Rippowam Cisqua School Bulletin Spring 2022

Bulletin

RIPPOWAM CISQUA SCHOOL Spring 2022

RIPPOWAM CISQUA SCHOOL

Bulletin

Rippowam Cisqua School Bulletin is published by the Advancement Office

Karin Smith, Director of Communications & Bulletin Editor

Caroline Vincent Mockridge ’81, Director of Special Projects

Daphne Viders, Director of Development

Melissa Mirkin, Associate Director of Advancement

Emily Sanyshyn, Digital Storyteller

Maki Cameron ’20, Juliet Kaufmann ’20, Advancement Office

Summer Interns

Credits

Design: Good Design, Deep River, Connecticut

Photography: Sarah Bergin, Minush Krasniqi, Sara Malekzadeh, Chris Perry, Kelsey Smith, Rhonda Spevak, Jade Vincent, Unsplash/MarkBoss

Printing: J.S. McCarthy, Augusta, Maine

Board of Trustees

Peter B. Freund ’91, Chair

Whitney Brown, Co-Vice Chair

Abby Gerry, Co-Vice Chair

Charlene Sy Ryan, Treasurer

Ben Harris, Secretary

Sonja Bartlett

Christina Bresani

Jonathan Childs

Kelly Coles

Nancy Dwyer Eaves ’92

James Fayed

David Gordon

Harry Grand ’93, RCSAA Chair

Amy Harsch

Richard C. Mugler III

D. Bryce O’Brien

Christopher H. Pachios

Will Reeve ’07

Sara Slocum

Daniel van Starrenburg

Page Vincent ’79

Ex Officio

Colm MacMahon, Head of School

David Brown, Director of Finance

Julie Cooper, Parents Association Chair

Daphne Viders, Director of Development

RIPPOWAM CISQUA SCHOOL

Spring 2022

Head of School Colm MacMahon

If you walk through our school building, you are bound to encounter the RCS wall of history created during our Centennial year. This wall serves as a timeline highlighting important moments in our 100-plus-year history, and we do a fine job encapsulating some of those critical aspects of who we are as a school. What I have been thinking a great deal about lately is the wall’s next panel — the panel that has not yet been created.

Much has happened at RCS since the installation of the history wall in 2018, including the combining of our campuses, the completion of new construction projects, and, most definingly, a global pandemic that has changed all of our lives. While I expect each of those will be highlighted, I do hope we emphasize another aspect of school life — an aspect we are choosing to focus on in this issue of our magazine: joy. Under the darkest of clouds, with so many challenges facing us, the joyous spirit of RCS persevered.

It would not be difficult to point out the ways in which the hindrances to “normal” life were present over the past two years. From mask wearing and weekly testing, to protocols that required additional spacing between students, there were any number of reasons why our students and teachers could have thrown up their hands in dismay and let the darkness engulf them. But they didn’t. Instead, they demonstrated resilience, empathy, and amazing growth. And, of course, joy.

I encourage you to revel in this unique issue of the Bulletin, as it is actually a double issue, spanning a longer chronological period than is typical for us. Encompassing the culmination of the 2020-21 academic year, and twothirds of our current year, there is so much to share. Our amazing end-of-year celebrations, the return of Friday Night Lights, the launching of Ripp Connections, successful athletics seasons — both indoors and outdoors — and a review of some of the ways we bring our curriculum to life through learning immersion experiences fill the pages ahead. Additionally, we continue to share stories about our amazing

alumni, and their class notes keep us informed about what they are up to in their lives.

In the previous issue of this magazine, I wrote: “We are cautiously optimistic about the days, weeks, and months ahead, and I look forward to seeing what we are writing about in our next issue of the Bulletin.” It is gratifying to know that I was right to be optimistic, and I am thrilled with what we are sharing with you. I hope you enjoy it as much as I have. Happy reading…

Colm MacMahon Head of School

Share the Warmth Drive

#RippService

By Sarah Bergin, Service Learning Coordinator

Share the Warmth

To kick off our service learning program this year, we partnered with the Community Center of Northern Westchester (CCNW) to provide items for their Share the Warmth drive. Leading up to the drive, students Zoomed with Operations Manager Nicole Sorgi and Development Manager Tracy Kaufman to learn

Essentials Drive

For our second major drive of the year, we again teamed up with CCNW. The whole school came together to speak with Nicole Sorgi about the need for essential items, especially those that are not covered by government assistance programs. Each age group in our community was asked to bring in different types of items. Our younger

about the tremendous services CCNW provides to the community. We collected over 185 pounds of warm hats, blankets, gloves, and socks for infants, children, and teens in northern Westchester as the winter season approached. Some of our ninth graders donated their time to help deliver the items to CCNW as well.

53 warm blankets

101 pairs of gloves and mittens

217 pairs of socks

131 winter hats

students brought in baby essentials, older students collected toiletries, and faculty and staff contributed feminine products. Together, we donated more than 1,000 pounds of essential items to CCNW, with the entire second grade helping to deliver and weigh the collection.

Other Service Initiatives

For Veterans Day, students wrote cards to heroes who have served our country. The majority were delivered by Grade 1 Teacher Christy Glynn to a member of her community who sent them abroad to service members in Burkina Faso, West Africa; Al-Tanf, Syria; and Yokosuka, Japan. Some were also sent to RCS family members and to Operation Gratitude.

In December, students made holiday cards for homebound members of our community. These cards were delivered to CCNW by RCS Kindergartners.

