Convent of the Sacred Heart Horizons Winter 2012-2013

Winter 2012/2013

Insight and

Innovation

Winter 2012/2013

Convent of the Sacred Heart 1177 King Street Greenwich, CT 06831 Tel: 203-531-6500 www.cshgreenwich.org Head of School Pamela Juan Hayes ’64 Direc tor of Institutional A d va n c e m e n t Joan M. Petersen Editor Kathleen S. Failla, director of public relations and communications Contributors: Victoria Taylor Allen, Michael F. Baber, Irene Colford, Patreece Williams Creegan ’84, Deb Doornick, Elizabeth Fernandez, Kev Filmore, Margo Hastings, Pamela Juan Hayes ’64, Filipp Kotsishevskiy, Mary Musolino, David Olson, Geri Pelliccio, Joan M. Petersen, Salvatore Rotondo, Breamond Scala, Paula Tennyson Designer Good Design LLC Printing Lebon Press, Inc. Mail letters to the editor: Kathleen S. Failla faillak@cshgreenwich.org Send address changes: Irene Colford colfordi@cshgreenwich.org

B o a r d o f Tr u s t e e s 2 0 1 2 – 2 0 1 3 Paula Tennyson, Chair Imma De Stefanis, rscj, Vice Chair Donald E. Foley, Treasurer William D. Hirshorn, Assistant Treasurer Joseph N. Walsh III, Secretary Neil A. Augustine Bridget Bearss, rscj James T. Bretzke, S.J. Joseph J. Ciancaglini Dreux Dubin Claiden ’77 Patreece Williams Creegan ’84, Alumnae President Lenore de Csepel Lisa Burke Fallon ’89

Lorena Ferrara Charles A. Fishkin Pamela Juan Hayes ’64, Head of School Kimberly J. Huchro Kevin A. Knight Frances de La Chapelle, rscj Mandy Dawson Murphy ’85 Bernadette Prato, Parents’ Assn. President Joseph A. Tranfo

Mission Statement Convent of the Sacred Heart, Greenwich, founded in 1848, is an independent, Catholic, college preparatory school for young women, from preschool through grade 12. True to its international heritage, the School provides students with experiences of diversity and welcomes students of all races, socioeconomic backgrounds and religious beliefs. Convent of the Sacred Heart, steeped in a solid academic tradition, educates women to have independence of judgment, personal freedom and strength of character so that they can become leaders with broad intellectual and spiritual horizons.

Service to others is a compelling commitment of our education, and the entire School community, as a member of the Network of Sacred Heart Schools, is dedicated to the Goals and Criteria.

On the Cover Fifth-graders Valentina Grether, left, and Anoushka Howard-Sneyd, right, enjoy classroom work that integrates technology. In this history project, the fifth-graders researched ancient Egyptian history, selected a topic for an e-book, and wrote a summary of what they learned. They saved their summaries to Dropbox.com, an online storage space and then pasted them into e-books on the new iPads introduced in the fifth grade this year. In this photo, Valentina and Anoushka are designing their work, making the text fit nicely onto the page, choosing background colors and fonts to create the best look. In art class, students created paintings to illustrate their e-books.

When the project is done, each student in class will have an e-book covering an aspect of ancient Egyptian history.

FEATURES 4 courage & confidence by Kathleen Dolan, RSCJ ’56 and Michael F. Baber 6 through their eyes 12 insight on the reservation by Victoria Landry 13 middle School Students fight Hunger by Kathleen S. Failla

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14 a Journey of insight and innovation to uganda by Lori Wilson 15 building a library one book at a time by Kathleen S. Failla 16 the Spirit of St. madeleine Sophie barat by Kathleen S. Failla 18 reading & Writing Workshops: revitalizing language arts by Geri Pelliccio

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25 digital by design by Kathleen S. Failla 26 innovative learning by Kathleen S. Failla 29 cSH Partners with renowned dna learning center 31 Seniors complete exciting Science research by Mary Musolino 32 middle School innovation Week by David Olson

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33 middle School nurtures innovators robotics for girls inspires Stem Study and careers by Breamond Scala 35 our library is a Hub of innovation by Elizabeth Fernandez and Margo Hastings 36 Parents’ association celebrates goal three at fall luncheon & "the marketplace"

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DEPARTMENTS 2 letter from the chair of the board of trustees 3 letter from the Head of School 38 message from the alumnae President 38 alumnae news

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39 alumnae family celebrates the liturgy together 40 reunion 2012: returning Home to the Heart 45 from our archives

Letter from the Chair of the Board of Trustees Dear Convent of the Sacred Heart Family and Friends: Each year we are amazed and humbled by the generosity of our community. With contributions of both time and treasure, our parents, alumnae, past parents and friends continue to demonstrate a passionate commitment to our School and the unique qualities of a Sacred Heart education.

Chris Ryan and his Annual Fund Committee worked countless hours to raise more than $2 million in support of the educational programs all our girls enjoy. Their work is critically important to our faculty. Without these funds being available each year we would not be able to offer exciting new programs or stay current with the cutting edge of technology.

Mrs. Hayes often speaks to us about the components of 21st-century learning we want in our classrooms, and the Annual Fund helps us realize those goals.

Bernadette Prato, president of the Parents’ Association, and the Parents’ Association continue to provide financial resources for our incredible faculty

enrichment program, as well as so many other opportunities for our School. They are such wonderful partners with us on this educational journey. It is a joy to witness their can-do spirit and the pride they take in their accomplishments.

Patreece Williams Creegan ’84, president of the alumnae association, along with the alumnae board and our alumnae personify the strengths of a Convent of the Sacred Heart education. Once again for Reunion 2012 our graduates came back to School in amazing numbers to reconnect and celebrate their ties to the Sacred Heart family. Leading by example, the alumnae were again very generous in giving to the Annual Fund so that others can benefit from the education they enjoyed. They continue to challenge themselves to reach higher participation numbers each year. And best of all, more and more of our alumnae are sending their daughters to learn and grow with us.

On behalf of the Board of Trustees, I would like to thank you for your commitment and generosity. You truly embody

these enduring words of St. Madeleine Sophie Barat: “Your example, even more than your words, will be an eloquent lesson to the world.”

Warmest Regards,

Paula Tennyson Chair, Board of Trustees

MADRIGALS PERFORM

on NBC “Today” show

The Upper School’s Madrigals performed a Christmas song on NBC’s “Today” show on Thursday, December 20, rekindling a tradition and continuing the School’s connection with NBC. The choir sang “Carol of the Bells” and a portion of Handel’s “Hallelujah” chorus from Messiah. The performance took place outside NBC Studios at 30 Rockefeller Plaza. It was broadcast around the country and at CSH it was streamed live in the theater for the Upper School.

Meeting musician Cee Lo Green, who was performing on the show on the same day, was a highlight for many of the students.

Another highlight was seeing Al Roker, Savannah Guthrie and David Gregory who were on set with the students. “The entire experience was such a wonderful and exciting opportunity for the girls,” said Music Director Annette Etheridge.

The students were so excited about singing on national TV that they did not complain about having to be at School

2 H o r i Z o n S Winter 2012/2013

by 5:30 a.m. to board a bus to travel to Manhattan, even after performing the night before at CSH’s annual Christmas concert at Manhattanville College.

The Madrigals have appeared on “Today” during the Christmas season in the past. Their most recent performance was in 2007. The choir was scheduled to sing on “Weekend Today” in 2009, but a blizzard caused the performance to be canceled. This year, a parent helped CSH reconnect with the show.

Letter from the Head of School Dear Members of the Sacred Heart Community: We are halfway through our 164th academic year at Convent of the Sacred Heart, Greenwich. We returned in the fall to recommit our energies to the education of youth as members of a vibrant, mission-centered Sacred Heart community.

This is a historic episode in our life marked by big shifts in the educational landscape, as we become an emerging school of the future! In this era of rapid growth, our students will need to be taught the skills of the 21st-century learner, to adapt and evolve, to build on their core strengths, and to embrace new ideas. It has always been our mission to encourage young girls to embrace a strong faith, to think on their own with confidence and a curiosity to learn, and this year is no exception.

Our theme in the wider community is focusing on the combination of Goals One and Two as “Insight and Innovation.” We want our students to be successful global citizens, innovators, problem solvers, collaborators, effective oral and written communicators, and analyzers who are full of curiosity and imagination. Throughout all their progress it is the “insight” into themselves and their faith that will make them the “game changers” and force for good in this world.

I want to highlight some of the exciting changes and building transformations that have occurred this year. Thanks to the tremendous support of the Board of Trustees, more than 130 additional iPads have been incorporated into the curriculum.

