

I recently learned about Dr. Leahy’s beekeeping project at the school, where students are entering a classroom without dimensions. By nature, the teaching that takes place at this school is not black or white. More often than not, the students who find themselves here can recite a history of being squeezed into ill-fitting corners of previous classrooms. That corner takes a different shape for each student, even when the differences are not readily visible. I’ve asked myself what it might look like if the solution was not to create softer or more flexible corners but to remove them completely. To give academic and intellectual agency to students. Dr. Leahy’s beekeeping project is a cornerstone of this. A field trip can provide a day’s worth of hands-on work, but to bring those resources to campus to make them permanent, living fixtures is to put learning in 3-D. In other words, it’s one thing to tour a bee farm, and another to participate in its operation. To learn by doing—really doing.

Honey Bees and Biology Are Abuzz Over the past several decades, the world has paid closer attention to the dramatic decline of natural pollinators and the resultant threat to our environment and food supply. The honey bee in particular faces threats both from new pesticides as well as parasitic organisms. Colleges and universities across America have quickly expanded their science departments to include the field of melittology (the study of bees). Unfortunately, secondary schools in America often lag behind when changes occur.

Currently in Massachusetts, only three secondary schools offer beekeeping as an extracurricular club. Eagle Hill School is proud to be the first secondary school in the Commonwealth to offer beekeeping as a full class. Led by Dr. David M. Leahy, a Cornell University master beekeeper, our course takes novice keepers and introduces them to the honey bee and its biology. Students construct their own hives and frames, install live honey bee packages, and spend several months learning how to inspect, diagnose, treat, and care for honey bee colonies. When possible, students also take part in honey extraction, bottling, and even the sale of honey and wax products, helping them gain a sense of business and design as well as a sense of environmental stewardship. We encourage you to visit our apiary the next time you visit campus. Dr. Leahy would love to “work” a hive with anyone interested in a unique learning experience that Eagle Hill offers to our students.

Think back to the sea urchins. The reason many animals have sight is to gather information about their surroundings and adapt accordingly. Rather than blindness, sea urchins have vision—but that vision is centralized and uses every inch of the animal’s body. One of the superpowers of ADHD can be the ability to see things in minute detail, as a teacher explained to me in the fourth grade. It was true. I noticed every comma in a book—how it changed shape with font, where the ink was cracking on the tail-and wondered if tadpoles and commas knew they bore resemblance to each other. Students with ADHD as well as other learning-diverse students are often active participants in their immediate surroundings. It’s part of why we love YouTube and Instagram: getting constant stimulation from clips and bright colors appeals to our senses and keeps us interested enough to keep scrolling. Sea urchins see their world in minute detail. The researchers at the University of Gothenburg commented that the photoreceptors, the structures that respond to light, were found throughout the animal’s

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Students with AD/HD as well as other learning-diverse students are often active participants in their immediate surroundings.”

entire body. Seeing from all angles is a superpower, both of a sea urchin and a learning-diverse student. How do we harness it? Lately, when considering the possibility of teaching—and what total multisensory education might look like for diverse learners—I’ve come up with a round of test questions when examining lesson plans and resources. First, I ask myself, Can it be touched? Then, Can it be seen? Smelled? Heard? Tasted? Can it be applied directly to learning and retaining information? Is it challenging and of high quality? What’s crucial for students to know is how to modify and build on the information they’re given or shown. And what students remember, especially Eagle Hill students, is not simply how cool something looked, but how it interacts with the movements of the world: the same kinds of movements that work to create adjacent possibili(ties). Eagle Hill’s campus is vast. More than two hundred acres make up its land, from academic areas to athletic fields. There are virtually zero valuable resources that are impossible for COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 35

the school to implement in any way or form. Sydney Zentall, Ph.D., Professor Emerita of Educational Studies at Purdue University, mentioned in her 2004 study of students with learning differences that students who fidget in the classroom are better prepared to focus on main tasks, whether that task is reading or sitting for a lecture.2 If fidgeting alone can promote task focus and engagement, the benefits and future possibilities of multisensory, on-campus learning experiences are endless. I think of Dr. Leahy’s bees. I think of Andrew Ward’s reptile menageries. I think of Eagle Hill’s use of the word adhocracy. And I think of the mutual, agency-driven engagement between teacher and student, how no one is immune to learning.

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I’ll arrange personal objects directly related to my written work. I chose groups of objects that I felt would tell readers more about my nonfiction work than the writing itself might be able to. I decided to group those objects by color, and then arrange them in order of their place on the color spectrum to illustrate some concepts of optical physics that I’ve been discussing in my written work. I envisioned the project as a way to convey the integration between absorption and experience and to use tangible experiences as a way to give agency to viewers as they learn through them. Hampshire allows me to complete and create scholarly work, and at the same time, it gives me full control over what I choose to do within the given parameters. The final exhibition will be on display in the spring of 2022.

Certainly, there is no singular kind of intelligence, but in my observation, it can take the most extraordinary forms in the brain of a learning-diverse student.”

Eagle Hill students are capable of extraordinary things. Certainly, there is no singular kind of intelligence, but in my observation, it can take the most extraordinary forms in the brain of a learning-diverse student. In general, students report that they want to learn, but they don’t want to be at school. That leads me to question what “school” means for them. If we can take the elements of what disrupts learning for students and convert them into active elements that can make students excited to learn, we can then gather the tools we need to make education an experience, rather than a destination. Learning is always first—sometimes, a structure can be drawn around it. It can never be limited solely to a classroom experience. So many of the greatest learning moments of my life took place at Eagle Hill. After two years, I decided to discontinue my education at the college I enrolled in after graduation in 2014. I was unsatisfied with my academics, and I was unsatisfied with myself. I felt that I hadn’t listened to myself closely enough, nor had I given myself the space I needed to truthfully consider my potential. In 2020, I applied and was accepted to Hampshire College in Amherst, a school that would allow me to completely design my own education and create my own work—though the expectations and work are equally rigorous. Students are required to complete a yearlong senior thesis project in order to graduate. For mine, I proposed an installation combining literary nonfiction with a gallery exhibition. In the exhibition, 36 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

More and more, I enjoy thinking of what it might be like for me to sit down with a room full of Eagle Hill students as we

Eagle Hill School’s 2013 theater production of The Man Who Came to Dinner.

learn from each other. It’s an image that always comes back to me. In any one of the rooms in the academic buildings, the STEM building, or the performing arts classrooms, it is a wonder to see the fury of ideas and interpretations thrown around. There are few better sounds than collective laughter or amazement floating from one of those rooms.

One of the superpowers of a learning-diverse student is the same kind of magic as a sea urchin: being able to understand the world through a different lens at every angle. I found refuge in the Theater Department. Producing a play was one way of seeing. Using some of that knowledge in a class on women’s literature was another way. Receiving an A on a difficult anatomy test let me see my own growth.

looks in the waiting room at my pediatrician’s office. The class gave me the opportunity not only to learn from my teacher and classmates, but it also allowed me to teach them as well, even when I wasn’t aware of it. Part of Eagle Hill’s greatest strengths is the dedication to small class size, which opens up the availability of resources and opportunities for learning that includes all senses.

How do we come to see a Part of what makes teaching symptom as a superpower? so valuable in a school like Like Peter Parker, such this are teachers who will powers bear responsibility. refuse to sacrifice challenging, But the responsibility high-quality education to shouldn’t have to mean the teach what they think will watering-down of students. appeal to students who do Responsibility can begin to not learn traditionally. I form by doing. By taking remember feeling like a Ph.D. after a sea urchin and learning student in Dr. Matthew from every dimension. Kim’s course on postmodern Learning—and integrating literature, a course where all knowledge—is essential to the Marissa reconnects with fellow alums at the Hillfest 2019 reunion.. of us sat at one table and were state of existence. That was encouraged to make and talk part of the thrill of my life at through our intellectual findings. We dissected Michel Foucault, Eagle Hill. I learned by seeing, by doing. It’s why I can still which led me to devour a copy of Nietzsche’s On the Genealogy throw out the word echinoderm when my mom gets stuck of Morality on my own time, which certainly got me strange on a clue in her crossword. ABOUT MARISSA PEREZ Marissa Perez (EHS class of 2014), is attending her senior year at Hampshire College in Amherst. She resides in nearby Florence. Marissa received the John Arnold Scholarship for Excellence in English at Holyoke Community College in May 2020 and is the winner of Mount Holyoke College's prestigious 2020 Glascock Poetry Prize, the oldest, intercollegiate poetry contest in the United States.

REFERENCES Ullrich-Lüter, Ester; Dupont, Sam; Hausen, Hąrald. (May 2011). “Unique System of Photoreceptors in Sea Urchin Tube Feet.” PubMed. https:// www.researchgate.net/publication/51092917_Unique_system_of_photoreceptors_in_sea_urchin_tube_feet 1

Zentall, Sydney S. (October 1993). “Research on the Educational Implications of Attention Deficit Hyperactivity Disorder.” PubMed. https://www. researchgate.net/publication/285272428_Research_on_the_Educational_Implications_of_Attention_Deficit_Hyperactivity_Disorder 2

COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 37

ith well over six hundred members active on the site, Eagle Hill Connect serves as the one-stop shop for all of your Eagle Hill School news and resources! Enjoy the newly created EHS Career Toolkit, a growing library of helpful documents and videos from some of the best sources, such as partnerships with Colgate University and their prominent Career Services Department and companies such as Indeed and TED. Stay up-to-date with publications such as Pioneer Pulse, sign up for alumni/ae events, and explore jobs and potential network contacts in your field or area. Visit www.eaglehillconnect.org to register for this free and valuable opportunity! If you have any questions or need networking assistance, email Matt LaCoille at mlacoille@eaglehill.school.