And finally, in February, students assembled Valentine’s Day cards for healthcare workers at Northern Westchester Hospital. We delivered over 100 cards with candy!

Chief Kisco Restored

The Village of Mount Kisco held a rededication ceremony November 17, 2021, for Chief Kisco, a local statue installed in 1907 that had fallen into disrepair and was recently restored. At the ceremony, a number of dignitaries spoke — the mayor, the Mount Kisco director of landmarks, the artist who renovated the statue — and RCS ninth grader Boden Bubb, who did the research for the sign that marks the restored Chief Kisco.

“For years my family and I would drive by the statue, and it kind of annoyed us that it wasn’t painted in a true skin tone,” Boden said, describing a repair done long ago that included a lightcolored house paint. “So we called the mayor’s office, and Mayor Gina Picinich said the village also wanted to do something, and that I could learn about the history and help with signage.”

When Boden couldn’t find anything in the local libraries, he reached out to Professor Evan Pritchard at the Native American Institute in Washington, Connecticut, to find out more about the indigenous peoples who lived in the Mount Kisco area. Professor Pritchard gave Boden some books to read to continue his research.

“I learned that the statue was picked out from a catalog; there are about 20 statues left around the country. The statue doesn’t really represent a person who lived here. It’s important for people to know this, but it does spark them to want to know about the people who did live here.”

Drive by the Gorham Memorial Fountain to see Boden’s sign:

THE LENNI-LENAPE PEOPLE

Chief Kisco statue before Midnight Run

For over 10 years, RCS has partnered with the volunteer organization Midnight Run to bring food, clothing, toiletries, and conversation to people in New York City who are currently homeless. While our ninth graders and their families are the primary people involved with the organization of the Run, the entire RCS community has also always provided additional assistance.

“After making sandwiches, preparing sack suppers, assembling toiletry

The indigenous people that lived in this area were part of the

bags, and organizing/labeling all the donated clothing, the ninth grade and six adults headed to Manhattan on Friday night, our first stop being 68th and Central Park West,” Grade 9 Dean Chris Perry explained about this year’s February 11 Run. “Over the next two and a half hours, we distributed our supplies and talked with approximately 25 people. I was proud of the way our ninth graders rose to the various challenges — they were pros by the end of the evening!”

Wappinger confederation and called the Lenni-Lenape, whose name means “original people.” They lived by hunting, fishing, and cultivating the “Three Sisters” — corn, beans, and squash. By the early 18th century they had sold and been moved off most of their land here. The name Kisco comes from their word Cisqua meaning “muddy place.” This statue is not representative of the Lenni-Lenape.

Boden Bubb and Chief Kisco statue after

Celebrating Legacies

Our beloved school has grown and evolved as we continue growing together on one campus. Our ability to pivot and adapt is precisely what has kept our school open and accessible throughout the pandemic. Our parents — current and past — along with our alumni and grandparents continue to support and enhance our ability to refine and blend our plans as we have created new spaces on our 35 bucolic acres in Bedford.

This fall, we also welcomed back former trustee Alexandria Altman, along with her husband, Michael, their many friends, and our former Director of Advancement Bob Whelan. They gathered proudly to name the Altman Library and Media Center in dedication to our faculty and staff for the lifetime love of learning they have instilled in their children.

“We could never repay RCS, its amazing faculty and all its professionals, for what it has done for our children — laying the foundation for their character development and education, brick by brick, year after year,” said Michael.

“Today is a reminder that as RCS grows and excels, so does the vibrancy of all of Bedford — and it remains our

Together, we’ve celebrated legacies left by past parents and alumni. We were thrilled to welcome the Citrin family back who joined us this past summer to name the Owl’s Nest at the heart of our newest playground. Former trustee Anne Citrin, along with her husband, Jake, and their five children, Claudia ’20, Joseph, Margaux, Will, and Gabby, gathered with Head of School Colm MacMahon and Board Chair Peter Freund ’91 to commemorate their family’s lasting legacy.

responsibility to oversee this growth and protect today’s accomplishments with tomorrow’s investment,” he continued. “It is my great privilege to accept this honor for me and for my family. Today, Alexandria and I stand here invigorated and further inspired by the renewed spirit of the many accomplishments at Rippowam Cisqua School. We are proud to have played our small role.”

“It has meant so much to my kids to return to the newest playground at RCS and to pay tribute to where their education in life began,” said Anne.

Gathering to celebrate the naming of the Altman Library and Media Center are (left to right) Peter Freund ’91, Daphne Viders, Alexandria Altman, Michael Altman, former Board Chair Kirtley Cameron, and Bob Whalen.

Mixed Media Dream Collages

In art, first graders read and listened to I Have a Dream: Dr. Martin Luther King Jr. by Kadir Nelson.

“After discussing Dr. King’s historic speech, students were asked to think of their own hopes and dreams for our country and the world,” Art Teacher Sara Malekzadeh said. “Then they visually represented their dreams using a variety of drawing and collage materials.”

#BreakTheBias

This year, students and faculty in the CAFE (Cultural Awareness for Everyone) Club joined the International Women’s Day campaign and movement to break the bias.

“I’m in CAFE because I’m happy to be in a club where we support each other and changes that need to happen,” Lane Childs ’23 said.

Jackson Cooper ’22 added, “International Women’s Day is something we should all be more aware of.”

And thanks to the CAFE Club this year, we are!

“I have a dream that no matter what anyone looks like, they have friends.”