In addition to our commitment to integrating iPads, there are other developments in technology. We joined the Online School for Girls consortium as an affiliate school in order to facilitate enrollment, have access to early enrollment, and save on fees now and in the future.

This allowed us to expand our online course offerings including several AP courses and higher level math courses. Enrollment in AP Computer Science has increased dramatically this school year which exemplifies how innovation spurs growth in programs and academic rigor. We will offer several online classes next

year, including AP Computer Science, Multivariable Calculus, AP Macroeconomics, and Differential Equations.

Blackboard Learn is another investment the School has made to expand our virtual infrastructure. This online learning platform expands integration of 21st-century tools to complement classroom teaching by delivering digital content, connecting students for collaboration, and engaging them in exciting new ways. Digital grade report cards are another example of our commitment to preserving natural resources and administering timely communication in the information age.

Web cameras and flat-screen televisions in the renovated classrooms keep students engaged and involved to build a better educational experience. Along those lines, we have added new projectors and AppleTV units in our Middle School classrooms and replaced all of the classroom projectors in the science labs.

Thanks to the generosity of the Nooyi Family and the Parents’ Association, Sacred Heart has become a charter member of the Cold Spring Harbor Laboratory’s DNA Learning Center. Our Middle and Upper School students will now have access to some of the world’s leading biotechnology scientists and enjoy the many benefits of this worldrenowned education and research institution.

In just the course of seven weeks this past summer, our campus buildings underwent exciting transformations to meet the demands of creating a school of the future. Seventeen classrooms were renovated in the Lower and Upper

Schools, the mansion building’s first floor was entirely remodeled, and Barat House received new windows.

All of this great progress and momentum is designed to give our students the best possible educational experience. We want them to enter the world as faith-filled, intelligent women who can create change for the betterment of society.

I thank you for being partners with us in this sacred task. May God support us in our journey. Together, we will continue to build a community grounded in the Goals and Criteria as we focus on “Insight and Innovation.”

With gratitude,

Pamela Juan Hayes ’64 Head of School

Goals and Criteria As a member of the Network of Sacred Heart Schools, the entire School community is dedicated to the following Goals and Criteria: Goal One: A personal and active faith in God Goal Two: A deep respect for intellectual values Goal Three: A social awareness which impels to action Goal Four: The building of community as a Christian value Goal Five: Personal growth in an atmosphere of wise freedom.

Convent of the Sacred Heart 3

Courage & Confidence

By Kathleen Dolan, RSCJ ’ 56, Minister of Sacred Heart Spirituality and Michael F. Baber, Assistant Head of School

4 H o r i Z o n S Winter 2012/2013

St. Madeleine Sophie was frequently exhorting her sisters with the imperative: “Courage and Confidence!”

While St. Madeleine Sophie herself never actually penned the Goals and Criteria as we have them today, certainly they find their origin in her original vision of education. We do, however, have from her pen the encouraging words “Courage and Confidence.” This exhortation from Sophie rejuvenates us time and time again.

From the beginning, the aim of a Sacred Heart education was to educate girls to become active women in the world.

St. Madeleine Sophie saw education “as the means of transforming society, of improving it, of renewing the social fabric.” For this vision to become a reality it takes insight and innovation, courage and confidence on the part of educators and learners so that our students can bring about change in our world.

This new academic year we are focusing on the living out of Goals One and Two. We have captured this emphasis with the phrase “Insight and Innovation”—a great theme to rally around for sure. But what exactly does it call us to?

“Insight” from whom? “Innovation” for what?

“Insight,” gleaned from Goal One, might be best described by a quote from the late Jesuit leader Father Pedro Arupe: “Nothing is more practical than finding God, that is, than falling in love. In a quite absolute, final way.

What you are in LOVE with, what seizes your imagination, will affect everything.

It will decide what will get you out of bed in the morning, what you do with your evenings, how you spend your weekends, what you read, who you know, what breaks your heart, and what amazes you with joy and gratitude. Fall in love, stay in love and it will decide everything.”

Someone once asked Janet Erskine Stuart, RSCJ how we can gauge the success of our education, and her reply was: “As educators we bring up children for the future, not for the present, not that we may enjoy the fruit of our work, but for others, for God, for the Church, for their parents, for their home life.”

Our hope is that in a particular way this year, our students will come to a new and deeper understanding of the tremendous love that God has for them and in turn, their response will be a deep love of God, neighbor, self, and all creation.

“Innovation,” inspired by Goal Two, is well expressed in Criterion 2: “The School provides a rigorous education

that incorporates all forms of critical thinking and INSPIRES a life-long love of learning.” At its best, a liberal education promises

to free the student from the bonds of ignorance, to the freedom that comes from learning and knowing. So, too, with our students today at Greenwich, they explore and learn, and are curious and creative.

Our goal as educators is to be creative, committed to cultivating a love of learning, to teach how to learn and how to live, to instill values, and to “give anchorage.”

As the wisdom and insight of Mother Stuart reminds us, “…a diploma is not an end, it is a beginning.” Our goal is that our students, empowered by the insightful love of their creator and equipped with an innovative keen mind, will have the “courage and confidence” to usher in the kingdom of God, here and now. Succinctly stated, we are

making SAINTS AND SCHOLARS who have the “courage and confidence” to boldly lead tomorrow’s world. 

the eighth-grade at the White House in their annual trip to Washington, d.c.

Convent of the Sacred Heart 5

through

Their Eyes

6 H ORI Z ON S winter 2012/2013

Photo by Daisy Flores ’ 16

Our Student Photographers Reflect Insight and Innovation Creativity is found in all we do at Sacred Heart.

Creative problem solving and analytical thinking go on in the classroom and beyond. To demonstrate this, Horizons approached Kev Filmore, the Upper School photography teacher, and asked if her students could reflect our school theme, “Insight and Innovation” through their photography. Over the course of two days in the fall, students in the Advanced Photography class brought this theme to life. They photographed students and faculty in the Lower, Middle and Upper Schools. The photographers of the following images are: Regina Ferrara, Daisy Flores, D’Nea Galbraith, Angela Jorge, Emily Miller, Elizabeth Moran, Jennifer Rohde, Lauren Schwabe and Paige Wilkens. 

Photo by Elizabeth Moran ’ 14 Convent of the Sacred Heart 7

Photo by Paige Wilkens ’ 14

Photo by Regina Ferrara ’ 14

Photo by Angela Jorge ’ 14

Photo by Paige Wilkens ’ 14 8 H ORI Z ON S winter 2012/2013

Photo by Emily Miller ’ 16

Photo by D’ Nea Galbraith ’ 14

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Photo by D’ Nea Galbraith ’ 14

Photo by Regina Ferrara ’ 14

Photo by Lauren Schwabe ’ 15

Photo by Elizabeth Moran ’ 14

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Photo by Regina Ferrara ’ 14

Photo by Jennifer Rohde ’ 13

Photo by Paige Wilkens ’ 14

Photo by D’ Nea Galbraith ’ 14

Convent of the Sacred Heart 11

INSIGHT on the

reservation

By Victoria Landry, Upper School Science Department Chair

Victoria Landry shared her life-changing experience last summer as an adult leader with the Network of Sacred Heart Schools’ Service Program.

Dr. Landry captured the essence of what it means to be a Sacred Heart educator. Goal Three of a Sacred Heart education states, “Schools of the Sacred Heart commit themselves to educate to a social awareness which impels to action.” Returning to campus, she wrote about insights gained in a way that links our School with the Network’s ministry to the poor and oppressed.

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On June 9, 2012,

a new Sacred Heart community was formed when I met Ray O’Connor, the community service coordinator of Stuart Hall High School in San Francisco, and eight students from different Sacred Heart schools at the Rapid City airport in South Dakota.

Though the students had never met each other or the adult leaders, we all immediately bonded over conversations about each school’s shared traditions and history. After an hour-long drive south, our newly formed group passed the iconic wooden sign signaling that we had officially entered the Pine Ridge Indian Reservation.

This reservation is now home to the Oglala Lakota oyate (“people”), roughly 40,000 residents. Due to the complicated history that surrounds this reservation and the nearby Black Hills, Pine Ridge is one of the poorest counties in the United States. To put it plainly, many of the residents live in poverty and suffer from unemployment, alcoholism and astoundingly high suicide rates.

The beauty of the South Dakota prairie stands in stark contrast to the reality of everyday life for many on “the Rez.” Our Sacred Heart group lived on the reservation for one week, taking in every opportunity to learn about the culture and history of the Lakota oyate. We heard tribal music and danced at

a wacipi (or “pow wow”), hiked and meditated in the Badlands, listened to and learned from tribal elders, and had conversations with local crafts people.