FOLLOW US ON SOCIAL MEDIA! For the entire Eagle Hill Community: facebook.com/eaglehillschool instagram.com/eaglehillschool instagram.com/EHSPioneers eaglehillschool.smugmug.com For alumni/ae: facebook.com/groups/officialehsalumnipage instagram.com/eaglehillschoolalumni

38 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

ALUMNI/AE NEWS-Class Notes

2010

1975

Elyssa Stine Elyssa moved to Dallas, Texas and advanced in her career as a business support officer for TD Securities.

Charles Roth After over thirty years of working in industrial design for companies such as Nike and Oboz Footwear, Charles has happily retired!

2013

1977 Andrew “Drew” Fernandez Andrew works at Flight Level Aviation, a small local airport, as the flight base operations manager. He is happily married to his wife Sarah and has a son Teddy (14) and daughter Carolina (11).

2002

1982

Nick Sproul Nick and his wife, Alex, have a twentymonth-old son, Jordan. They just bought their first home in Fort Worth, Texas. Nick was recently promoted to head of global corporate sales development at OneSource Virtual.

Samuel Stillman Samuel wants to give a shout-out to all the faculty and students for the amazing efforts this past year!

1994 Brian McGill Brian and his wife are proud parents of a healthy new baby boy. Keiran Sullivan McGill was born on July 14, 2020. He is a happy little boy and growing fast!

2004

’94

1997 Summer Michael Person Mike, a native of Hong Kong, earned a bachelor of business, a bachelor of arts (double majoring in Mandarin), a graduate certificate in human resource management and a graduate diploma in education, which led to a nine-year high school teaching career teaching English, business, and Mandarin thus far. He has also published several science fantasy novels with more on the way! Mike wanted to reach out to Eagle Hill and share how he will never forget what an incredible six weeks he had back in 1997.

’75

Kathryn Brower Kathryn graduated from Northern Arizona University with honors with a degree in interior design. She has been fully employed at a residential interior design firm, in which she was recently promoted to a project manager. Justin Itzkowitz Justin earned acceptance into the competitive Columbia University MBA program.

2014

Andrew Best Andrew was accepted into Boston University School of Medicine’s master’s program in mental health counseling and behavioral medicine—the only counseling program in the nation that is at a medical school and combines counseling with behavioral medicine.

Jesse Redstone Jesse welcomed his first child in September of 2020!

2009

Ethan Holmes Ethan has been appointed as the special assistant to the United States Trade Representative (USTR), Katherine Tai, within the new Biden Administration.

’97

Melissa Lundquist Melissa recently started her job as a full-time support staff at Educational Playcare, a daycare program for children six weeks through kindergarten.

Erin Tridle Erin is the associate producer of the Kelly Clarkson Show and was featured on the show for cooking through Anthony Bourdain’s cookbook for Mental Health America!

’09 COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 39

Kristen (Mallery) Ramirez Kristen earned an amazing new opportunity at Crayola Inc. and got married to her husband, Kevin!

2016 Matthew Bissonnette Matthew graduated from Iona College with his bachelor’s and master’s in business administration. Isadora Greenberg Isa served as the keynote speaker for the Federation for Children with Special Needs. Sammy Leighton Sammy started a new opportunity as a front desk agent at a hotel while completing her hospitality management degree from Endicott College.

’14 Marissa Perez Marissa received the John Arnold Scholarship for Excellence in English at Holyoke Community College in May 2020 and is the winner of the prestigious 2020 Glascock Poetry Prize.

2015 Kendall Clark Kendall received his master of arts degree from Sacred Heart University. Eddie Kennedy Eddie graduated with his bachelor of music from the University of North Carolina at Charlotte as an honor student. Danielle Leppert-Simenauer Danielle graduated with a triple major in physics, philosophy, and math from DePaul University. She also completed a coding boot camp and earned employment as a tech consultant / software developer at ThoughtWorks.

Jahmeelah Nash-Fuller Jahmeelah won the distinguished Ubuntu Teaching Award at Uncommon Schools—Leadership Prep Ocean Hill, the first time a first-year teacher has won the award! Lucas Quinn Lucas, was named to the spring 2021 dean’s list at the University of Utah and graduated on May 6th with a Bachelor of Science in sociology. Michelle Czuber Michelle was named to spring 2021 dean’s list at Holyoke Community College

Griffin McDonald Griffin is a member of Dean College’s lacrosse team, the student orientation leadership team, and was named to the dean’s list, earning a 3.6 GPA. Griffin was also inducted into the 2021 Chi Alpha Sigma Honor Society.

Connor Chen Connor graduated with a bachelor of arts major in Asian studies from the University of San Francisco.

’17

40 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

working as a community development intern with the Dean of Students Office. Ishiyihmie will be heading into his senior year with grad school on the horizon!

2017

AJ Merjan AJ received her bachelor of fine arts degree in business specializing in beauty and fragrance from the Savannah College of Art and Design with honors (above a 3.5 grade point average).

’15

’18

Jennifer Flaherty Jennifer earned the Dean’s Award with Distinction at Colgate University.

Bo Moore Bo, who is majoring in information technology at Lasell College, was named to the fall and spring 2020 dean’s List and is a senator in the Student Government Association at Lasell.

Mike Olson Mike was named to the fall and spring 2020 dean’s list at Curry College.

2018

Alena Golden Alena was named to the spring 2020 dean’s list at Curry College.

Ishiyihmie Burrell Ishiyihmie serves as a resident advisor, student body president, and assistant director of equity, diversity, and inclusion as a student at Juniata College. He has also been

Ross Botwinick Ross was named to the fall 2020 dean’s list at Stetson University.

ALUMNI/AE NEWS-Class Notes

2019

Katherine Lodge Katherine was named to the spring 2020 dean’s list at Curry College. Jack Ferrara Jack was named to the fall 2020 dean’s list at Curry College. Samuel Burrough Samuel graduated in June from Full Sail University after completing his accelerated B.S. program in show production. Deirdre Meagher Deirdre will be attending Nichols College in the fall of 2021.

2020

Angus Lodge Angus completed his first year at Dean College. He wanted to tell all EHS students to follow your passions and never give up in difficult situations—good times will always come! Harrison Stern Harrison was elected to the Activities Programming Board, Senator–Student Government, and COVID-19 Advisory Committee at University of New England. He served as an orientation leader and sophomore scholar and earned dean’s list. He is proud to conduct climate change research on the coast of Maine. Jacqui Krotman Jacqui finished her online program at Arrowsmith and will be attending Manhattanville College in the fall to study Psychology. Clare McCartin Clare earned dean’s list at Endicott College in her accelerated bachelor’s and master’s program. Ashley Mintz Ashley presented at a Fall Career Readiness Symposium at Lasell College and participated in a project focused on the “three pillars of transformation,” or ways to use practices of mind, body, and emotion to unlock new levels of healing, happiness, and purpose in one’s life. Ashley’s project focused specifically on the impact of yoga in decreasing stress among college students. Connor Ryan Connor was named to the fall and spring dean’s list at Muhlenberg College.

Eagle Hill School 100 Alumni/ae Challenge This past year, we challenged our alumni/ae to be “all-in” and support our faculty and staff through our Annual Giving Fund with the 100 Alumni/ae Challenge. The goal was simple—rally at least 100 Eagle Hill School alumni/ ae to make a gift of any size. In a record-breaking response, 108 alums participated this year, surpassing all previous years. Representing 26 different class years and spanning 46 total years, we are proud that this group of Eagle Hill alumni/ae is among the most diverse. Of these alumni/ae donations, 44 contributed for the first time to Eagle Hill School. The 100 Alumni/ae Challenge was bolstered by Phillip Zeller ’14, who matched the final 40 donors of the challenge with a $2,000 donation of his own. We are so grateful for Phillip’s support! The challenge was also supported by dozens of EHS community members who actively reached out to their peers to spread the word about our goal.

HAVE NEWS TO SHARE? Whether you have a new job, announcement, outstanding achievement, photos, or passion, let us know about it!

EHS

ALUMNI

Email alumni@eaglehill.school or visit the alumni/ae section on www.eaglehill.school, so we can hear about your good news and feature you in upcoming class notes.

COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 41

ALUMNI/AE SPOTLIGHT-Dr. Kimberly Rubin

I KNOW YOUR STORY

“I

By Matt LaCoille, Associate Director of Development and Stewardship

never really felt accepted until I walked onto the Eagle Hill campus,” said Dr. Kimberly (Markoff ) Rubin ’04, mother of three, proud wife, and an entrepreneur and sole practitioner of Rubin Psychological Services in Michigan. Dr. Rubin wanted to be a part of things, but as a young student, never really understood where she fit in. She started off shy like many students, and Eagle Hill School helped her become more confident in who she was. “I remember before coming to Eagle Hill I always felt like I didn’t belong anywhere. Looking back, Eagle Hill was the first place where I felt accepted by peers and teachers.” Rubin attributes Eagle Hill to much of her success today. She recalls her experience at Eagle Hill as being the pivotal turning point in her life. “Prior to Eagle Hill, I had little ambition. I had never truly felt successful in an academic environment. Eagle Hill represented the first time I felt that teachers and peers understood me. As I began to experience academic and social success, my motivation to be successful in other areas increased,” said Rubin. Graduating from Eagle Hill School, Rubin knew she wanted an academic environment that would positively support her and continue her educational growth. After a brief stint at another 42 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

college, Rubin was accepted into the Honors College at the University of Connecticut. There, she earned a bachelor of science degree, graduating magna cum laude with a 3.8 GPA. “The confidence and academic support I received at Eagle Hill was a major factor in my decision to pursue a Ph.D. after college. I thank my lucky stars that my parents invested in my future by sending Dr. Kimberly (Markoff) Rubin ’04 me to Eagle Hill. Looking back, the decision to send me to EHS (at the time) was a path to alleviate my academic struggles associated with having ADHD. However, as I step back and reflect on my experience, I realize how much the EHS community also empowered me on a social-emotional level and gave me the confidence to persevere through times of difficulty. Thanks to EHS, I’ve learned how to use my ADHD symptoms to my advantage rather than seeing them as barriers to success. For example, my tendency to “think outside the box” used to be a disadvantage in school as I used this skill to avoid having to do homework or study. My ADHD thinking style is now a big part of why I’m successful occupationally. I’ve had to reinvent the wheel many times, which has allowed me to develop unique ways to help children and their families similarly as EHS did for my family. After receiving her master of science degree in education and a doctor of philosophy degree from Indiana University, she went on to complete her residency at the Southern Illinois University School of Medicine, specializing in child clinical psychology. While affiliated with SIU, Rubin provided a variety of assessment and intervention services to infants, children, and adolescents. Additionally, she worked with the Springfield, Illinois, public school system helping children experiencing learning and behavioral issues within a classroom setting. After receiving her Ph.D., Rubin

decided to do an optional postdoctoral fellowship. Many of her peers from graduate school were ready to enter the field but Rubin wanted to soak up as much experience as possible to be able to serve a range of families in need. Rubin completed a postdoctoral fellowship at the Children’s Center of Wayne County in the Autism Services Program. While at the Children’s Center, she provided comprehensive autism evaluations and behavioral treatment.