– Erin Reinstein

“I have a dream that everyone is happy.”

– Elle Young

“I have a dream that everybody has what they need to stay warm and take care of their kids.”

– Beaux Hoffman

GRADUATION 2021

On a beautiful summer afternoon in June, we celebrated Rippowam Cisqua School’s 103rd Graduation — white tent overhead, ninth graders on the stage before us, and the most challenging days of the pandemic (hopefully) behind us.

“Here we are at the final act of the 2020-21 school year,” Head of School Colm MacMahon said as he welcomed soon-to-be graduates and their families to the momentous occasion.

“I couldn’t be more proud of our school and of you.”

Even a few weeks before the ceremony, we hadn’t known for sure what the day would look like. But when the first strains of “Pomp and Circumstance” began and our ninth graders processed into the tent, it was clear that our treasured Graduation traditions were still intact.

Mr. MacMahon remarked, “I think there’s a little bit of karma at play here

for us. I believe we’ve earned today.” And students, guests, and faculty at the ceremony seemed to feel that way, too.

As he does every year, Mr. MacMahon recognized parents whose youngest child was departing. He thanked Red Team Captains Kaseme Leckie and Sophia Miller and Blue Team Captains Annie Hallock and Chase Mattison before announcing the winner of this year’s competition — the Red Team, by a score of 1,828 to 1,329.

Ninth Grade Dean and special Graduation speaker Chris Perry gave a moving tribute to the Class of 2021 that was matched only by the remarks of Co-Presidents Jordanne Alexander and Madeleine Port.

After Graduation awards were given, students received their diplomas from Board Chair Peter B. Freund ’91 and became our newest alumni. They adjourned down the aisle toward a reception and the traditional ninth grade dinner.

“Come back and visit,” Mr. MacMahon said in his closing remarks. “You are part of our family forever. Thank you for all you have given of yourselves this year, and congratulations.”

An Awe-Inspiring Year

Remarks from the Class of 2021 Co-Presidents

Jordanne Alexander and Madeleine Port

MP: As class co-presidents, we feel lucky to be able to represent our ninth grade class and celebrate our challenges and achievements throughout this year. COVID-19 has affected much more of both our personal and school lives than we anticipated. Still, every day we were supported and lifted up by you all.

JA: If you had told me last year that Madeleine and I would be writing and presenting this speech, I probably would not have believed you — but I would have believed that the entire time we were writing it, she would keep making jokes. Each of us has something so unique about us. That’s who we are as a ninth grade class, or, as my co-president would say, we have many nonconforming tendencies.

MP: I’m passionate and proud about this year and about my classmates. I’ve loved being able to work together in groups for those thrilling, controversial debates. Once again, our differences brought up both sides’ arguments. Each of us verbalized the arguments with strong and precise words in the three different roles of a debate. While at times we could get carried away, we

nevertheless refocused and learned from those difficulties.

JA: Of course, what would the ninth grade year be without LIDs (Learning Immersion Days)? Though COVID-19 restricted some of our possibilities, we were still able to have fun. As Mr. Perry would say, “Be flexible and have resilience.” We worked together to think up ideas for LIDs in class, and thought about the possible restrictions we might have. Our teamwork and our teachers’ planning gave us the ability to have the most fun we could have this year.

MP: Not to be too self-confident, but RCS would not have been the same without our class’s company and our willingness to go with the flow. But also, more importantly, we wouldn’t have been able to act as such without the support of our teachers. They constantly and, it seems, effortlessly, make learning new topics enjoyable. When our teachers want us to succeed, we are 10 times more likely to.

Throughout this year I have realized that growing as a person is more than taking

in informational topics; leadership and the way in which you create relationships has a big part in growth. Sophia, Annie, Kaseme, and Chase have grown incredibly as leaders for the younger grades as Red/Blue captains. While planning Red/Blue assemblies was rough in the beginning, they truly proved it possible to create fun and games during an utterly trying COVID-19 year. Jordanne and I can agree that our two secretaries/treasurers, Eva and Elma, have definitely redefined those roles. While these leadership titles are something truly appealing, it has proven that you don’t need one in order to be a leader. Every single ninth grader this year proved leadership skills in their own way. When we were lucky to hang out with the first graders, my peers’ inner leaders came out, making the little kids in awe of us, making us in awe of ourselves.

JA: This entire year has been aweinspiring. We were lucky enough to be part of this RCS tradition. Carry what you have learned into the next three or four years of high school. Experience more, be yourself, and never forget what you have achieved here.

“Identity”

In his opening remarks, Chris Perry, inspired by practicing psychologist, therapist, and author Brenda Shoshann, Ph.D., sought to answer the questions: Who are you? Who will help you in your journey of self-discovery? What will you choose to do that has meaning for you? This is his message to the Class of 2021.

Last week, the eighth and ninth graders had the opportunity to listen to Matt Lacey ’15 — former Blue Team captain and recipient of the Rippowam Cisqua School Award — talk about his journey into the world of music.

From his early performances at RCS talent shows and his memorable Blue Team captain rap to his time at Choate Rosemary Hall and now at NYU’s Tisch School, Matt described how he progressed from imitating and building on the work of people he admired to

writing and then producing original compositions. During his sophomore year at NYU, he performed a series of concerts in New York City, only to have these opportunities suddenly cease in March 2020 due to the COVID-19 pandemic.