During the week, we served some of the physical needs of the residents of the reservation by doing construction work on their homes. Our work involved roofing, painting, and building skirting to go around the base of trailers. During this work, we sometimes had the opportunity to talk to the homeowners and play with the children in the family. The project was organized by an amazing group called Re-Member (www.re-member.org) that has established a working relationship with the members of the Lakota community.

The students and adult leaders left Pine Ridge with a deep respect for the Lakota culture. The experience broadened our perspective on American history and developed within us an awareness of the earth.

I will return to “the Rez” not only because the building work had a real, tangible impact on the community, but I know there is so much more I can learn from the Lakota people.

Convent of the Sacred Heart, Greenwich is hoping to offer a service learning trip to Pine Ridge to our students through our Summer Enrichment Program this June. 

MIDDLE SCHOOL STUDENTS FIGHT HUNGER

For the last two years, Middle School teachers Michael Maida and Jennifer Thayer have run “Hearts Fighting Hunger” for seventh- and eighth-graders from throughout the U.S. who want to help fight hunger. The students in the summer program were from our Sacred Heart schools in Greenwich, Houston (Regis), New Orleans, Miami, Princeton, and St. Charles.

This Network summer project capitalized on Convent of the Sacred Heart’s long history of serving the hungry and homeless throughout the metropolitan New York region. Over their week’s stay in Greenwich, the boys and girls from other Network of Sacred Heart Schools traveled into New York City to deliver food and clothing to those in need at Tompkins Square Park. They also volunteered at the Food Bank for Westchester County, where during the school year CSH sixth-graders serve, and at Part of the Solution in the Bronx, a social service agency supported by current and past parents.

A significant part of the program was group discussion. Mr. Maida and Ms. Thayer led the students in reflections on poverty in America, eliciting insightful ideas on how to address this issue. On the group’s last night together in Greenwich, they celebrated their accomplishments with a trip to Manhattan.

Mr. Maida and Ms. Thayer are looking forwarding to offering the service project again this summer. KSF  Convent of the Sacred Heart 13

A Journey of Insight and Innovation

to Uganda

By Lori Wilson, Upper School Community Service Director and Campus Minister, and Karl Haeseler, Director of Educational Technology

“You are welcome here!” Four words Karl Haeseler and Lori Wilson heard over and over while visiting three Sacred Heart schools in Uganda last summer.

As part of the Mission Immersion Program initiated by Irene Cullen, RSCJ, director of the Uganda/Kenya Mission Support Office, we worked alongside seven other U.S. Sacred Heart educators. The work centered on innovative discipline, specific professional development, computer upgrades, and formation to mission workshops with the faculty and staff at Sacred Heart Primary School and St. Charles Lwanga Secondary School for Girls.

Bonds were quickly formed between the visitors and the Ugandan Sacred Heart family, which will remain with us forever.

Ugandan life is hard. People struggle daily for clean water, electricity, enough food, and money to pay tuition, medical bills and other expenses. Need is a stark reality for many. Others face serious sickness, violence and loss of life on a daily basis. One wonders how, when faced with these needs, the Ugandan people can be happy, welcoming, and so hospitable.

Ugandan students are rooted in a deep, communal faith that they draw on each day as they study hard and are challenged academically.

The nuns of the Society of the Sacred Heart are intentional in their conversations and daily activities, not thinking about the many other things they have to do, but being totally present in the moment. The faculty and staff understand the power of a good education.

A 20-year-old alumna, Jalia, now a staff member, shared her thoughts, saying that “as a girl child considering the various things I grew up watching women encounter, I realized if I was to get through the challenges of this society, I needed as much empowerment as possible, especially in terms of education. The love and care that the RSCJs showed me continually gave me an assurance, and I felt that I had found a sense of belonging in this Sacred Heart community. I felt loved and cherished, as it boosted my self-esteem, identity and self-awareness.”

Convent of the Sacred Heart’s continued efforts for the past 12 years have helped young women in Uganda have real hope for a brighter future. Karl Haeseler, our director of educational technology, 14 H ORI Z ON S winter 2012/2013

has worked in Uganda for five summers. During his visit in 2012, Mr. Haeseler spoke to several students who remembered his computer work at the Primary School and were thrilled to see the work continue at the Secondary School. Mr. Haeseler said that he sees continuity and growth. “I’m excited to see so many students from the Primary School now attending the Secondary School,” he said. “It’s evident that our efforts are taking root and make a lasting difference.”

We spent time with the students, staff and RSCJs and felt so proud to be part of our school community because we care for our family 3,000 miles away and have helped make the Sacred Heart Primary School a reality. We continue to support the Ugandan Sacred Heart efforts through many fundraisers at Greenwich for projects such as staff housing and tuition aid. Our students care about others they haven’t met because they know the education that is offered through their efforts is transformational.

Reflecting on her education Jalia said, “The Sacred Heart educational experience has taught me to be my best in whatever I set my mind to do and to always go beyond the ordinary. I will forever remain indebted to the educators through whose hands I have had the golden opportunity to get educated. I can never thank them enough. Thanks be to St. Madeleine Sophie for the dreams she had. Thanks be to God that I have benefited.” And thanks be that we are all part of Sacred Heart family.

Upon return home, we reflected on the trip and agreed that we learned so much more from our Ugandan counterparts than we gave them. This reminded us of Goal Three, Criterion 3 that states that the work of justice must be of a reciprocal nature. It also connects with Greenwich’s last Sacred Heart Commission on Goals (SHCOG) process, wherein the School was given this question in one of its recommendations: “Reflecting on the unique challenges that Goal Three presents to an affluent community, how do you see the School becoming more courageous and prophetic in living this goal locally and globally?” One way we have answered this is through our leadership and involvement in this global network experience. We hope another trip will be planned so that others might benefit. 

Building a Library One Book at a Time

Fourth-grader Cecilia Duncan and her family were lucky enough to spend several days in Uganda last summer visiting our sister school, Sacred Heart Primary School.

Cecilia came away from the experience with an insight into how she could help by building up the school’s book collection.

At a Lower School chapel in September, Cecilia told her classmates about the trip, contrasting and comparing the two schools.

“The biggest difference from here (CSH) is that the girls live at school and share dormitory rooms,” she said. “All of the rooms have bunk beds and about 20 girls sleep in each room.”

Running water and electricity are in short supply, but the girls love to read and classes are taught in English. Cecilia was impressed that the girls stopped many times during their day for prayer. “They take great pride in being members of the Sacred Heart family. It made me proud to be part of the same family.”

During her stay, she visited the library.

“It is not very big and it does not have a lot of books like ours does. Sister Annet,

who is the head of their school, talked a lot about the importance of reading and would love to have enough books so the classes can read together,” she said. At a Lower School chapel she urged her classmates to participate in a community service project to help fill the shelves of their library.

The Lower School launched a three month “book-a-thon” this fall in which students asked family members and friends to sponsor them for each book they read.

The money raised will be used by the Sacred Heart Primary School to purchase books for its school and classroom libraries. KSF 

Convent of the Sacred Heart 15

“Let us respect childhood: let us honor the soul of that small creature of God who can already make choices of the best.”

—St. Madeleine Sophie Barat

16 H ORI Z ON S winter 2012/2013

The Spirit of St. Madeleine Sophie Barat Is Alive at Convent of the Sacred Heart

The Journey Starts Now for Second Grade

Second grade is a special year for our girls who participate in a variety of faith-filled events. The Catholic girls celebrate First Reconciliation and First Communion, while their classmates participate in these ceremonies along with rituals in their own faith traditions.

Parents were invited to attend a special chapel at the beginning of the new school year to learn about this year’s events, as their daughters begin a spiritual journey.

A mini-retreat was held in the chapel and featured a welcome by Head of School Pamela Juan Hayes ’64 and talks by two third-grade parents, Dolly Mayer and Andrew M. Sieg, who spoke about their families’ faith-filled experiences last year.

Mrs. Hayes said St. Madeleine Sophie Barat founded the Society of the Sacred Heart to provide an education for young women so they could transform society.

“Our Sacred Heart education today builds

on that foundation and offers students a strength that is unique amongst other educational systems,” she said. “As a ‘child of the Sacred Heart’ with ties to other Sacred Heart schools worldwide, our girls will be equipped with supportive relationships and a resilience to face all of life’s challenges,” she added. “This internal strength is what we want for every child.”

Speaking about the First Communion of his daughter, Madison, Mr. Sieg said: “If you are like us, you will see over the coming months a most powerful validation of why you chose this particular independent school for your daughter. Certainly the academics, the staff, the facilities... all are strong. But we came to Sacred Heart for one reason above all: its values.”