“

After receiving full licensure through the state of Michigan to practice psychology, Rubin took a gamble and decided to open her own private practice. Rubin suspected she was capable of running a successful practice drastically different from those in her area. Rather than rendering run-of-the-mill individual and family therapy, Rubin felt families would benefit even more if she built a “support network” for each patient and their family. Rubin didn’t want families to feel alone in the process; thus she made it her mission to develop an interdisciplinary team approach for each patient so multiple providers could collaborate and work together to help a struggling family. Rubin strongly believes children and their families heal quicker when multiple professionals are working on their cases as a team.

process itself. She believes an intervention’s functional criteria are best assessed by those that implement it; typically, this involves the members of a child’s family or school. Her approach devotes extensive attention toward ensuring the considerations and concerns of these parties are continuously addressed with care. She facilitates these collaborative conversations by means of adaptive flexibility of her role, whether it be listener or liaison, advocate or advisor, counselor or consultant, along with an innate sensitivity that determines which role is best for a given situation.

I’ve learned how to use my ADHD symptoms to my advantage rather than seeing them as barriers to success.”

“I believed that the type of services I could provide was more comprehensive than other practices in my area. The business was slow at first, but I was determined to be successful and vowed to not give up my practice without a fight.” “I worked really hard to generate referrals in the beginning. To this day, I have not spent a penny on advertising. I take pride in knowing that my practice is successful because of the groundbreaking services that I provide. To this day, 95% of my referrals come from physicians in my area. I have seen people bring referral lists to my office that their pediatrician provided them; I notice that often my name is starred, circled, or highlighted by the provider. Patients will tell me, ’My pediatrician told me that you’re incredible and worth the investment. They told me that it would be better to wait on your waitlist rather than going to another provider with immediate openings,’” said Rubin. Rubin’s clinical approach allows for parents’ insights to guide how she incorporates evidence-based practices. She evaluates an intervention’s effectiveness not only through the outcomes it produces, but also by the feasibility, consistency, and ease of the

Her work demonstrates that this ample availability is powerfully conducive to the success of the child and the well-being of their supporting community. Rubin’s dedication to cross-channel communication is what distinguishes her as a practitioner, and by uniting her expansive clinical expertise, forms a distinctive cornerstone of her practice. Rubin strongly credits Eagle Hill School for helping her be the practitioner that she is today. Rubin noted how the qualities of her teachers at Eagle Hill were instrumental in helping her overcome challenges at the time. “I remember having mentors and friends at Eagle Hill School such as Ken Leyva (resident counselor), Dana Harbert (director of admission), Cindy Coughlin (athletic director), Jason Pryzpek (EHS teacher). and Jenna Hubacz (dean of faculty). I find myself occasionally reflecting on the approaches Eagle Hill teachers used with me, especially when I’m working with challenging families. Most notably, EHS faculty members never gave up on me—ever. When I was resistant to help, they always found a way to meet my needs.” To Dr. Michael Riendeau, assistant head of school for academic affairs, it is no surprise that Rubin has continued to thrive in many aspects of her life. “When I remember Kim as a high school student, what comes to mind first is her unwavering drive for excellence, supported by her unflagging resilience. These are followed quickly by memories of her infectious enthusiasm for learning and her expressions of genuine joy in encountering new ideas,” said Riendeau. This enthusiasm most recently led Rubin to land on The Well and JN’s 36 Under 36, a distinctive honor that recognizes the amazing impact she has had on her community. COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 43

Today, Rubin balances her busy work life with her amazing family, including her three children, Reece, Brooks, and Chase, and her husband, Mike. With all of her remarkable success, Rubin still feels a special place in her heart for Eagle Hill School. “I grew so much at EHS, and I’m so happy to be able to give back in any way I can to the school that helped me grow. It’s such a special place. I’m excited to see students continuing to thrive and learn how to advocate for themselves just like I learned how to at EHS.” Rubin continues to dedicate her life to ensuring children and young adults have the same opportunities and personal growth she did, always representing the very best of what it means to be an alum of Eagle Hill School.

Eagle Hill School Presents

he Cup of Coffee Series launched in the fall of 2020 as a series dedicated to highlighting some of the most interesting individuals the Eagle Hill community is proud to call their own. Open exclusively to EHS students, faculty/staff, alumni/ae, and alumni/ae families, Eagle Hill School hosted two virtual events this past school year, featuring special guests James Marvin in the fall and Barbara Corcoran in the spring.

business, The Cup of Coffee Series kicked off in the best way possible!

The second edition of The Cup of Coffee Series featured another Eagle Hill current parent, Barbara Corcoran. Corcoran’s event featured a discussion on her trailblazing career, overcoming obstacles in her life, and raising children while balancing her busy schedule. Corcoran founded the Corcoran Group, Marvin, a parent of a current Eagle Hill student, which became the largest and best-known completed a successful career in the navy, where brand in the brokerage business. Since then, he served for twenty years on active duty. He Corcoran has been a frequent small business retired at the rank of commander in September and real estate contributor on every major 2009. Working through, by, and with the network and an investor/shark for the past United States Maritime Special Operations twelve seasons on ABC’s four-time Emmy Forces component, he trained 112 senior award-winning show, Shark Tank, investing foreign military and law enforcement leaders in over eighty businesses to date. Corcoran in national security affairs and requirements brought her authentic charm and brilliance in the fight against global extremism. Marvin to The Cup of Coffee Series and provided some brought his unique and meaningful perspective helpful tips and highlights throughout! to the Eagle Hill community, with his program Both events consisted of hundreds of focusing on networking, career planning, participants across the EHS community personal branding, and the utilization and featured a vibrant discussion that can be of resources for working professionals. rewatched on Eagle Hill Connect, Eagle Hill’s Accompanied by interesting stories from Marvin’s career as a Navy SEAL and in private community platform. 44 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

SCHOOL NEWS-Top Stories A Magical Evening to Remember One of the most anticipated year-end events for high school students is the prom. Typically, this fun dance party is an exciting off-campus excursion. COVID restrictions on campus this year, however, required those plans to change. Determined not to let a pandemic spoil the event, the 2021 EHS Prom took place for the first time at Eagle Hill School.

Ask anyone in attendance, and they will say this was by far the best prom in EHS memory. Our gratitude goes to the prom committee and all those who worked tirelessly to make this evening a special night to remember. To view a photo gallery of the prom visit: eaglehillschool.smugmug.com/PROM-2021

To say this special night was magical is an understatement! The event happened under a large tent set up at the quad and was decorated inside with mystical trees, twinkling lights, glowing globes, cascading vines, and roses set on all the tables. A wafting fog machine set the mood for an enchanted evening. Catered by our own Eagle Hill culinary team, the meal and desserts far surpassed expectations. DJs Mr. G and Mr. McCann kept the dance floor packed with a rocking selection of music.

COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 45

Headmaster’s Circle – Bronze Leader ($10,000 - $14,999)

The

Annual Giving

Fund

Thank you for your 2020-2021 contribution. Eagle Hill School Loyalty Club Membership in the Loyalty Club recognizes the contributions of our most dedicated donors. Membership is granted to donors who make gifts of any amount to support the annual giving campaigns in three or more consecutive years, including the current year.

Founder’s Circle ($50,000 and up)

Mr. and Mrs. Jonathan Beinner Mr. Eric Blumencranz and Ms. Jessica Berner The Zimmer Family Foundation, Inc.

Headmaster’s Circle – Gold Leader ($25,000 - $49,999)

Mr. and Mrs. Matt Andresen Mr. and Mrs. Thomas A. Archipley II The David and Janyce Hoyt Family Foundation Mr. and Mrs. Stefan Dyckerhoff Ms. Camila Pastor and Mr. Stephen E. Maharam Mr. and Mrs. Peter R. Merriam Mrs. Abigail F. Steller ’08

Headmaster’s Circle – Silver Leader ($15,000 - $24,999)

Mr. and Mrs. Alan Bernier Mr. Max Herrnstein and Ms. Danielle Curi Mr. and Mrs. William Higgins Ira M. Resnick Foundation, Inc.