Ninth graders, while you are all at different places in your individual identity journeys, your challenges and successes in your Capstone year are no less significant or praiseworthy. You also know only too well how the reality of COVID-19 has challenged your resiliency and creativity. However, adversity can also open our minds to new possibilities.

For the first time in the history of the school, we were all on one campus, JPK to ninth grade. Granted, we were in pods that couldn’t be together in the same room, but our proximity tempted us nonetheless to think about

connections. While you couldn’t enter the Early Childhood House, you began reading to the JPK children via Zoom, with two of you each Friday sharing classics like Goodnight, Moon! and Is Your Mama a LLama?

Given this connection to the youngest members of our community — the ones who were just beginning their RCS journey — I thought it would be interesting to interview them and you in search of common themes. I can’t thank Ms. Thivierge enough for the time and energy she invested in documenting — through mini-videos — the JPK children’s feelings about their experiences this year. I also thank all of you for writing to me about early memories of RCS, memories from this year, something you’ve learned about yourself that will serve you well in the coming years, and finally, advice you would offer to next year’s ninth graders.

My research generated enough material for probably 10 speeches, so I was forced, sadly, to limit my comparisons. One commonality that immediately jumped out at me related to the question, “Who will help you in your journey to self-discovery?” The answer was, of course, friends! For a JPK child, friends are all about laughter, sharing — which must have been a challenge due to COVID — drawing together, and playing with each other.

In your advice to future ninth graders, a number of you urged people to make friends with everyone and to give your classmates a chance to be close to you. One person commented: “Have fun and make friends with your peers because before you know it, it will be the end of the year and you will be wishing that you had this much fun the whole time.”

My hope is that you will follow this sage advice and be open to potential friendships, especially when your first reaction might be to reject the possibility because the person seems

different from you. One of your peers wrote about a memory from this year of “having a deep conversation with a classmate and getting to know them better.” As new relationships blossom, nurture them by being sensitive to the other person’s needs. As another of you wrote, “Be observant; what can be perceived as not offensive to you can be offensive to others.” Relationships can be messy, but good friends are invaluable when you lose your way on your identity journey or when you’re confronted with multiple splits in the road and difficult choices to make.

Moving forward, I hope that you will take risks and try new things when confronted with possible choices. “Dwell in your discomfort,” as Ms. Schnell said and one of you wrote as advice to the rising ninth graders. Through this experimentation, you’ll discover personal connections to new topics and ways of communicating who you are and what you believe. Three of you commented that the TED Talk experience left you believing that you are a good public speaker, which

was likely not your feeling before you started the project!

The importance of friends and the power of choice — those are two themes that link you with the JPK kids, even though you all are at a different place in your journey and the issues surrounding these themes are understandably more complex. Truth be told, the issues will continue to perplex and frustrate you at times. When these moments occur, remember that your new faculty will be there for you, so advocate for yourself and find an ally.

In closing, I offer this quote from the American writer Sandra Cisneros:

What they don’t understand about birthdays and what they never tell you is that when you’re eleven, you’re also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one. And when you wake up on your eleventh birthday you expect to feel eleven, but you don’t. You open your eyes and everything’s just like yesterday, only

it’s today. And you don’t feel eleven at all. You feel like you’re still ten. And you are — underneath the year that makes you eleven.

In a short while, you’ll be graduates of RCS, and yet you might not feel like graduates. You might still feel like a ninth grader, and that’s fine. In a few years, your journey will continue; you’ll

be high school graduates and will move onto college. But you know what? That RCS ninth grader will still be in there somewhere, offering you strength that comes from challenges well met.

The RCS faculty and staff are proud of what you’ve accomplished in your little one-room schoolhouse and we sincerely hope that you’ll visit, just

like Matt Lacey did, and let us know how your journey is going. When we look at Wade’s Wall, we’ll remember your visual tribute to resiliency and individuality. From left to right, we have the flowers for: Lucas, Will, Elma, Chase, Jordanne, Eva, Sophia, Madeleine, Jack, CC, Annie, and Kaseme.

Congratulations, Class of 2021.

Wade’s Wall

The painting of Wade’s Wall is a tradition that began in 2016 when then Head of Upper School Bill Barrett proposed the idea to the art department as a way to celebrate school spirit.

“The first year, the design was a contest and limited to a red, white, and blue color palette,” Art Teacher Jade Vincent explained. “But it has evolved into more of a collaborative design and students have been given more freedom with the palette.”

Since then, the ninth grade class has worked together each year to transform the wall, its theme reflective of their year together. With the deeper meaning behind this year’s mural, Mrs. Vincent asked students to write a statement:

“This year, designing and painting Wade’s Wall took teamwork, dedication, and most importantly, resilience — the main theme for this year’s mural, as we were challenged with the obstacle of COVID-19. With this theme, our idea sprouted to paint 12 flowers to represent every student growing and persevering through the concrete.

We chose and designed our own flowers, each with a specific meaning, representation, or connection to the person who painted it. The roots of the flowers connected into the soil similar to the way we connected with each other throughout this year. The teamwork, determination, and kindness our grade exemplified throughout this year is amazing considering we did it all with the challenge of COVID on our shoulders.”

— The Class of 2021

Congratulations to the Rippowam Cisqua School Class of

2018

The following is a selection of colleges and universities at which RCS students have matriculated in the past five years.