Mrs. Mayer spoke about the experience of her daughter, Nicole. “First Holy Communion at Sacred Heart was a very special experience for my family as I know it will be for you and your family,” she said. KSF 

Charlotte Marvin and Madison Sieg at First Communion

St. Madeleine Sophie’s Embroidery

To remind us of our spiritual foundation, the Board of Trustees presented the School with a priest’s vestment and coordinating altar cloth embroidered with a replica of St. Madeleine Sophie’s own handiwork. The gift was presented in honor of Trustee Mandy Dawson Murphy ’85. Mrs. Murphy is the mother of Marion ’17 and Robin ’23. At a Lower School chapel in September, Mrs. Murphy said the gift will help create “a greater sense of what it means to follow in the footsteps of St. Madeleine Sophie.”

Head of School Pamela Juan Hayes ’64 commissioned it after seeing the original at St. Madeleine Sophie’s birthplace in Joigny, France. That embroidery was created in the late 1700s when Sophie was 17 years old. KSF 

Mandy Dawson Murphy ’85, at right, standing with her mother, Marion Carr, a former trustee, and daughter Robin ’23

Convent of the Sacred Heart 17

HoW our girlS learn—inSigHtS and innovationS

Reading & Writing

Workshops: revitaliZing language artS

By Geri Pelliccio, Language Arts Specialist, Preschool–Grade 6

18 H o r i Z o n S Winter 2012/2013

In 1986, when author and renowned Columbia University educator Lucy Calkins published her first edition of The Art of Teaching Writing, she wrote about a paradigm shift from products to process.

“When I went to school,” she said, “writing was rarely taught; rather it was assigned and then corrected.”

Many of us can recall grammar lessons with diagrammed sentences and Friday compositions, but how many of us actually were taught how to create powerful endings or engaging leads? What about ways to develop your writer’s voice or fluent sentences? And certainly, most of us never much pondered the idea of authors as mentors, but that is exactly what our girls from kindergarten through Middle School experience today through writers’ workshop.

Based upon the Teachers College Reading and Writing Project at Columbia University, directed by Mrs. Calkins, our students have been learning how to read and write through a workshop approach. Imbedded in the workshop philosophy and practice is collaboration, creativity and discovery. In fact, each of the initiatives we have undertaken school-wide over the past six years can be addressed through this workshop. When it comes to student-centered learning, student-centered assessment,

differentiation, 21st-century skill, insight and innovation, the workshop provides us with the structure and language to meet today’s learners.

The structure of the workshop in both writing and reading is introduced to students during the first weeks of kindergarten.

Remarkably, students continue to call upon this very same structure and language right through Middle School. Any workshop begins with a mini-lesson. The mini-lesson is just that, brief and to the point. Students receive instruction about one highly focused reading or writing strategy. Then, off they go to practice that strategy in their own piece of writing or self-selected book.

Teachers circulate and confer with individual students about their work. Through reading and writing partnerships, students confer with their peers, and always, before the close of the workshop, a whole-group sharing will occur wherein students discuss their successes or struggles with the strategy.

Convent of the Sacred Heart 19

Snapshot of Writing Workshop A typical writing workshop in kindergarten at the beginning of the school year would go something like this. Narrative writing is the genre, and the objective of this mini-lesson is to stretch one small moment. The lesson begins with students gathered on a carpet around the teacher who invites them to listen and watch how a published author stretches a “small moment” across several pages of his own writing. We refer to these as mentor texts.

Shortcut by Donald Crews is a perfect pairing for this mini-lesson for it is a story about the moment when a group of children realize that taking the forbidden shortcut home was not a wise choice. The teacher reads aloud from the mentor text which models how one small moment can be stretched across pages by zooming in and giving the reader rich details. Then, off they go to try out the strategy on their own stories by touching each page of their booklets and saying, in the presence of a writing partner, what they will write.

The teacher circulates to listen to each writing partnership and to confer with writers individually or in small groups.

At some point during this period of active engagement, the teacher will break in with a mid-workshop teaching point; this is when she shares with the class a great thing she observed one of the writers doing. Every workshop is wrapped up with an after-workshop “share,” when students have the opportunity to share their writing experiences and get feedback from teachers and peers. Teachers call on this information, and all phases of workshop, to plan for future instruction. It is as close to custom made as teaching can be. (To view a video and photos of the Lower School publishing celebrations, where authors share with

pride their finished pieces of writing, go to our School website, www.cshgreenwich.org. The video will be posted in the Photo and Video Gallery under “News & Events” on the home page.)

Across the Grades Students learn how to read and write in a variety of genres including, but not limited to, narrative, informational, persuasive, and poetry.

Once again, using narrative writing as the example, the seeds of this genre are planted early in kindergarten and built upon each year. By fifth grade, the small moment story has given way to the introduction of writing memoirs. Our writers learn how to search their own life topics for that personal narrative that will become their memoir.

Exemplar memoirs lead the way toward their understanding of memoir structure and theme. Having already mastered the framework of workshop, students jump right in to learn how writers craft memoir. Familiar, foundational terms, such as “developing seed ideas” or “finding one small moment,” help our students comfortably launch into this genre where they will learn how to develop the internal and external journey of a story, write with depth and emotion, and experiment with the power of metaphor.

Other genres develop similarly across the grades. The how-to writing that begins in first grade matures into informational and research writing. Persuasive writing strategies that take root in second grade, when students convincingly write about favorite books, restaurants and products they recommend, progress and eventually lead writers to craft Op-Ed pieces or literary analysis

by Middle School.

Convent of the Sacred Heart

Middle School Writing Process 1: Prewriting Generate ideas—free write, brainstorm, make lists, etc.

Organize ideas—create an outline, a graphic organizer, a storyboard, etc.

2: Drafting Focus and structure your ideas and write your first draft 3: Revision Make improvements to the form and content of your writing through peer editing, conferring with your teacher, etc.

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4: Editing/Proofreading Check for typos, grammar, word choice, spelling, and punctuation.

5: Redrafting and Rewriting Spend a few days considering feedback and rewriting, if necessary 6: Hand in Revised Draft!

Passionate Readers The workshop is not for writing instruction alone. If we want our students to become avid, lifelong readers, then the workshop is the solution here, too. Reading workshop presents an environment that promotes a love of reading and thinking.

Step into any classroom during reading workshop and a room filled with young readers absorbed in their books will greet you. Nancie Atwell, author of the groundbreaking book, In the Middle, describes this as “reading in the zone,” and it is the way to help our students become habitual, critical, passionate readers. Again, process over product is the driving force of instruction. The structure is identical to writing workshop: mini-lesson, independent practice, mid-workshop teaching point, conferences, and group share.

During reading workshop, students learn how to select “just-right” books, those that ensure a child will practice reading at just the right level to grow as a reader. Best said by Ella in fourth grade, “I know my book is just right when I don’t get that fuzzy feeling when I read.” Mrs. Calkins would say a just-right book is one in which a reader can read smoothly, with expression, and be able to hold onto the story. The workshop model allows for students of various reading levels to feel both confident and serviced in their own reading ability—differentiation at work. Self-selection is the beginning of the journey that grows passionate, proficient readers.

Early in the year, students learn how to make wise choices in their book selections. We teach them how to select books that matter, books that are just right. Then we bring in an army of skills that help students internalize strategies that good readers use. Mini-lessons in reading workshop may include objectives such as reading with feeling, visualizing, determining importance, setting our pace, monitoring our comprehension, and knowing what to do when we encounter unfamiliar words.

Of course, our youngest readers in kindergarten through second grade also receive daily, direct instruction in phonics. Beginning in grade two, students write to their teachers about their reading. Through these journal entries, teachers and students communicate with one another about reading. They write about the books they are reading, but they do so with a focus on the reading strategies they apply.

Light Years Beyond The teaching of reading has moved light years beyond reading passages and comprehension questions. During one reading workshop in a third-grade classroom, the objective was to see that authors use symbolism. The mini-lesson began with the teacher, Lynn Maldonado, talking about a ring she wears and its significance to her because of what it symbolizes. Students clearly understood the connection she created between her grandmother and the ring. Next, she read aloud an excerpt from Tiger Rising,

by Kate DiCamillo, where Ms. DiCamillo uses this literary device

an example of narrative writing by madeleine ball ’23

Convent of the Sacred Heart 21

to provide a better understanding of her main character, Rob. Mrs. Maldonado skillfully led her readers to see that authors use symbolism when they want readers to be drawn into the deeper layers of meaning. Off the students went, then, to explore and perhaps discover the places where symbolism could be found in their own self-selected books.

A few weeks later, third-grader Ann came in one morning and told Mrs. Maldonado that she had made a connection in her reading the night before. She went on to explain how her main character was a lot like Rob in Tiger Rising because he kept his feelings locked up, too, and she knew that because her author used a corked bottle to symbolize his feelings!