46 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

Anonymous Mr. and Mrs. Michael S. Bernstein Sarah L. Boles & Family Dr. and Mrs. Thomas Burke Mr. and Mrs. Peter Campbell Mr. and Mrs. Edward A. Carroll Mr. and Mrs. Jason W. Dreisbach Mr. Michael E. Haskett Ray and Anne Hyer John & Weezie Gates Charitable Trust Mr. and Mrs. Alessandro Lanaro Mr. Christopher R. Larson Dr. and Mrs. Steven A. Madreperla Jr. Mr. and Mrs. Mark Morein Mr. and Mrs. Joe Nootbaar Mr. and Mrs. Michael Roffler Mr. and Mrs. Richard Sherman Mr. and Mrs. Hamburg Tang Jr. Thesseling Family Charitable Fund Mr. and Mrs. David Van Buren Mr. and Mrs. Alex Zisson

Oak Society

($7,500 - $9,999) The Brumberger-Gruber Foundation, Inc Mr. and Mrs. David Merjan Dr. and Mrs. Brad E. Richman

Pioneer Society ($5,000 - $7,499)

Mr. and Mrs. Josh Abrams Mr. and Mrs. Scott Bashaw Ms. Irene Alexandra A. Bunnemann and Mr. Philipp G. L. Groh Ms. Kimberly Dreier Ms. Donna L. Dubinsky and Dr. Leonard J. Shustek Mr. Erik Fleming and Ms. Torrance Watkins Mr. and Mrs. Jeffrey Gerson Mr. William Hoover and Dr. Ingrid Thranov The Howard Bayne Fund Mr. and Mrs. Peter S. Joseph Mr. and Mrs. J. S. Judge Mr. and Mrs. Alexandros Kedros

Mr. William Kennard and Ms. Deborah Kennedy Ms. Tina Kim Mr. and Mrs. Andrew Lehman Mark and Christa Lopez Mr. and Mrs. Sung Pak Mr. James Richardson Mr. and Mrs. Daniel Schrauth Dr. and Mrs. David Staffenberg Mr. and Mrs. Basil Synodinos Mr. and Mrs. Craig Unterberg Ms. Marilyn A. Waller and Mr. Doron Weinberg Mr. and Mrs. Ying Wang Mr. and Mrs. Michael W. Whitman

Benefactor’s Society ($2,500 - $4,999)

Ms. Candace Alsop Mr. and Mrs. Joseph J. Bafaro Jr. Mr. Alden J. Bianchi and Ms. Mary Kett Mr. and Mrs. Howard A. Brecher Ms. Julia A. Calhoun Mr. Greg Fontana and Mrs. Julie McMahon Mrs. Stephanie Frost Mr. and Mrs. Andrew F. Gnazzo Mr. and Mrs. Scott I. Kolsky Mr. and Mrs. Eric Krauss Mr. and Mrs. Howard Krotman Mr. and Mrs. Andy LeStage Mr. Claude Maechling and Ms. Carrie McNally Mr. and Mrs. Joseph M. Malley Dr. and Mrs. PJ McDonald Mrs. Deb Odom Stern Mr. and Mrs. Terrence W. Olson Mr. Michael J. Orend and Ms. Toni Michelle Peluso Mr. Lucius Palmer and Ms. Sloane Lederer Mr. and Mrs. Jorge Queiroz de Moraes Jr. Dr. Michael P. Riendeau and Mrs. Mary Ann Riendeau Rollstone Charitable Foundation, Inc. Mr. and Mrs. Charles Roncaioli Dr. Craig L. Shalmi and Ms. Randi L. Matalon Mr. and Mrs. Thomas Spang The Straetz Foundation, Inc. Mr. and Mrs. Kent Stryker Mrs. Deborah Weise

Dr. Eugene Zappi and Dr. Laura Buccheri Zappi Mr. Phillip T. Zeller ’14 Dr. and Mrs. Albert Zickmann

Hardwick Society ($1,000 - $2,499)

Anonymous Mr. Bruce W. Baber Mr. and Mrs. Andrew D. Baker Ms. Helane Z. Brachfeld-Colvin Mr. and Mrs. Michael Cammarota Mr. and Mrs. M. Hampton Carver V Mr. Christopher P. Corcoran and Ms. Stella M. Corcoran Dr. E. Jane Cronin Rich and Erin Cummings Dr. Craig M. Curd and Dr. Deborah J. Gennero Mr. Eric Dannheim and Dr. Lori Quinn Dannheim Davidowitz Foundation Mr. and Mrs. Robert Evans Mr. and Mrs. Gregory T. Fair Mr. and Mrs. David Feinblatt Mr. and Mrs. Reed H. Fendler Mr. Christopher J. Hancock Mr. and Mrs. Joe Hennessy Mr. and Mrs. Terence A. Hutchinson Mr. Robert Isabella Mr. and Mrs. Mark K. Jones Mr. and Mrs. Wade W. Judge Ms. Stacey A. Kinnamon Mr. and Mrs. John LaMagna Mr. Tim Livingston Dr. and Mrs. Samuel Louie Rick and Jessica Macdonald Mr. and Mrs. Daniel F. Mahoney III Mr. and Mrs. James A. Marvin Mr. and Mrs. Michael J. Mazurczak Mr. William McCartney and Ms. Patricia Bachmann Mead Flaster Family Fund Abby Mintz Mr. and Mrs. James W. Moody Dr. Susan Mooney and Ms. Tish Mooney Dr. RoseAnn Murray Mr. and Mrs. Frank O’Brien III Mr. and Mrs. David F. Oury COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 47

Mr. and Mrs. William Placke Mr. and Mrs. J. Hudson Plumb Rich Rosen and Millie Zweir Mr. Mark Rust and Ms. Kimberly Clark-Rust Mr. and Mrs. Charles Sanford Mr. Harold Schwartz and Ms. Elisa Pollack Mr. and Mrs. Dominic Seminara Dr. Ronald Simenauer and Ms. Genice Jacobs-Simenauer Mr. and Mrs. David Spath Mr. and Mrs. Gideon J. Stein Dr. David Stern and Dr. Alexandra Stern Mr. Mark Tally and Ms. Teresa Andre Teddy Bear Pools & Spas Mr. and Mrs. Domenic P. Triola Mr. John G. Valentino and Dr. Christy P. Valentino Mr. Marc Van Der Hout and Ms. Jody LeWitter Zacharie and Louis Vinios Dr. Douglas C. Waite and Dr. Martha B. Waite Mr. Robert Woolf and Ms. Robyn Lavery The Wynne Baglio Family Mr. and Mrs. Jason M. Zorfas

Green and White Club ($500 - $999)

Mr. John P. Amershadian and Ms. Denise Hanlon Ms. Isabella R. Army ’20 Dr. Harlan F. Bittner and Dr. Rebecca B. Bittner Mr. and Mrs. Mark T. Brophy Mr. and Mrs. John H. Budd Ms. Katie A. Clarke Mr. and Mrs. David Cranford Ross and Lisa Dik Mr. Rui P. Fernandes and Ms. Dorothy Morua-Fernandes Mr. Jed Geary and Mrs. Jessica Geary Mr. and Mrs. John S. Gee Mr. Richard J. Gengel ’13 Mr. and Mrs. Benjamin J. Goldfarb Mr. and Mrs. Robert L. Goldman Ms. Karen Goudey and Mr. Kurt Staven Dr. and Mrs. Lonnie Hanauer Mr. Dana Harbert Mr. and Mrs. Leigh Hoagland Mr. and Mrs. Shannon P. Holgate The Howell Charitable Family Foundation 48 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

Mr. Evan Jones Dr. and Mrs. Daniel Katz Lamoureux Ford, Inc. Dr. Nikolajs Lapins and Mrs. Denise Lapins Ms. Lana V. Lauer ’20 Mr. and Mrs. Francis F. Leaf III, in memory of Nathan Leaf Mr. Neil A. Leonard-Campos ’12 Mr. and Mrs. Evan S. Leviss Mr. Angus K. Lodge ’20 Mr. and Mrs. Richard B. Lorion Todd C. and Julie L. McDonald Mr. Jeffrey Mendelsohn ’03 and Mrs. Nicole Mendelsohn Mr. Paul F. Mickey and Ms. Christiana K. Diamond Mr. and Mrs. Glenn E. Mitchell Mr. and Mrs. Steven D. Morlock Mr. and Mrs. Vincent Nastasi Dr. and Mrs. John P. Nicholson Jr. Dr. and Mrs. Daniel J. Parrish Mr. David A. Passafaro R. J. McDonald, Inc. Mr. and Mrs. Kevin B. Rabbitt Mr. and Mrs. Timothy Rassias Ms. Eleanore Reznik Mr. and Mrs. Alan S. Roseberry Mr. and Mrs. John Rucci Mr. and Mrs. Abbye M. Silver Mr. and Mrs. Hakan Soderlund Mr. and Mrs. Matthew Soep Mr. Matthew R. St. Jean ’16 Ms. Kathleen St. John-Richard Dr. and Mrs. Eric Stone Mr. and Mrs. David R. Tridle Mr. and Mrs. Andrew D. Ward Mr. and Mrs. Didier Weizman Mr. Andrew Wingate and Dr. Tanya Bilchik Ms. Sheri A. Young Mr. and Mrs. Jorge Zamacona

Friendship Club ($1 - $499)

Mr. Alessandro H. Abys ’12 Mr. Stephen Ahearn Mr. and Mrs. William F. Aldrich Ms. Dana S. Alsagoubi ’06 Designates member of the Eagle Hill Loyalty Club

Ms. Elizabeth W. Alsop ’00 Mrs. Jane Alwis Mr. and Mrs. Donald Amidon Mr. David Annunziata Anonynous Mr. Zachary T. Archipley ’19 Dottie Bachtold Dr. Juan A. Bacigalupi Mr. Jonathan G. Baker Mr. and Mrs. Stephen J. Ballard Jr. Mr. James Barkus Mr. Patrick A. Beers Mr. Michael Begin Mr. and Mrs. Robert Begin Mr. David K. Belodoff ’05 Mr. Jason L. Berger ’10 Mr. Tyler Blais Mr. Cody J. Bliss ’12 Ms. Laurel Y. Bloch ’13 Mr. Lucas A. Blocher ’20 Dr. and Mrs. Thomas A. Blocher Ms. Marcia Bobka Ms. Pat Bock Mrs. Kimberlee Bonica Mr. and Mrs. John Borski Mr. and Mrs. Robert Bottomley Tammy and Norman Bourgeois Mr. and Mrs. Andrew Boyd Mr. Jordan S. Brant ’06 Mrs. Kacie L. Breeds Ms. Heather Brooks Ms. Cira L. Brown ’04 Dr. JP Brown and Mrs. Doniel Kofel Ms. Donna Brunelle Mrs. Sharyn L. Buelow Ms. Kristen Buglione Mrs. Jamie L. Caban Mr. and Mrs. Peter A. Callahan Mrs. Sara Callahan ’02 Ms. Sydney D. Callahan ’16 Mr. and Mrs. Greg D. Calvert Mr. Kevin M. Caplan ’08 Mr. Robert A. Caplan ’04 Ms. Olivia C. Carey ’12