American University*

American University of Paris

Amherst College

Barnard College*

Bates College*

Bentley University

Boston College*

Berklee College of Music

Boston University*

Bowdoin College*

Brown University*

Bucknell University*

Claremont McKenna College

Colby College*

Colgate University*

College of Charleston*

College of the Holy Cross*

Colorado College*

Columbia University*

Cornell University*

Dartmouth College

Denison University

Dickinson College

Dublin Institute of Technology

Duke University*

Elon University*

Emerson College

Emory University

Fordham University*

George Washington University*

Georgetown University*

Georgia Tech

Gettysburg College*

Gordon College

Hamilton College

Hobart and William Smith Colleges

Howard University

Indiana University*

Ithaca College

Johns Hopkins University

Kenyon College*

Lafayette College*

Lehigh University*

Marist College

Marquette University

Middlebury College*

New York University*

Northeastern University

Northwestern University*

Pitzer College

Princeton University*

Rhode Island School of Design

Roger Williams University

San Diego State University

Santa Clara University*

Skidmore College

Southern Methodist University*

St. Lawrence University*

Stanford University

Suffolk University

SUNY Oneonta

SUNY New Paltz

Syracuse University*

Temple University

Trinity College*

Tufts University*

Tulane University*

Union College*

University of Albany

University of California Santa Barbara

University of Chicago*

University of Colorado Boulder*

University of Connecticut

University of Delaware*

University of Denver*

University of Georgia

University of Louisville

University of Maryland

University of Miami*

University of Michigan

University of Missouri

University of New Hampshire

University of North Carolina*

University of Notre Dame*

University of Oxford

University of Pennsylvania

University of Rhode Island

University of Richmond*

University of Southern California*

University of St Andrews Scotland*

University of Tampa*

University of Texas

University of Vermont*

University of Virginia*

University of Wisconsin*

Vanderbilt University

Villanova University*

Wake Forest University*

Washington University in St. Louis

Washington and Lee University*

William & Mary

Williams College

Yale University*

*indicates two or more students

The following is a list of the secondary schools that our graduating ninth graders and departing eighth graders joined in September 2021.

Avon Old Farms

Berkshire School*

Blair Academy

Brunswick School

Fordham Preparatory School

Fox Lane High School

Greenwich Academy*

Greenwich Country Day School*

John Jay High School

Hackley School

Harvey School

Kennedy Catholic High School

Kent School

King School*

La Salle College Preparatory*

Lawrenceville School

Masters School*

Millbrook School

Miss Porter’s School

Peddie School

Pomfret School

Rye Country Day School

St. George’s School*

Suffield Academy

Taft School*

*indicates two or more students

2021 Graduation Awards

Surrounded by their families and friends, ninth graders received the major end-of-year awards at the Graduation ceremony, presented by faculty and administrators who know the students well. This may be part of a new personal and memorable tradition.

Trustees’ Prize

Eva Rodgers

The Trustees’ Prize is given to that student who has shown significant academic improvement.

“In each of her classes, Eva has grown as a writer, a reader, a critical thinker, and as a speaker. She has emerged this year with both confidence and poise.”

— Erin Callaghan

Gertrude Pell Bishop Memorial Award

Kaseme Leckie

The Gertrude Pell Bishop Memorial Award is given to the member of the graduating class who has displayed outstanding athletic proficiency, together with highest qualities of good sportsmanship, team play, and who has maintained high standards of scholarship.

“This student is well aware there’s always room for improvement, and that improvement will come with more training, more coaching, more sweat, more heart. The way he treats his peers, his teachers, his coaches, and all the classmates here at RCS is a testament to his leadership.”

— Vincent Kwarula

Rippowam Cisqua Prize

Annie Hallock

The Rippowam Cisqua Prize is given to the student who is outstanding in the qualities of leadership, character, and general school citizenship. This is the highest award conferred by the school. The Rippowam Cisqua Prize represents the importance of our students’ desire to explore their talents to the fullest, and their appreciation that honesty, consideration, and respect for others are values that will help make the world a better place.

“During her time at RCS, Annie has consistently demonstrated her natural leadership abilities, academic diligence, athletic prowess, and innate kindness. Annie’s genuine approach to all facets of her life have endeared her to her teachers, coaches, and classmates, and she has set a wonderful example for others to follow.”

— Colm MacMahon

Waldo B. Jones Prize Elma Intinarelli

The Waldo B. Jones Prize is given to a member of the graduating class who has exhibited creative thought in a variety of media.

“Elma participated in multiple community theater productions, live and on Zoom; recorded three hilarious monologues; starred in a classmate’s directorial debut, Letters; developed her vocal skills with the aid of a visiting Broadway director, Sammi Cannold ’91, also an RCS alum; and found countless opportunities to share her unique views on the world both with her insightful comments and creative writing.”

— Chris Perry

Ann Thacher Faculty Award of Distinction

Madeleine Port

The Ann Thacher Faculty Award of Distinction is given to a member of the graduating class who the faculty feels deserves special recognition.

“An equally creative and analytical thinker, Madeleine’s writing, art, public speaking, collaboration, and leadership skills have each shined. An engaged leader and impassioned debater, she is a true lover of learning, a student who seeks out opportunities to explore that which she does not yet know.”

— Jordan Schnell

Walter F. Wyeth Prize

Sophia Miller

The Walter F. Wyeth Prize is awarded to the member of the graduating class who has displayed the greatest consideration for others.

“Sophia leads by example, and the quality of her character shines through in everything she does. Her positive attitude elevates those around her and because she lives by a code of quiet kindness, a willingness to include and accept those around her, and cares deeply about all that she does, she makes the world, and has made RCS, a better place.”