Mini-lessons like this, combined with teacher-student conferences and reading response journals, offer teachers the opportunities to target specific strategies and individualize the instruction. We now know how students are processing their reading. Students learn how to read. The emphasis here is on the word “how” because of the instruction of strategies and the metacognitive practices they are taught to apply to their reading experiences.

Insightful, innovative, successful!

Reading and writing workshops open doors to the kind of student-centered learning our children need to grow as readers, writers and inheritors of the 21st century. The benefits of the workshop are palpable in our Lower and Middle School classrooms. Our current third-grade students are the trailblazers among us. These students were the first to enter a workshopdedicated kindergarten, and they wowed us all. From the first weeks of their reading and writing workshop, teachers were amazed at the level of learning we witnessed. By early October, these kindergarten students considered themselves readers and authors, and they were! We set the bar high, but they surprised us all by reaching even higher. That awe and wonder continue as you will see by the responses which appear in the accompanying article, “In Their Own Words,” in which we asked the girls to tell us about reading and writing workshop.

It is one thing to read the accolades for the Teachers College Reading and Writing Project in the world of reading and writing instruction, but it can’t compare to witnessing the benefits in action right here in our midst. Through dedicated teachers, who have embraced a new way to bring the best instructional practices to their students, our classrooms are alive with authors, readers and publishing celebrations. How blessed we are!  an example of narrative writing

by Zoe Haggenmiller ’23

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In Their Own Words

When asked what our students could tell us about the Reading and Writing Workshops, a group of third graders willingly gave these testimonials.

About reading workshop we learn from Charlotte Marvin, “it gets your imagination moving when you put yourself in a character’s place.”

And from Annie Bingle, “now we know ways to understand our reading.”

Ayla Shively said simply, “we relax and focus on the way we’re reading.” “reading is thinking,” responded many voices.

About writing workshop, Ana Paula Villegas explained how she “got inside” the story by adding all the details to the first time she went on a roller coaster. Regina Finn agreed saying that she uses many tools to revise and write “bigger” about a small experience.

Mimi Greco said, “i take more steps. instead of saying that i went to the store and got fudge, now i add dialogue and details about the setting.”

Ann Radtke talked about how she creates strong endings, and Ella Santomero compared the way she would have tackled her writing in kindergarten to the way she sees it now in third grade. “in kindergarten, i would have just written, ‘i was scared,’ but now i would say, ‘it was my first time.

My heart was pounding, and my hands were shaking.’”

Clearly, Ella has mastered “show, don’t tell!” 

Convent of the Sacred Heart 23

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DIGITAL

BY DESIGN

By Kathleen S. Failla, Director of Public Relations and Communications

T

he Upper School’s student newspaper, King Street Chronicle, introduced its first online edition this fall. “This milestone truly embodies our school theme, ‘Insight and Innovation,’” said journalism teacher Matilde Larson.

For almost 40 years, the award-winning, student-produced King Street Chronicle (KSC) has been the voice of Convent of the Sacred Heart. Now, on the shoulders of past student-journalists and advisers, this year’s journalism class has brought the KSC into the digital age.

To launch its first issue, the staff collaborated with students in two other Upper School programs, broadcast journalism and the newly instituted multimedia design class.

Kim Benza, KSC editor-in-chief, is proud of the initiative and credits Mrs. Larson for inspiring and motivating the staff. “As a newspaper, we needed to go digital,” said Ms. Benza. “It helps us stay current with our readers. We represent the Sacred Heart student body, and going digital allows us to keep up-to-date with what is going on at CSH.” A benefit for readers is more frequent publication and up-todate news. Staff members now regularly update the KSC online with new stories and photos.

Readers can choose to go to the School website to view it or subscribe and receive emails when a new issue is published.

To view the KSC and register for a subscription, please go to: http://schoolpress.cshgreenwich.org/kingstreetchronicle/.

Adding to this innovation, are two free-standing iPads located in the front hall of the mansion. Visitors to the School can now read the latest school news online.

“We put many hours into this website,” said Ms. Benza. “There is usually a group of us who meet in the mornings before school and then we will either meet again at lunch or after school. When we met in August to plan the first issue, I told them that communication is the key to success for this newspaper. I admitted to them that going digital is going to be a hard process, but I also told this group of girls that this might be the most rewarding part of their high school experience.”  Convent of the Sacred Heart 25

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Innovative Learning: High Tech and New Facilities Create Opportunities

By Kathleen S. Failla, Director of Public Relations and Communications

c

onvent of the Sacred Heart is offering its students the benefit of an environment that integrates new technology and beautiful new facilities with learning opportunities which will prepare them for leadership in the 21st century.

“Sacred Heart continues to invest in programs which will position our students for a successful academic future in the digital age,” said Karl Haeseler, the School’s director of educational technology. “Online classes allow us to enrich our curricular offerings to nurture students’ intellectual curiosity beyond the scope of traditional classes, at the same time they afford students an experience they will most likely encounter in college. Blackboard, our new learning toolkit, is another innovative program providing students with the comprehension and communication skills needed to fully participate in the increasingly digital and technological world in which we live.”

When students returned last fall to the Lower and Upper Schools they found newly renovated classrooms that were outfitted with the latest technology. In the Lower School, we are in the second year with our iPad launch and their use has expanded into all grades, including preschool and prekindergarten. Children in grades 2–4 are learning computer programming, through several different languages. Third and fourth graders are also involved in robotics. Students are using Skype in the Lower, Middle and Upper Schools. In the Lower and Middle Schools, students “meet” their favorite authors

and have a chance to ask about writing. In an Upper School Chinese honors class students used Skype to chat in Chinese with a native Chinese student at Taidong University in Taiwan.

“Students were very excited because the student understood what they said and answered accordingly,” said Chinese teacher Joanne Wu Havemeyer. It was an extraordinary opportunity to test their Chinese language capabilities with a native speaker using a device that relates to the real world.

The Middle School (see related articles on pages 32–33) is engaging students of the iGeneration with plans for their upcoming “Innovation Week,” in addition to offering a new course in robotics and expanding technology and the opportunities it provides for students to work collaboratively. On my visit to the Middle School computer lab, Kiki Carozza, the Middle School coordinator of educational technology, was introducing the sixth grade to App programming for Android devices. Digital devices offer students so many opportunities, but here was a lesson with a real-world application and a captivated audience of students. It was part of the Middle School’s participation in Computer Science Education Week (December 10–14), sponsored by Computing in the Core, an advocacy group for including computer science in K–12 education. The School’s laptop program was expanded with the introduction last year of Netbooks to the sixth grade. This year, iPads were introduced to the fifth grade.

| Bridget Hamlet ’20 and Middle School history teacher Brideen Finegan Convent of the Sacred Heart 27

In the Upper School, due to the renovation work over the summer, the classrooms have been outfitted with the latest in technology, including interactive flat screens and AppleTVs, web cameras, and 3-D document cameras. “We are transitioning from Moodle to Blackboard, which offers the latest in 21st-century technology, from collaboration tools, to digital content, and audio visual integration,” Mr. Haeseler said. Blackboard is a learning management system used by most major colleges because it offers the largest selection of ePublisher content in an easy-to-use format.

“We are continuing to explore the integration of iPads and eTextbooks in Upper School to conserve earth’s resources, while providing the most conducive environment for educating our students,” said Mr. Haeseler. “Along those lines, we are now making report cards available online and are launching a program to explore the benefits of providing grade information in real time by a select group of Upper School teachers.”

Sacred Heart became an affiliate of the national Online School for Girls this year. Seven Upper School students are currently enrolled with two taking Advanced Placement Macroeconomics, and five enrolled in Multivariable Calculus and Differential Equations. Sarah Hirshorn ’13, who is taking Multivariable Calculus, commented on her experience, saying, “I am thoroughly enjoying my experience as part of Mrs. Webster’s online Multivariable Calculus class. Taking an online class is completely different than being in the classroom. It entails working on weekly problem sets that I scan and turn in online and texting or

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Skyping with my teacher when I have a question. I absolutely love how efficient and intellectually stimulating the class is and I am thrilled that Sacred Heart has made this cutting-edge opportunity available to me and my classmates.”

The goal of these innovations and others to come is to increase the understanding of our global connections as a Sacred Heart school in a worldwide network and to encourage critical thinking and rigorous scholarship. These innovations engage, motivate and inspire our students. They complement traditional learning with dynamic and creative insights that will prepare our students for success well into the 21st century. 