Mrs. Sally K. Carrona Ms. April Rose Carter Mr. and Mrs. Marshall H. Carver VI Ms. Susan A. Casey Mr. Allan M. Cesarman ’15 Ms. Velvet N. Chestnut ’14

Mr. Nikhil Chopra ’01 Mr. and Mrs. David S. Christie Mrs. Carolyn I. Ciccotelli ’08 Mr. Burrell L. Clark III Mr. and Mrs. Peter J. Condakes Mr. and Mrs. Martin F. Connors Jr. Dr. and Mrs. R. Timothy Connors Mr. and Mrs. Shawn Coughlin Mr. and Mrs. Brian T. Crump Ms. JoAnn Cuddeback Mr. Martin N. H. Cummings ’19 Mr. and Mrs. Arthur Curry Ms. Caroline G. Curtis ’14 Mrs. Jeanne M. Cutrona Ms. Michelle K. Czuber ’17 Mr. Mark A. Dalve Ms. Amanda Damon Mrs. Audrey E. DeCosmo ’07 Mr. Peter W. Deininger ’75 Ms. Taryn D. Del Valle ’20 Ms. Corinne delaGorgendiere Mr. Damon A. DeMarco ’20 COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 49

Mr. Stefan J. Diamandis ’07 Mr. Frank Diliddo Mr. and Mrs. Brad Doherty Mr. Michael Doldo Mr. Anthony J. Domino ’15 Ms. Regina Donahue Mr. and Mrs. Thomas C. Dube Mr. and Mrs. Walter J. Dubzinski Jr. Mr. Michael W. Dubzinski Mr. William Dupont Ms. Linda C. Eason Mr. John I. Eckert ’15 Mr. Jonathan M. Eisenberg and Ms. Denise M. Faneuff Mr. Jordan S. Eisenberg ’17 Mr. Shane Eisenberg Ms. Anika Z. Eisenstat ’11 Mr. Steven M. Eisenstat and Dr. Vivien Perge Eisenstat Mr. Daniel J. Feinblatt ’14 Mr. and Mrs. George M. Fenton Ms. Justine E. Flaster ’12 Ms. Anne Foley Mr. and Mrs. Shane R. Francoeur Mr. and Mrs. Lawrence J. Gage Ms. Alana P. Gansler ’16 Mrs. Elaine P. Gauthier Ms. Isabella Gentleman Mr. and Mrs. John M. Geraghty Mr. Jay Goggin Ms. Jeanne Goldberg and Ms. Deborah Gottesman Mr. and Mrs. Kenneth Goldberg Dr. and Mrs. Brent R. Grafe Mr. and Mrs. John E. Graham Ms. Ashley Green Mr. Bryan C. Greer Mr. and Mrs. Dennis R. Grimes Ms. Jessica L. Groman ’07 Mr. Jordan V. Groman ’09 Mr. and Mrs. Robert C. Groman Mrs. Colleen E. Groner Mr. B. Morgan Hall III Mr. and Mrs. Michael P. Haseltine Ms. Rosemond M. Haseltine ’14 Mr. James Haupt Mr. David Haynes II and Ms. Heather A. Hyatt-Haynes 50 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

Mr. and Mrs. Jason Holden Mr. and Mrs. Thomas Hopper Mrs. Jenna Hubacz Dr. Chiu Hwang Mr. and Mrs. Paul R. Jackson Jr. Mr. and Mrs. Richard M. Jacobsmeyer Mr. and Mrs. John S. Jasinski Mr. Charles A. Jenness ’10 Mr. and Mrs. Josh W. Jones Mr. Matthew H. Joseph ’13 Mr. and Mrs. Alan Joubert Ms. Devon Jurczyk Mr. and Mrs. Joshua Kanozek Mr. David Kaplan and Ms. Christine Brown Ms. Hannah L. Katz ’19 Ms. Ann C. Kauffman Mr. Scott T. Kelley Mr. and Mrs. Ian M. Kelly Mr. and Mrs. Richard V. Kendrick Mr. Robert J. Kennard ’19 Dr. Matthew A. Kim ’97 Mr. Richard V. Kmiec Mr. and Mrs. Douglas R. Koczur Ms. Chris Komenda Ms. Jacqueline X. Krotman ’20 Mr. Zachary H. Lachman ’11 Mr. Matthew S. LaCoille Mr. Jeromy H. LaCorte ’01 Mr. and Mrs. Marc R. Lagrant Dr. Stephen Lantos Dr. David M. Leahy Ms. Samantha R. Leighton ’16 Ms. Danielle M. Leppert-Simenauer ’15 Mr. and Mrs. Van D. Lessig Ms. Elisha Levy ’17 Mr. Kenneth M. Leyva Mr. Scott M. Lincoln and Mrs. Amy A. Auman-Lincoln Mrs. Donna Linnehan and Mrs. Joyce Ward Mr. and Mrs. Steven D. Little Ms. Ana M. H. LoConte ’20 Mr. Jeffrey Y. J. Louie ’00 Ms. Carmela Lucich Villarreal Mrs. Diana T. Mackiewicz Mr. Daniel H. Mackinson ’08 Designates member of the Eagle Hill Loyalty Club

Ms. Julia E. Mahony ’18 Mr. and Mrs. Richard A. Mahony Mrs. Crystal Mailhot Dr. and Mrs. Carl F. Mallery Jr. Ms. Tatyana Malyk Ms. Elizabeth Manning ’16 Mr. and Mrs. Peter Marabella Mr. and Mrs. Steven R. Markoff Mr. James F. Marrs Mr. and Mrs. Denos P. Marvin Mrs. Felicia M. Matthews ’04 Ms. Natalie H. Mays Mr. Maxwell J. Mazurczak ’15 Mr. Eugene L. McCabe ’16 Dr. and Mrs. Anthony McCaffrey Mr. Matthew McCann Ms. Wendy L. McFaul Mr. and Mrs. Archibald J. McGill Jr. Ms. Carolyn H. McGrory Ms. Deirdre K. Meagher ’19 Ms. Catharine S. Mehl Mr. Ian W. Mellin ’13 Mr. Carl Mercier Ms. Alexandra J. Merjan ’16 Ms. Danielle E. Merriam ’15 Mr. Scott Metcalf Ms. Judith Meunier Mrs. Jacqulyn Miarecki Mr. John Miller and Dr. Rebecca Foley Miller Ms. Ashley M. Mintz ’20 Ms. Nancy H. Mintz Mr. and Mrs. Stephen F. Mitus Ms. Michelle Montague Ms. Mackenzie G. Morein ’20 Mr. and Mrs. Andrew C. Moreland Mr. Jackson R. Morris ’18 Mr. and Mrs. George P. Munsey IV Mr. Gregory Murphy Mr. Jeffrey Myra Mr. and Mrs. Michael D. Myra Ms. Laurel Nahorniak Ms. Brittney A. Nash ’14 Mr. and Mrs. Robert Nash Ms. Machiah C. Norville ’14

Ms. Carol Novick Mr. Jay B. Oppenheim ’04 Mr. and Mrs. Thomas Osterman Mr. Levi J. Oury ’14 Mr. and Mrs. Robert Pangia Mr. Benjamin Parson and Ms. Danielle Pappo

Ms. Olivia M. Passafaro ’14 Mr. Douglas Passineau Mr. Chike Payton-Coney ’00 Ms. Ondina Pena Mr. and Mrs. James R. Phaneuf Ms. Esran P. Phillips ’16 Mr. Jonathan A. Phinney ’06 Mr. Jason Przypek Ms. Alicia J. Quigley and Mr. Ryan Merrill Ms. Isabel Raskin Dr. and Mrs. Richard Raymond Mr. Jesse Redstone ’04 Mr. and Mrs. Michael K. Reif Ms. Caryl Rice Mr. Michael J. Richard Mr. Jason L. Richardson ’83 Ms. Meghan Rickert Ms. Finleigh R. Riendeau Mr. Marshall Robinson ’03 Mrs. Molly Romaker Ms. Hannah N. Roseberry ’13 COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 51

Mr. and Ms. Richard A. Rosenlev Mr. and Mrs. Michael Rosenthal Dr. James A. Roth Mr. Griffin H. Rouse ’04 Mr. and Mrs. Alan G. Rubenstein Mr. Andrew G. Rubenstein ’12 Mr. Connor R. Ryan ’20 Mr. and Mrs. David Sabini Mrs. Robin L. Samuelson Mr. and Mrs. Nicholas M. Sarnelli Mr. and Mrs. Robert Schlossberg Mr. and Mrs. Thomas A. Schneider Mr. Weston M. Schumacher ’20 Mr. and Mrs. Richard Shanks Mr. and Mrs. Timothy Shaughnessey The Shields Family Mr. Max A. Silver ’06 Mr. Brandon A. Simas ’15 Ms. Kim R. Simmons Ms. Nancy J. Skamarycz Mr. and Mrs. D. Van Smith, Jr. Mr. and Mrs. Steve Snider Mr. Spencer C. Sotell ’12 Mrs. Cheryl A. Southwick Mr. Jarrett Spector ’14 Mr. Alan D. Sporn Mr. Gary F. Sporn ’96 Mr. and Mrs. Anthony Staiti Mr. and Mrs. Steven Stanley Ms. Ainsley H. Stewart ’07 Mr. Andrew W. Stewart ’05 Mr. Samuel D. Stillman Mr. Carl W. Stockwell ’00 Mr. and Mrs. Travis Stolgitis Ms. Katherine Stonecipher Mr. and Mrs. David Sylvestro Mr. and Mrs. Craig R. Tarbox ’74 Ms. Katherine Thompson Mr. Zachary M. van Luling ’04 Ms. Helen Waldron Ms. Nan Waller Ms. Isabella R. Ward ’19 Mrs. Marie Ward