— Ridley Sperling

Eighth Grade Celebration

Our final day of school, June 9, began at 10:30 in the morning with our eighth graders laughing together on the playground and posing for one last class photo. It was the second year that we recognized the completion of middle school and honored our eighth graders with their own special ceremony under the tent.

“Today truly is a celebration,” Colm MacMahon said after the eighth graders had stepped onto the stage. “It’s a celebration not only of the students’ achievements in what has been truly a remarkably challenging year, but it’s a celebration of all that they’ve accomplished at our school, whether they’ve been here for a short time or a very long time. This is an outstanding group of kids.

“I know I speak for all the teachers and staff when I tell you that they made our year possible. And I want to thank them, and all of you, for doing everything we had to do to stay in school. I particularly want to thank the eighth graders, who could have been complainers all year. They may have complained at home — they’re eighth graders, that happens — but they didn’t here. We really saw their best selves, at a point in which there were so many challenges. Yes, they had masks on. But we could still see when they were smiling, and we could still hear them laughing. And that is what got us through our days. So a big thank you to them. And a big thank you to all of our parents.”

Grade 8 Dean and guest speaker Marie Peña shared memories of the year and

spoke about every student on the stage. “It has been my honor to be a part of your eighth grade year in such a trying time,” she said to the students as she closed her moving tribute. “You have handled all of your challenges with grace and your successes with pride and humility. I will miss you all. Be sure to visit.”

After students received certificates of completion from Assistant Head of School Erin Callaghan, Mr. MacMahon concluded the ceremony by saying, “I hope you have a healthy summer filled with reading and fun and family and all the friends that you have not been able to see for the last year and a half. Have a great summer. Congratulations.”

Eighth Grade Celebration

Eighth Grade Gift

Presented

by Caitlin Kaufmann and Maggie O’Callaghan

CK: Our eighth grade class is grateful for the many years we have had together at Rippowam Cisqua School. We have shared our time learning together, laughing together, and supporting each other.

MO: We are proud to announce that our eighth grade class has joined together to give the gift of a bench to be installed around the new playground. We hope that from our eighth grade class bench future RCS children will experience the joy and friendship that we have shared first as little kids on the big toy and later as older kids on the Upper Campus recess field.

CK: Thank you to our teachers and friends for making our years at Rippowam Cisqua School so special.

Caitlin Kaufmann

Maggie O’Callaghan

Upper School Academic Awards 2021

Presented June 9

Hyperbole and Inspirational Speech

Hyperbole Winner

Paolo Paskin ’22

Inspirational Speech Winner

Liam Katzin ’23

Bryna Watkins Writing Award

Blair Sontag ’24

Awarded to a member of the sixth grade class who has demonstrated passion and ability as a writer

Frankel Scholarship Award

Sophie Slocum ’25

Awarded to the fifth or sixth grader with the highest GPA

American History Award

Dylan Kur ’22

Awarded to a member of the eighth grade class for outstanding achievement in American history over the last two years

Paul and Audrey Fisher

Art Prize

Jordanne Alexander ’21

Awarded for outstanding ability in art

Susan Fiala Music Prize

Kaseme Leckie ’21

Lucas Peacock ’21

Awarded for outstanding contribution to the musical life of the School

Ristorcelli Music Prize

Lylla McKee ’22

Awarded for the greatest improvement in music

Melanie J. Kraft

French Prize

Madeleine Port ’21

Awarded for excellence in French

Spanish Prize

Annie Hallock ’21

Awarded for excellence in Spanish

Wadleigh W. Woods

Latin Prize

Kaseme Leckie ’21

Awarded for excellence in Latin

Prudence B. Read

History Prize

Annie Hallock ’21

Awarded for exceptional understanding and appreciation of history

Stanley M. Feret Mathematics Prize

Kaseme Leckie ’21

Awarded for exceptional interest, initiative, and accomplishment in mathematics

Jane Brooks Robbins Science Prize

Madeleine Port ’21

Awarded for genuine interest and enthusiasm in the field of science

Laura D. Paddock English Prize

Madeleine Port ’21

Awarded for outstanding ability in all phases of English

Richard L. Wade Scholar Prize

Kaitlin Scollans ’23

Awarded to the seventh through ninth grader with the highest GPA

Spotlight on

Second Grade:

Studying Immigration and Creating Community

By Joanna Hepworth and Kiki Love, Grade 2 Teachers

Teachers Joanna Hepworth and Kiki Love developed curriculum for the second grade Immigration study almost three summers ago, when Ms. Hepworth joined the RCS faculty.

“We bonded over it,” Mrs. Love reflected. “We did it together.”

The unit is constantly changing and evolving as the two educators weave in new material to ensure it is meaningful — and personal — for students.

“It’s our mission,” Ms. Hepworth added. “Global citizens who contribute meaningfully. We are living that in second grade.”

In the second grade social studies curriculum, students explore their own heritage through the lens of immigration. They engage in meaningful projects across all subjects, incorporating reading, writing, and communication skills. The Immigration study provides students with an opportunity to have a better understanding of their own cultural identity as well as increase their cultural awareness and empathy for others.

We select purposeful read alouds from a variety of countries to introduce students to immigrants’ experiences. The second grade Immigration study aligns with the RCS Diversity, Equity, and Inclusion mission to “seek intellectual and personal connections with people of different backgrounds, cultures, and perspectives in the pursuit of the greater goal of making our society more empathetic, equitable, and just.”