CSH Partners with Cold Spring Harbor DNA Learning Center Through an exciting new, charter membership with Cold Spring Harbor Laboratory’s DNA Learning Center, our Middle and Upper School students now have access to some of the world’s leading biotechnology scientists and are enjoying the many benefits of this world-renowned education and research institution.

The two-year charter membership, which costs $25,000 a year, was made possible by gifts from the Nooyi family and the Parents’ Association. It will enhance our already strong science program in Middle and Upper School with accelerated opportunities for research with leading scientists, in addition to field trips, summer enrichment and other educational activities.

Sacred Heart becomes the first Connecticut-based school to be a charter member of the DNA Learning Center in Cold Spring Harbor, N.Y., joining the Chapin School and Trinity School in New York City.

Cold Spring Harbor Laboratory (CSHL) is an important international center for molecular genetics, where more than 400 scientists conduct groundbreaking research in cancer, neurobiology, plant genetics, and bioinformatics. CSHL was established in 1890 as the nation’s second field station for the study of evolutionary biology, and by 1904 it was also pioneering the field of genetics. CSHL has been home to five Nobel laureates. Charter membership will provide our students with a complete program of educational enrichment in modern biology at the DNA Learning Center (DNALC), an operating unit of CSHL. Students in the Middle and Upper Schools will perform key techniques used by genetic engineers, and have the opportunity to experience field trips to the DNALC. “Sacred Heart’s connection with Cold Spring Harbor Laboratory will provide amazing opportunities for our students,” said Mary Musolino, director of our science research program.

The program kicked off on October 15 at Sacred Heart with a visit by Dr. Bruce Nash, co-author of Genome Science, a new textbook and laboratory manual for advanced, secondary and post-secondary education on key concepts of genome biology.

(Genome refers to the genetic information of an organism.) Dr. Nash met with three Upper School classes on his initial visit and then did a follow-up visit in November with other classes.

He was particularly interested in speaking with students in our three-year science research program because they are working in his area of specialty, which is genetic research using C. elegans which is a worm used to study gene regulation and function. Students in the science research program work independently on research projects and many are interested in exploring genetics.

“Students have already interacted with scientists and educators from the DNA Learning Center, and additional opportunities and extended lab experiences are being planned,” said Mrs. Musolino.

“The membership is a wonderful addition to our strong science program in both the Middle and Upper School. For example, my science research students have advanced their studies due to the exposure they have had to C. elegans research, and the AP Environmental Science students have learned how to analyze food to determine the presence of genetically modified organisms.”

Students will also receive on-site instruction from DNALC scientists and staff. Upper School students will experience labs focusing on gene therapy techniques, gene sleuthing, genotyping, and mitochondrial DNA sequencing. In addition, students in both Middle and Upper School will be able to participate in a DNA summer camp.

“I loved my experience,” said Rebecca Quirke ’13. “Dr. Nash taught our class how to analyze and detect the presence of genetically modified organisms (GMOs) in DNA in an organized fashion. I never thought I’d be able to understand such a complex topic, but Dr. Nash made it easy and fun.” 

Convent of the Sacred Heart 29

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Seniors Complete Exciting Science Research

By Mary Musolino, Director of the Science Research Program The 20 seniors in the research program have been busy completing the data analysis from their summer 2012 research work. The seniors began their work in sophomore year with journal research and advanced to hands-on experimentation in junior year. Students performed research at Yale University, New York University (NYU), Columbia University (CU), Memorial Sloan-Kettering Cancer Center (MSKCC), Weill Cornell Medical College (WCMC), Stamford Hospital, Pfizer, and the Convent of the Sacred Heart research lab (CSH).

The impressive work of the seniors in our science research program is listed below with their project’s title and research location.

• Sarah Ahstrom (CSH): “Optimizing Green Roof Technology” • Elizabeth Attubato (NYU): “The Treatment of Hypertension by Renal Denervation” • Kyra Baldwin (Yale): “The Influence of Langerhans Cells on Ultraviolet B-induced Cutaneous Carcinogenesis” • Emma Burke (CSH): “Maximizing the Growth of Algae Spirogyra, Oedogonium, and Chlamydomonas Reinhardtii for a Renewable Fuel Source” • Margaret Dunne (MSKCC): “The Analysis of FACs Based Screening of ETV1 Protein Stability Mediators in Gastrointestinal Stromal Tumors” • Molly Flynn (Yale): “The Study of a Comprehensive Weight Management Program in Obese Children and Adolescents with Type 1 Diabetes Compared to Routine Care” • Marguerite Francois (Yale): “Early Communication Behaviors in Toddlers with Autism Spectrum Disorders” • Bridgette Fucigna (Stamford Hospital): “A Retrospective Analysis of the Effectiveness of the HPV Vaccine Gardasil”

• Madeleine Hay (Yale, co-author of article): “Meta-Analysis: Aerobic Exercise for the Treatment of Anxiety Disorders” (Authors: Christine A. Bartley BA, Madeleine Hay, Michael H. Bloch MD, MS) • Alexandra Jordan (CSH): “Nutrient Uptake and Growth in Native versus Invasive Marsh Plants” • Morgan Kennedy (WCMC): “Tetrathiomolybdate Induced Copper Deficiency Suppresses Lung Metastasis in Breast Cancer” • Camilla Kummen (WCMC): “Correlation between Body Mass Index and Molecular Subtype in Women with Breast Cancer” • Sarah Manning (CSH): “Determining the Prevalence of Genetically Modified DNA in Corn Products using Polymerase Chain Reactions (PCR)” • Laura Marsalisi (CSH): “Music Education and Its Effect on Second Language Acquisition” • Nicole Polemeni-Hegarty (NYU): “The Effect of Meditation on the Temporary Plasticity of the Brain” • Margaret Purcell (WCMC): “The Roles of hsbp7 and hsbp12 in Zebrafish Heart Development” • Kelsey Roche (Pfizer): “Post-Mortem Analysis of the Generic Drug Pioglitazone’s Failure to Meet the Bioequivalency Standards of the Brand Name of Pioglitazone (Actos®)” • Taylor Ryan (CU): “Measuring Expression Levels of SOD1 Gene in ALS Models” • Lauren Wood (CSH): “Testing the Relationship Between The Vision of Synchronization in Rowing and Rowers’ High’’ • Nicole Zoulis (CSH): “The Ability of Alkalized Water to Counteract Soil Acidity, Retain Soil Nutrient Levels, and Foster Plant Growth in an Environment Affected by Acid Rain” 

| Margaret Dunne ’13, a student in the Science Research Program Convent of the Sacred Heart 31

Middle School Innovation Week

By David Olson, Middle School Head Through this year’s theme of “Insight and Innovation,” the Middle School is preparing students for the many challenges they will face in the ever-changing world.

Faculty members engaged in much thought and research to design opportunities for our students to be both insightful and innovative. The work of two educators inspired us in our efforts.

Harvard University educator Tony Wagner’s research helped us identify the essential skills of innovators, and we were fascinated by the work of Heather Hanbury, headmistress of the all-girls Wimbledon High School in the United Kingdom. Ms. Hanbury noticed that her students were resistant to taking academic chances and were driven by the need to have “the right” answer.

To combat this, she created “failure week” and provided a safe environment for students to take risks and learn from adversity.

Each Middle School grade-level team of teachers reflected on the research to develop this April’s Innovation Week, a multidisciplinary approach for students to think globally to solve a problem or address an issue. We eliminated grading for the project to mimic “failure week” and inspire students to take chances.

As identified by Tony Wagner, the girls will learn through the following methods: • Collaboration vs. individual achievement • Multidisciplinary vs. specialization • Trial and error vs. risk avoidance • Creating vs. consuming • Intrinsic vs. extrinsic motivation

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The exercise of creating Innovation Week had a positive effect on faculty members, as they, too, practiced both insight and innovation. They collaborated with each other and blurred the lines between academic disciplines. They analyzed teaching through the lens of skill development, rather than information retention. This was especially relevant as all can access information freely through the use of technology and the Internet. Therefore, we must focus on helping students to develop the skills to find information, analyze their findings, and apply what they have learned to new situations and challenges.

While we have spent much time planning and identifying possible challenges, we simply do not know the future results of each grade’s Innovation Week. We do know that we have creative teachers and earnest students who will completely engage in the exercise. Not knowing the outcome can be rather daunting when planning an activity for 281 pre-adolescents; we find comfort, though, in Ralph Waldo Emerson’s words: “Life is a journey, not a destination.” 

Middle School Nurtures Innovators The Middle School is nurturing a culture of innovation via technology this year. It is providing new equipment and training to inspire our students’ creativity and to prepare them for the 21st century. We have put technology in the hands of more students this year by moving the entrance to our 1:1 Netbook/Laptop Program from seventh to sixth grade, by purchasing twenty-four iPads for student use and by providing a mobile cart of twentyfour Netbooks for our fifth graders.