52 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

Mr. and Mrs. Barrett Weiss Mr. and Mrs. Jochen Welsch Ms. Stephanie Whitaker Mr. E. J. White and Rev. Kathryn White Mr. Simon B. White ’06 Mr. and Mrs. Robert Witt Ms. Helene N. Yadgood ’18 Mr. Andrew S. Zimmel ’15 Mr. Benjamin E. Zorfas ’12

Current Families Mr. and Mrs. Josh Abrams Anonynous Mr. and Mrs. Andrew D. Baker Mr. and Mrs. Scott Bashaw Mr. Patrick A. Beers Mr. and Mrs. Jonathan Beinner Mr. and Mrs. Alan Bernier Mr. and Mrs. Michael S. Bernstein Mr. Eric Blumencranz and Ms. Jessica Berner Mr. and Mrs. John Borski Mr. and Mrs. Andrew Boyd Ms. Helane Z. Brachfeld-Colvin Dr. JP Brown and Mrs. Doniel Kofel The Brumberger-Gruber Foundation, Inc Ms. Irene Alexandra A. Bunnemann and Mr. Philipp G. L. Groh Dr. and Mrs. Thomas Burke Mr. and Mrs. Greg D. Calvert Mr. and Mrs. Michael Cammarota Mr. and Mrs. Peter Campbell Mrs. Sally K. Carrona Mr. and Mrs. M. Hampton Carver V Mr. and Mrs. Marshall H. Carver VI Ms. Katie A. Clarke Mr. Christopher P. Corcoran and Ms. Stella M. Corcoran Mr. and Mrs. David Cranford Mr. and Mrs. Brian T. Crump Mr. and Mrs. Arthur Curry Ms. Kimberly Dreier Mr. and Mrs. Jason W. Dreisbach Mr. William Dupont Mr. and Mrs. Stefan Dyckerhoff Mr. Jonathan M. Eisenberg and Ms. Denise M. Faneuff

Designates member of the Eagle Hill Loyalty Club

Mr. Shane Eisenberg Mr. and Mrs. Gregory T. Fair Mr. and Mrs. David Feinblatt Mr. and Mrs. Reed H. Fendler Mr. Rui P. Fernandes and Ms. Dorothy Morua-Fernandes Ms. Anne Foley Mr. Greg Fontana and Mrs. Julie McMahon Mrs. Stephanie Frost Mr. and Mrs. Lawrence J. Gage Mr. and Mrs. Jeffrey Gerson Mr. and Mrs. Andrew F. Gnazzo Mr. and Mrs. Kenneth Goldberg Mr. and Mrs. Benjamin J. Goldfarb Mr. Michael E. Haskett Mr. and Mrs. Joe Hennessy Mr. Max Herrnstein and Ms. Danielle Curi Mr. and Mrs. William Higgins Mr. and Mrs. Jason Holden Mr. and Mrs. Shannon P. Holgate Mr. and Mrs. Terence A. Hutchinson Ray and Anne Hyer Ira M. Resnick Foundation, Inc. Mr. Evan Jones Mr. and Mrs. Josh W. Jones Mr. and Mrs. Alexandros Kedros Mr. and Mrs. Richard V. Kendrick Ms. Tina Kim Mr. and Mrs. Eric Krauss Mr. and Mrs. John LaMagna Mr. and Mrs. Alessandro Lanaro Dr. Stephen Lantos Mr. and Mrs. Andy LeStage Mr. and Mrs. Evan S. Leviss Mr. and Mrs. Steven D. Little Mark and Christa Lopez Dr. and Mrs. Steven A. Madreperla Jr. Mr. Claude Maechling and Ms. Carrie McNally Ms. Camila Pastor and Mr. Stephen E. Maharam Mr. and Mrs. Peter Marabella Mr. and Mrs. James A. Marvin Ms. Judith Meunier Mr. Paul F. Mickey and Ms. Christiana K. Diamond Ms. Nancy H. Mintz

Ms. Michelle Montague Mr. and Mrs. James W. Moody Dr. Susan Mooney and Ms. Tish Mooney Mr. and Mrs. Andrew C. Moreland Mr. and Mrs. Steven D. Morlock Dr. RoseAnn Murray

Mr. and Mrs. Joe Nootbaar Mr. and Mrs. Frank O’Brien III Mr. Michael J. Orend and Ms. Toni Michelle Peluso Mr. and Mrs. Thomas Osterman Mr. and Mrs. Sung Pak Mr. Lucius Palmer and Ms. Sloane Lederer Ms. Ondina Pena Mr. and Mrs. William Placke Mr. and Mrs. J. Hudson Plumb Mr. and Mrs. Jorge Queiroz de Moraes Jr. Mr. and Mrs. Kevin B. Rabbitt Ms. Isabel Raskin Ms. Eleanore Reznik Dr. and Mrs. Brad E. Richman Mr. and Mrs. Michael Roffler Mr. and Mrs. Charles Roncaioli Mr. and Ms. Richard A. Rosenlev Mr. and Mrs. Michael Rosenthal Mr. and Mrs. John Rucci Mr. and Mrs. Charles Sanford

COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 53

Mr. and Mrs. Nicholas M. Sarnelli Mr. and Mrs. Robert Schlossberg Mr. and Mrs. Daniel Schrauth Mr. Harold Schwartz and Ms. Elisa Pollack Mr. and Mrs. Dominic Seminara Dr. Craig L. Shalmi and Ms. Randi L. Matalon Mr. and Mrs. Richard Sherman Mr. and Mrs. Steve Snider Mr. and Mrs. Hakan Soderlund Mr. and Mrs. Matthew Soep Mr. and Mrs. Thomas Spang Dr. and Mrs. David Staffenberg Mr. and Mrs. Gideon J. Stein Mr. and Mrs. Kent Stryker Mr. and Mrs. Basil Synodinos Mr. and Mrs. Hamburg Tang Jr. Thesseling Family Charitable Fund Mr. and Mrs. Craig Unterberg Mr. John G. Valentino and Dr. Christy P. Valentino Mr. and Mrs. Ying Wang Mrs. Deborah Weise Mr. and Mrs. Didier Weizman Mr. Robert Woolf and Ms. Robyn Lavery Mr. and Mrs. Jorge Zamacona Dr. Eugene Zappi and Dr. Laura Buccheri Zappi Dr. and Mrs. Albert Zickmann The Zimmer Family Foundation, Inc. Mr. and Mrs. Alex Zisson

Alumni/ae Mr. Alessandro H. Abys ’12 Ms. Dana S. Alsagoubi ’06 Ms. Elizabeth W. Alsop ’00 Mr. Zachary T. Archipley ’19 Ms. Isabella R. Army ’20 Mr. David K. Belodoff ’05 Mr. Jason L. Berger ’10 Mr. Cody J. Bliss ’12 Ms. Laurel Y. Bloch ’13 Mr. Lucas A. Blocher ’20 Mr. Jordan S. Brant ’06 Ms. Cira L. Brown ’04 Mrs. Sara Callahan ’02 Ms. Sydney D. Callahan ’16 54 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

Mr. Kevin M. Caplan ’08 Mr. Robert A. Caplan ’04 Ms. Olivia C. Carey ’12 Mr. Allan M. Cesarman ’15 Ms. Velvet N. Chestnut ’14 Mr. Nikhil Chopra ’01 Mrs. Carolyn I. Ciccotelli ’08 Mr. Martin N. H. Cummings ’19 Ms. Caroline G. Curtis ’14 Ms. Michelle K. Czuber ’17 Mrs. Audrey E. DeCosmo ’07 Mr. Peter W. Deininger ’75 Ms. Taryn D. Del Valle ’20 Mr. Damon A. DeMarco ’20 Mr. Stefan J. Diamandis ’07 Mr. Anthony J. Domino ’15 Mr. John I. Eckert ’15 Mr. Jordan S. Eisenberg ’17 Ms. Anika Z. Eisenstat ’11 Mr. Daniel J. Feinblatt ’14 Ms. Justine E. Flaster ’12 Ms. Alana P. Gansler ’16 Mr. Richard J. Gengel ’13 Mr. Jay Goggin Mr. Bryan C. Greer Ms. Jessica L. Groman ’07 Mr. Jordan V. Groman ’09 Ms. Rosemond M. Haseltine ’14 Mr. Charles A. Jenness ’10 Mr. Matthew H. Joseph ’13 Ms. Hannah L. Katz ’19 Mr. Robert J. Kennard ’19 Dr. Matthew A. Kim ’97 Ms. Jacqueline X. Krotman ’20 Mr. Zachary H. Lachman ’11 Mr. Jeromy H. LaCorte ’01 Ms. Lana V. Lauer ’20 Ms. Samantha R. Leighton ’16 Mr. Neil A. Leonard-Campos ’12 Ms. Danielle M. Leppert-Simenauer ’15 Ms. Elisha Levy ’17 Ms. Ana M. H. LoConte ’20 Mr. Angus K. Lodge ’20 Mr. Jeffrey Y. J. Louie ’00 Designates member of the Eagle Hill Loyalty Club