After learning about diverse immigrant experiences through developmentally appropriate stories, students study their own cultural identity by interviewing a family member to learn about their family’s country of origin. They engage in meaningful conversations and practice interviewing skills such as listening and note-taking.

One of the pillars of our social studies curriculum is for students to engage in these meaningful discussions with their family members to make a personal connection to the subject matter. We encourage students to reach out to relatives to learn about their heritage and to listen carefully to the stories they share. These connections allow students to engage authentically and meaningfully with the country they study.

One parent commented that the discussions about family heritage made their dinner table conversations richer at home. Another second grader’s aunt proudly shared her niece’s country poem to her Lao Language and Culture class.

Spotlight on Second Grade

Can You Guess My Country?

By Victoria Moure ’28

The islands are as beautiful as paradise. The climate is as hot as the sun.

The mangoes are as delicious as a fresh baked pie. The spotfin Lionfish has patterns like a polka dot dress. Puerto de San Diego is the main entrance to the city.

Navidad is as fun as waking up on your birthday. Rice and beans are as delicious as cake.

Baseball is a fun sport.

People visit for its beautiful, hot beaches. My country gained independence in February 1844.

Answer: Dominican Republic

By Cam Rutherford ’28

Beaches as hot as the equator.

Summers as warm as an oven.

Grass as green as a pea.

Animals as dangerous as a hurricane.

Uluru is as beautiful as a butterfly.

Christmas is as warm as the sun.

Vegemite is as yummy as cake.

Coral in the Great Barrier Reef is as colorful as a rainbow.

Koalas sleep for 20 hours and don’t make a peep.

King brown snake slithers as silent as the night.

Answer: Australia

Students choose one of their countries of origin to research using books and online resources. They learn valuable skills such as highlighting important information and taking notes.

Based on their findings, students create a country poster with facts such as geography, climate, traditions, and food from their country. They illustrate their poster with the flag, ethnic foods, and landmarks. Students become experts on their country and share all that they have learned about their heritage with classmates, practicing their communication skills. Their country posters are displayed in the Lower School hallway.

We take an interdisciplinary approach to our Immigration curriculum. In Literacy, students learn to write similes and metaphors as they develop their writing skills. Then, students incorporate their knowledge of similes and metaphors, as well as facts they learned through their research, into poems to describe the cultural uniqueness of their country. Students illustrate their poems with images that reflect their country. The students’ “Can You Guess My Country?” poems are shared and proudly displayed for all to read and enjoy. We also collaborate with Art Teacher Sara Malekzadeh to have students engage in an art project that visually represents each student’s heritage. Children collect a variety of materials to create a mixed-media collage of pieces of their heritage.

Students continue their study of Immigration by learning about Ellis Island and the experiences immigrants encountered traveling to America. The island comes to life for students through a virtual tour as well as carefully selected read alouds. The students work in small, collaborative research groups to learn more about Ellis Island.

In their groups, students read informational texts and further practice their research skills. They

apply their expository writing skills by drafting an outline with a topic sentence, supporting sentences, and a closing sentence. Each group writes a paragraph to answer their research question and the paragraphs are turned into a class book, All About Ellis Island

In a favorite immigration story, Emma’s Poem: The Voice of the Statue of Liberty, writer Emma Lazarus gives a voice to the Statue of Liberty to welcome immigrants to America. Her life’s work was dedicated to being an advocate for immigrants. Her famous sonnet, “The New Colossus,” is inscribed on a plaque on the pedestal of the Statue of Liberty. Students learn and recite “The New Colossus” as they imagine what it

The New Colossus

must have been like to make the long, arduous journey to America and see for the first time the Statue of Liberty and the freedom and opportunity that she represents.

Our goal is that by the end of the year, students will have a greater understanding of their own heritage as well as an understanding of the experience of others. Each student will have strengthened their cultural identity, expanded their cultural awareness, and created meaningful connections with classmates. It is also rewarding to know that families have enjoyed discovering more about their history and students have begun to think more globally and appreciate the invaluable contributions immigrants have made to American culture.

By Emma Lazarus

“... Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!”

Pieces of Their Heritage

By Sara Malekzadeh, Art Teacher

At the elementary school level, student artists are beginning to explore and examine their personal identities. We talk a lot about our similarities and differences in the art studio. We discuss how our differences are what make us original, neat, and interesting.

What does identity mean in art?

Identity is the way we perceive and express ourselves. Many artists use their artwork to express, explore, and question ideas about identity.

As artists, we often explore the characteristics that determine our personal and social identity. This constructs a sense of who we are as individuals, a society, and a nation. We question stereotypes and conventions while exploring attributes such as gender, sexuality, race, nationality, and heritage. Simply put, an artist’s identity can and most often does influence the artwork they make.

What is heritage and identity?

Heritage is a person’s unique, inherited sense of family identity, such as the values, traditions, culture, and artifacts handed down by previous generations. Heritage can express itself in many ways. Some families define their heritage primarily as their ethnic, cultural, or national identity.

What is your family heritage?

Second graders enriched their Immigration social studies unit by creating “Pieces of Their Heritage” in art class. Each student researched one country of their origin to visually represent in a four-piece puzzle mixed media collage. Students initially created a rough plan for each of their puzzle pieces. They collected materials from home and used their plan to make their final large puzzle. Each piece of the puzzle represented different parts of their country of origin. I encouraged students to bring in pictures, maps, keepsakes, etc., of their country that could be used for their collage.