As an addition to our STEAM (Science, Technology, Engineering, Art and Math) initiatives, the Middle School introduced a MakerBot 3-D printer to offer the girls an exciting way to manufacture items, almost as easily as printing a document.

The girls use various online CAD (Computer Assisted Design) programs to design and ultimately “print” an item. Instead of printing with ink, though, the MakerBot heats and extrudes plastic filament into three dimensional items—a green heart, a pink pencil holder, a multicolored cell phone case—or whatever a student can dream up and design on her laptop.

In the fall, the Middle School coordinator of educational technology, Kiki Carozza, demonstrated the MakerBot to faculty before it was unveiled to students. “The possibilities for what students can create and how it can be integrated into your curriculum are endless,” Mrs. Carozza said to a multidisciplinary group of teachers.

Students with access to a 3-D printer have an edge in developing their skills for the future, she said. A world language teacher understood the possibilities immediately, saying she wanted students to create blocks with vocabulary words on them, combining the study of math, science and a world language in the project.

The high-tech machine offers students an opportunity to learn the digital design and prototype development skills they will need to solve the problems of the future. 

Robotics for Girls Inspires STEM Study and Careers

By Breamond Scala, Middle School Science Teacher Sacred Heart has introduced a new course on robotics that will be part of the seventh-grade science curriculum. In the classroom, students will use LEGO Mindstorms NXT-G Education Robotics Kits.

This is a project-based learning opportunity for the girls in seventh grade. This program has been implemented into the curriculum for many reasons. Learning through robotics is an engaging and hands-on approach to science, technology, engineering and mathematics (STEM) concepts.

Students will also develop important 21st-century skills such as problem solving, critical thinking and teamwork. Robotics is a multidisciplinary option for learning. Finally, robotics builds confidence through success and independence. The students will complete challenges and participate in friendly competitions, which will lead to further collaboration and learning.

It is my hope that this will inspire our students to pursue further study or careers in fields such as computer programming, engineering, science and mathematics.  Convent of the Sacred Heart 33

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Our Library Is a Hub of Innovation

By Elizabeth Fernandez, Director of Library and Media Services, and Margo Hastings, Lower/Middle School Librarian Our library is a hub of innovation, making available the best technological tools for learning while supporting the Sacred Heart traditions of rigorous scholarship, ethics and love of learning.

In the Lower Library, new technology—iPads, SmartBoards, Nooks, and BookFlix—is creating opportunities to encourage the love of reading among our Lower and Middle School students.

The younger students use iPads to reread or listen to books introduced at story time. The girls in higher grades use Apps to access maps, literacy-building activities, and online resources to enrich their reading experience. iPads also support collaborative interdisciplinary work between the library, science and technology classes. The exciting new App Destiny Quest gives students practice in search skills and direct access to the CSH online library collections. In this way, the library and all of its varied literacy and information resources are available to students at the touch of a finger.

BookFlix, the interactive literacy tool from Scholastic, is one of the library’s newest online subscriptions this year. More than 200 eBooks, categorized by subject matter, give young students the choice of reading silently or listening to the story read aloud. Paired fiction and nonfiction literary selections support the learning experience. For example, James Marshall’s humorous Space Case is matched for readers with the nonfiction Earth by Caroline Taylor Butler. Members of the Middle School Book Clubs also have the option of reading their selections on Nooks.

Quiet in the Library? Not necessarily, especially when the students are taking part in a lesson on the SmartBoard, a new addition this year. Before going to the Nora Falk Reading Room for a story, library classes are often launched at the SmartBoard, where students meet some of their favorite authors via Skype, websites, or online interviews, view films, and participate in interactive games that support literacy.

The library is a center where tradition and innovation meet and thrive.

To fully appreciate the history of Sacred Heart, the School archives and our school historian and archivist, Victoria Taylor Allen, have moved to the library where examples of Sacred Heart texts, manuscripts, photographs and memorabilia are prominently displayed. Mrs. Allen is on hand to answer questions and keep us informed with weekly newsletters.

The library is a place to discover and kindle a passion for literature for our girls. But it is also the focus of inquiry, exploration, investigation and analysis, for both fiction and informational texts. In an age where search and research are intrinsic parts of our everyday lives, our library program instructs students to search and wisely evaluate their results. To that end, two new academic databases have been added to our

extensive list of online subscriptions. ARTstor is a database for the arts and humanities through which students can access over a million high quality images for their research. JSTOR provides a reference resource of over 1,500 peer reviewed academic journals in the humanities, social sciences and sciences. Both new databases afford the opportunity for students to hone research skills and cultivate information fluency.

The library instruction room has been newly equipped with an AppleTV, which allows teachers and student to participate in interactive lessons, conduct research, share presentations, view films and collaborative projects.

Looking for a book to read? Or an inquiry question to pursue? Our latest version of Destiny, the online patron catalog system, provides a mobile device application for searching the library holdings.

An iPad kiosk has been installed near the circulation desk so that our community can have quick access to library resources, news, or the new online version of the King Street Chronicle.

This hub of innovation provides all the tools and opportunities that our students need to bring insight to their studies and discovery to their learning. 

Convent of the Sacred Heart 35

Parents’ Association Celebrates Goal Three at

Fall Luncheon & “The Marketplace” The Parents’ Association hosted its annual Fall Luncheon and introduced a new concept for CSH called “The Marketplace,” an eco-friendly holiday boutique combining style with sustainability, on November 19 at the Westchester Country Club.

Co-Chairs Terry Giacomo and Gina Lodolini and their hard working committee created a festive event that hosted 270 guests for lunch and featured 35 vendors of gifts and gourmet items. The committee included Michelle Bostrup, Susan Carroll, Deirdre Casper, Erinn Denson, Laura Esposito, Jayne Isford, Teresa Kratzman, Lynne Newman, Ann Normile and Bernadette Prato.

“The Marketplace,” which also attracted shoppers from the community, featured tables of jewelry, children’s and women’s clothing and accessories, and gourmet chocolates, cheeses, baked goods, and wines.

Proceeds from the event netted $30,000 to support Sacred Heart’s Faculty Development Fund which includes 20 percent of sales on the day from “The Marketplace.” This fund provides our teachers and staff with professional development opportunities, which ultimately enhance our students’ educational experience.

Upper School students showcased their talents in graphic design and broadcasting. Students designed the event’s logo for the invitation and promotional materials, and also produced an environmental documentary that was shown at the luncheon.

The following students contributed their time and talent to the event: senior Whitney Rose Terry and sophomores Anabeth Bostrup, Catherine Capalongo, Molly Carroll, Emily Casper, Elizabeth Denson, Jennifer Esposito and Gabrielle Giacomo. 

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Convent of the Sacred Heart 37

catching up with our graduates Message from the Alumnae President Dear Fellow Alumnae and Members of the Sacred Heart Family, Driving up the hill, the stately mansion with its recent renovations appears as lovely today as it was when we were students. The building remains a strong statement of who we are as children of the Sacred Heart. In the October weather on the East Coast, the school buildings stood strong in the wake of the formidable hurricane. This is a true reflection of our current students as well as those that have gone before us. This year, there are 775 gifted girls traversing through the halls at 1177 King Street. Although much has changed since many of us were students, I can assure you that those girls possess the same spirit as we did when we were there.

One of the guiding principles of a Sacred Heart education is to learn to create a better world in which to live. In her opening letter this school year, Pamela Juan Hayes ’64 wrote that the theme for the 2012–13 year is “Insight and Innovation.” This theme combines Goals One and Two. Pam stated her hopes for the girls saying, “Throughout all their progress it is the ‘insight’ into themselves and their faith that will make them

the ‘game changers’ and force for good in this world.” Throughout the year, we hope to incorporate this theme into the variety of alumnae programs and events.

Our alumnae year started off quite strong with a milestone event—Reunion 2012.

This year, almost 200 of us gathered to worship, socialize and celebrate the successes of each one of us. We specifically honored the classes ending in “2” and “7.” Pamela Wall Madden ’62 was our Outstanding Alumna. In addition to her family and her full-time career, Pamela was lauded by her classmates for keeping them connected for 50 years as their class representative.

On Saturday, November 17, we welcomed more than 100 CSH alumnae, associate alumnae, honorary alumnae, future alumnae, family and friends to our chapel to worship together at our second Alumnae Family Liturgy. This was a way to come together in thanks for what we have as well as to pray for those affected by the recent hurricane and assist, in a small way, with a collection of canned foods for those who are in need. The Reverend Robert Dunn said a lovely Mass which was enjoyed by all—especially the little ones. Our alumnae children participated in every aspect of the Mass from the procession,

to the readings, to bringing up the Offertory gifts.