Mr. Daniel H. Mackinson ’08 Ms. Julia E. Mahony ’18 Ms. Elizabeth Manning ’16 Mr. James F. Marrs Mrs. Felicia M. Matthews ’04 Mr. Maxwell J. Mazurczak ’15 Mr. Eugene L. McCabe ’16 Ms. Deirdre K. Meagher ’19 Mr. Ian W. Mellin ’13 Mr. Jeffrey Mendelsohn ’03 and Mrs. Nicole Mendelsohn Ms. Alexandra J. Merjan ’16 Ms. Danielle E. Merriam ’15 Ms. Ashley M. Mintz ’20 Ms. Mackenzie G. Morein ’20 Mr. Jackson R. Morris ’18 Ms. Brittney A. Nash ’14 Ms. Machiah C. Norville ’14 Mr. Jay B. Oppenheim ’04 Mr. Levi J. Oury ’14 Ms. Olivia M. Passafaro ’14 Mr. Chike Payton-Coney ’00 Ms. Esran P. Phillips ’16 Mr. Jonathan A. Phinney ’06 Mr. Jesse Redstone ’04 Mr. Jason L. Richardson ’83 Mr. Marshall Robinson ’03 Ms. Hannah N. Roseberry ’13 Mr. Griffin H. Rouse ’04 Mr. Andrew G. Rubenstein ’12 Mr. Connor R. Ryan ’20 Mr. Weston M. Schumacher ’20 Mr. Max A. Silver ’06 Mr. Brandon A. Simas ’15 Mr. Spencer C. Sotell ’12 Mr. Jarrett Spector ’14 MR. Gary F. Spoon ’96 Mr. Matthew R. St. Jean ’16 Mrs. Abigail F. Steller ’08 Ms. Ainsley H. Stewart ’07 Mr. Andrew W. Stewart ’05 Mr. Samuel D. Stillman Mr. Carl W. Stockwell ’00 Mr. and Mrs. Craig R. Tarbox ’74 Mr. Zachary M. van Luling ’04

Like everything else at Eagle Hill School, our Annual Giving is Different Most schools and many other non-profits have annual funds. They are typically associated with day-to-day functions and operational expenses. Perhaps not surprisingly, given Eagle Hill’s mission and mentality, we decided years ago to dedicate our Annual Giving Fund to people- specifically the faculty and staff. The relationships formed between teachers and students, as well as the fact that everyone on campus considers themselves an educator, make this school truly special. As such, our Annual Giving Fund is exclusively tied to our ability to hire and retain the very best people. Through its support of a compensation initiative designed to bring faculty to Eagle Hill and stay at Eagle Hill, annual giving is a significant part of the continuity of excellence our families and students experience. We think differently by design here at Eagle Hill. So while there’s nothing wrong with an annual fund that’s designed to keep the lights on, we ask you to support the school’s backbone and heartbeat-the men and women who dedicate their lives to changing the lives of others.

HOW TO GIVE Give online: www.eaglehill.school/agf Give through the mail: Eagle Hill School Office of Development 242 Old Petersham Road Hardwick, MA 01037 Questions? Contact Rick Macdonald rmacdonald@eaglehill.school (413) 477- 6000 x1211 COMPENDIUM 2020-2021 | EAGLE HILL SCHOOL 55

Ms. Isabella R. Ward ’19 Mr. Simon B. White ’06 Ms. Helene N. Yadgood ’18 Mr. Phillip T. Zeller ’14 Mr. Andrew S. Zimmel ’15 Mr. Benjamin E. Zorfas ’12

Alumni/ae Families Mr. and Mrs. William F. Aldrich Ms. Candace Alsop Mr. John P. Amershadian and Ms. Denise Hanlon Mr. and Mrs. Matt Andresen Mr. and Mrs. Thomas A. Archipley II Mr. Bruce W. Baber Dr. Harlan F. Bittner and Dr. Rebecca B. Bittner Dr. and Mrs. Thomas A. Blocher Mr. and Mrs. Howard A. Brecher Sarah L. Boles & Family Ms. Julia A. Calhoun Mr. and Mrs. Peter A. Callahan Mr. and Mrs. Edward A. Carroll Ms. Susan A. Casey Mr. and Mrs. David S. Christie Mr. Burrell L. Clark III Mr. and Mrs. Peter J. Condakes Rich and Erin Cummings Dr. Craig M. Curd and Dr. Deborah J. Gennero Mrs. Jeanne M. Cutrona Mr. Eric Dannheim and Dr. Lori Quinn Dannheim The David and Janyce Hoyt Family Foundation Davidowitz Foundation Ms. Donna L. Dubinsky and Dr. Leonard J. Shustek Ms. Linda C. Eason Mr. Steven M. Eisenstat and Dr. Vivien Perge Eisenstat Mr. and Mrs. George M. Fenton Mr. and Mrs. John S. Gee Mr. and Mrs. John M. Geraghty Ms. Jeanne Goldberg and Ms. Deborah Gottesman Mr. and Mrs. Robert L. Goldman Dr. and Mrs. Brent R. Grafe Mr. and Mrs. Dennis R. Grimes Mr. and Mrs. Robert C. Groman Dr. and Mrs. Lonnie Hanauer Mr. and Mrs. Michael P. Haseltine 56 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

Mr. David Haynes II and Ms. Heather A. Hyatt-Haynes Mr. William Hoover and Dr. Ingrid Thranov The Howell Charitable Family Foundation Mr. and Mrs. Richard M. Jacobsmeyer John & Weezie Gates Charitable Trust Mr. and Mrs. Mark K. Jones Mr. and Mrs. Peter S. Joseph Mr. and Mrs. J. S. Judge Mr. and Mrs. Wade W. Judge Mr. David Kaplan and Ms. Christine Brown Dr. and Mrs. Daniel Katz Mr. William Kennard and Ms. Deborah Kennedy Ms. Stacey A. Kinnamon Mr. and Mrs. Douglas R. Koczur Mr. and Mrs. Scott I. Kolsky Mr. and Mrs. Howard Krotman Dr. Nikolajs Lapins and Mrs. Denise Lapins Mr. Christopher R. Larson Mr. and Mrs. Francis F. Leaf III, in memory of Nathan Leaf Mr. and Mrs. Andrew Lehman Mr. and Mrs. Van D. Lessig Mr. Scott M. Lincoln and Mrs. Amy A. Auman-Lincoln Dr. and Mrs. Samuel Louie Mr. and Mrs. Daniel F. Mahoney III Mr. and Mrs. Richard A. Mahony Dr. and Mrs. Carl F. Mallery Jr. Mr. and Mrs. Joseph M. Malley Mr. and Mrs. Steven R. Markoff Mr. and Mrs. Michael J. Mazurczak Mr. William McCartney and Ms. Patricia Bachmann Dr. and Mrs. PJ McDonald Mr. and Mrs. Archibald J. McGill Jr. Ms. Carolyn H. McGrory Mead Flaster Family Fund Ms. Catharine S. Mehl Mr. and Mrs. David Merjan Mr. and Mrs. Peter R. Merriam Abby Mintz Mr. and Mrs. Glenn E. Mitchell Mr. and Mrs. Mark Morein Mr. and Mrs. Andrew C. Moreland Mr. and Mrs. George P. Munsey IV Mr. Gregory Murphy Mr. and Mrs. Robert Nash Designates member of the Eagle Hill Loyalty Club

Dr. and Mrs. John P. Nicholson Jr. Ms. Carol Novick Mrs. Deb Odom Stern Mr. and Mrs. Terrence W. Olson Mr. and Mrs. David F. Oury Mr. and Mrs. Robert Pangia Dr. and Mrs. Daniel J. Parrish Mr. David A. Passafaro Mr. Jason Przypek Mr. and Mrs. Michael K. Reif Mr. and Mrs. Alan S. Roseberry Rich Rosen and Millie Zweir Dr. James A. Roth Mr. and Mrs. Alan G. Rubenstein Mr. Mark Rust and Ms. Kimberly Clark-Rust Mr. and Mrs. David Sabini Mr. and Mrs. Thomas A. Schneider Mr. and Mrs. Abbye M. Silver Dr. Ronald Simenauer and Ms. Genice Jacobs-Simenauer Ms. Kim R. Simmons Mr. and Mrs. D. Van Smith, Jr. Mr. and Mrs. David Spath Mr. Alan D. Sporn Dr. David Stern and Dr. Alexandra Stern Mr. Mark Tally and Ms. Teresa Andre Mr. and Mrs. David R. Tridle Mr. and Mrs. David Van Buren Zacharie and Louis Vinios Dr. Douglas C. Waite and Dr. Martha B. Waite Ms. Marilyn A. Waller and Mr. Doron Weinberg Ms. Nan Waller Mr. and Mrs. Barrett Weiss Mr. and Mrs. Michael W. Whitman Mr. Andrew Wingate and Dr. Tanya Bilchik Ms. Sheri A. Young Mr. and Mrs. Jason M. Zorfas

Current Faculty and Staff Mr. Stephen Ahearn Mrs. Jane Alwis Mr. and Mrs. Donald Amidon Mr. David Annunziata Dr. Juan A. Bacigalupi

Mr. Jonathan G. Baker Mr. and Mrs. Stephen J. Ballard Jr. Mr. Michael Begin Mr. Tyler Blais Mr. Cody J. Bliss ’12 Ms. Marcia Bobka

Ms. Pat Bock Mrs. Kimberlee Bonica Mrs. Kacie L. Breeds Ms. Heather Brooks Mr. and Mrs. Mark T. Brophy Ms. Donna Brunelle Mrs. Jamie L. Caban Ms. April Rose Carter Ms. Velvet N. Chestnut ’14 Mr. and Mrs. Shawn Coughlin Mr. Mark A. Dalve Ms. Amanda Damon Ms. Corinne delaGorgendiere Mr. and Mrs. Brad Doherty Mr. Michael Doldo Ms. Regina Donahue Mr. and Mrs. Shane R. Francoeur Mrs. Elaine P. Gauthier Mr. Jed Geary and Mrs. Jessica Geary Ms. Isabella Gentleman Ms. Karen Goudey and Mr. Kurt Staven COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 57

Ms. Ashley Green Mrs. Colleen E. Groner Mr. B. Morgan Hall III Mr. Dana Harbert Mr. James Haupt Mr. David Haynes II and Ms. Heather A. Hyatt-Haynes Mr. and Mrs. Jason Holden Mr. and Mrs. Thomas Hopper Mrs. Jenna Hubacz Dr. Chiu Hwang Mr. and Mrs. Paul R. Jackson Jr. Ms. Devon Jurczyk Mr. and Mrs. Joshua Kanozek Mr. and Mrs. Ian M. Kelly Dr. Matthew A. Kim ’97 Mr. and Mrs. Douglas R. Koczur Ms. Chris Komenda Mr. Matthew S. LaCoille Mr. and Mrs. Marc R. Lagrant Dr. David M. Leahy Mr. Kenneth M. Leyva Mrs. Donna Linnehan and Mrs. Joyce Ward Mr. Tim Livingston Mr. and Mrs. Richard B. Lorion Ms. Carmela Lucich Villarreal Rick and Jessica Macdonald Mrs. Diana T. Mackiewicz Mrs. Crystal Mailhot Ms. Tatyana Malyk Ms. Natalie H. Mays Dr. and Mrs. Anthony McCaffrey Mr. Matthew McCann Dr. and Mrs. PJ McDonald Ms. Wendy L. McFaul Mr. Carl Mercier Mr. Scott Metcalf Mrs. Jacqulyn Miarecki Mr. John Miller and Dr. Rebecca Foley Miller Mr. and Mrs. Stephen F. Mitus Mr. and Mrs. Andrew C. Moreland Mr. Jeffrey Myra Mr. and Mrs. Michael D. Myra Ms. Laurel Nahorniak Mr. and Mrs. Vincent Nastasi 58 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

Mr. Benjamin Parson and Ms. Danielle Pappo Mr. Douglas Passineau Mr. Jason Przypek Ms. Alicia J. Quigley and Mr. Ryan Merrill Dr. and Mrs. Richard Raymond Ms. Caryl Rice Mr. Michael J. Richard Ms. Meghan Rickert Ms. Finleigh R. Riendeau Dr. Michael P. Riendeau and Mrs. Mary Ann Riendeau Mr. Marshall Robinson ’03 Mrs. Molly Romaker Mrs. Robin L. Samuelson Mr. and Mrs. Richard Shanks Mr. and Mrs. Timothy Shaughnessey Ms. Kathleen St. John-Richard Mr. and Mrs. Steven Stanley Mr. and Mrs. Travis Stolgitis Dr. and Mrs. Eric Stone Ms. Katherine Stonecipher Ms. Katherine Thompson Mr. and Mrs. Andrew D. Ward Mr. and Mrs. Jochen Welsch Ms. Stephanie Whitaker The Wynne Baglio Family

Friends of Eagle Hill School Dottie Bachtold Mr. and Mrs. Joseph J. Bafaro Jr. Mr. James Barkus Mr. and Mrs. Robert Begin Mr. and Mrs. Robert Bottomley Tammy and Norman Bourgeois Mr. and Mrs. John H. Budd Mrs. Sharyn L. Buelow Ms. Kristen Buglione Mr. and Mrs. Martin F. Connors Jr. Dr. and Mrs. R. Timothy Connors Dr. E. Jane Cronin Ms. JoAnn Cuddeback Ross and Lisa Dik Mr. Frank Diliddo Mr. and Mrs. Thomas C. Dube Mr. and Mrs. Walter J. Dubzinski Jr. Designates member of the Eagle Hill Loyalty Club

Mr. Michael W. Dubzinski Mr. and Mrs. Robert Evans Mr. and Mrs. John E. Graham Mr. Christopher J. Hancock Mr. and Mrs. Leigh Hoagland Mr. Robert Isabella Mr. and Mrs. John S. Jasinski Mr. and Mrs. Alan Joubert Ms. Ann C. Kauffman Mr. Scott T. Kelley Mr. Richard V. Kmiec Mr. and Mrs. Denos P. Marvin Todd C. and Julie L. McDonald Mr. and Mrs. James R. Phaneuf Mr. and Mrs. Timothy Rassias The Shields Family Ms. Nancy J. Skamarycz Mrs. Cheryl A. Southwick Mr. and Mrs. Anthony Staiti Mr. and Mrs. David Sylvestro Mr. and Mrs. Domenic P. Triola Mr. Marc Van Der Hout and Ms. Jody LeWitter Ms. Helen Waldron Mrs. Marie Ward Mr. E. J. White and Rev. Kathryn White Mr. and Mrs. Robert Witt

Trustees Ms. Candace Alsop Mr. and Mrs. Thomas A. Archipley II Mr. and Mrs. Alan Bernier Mr. Alden J. Bianchi and Ms. Mary Kett Mrs. Sara Callahan ’02 Mr. Erik Fleming and Ms. Torrance Watkins Mr. and Mrs. John S. Gee Mr. and Mrs. David A. Hoyt Mr. and Mrs. Peter S. Joseph Mr. William Kennard and Ms. Deborah Kennedy Mr. and Mrs. Peter R. Merriam Mr. and Mrs. Mark Morein Mr. James Richardson Ms. Marilyn A. Waller and Mr. Doron Weinberg

Corporations and Matching Gift Companies AIG Companies Matching Gifts Program American Online Giving Foundation, Inc. Anonymous Eversource Energy Foundation, Inc. The Howard Bayne Fund

Lamoureux Ford, Inc. MFA Financial, Inc National Life Group Charitable Foundation R. J. McDonald, Inc. Raytheon Charity Custodial Account Rockefeller Foundation Rollstone Charitable Foundation, Inc. The Straetz Foundation, Inc. Teddy Bear Pools & Spas YourCause

The 1967 Society The 1967 Society harkens back to the year of Eagle Hill School’s founding and recognizes those generous and farsighted friends who have made the school’s future a part of their personal legacy. Whether made by will, annuity, trust, or another fashion, planned gifts are often a school’s most significant means of support and can have a profound impact. Ms. Candace Alsop Mr. and Mrs. Thomas A. Archipley II Mr. Alden J. Bianchi and Ms. Mary Kett Mr. and Mrs. James Bustamante COMPENDIUM 2020–2021 | EAGLE HILL SCHOOL 59

Ms. Suzanne Chapman Mr. and Mrs. John M. Cobb Mr. Ricardo Escobar ’81 and Mrs. Ingrid Escobar Mr. and Mrs. Kevin B. Fish Ms. Maura FitzGerald and Mr. Allen Carney Mr. Erik Fleming and Ms. Torrance Watkins Mr. and Mrs. Thomas M. Fortin Mr. and Mrs. John S. Gee Mr. Michael Haskett The David and Janyce Hoyt Family Foundation Mr. and Mrs. Peter S. Joseph Mr. and Mrs. J. S. Judge Mr. Arthur N. Langhaus and Mrs. Kathy Marlin-Langhaus Dr. and Mrs. PJ McDonald Mr. and Mrs. David Merjan Mr. and Mrs. Mark Morein Mr. and Mrs. Rodney Reynolds Mr. James B. Richardson Mr. Michael P. Riendeau and Mrs. Mary Ann Riendeau Mr. and Mrs. Robert B. Rogers Mr. and Mrs. Michael Schumacher Mr. and Mrs. Robert L. Smith The Estate of Thomas G. Stemberg Mr. and Mrs. Ryan Van Pelt Ms. Marilyn A. Waller and Mr. Doron Weinberg Mr. James C. Wiley and Ms. Erica Stumvoll-Wiley

Community, In-Kind, and Special Contributions Support for Eagle Hill comes in many forms. Whether it is hosting a reception for EHS families at their home (or virtually), welcoming Eagle Hill School staff and friends to their country club, volunteering on or away from campus, or any number of things in between, the Eagle Hill family is generous beyond measure. For the year 2020–2021, a special thanks to:

Mr. Kevin and Mrs. Sandra Fish Mr. Erik Fleming Mr. Neal Garelik Mr. and Mrs. John Jelke Mr. and Mrs. Alan Joubert The KVB Eyes on You Fund Mr. and Mrs. Alessandro Lanaro Mr. and Mrs. Charles Lemaitre Mr. Stephen E. Maharam and Ms. Camila Pastor Mr. and Mrs. Glenn E. Mitchell Mr. and Mrs. Ira Resnick Mr. and Mrs. Michael Roffler Mr. Steve Rotman Mr. Owen Ruud Mr. and Mrs. Craig Unterberg Mr. and Mrs. Gideon Stein Dr. Douglas C. Waite and Dr. Martha B. Waite

Endowments Endowments are the financial bedrock of an institution. Permanent funds, they speak to the donors’ unwavering belief in Eagle Hill School and the desire to make a profound impact on its future. With income providing leading support for scholarship, student life, faculty development, and more, these funds and the families and foundations behind them are forever a part of our school’s journey and growth. The Moriah Fund Endowed Scholarship The Larson Endowed Fund The 1434 Endowed Scholarship Fund The Hadley Family Endowed Scholarship The Rod and Janice Reynolds Endowed Scholarship Fund The Rod and Janice Reynolds Endowed Fund for Faculty The Beinner Family Scholarship Fund The Lynyak Family Fund

Brown Electric Co.

The PJM Endowed Scholarship Fund

David G. Roach & Sons, Inc.

The Michael Riendeau Endowed Fund for Excellence

E&R Cleaners

The Joseph Family Endowed Fund for Student Experience

Mr. and Mrs. Michael Altman

The Otto-Bernstein Endowed Scholarship

Mr. and Mrs. Michael S. Bernstein Mr. and Mrs. Jeffrey Brown Ms. Linda Carpenter Mr. Frank Diliddo 60 EAGLE HILL SCHOOL | COMPENDIUM 2020–2021

Designates member of the Eagle Hill Loyalty Club