As in the past, we have planned a number of events to appeal to our multi-generational alumnae and their families. In addition to our traditional events such as Reunion, the New York City Reception, the Generations Tea, and the Alumnae Très Bien Reception, we have planned the Alumnae Family Mass which took place in November and our second CSH@Work, a networking event scheduled for March 7, 2013. I hope that you will take the opportunity to join us at one or many of these programs, and to reconnect or strengthen your bonds with fellow alumnae.

I look forward to seeing all of you and celebrating with all the “game changers” that are creating a better world in which to live.

Regards,

Patreece Williams Creegan ’84 President, Greenwich-Maplehurst Alumnae Association

2012–2013 Greenwich-Maplehurst A l u m n a e Ass o c i at i o n B o a r d President: Patreece Williams Creegan ’84 Vice President: Shannon O’Leary Pujadas ’87 Treasurer: Lisa Burke Fallon ’89 Secretary: Magee Finn King ’93

Board Members: Vanessa Arredondo ’87 Alyssa Keleshian Bonomo ’86 Dreux Dubin Claiden ’77 Lucy Coudert Conrod ’89 Katie Phelan Contino ’95 Ellen Feeney ’02 Sarah Grogan ’97 Hope Houston Hirshorn ’82 Rita Houlihan ’66 Sarah Jorquera ’79 Barbara Linsenmeyer Malone ’85

38 H ORI Z ON S Winter 2012/2013

Susan Callagy McCloskey ’84 Colleen Mara McLane ’91 Katie Molloy ’99 Catherine Finnegan Nix ’71 Sarah Quick ’04 Nicole Seagriff ’03

Ex Officio Members: Head of School Pamela Juan Hayes ’64 Director of Institutional Advancement Joan M. Petersen Director of Alumnae Relations Meghan Mara Ryan ’01 maram@cshgreenwich.org 203-532-3545

A l u m n a e Fa m i ly C e l e b r at e s the Liturgy Toge ther

More than 100 alumnae, family and friends joined together in joyful celebration of the Alumnae Family Mass on Saturday, November 17, 2012, in our chapel. The Reverend Robert Dunn was the celebrant. It was a beautiful liturgy thanks to the organizers, Susie McCloskey ’84, chair, and committee members Lucy Conrod ’89, Katie Contino ’95, Lisa Fallon ’89, Magee King ’93, Barbara Malone ’85 and Cathy Nix ’71. A reception was held after Mass and alumnae filled several collection baskets with food items to donate.

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Reunion 2012:

Returning Home to the Heart A

lumnae returning “home” for Reunion 2012 enjoyed a flurry of activities and fun on September 28–29.

The first floor of the historic mansion building filled with laughter and gaiety as alumnae from all classes delighted in seeing one another, renewing friendships and celebrating their time at Sacred Heart.

Inspired by an opportunity to see Sacred Heart while school was in session, some alumnae turned out for a visit on Friday, September 28. They toured the school, met students and faculty and attended a reception with Head of School Pamela Juan Hayes ’64.

On Saturday, September 29, the Class of 1952 celebrated their 50th reunion at a special luncheon held in Mrs. Hayes’ office. Then, members of the Class of 1967 arrived for a late afternoon prayer service to dedicate the gift of new hymnals in memory of Anne Cotter Coles ’67.

They were joined by Mrs. Coles’ family. The gathering ended with an impromptu ringing of the chapel bell by her daughter in remembrance.

As the other alumnae began to arrive for the liturgy, the newly refurbished front hall filled with joyful voices as classmates greeted one another. Then, led by Sissy Lamm Haskell ’52, cross bearer for the entrance procession, the liturgy began. The Mass was celebrated by The Reverend Robert Dunn. Mrs. Hayes welcomed all and gave the “Call to Worship.” The 50th and 25th reunion classes had active roles in the liturgy.

At the conclusion of the Mass, the Greenwich-Maplehurst Alumnae Association held an awards ceremony to recognize the Classes of 1952 and 1987 and to present the Outstanding Alumna Award and Honorary Alumna class ring.

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42 H o r i Z o n S Winter 2012/2013

“I am thrilled to see so many of you returning ‘home’ to celebrate the spirit of Sacred Heart,” said Alumnae President Patreece Williams Creegan ’84. “Whether this is your first time back since graduation or if you have been here frequently, the experience of driving up the hill somehow always feels like coming home.”

Pamela Wall Madden ’62 received the Outstanding Alumna Award, which was presented by Mrs. Creegan. She was nominated by her class, who lauded Mrs. Madden’s efforts as class representative for 50 years. Over the years, she shared her classmates’ joys and sorrows. As class representative she approached her job enthusiastically, keeping them connected and sharing their announcements, as is her primary role, in Horizons. But more than that, she became a true friend, providing comfort and support. “We are a wonderful support mechanism for each other as we go through all that life sends our way,” said Mrs. Madden.

One of five children growing up in Fairfield, Connecticut, she was the daughter and the niece of Kenwood graduates. Her older sister graduated from Sacred Heart, Greenwich in the Class of 1959. After graduation, she attended the Duchesne Residence School in New York City and received a certificate in elementary education. She married Thomas Madden and they recently celebrated their 38th anniversary. They have two children, Andrew and Maura, a graduate of Convent of the Sacred Heart, 91st Street. Mrs. Madden has been with Pfizer for 22 years and works in their Primary Care business unit as an administrative professional on the Lyrica team.

Mrs. Hayes presented the Honorary Alumna Award to Gail Casey, the assistant head of our Upper School. “It is my pleasure to present the Honorary Alumna Award to an extraordinary member of our Sacred Heart faculty,” said Mrs. Hayes. “The award criteria states that a recipient must have served our School for at least 20 years and be outstanding in all ways.”

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In commending Mrs. Casey, she added: Gail has been at the heart of the academic life of the Upper School for 20 years, daily giving her gifts of wisdom, understanding and compassion to the students whom she mentored as teacher, leader of technology, academic dean and assistant head for academic life. Regardless of each student’s personal challenges or varied background and experience, Gail listens, evaluates and teaches with sensitivity and understanding. She helps our students seek “personal growth in an atmosphere of wise freedom,” thereby, leading them to mature with strength and self-confidence.

“Because of Gail’s amazing dedication, the Upper School is a place of academic excellence characterized by a love of learning and a pursuit of excellence, respect for intellectual values and respect for each student as a unique individual. Students, faculty and parents respect her unquestionable personal integrity, strong principles and compassionate commitment.

“Gail is a woman who lives the Goals and Criteria. If St. Madeleine Sophie Barat were alive today, she would tell us to look to Gail as the model of a modern-day Sacred Heart educator. Gail, we cannot express enough our deep respect and gratitude for all that you do. You are a ‘Sacred Heart Educator, Extraordinaire!’”

A second Honorary Alumna Award was presented to Anthony Costa, our business manager. He could not attend the ceremony. Mr. Costa is the father of Megan Costa-Wallace ’97 and the grandparent of a student in our prekindergarten. 

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A THANK YOU TO ALL WHO RESPONDED TO OUR ARCHIVE PHOTO QUERY

from our

Thanks to Hortense Gorman, Jesse Cosnard, her sister, Kitty Mckeon, Sally Johnson Whelan and Carol McQuade, who sent in the names of the friends and classmates who appeared in the photo in our last issue of Horizons, which you can view on the school website, www.cshgreenwich.org.

The consensus is from top: Top row, left to right: Carol McQuade ’56, Cecile Reynolds ’56 (d.), Suzanne Marechal ’56, Pat Maguire ’56, Sue Sughrue ’55, (2 unidentified), second from right is Ann Dinger ’55, Kitty McKeon ’54.

Second row, right to left: Jane Reiss ’54, Julie Hayden ’57 (d.), Suzanne Kenney ’56, Ann Little ’57, Bunni Farrell,’56, Jane Monnaville ’56,

Judye Ollinger ’55, Sheila Mannix ’54, Martha Eidenbach ’54, Marion Glennon ’54.

Third row, left to right: (3 unidentified), fourth from left Sheila McAnaney ’57, Maripaz Ossorio ’57, Cynthia Crump ’55, Karen Conway ’55, Penny Fishel ’55.

Bottom row, left to right: Neepie de Castro ’59, Barbara Burke ’54, Barbara Bannon ’56, Margarita Merizalde ’56, (one unidentified).

Many thanks for contributing your well-educated guesses and your knowledge!

—Victoria Taylor Allen, School Archivist and Historian

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1177 King Street • Greenwich, CT 06831 Address Service Requested