A L L A B O A R D ! PROJECT-BASED LEARNING IN JPK

By Lisa Gershon, Early Childhood Coordinator

Young children are very capable of playing an active role in their own learning. In early childhood, children learn most when the curriculum is designed around their interests and when it is project-based and developmentally appropriate. This type of curriculum is called emergent curriculum — the curriculum emerges from the children’s interests. We use an emergent curriculum in the Early Childhood program. The teachers watch and observe the children playing to discover a common thread or theme in their play and conversations. Once we figure out what that commonality is, we plan an extensive project-based unit. We make sure that we design the curriculum to meet the needs of all the children and ensure that the curriculum helps them continue to progress academically, socially, and emotionally.

The 2020-21 JPK class was very interested in trains. They could be seen making train tracks out of yarn, building a train track in the block area, or playing with the LEGO trains. Once I discovered their passion for trains, I met with the other JPK teachers to decide if trains would be an appropriate and meaningful topic. Some of the questions we asked ourselves were: Can we integrate math, literacy, and fine motor activities into this unit? Will the children be able to research trains? Will the Train Unit allow the children to grow socially and emotionally? The answers were yes to all of these questions so we began to plan and prepare. We checked out fiction and nonfiction books about trains, brainstormed a list of train experts, and thought of ways that we could integrate trains into the different areas in our classroom.

Class Meetings

The first step in project-based learning is to meet with the children and find out what they know about the topic. The children came up with an impressive list of things they knew about trains. I added photos to the list so that the children could make connections between the pictures and words and reference the list on their own throughout the unit. After that, we began to read a variety of books about trains.

Children in Charge

The second step was to ask the children, “What do you want to learn about trains?” The children had many questions about trains, ranging from “How do they go very fast?” to “How does a turntable work?” These questions really dictated the trajectory of the unit. The questions guided my curriculum planning as I made sure to find books and create experiences to help the children answer their own questions. It is amazing to see how motivated children become when the curriculum is truly designed around their own interests and questions. Children become independent thinkers as they learn to question, think critically, and find answers.

Field experiences such as site visits and interviewing experts are an essential part of project-based learning. We weren’t able to take a field trip to a train station so we encouraged families to take their children to look at trains and their

local station. Several families took their children to visit train stations and then the children came back and shared their experiences and photos with the class. We were fortunate to have a Ripp father, Todd Feinman, serve as our train expert. Mr. Feinman is an avid model train collector and has vast knowledge about trains. He prepared information and demonstrations for the children based on their questions. The children were enthralled with this special Zoom visit and soaked up all of the information.

Skill-Building on the Rainbow Train

Now that the children were becoming train experts, it was time to make their own train! This was the heart of our Train Unit. The children worked for almost two months on making a train out of cardboard boxes. We asked the children what our train needed and we used this information to create a train checklist. The checklist had photos and was a great way to introduce early literacy skills such as letter recognition, sound/letter correspondence, and concepts of print. The checklist was also numbered so it was a meaningful way to expose the children to number recognition. Counting was practiced as they counted to see how many items were left on the checklist.

In addition to being very interested in trains, the class loved rainbows. They drew rainbows, painted rainbows, and made rainbows out of every material in the classroom. It was not surprising that when we voted on which color

our train should be, they decided that it should be a rainbow train. As their teacher, I knew that this class would be capable of sticking with the project long enough to make enough train cars for every color in the rainbow (including pink, because of course, we had to have pink!). Making a rainbow train was a nice way to stretch their attention span. The children worked in small groups to paint the train cars. This was an opportunity for different children to work together, further developing their social skills.

The children continued to work on adding to the train and we checked off the items together on the checklist. They worked in small groups

based on their needs and interests. Children who were ready to cut circles cut out the wheels for trains, and children who were working on cutting on a line cut train tracks. Windows were painted and tvs were glued to the inside of each train car because two students insisted that they needed to watch TVs on the train. One child, who loved snack time, said that we needed snacks for the train. Pretend snacks were cut and painted. A small group worked diligently with found materials to make the engine for the train, thinking about all the parts it needed. As the project started to come to completion, I kept looking at the last item on the list, which was a roof for the train. I was skeptical about the roof. How would we make it? How would the children get in and out of the train with a roof? Do the children really still want to make the roof? I asked the children all these questions. They absolutely wanted to make a roof and we decided to take them to the Innovation Center to see what they could find. They found some dowels and used blankets that we had in our classroom to make the roof. They were so proud of their roof and used their growing gross motor skills and developing spatial awareness to carefully navigate in and out of their train so the roof wouldn’t fall down.

Finally, it was time for the most important part: playing in the train! Young children learn through play — it is truly how they figure out their world, work through problems, and learn important cognitive skills. Watching them play in the train was magical. They had to practice negotiation skills as they decided who would be the conductor and which color car each child would sit in. They strengthened the muscles they will need for writing as they used hole punches to punch tickets that they made. Number sense was developed as they counted the train cars and then counted how many

children were on the train. They constantly had to figure out if there were enough train cars for each child playing in the train. Literacy skills were fostered as they looked at subway maps and used them to help figure out where they wanted to go on the train. New vocabulary was used as they talked about the different parts of the train, how it worked, and where they were going.

The final part of project-based learning is the culminating activity. This is a way to wrap up the unit and celebrate all that the children have learned. The children learned train songs in music class with Ms. Zades. They practiced the songs for many weeks and then performed for their parents and caregivers over Zoom. At the end of the performance, the children showed their grown-ups the class train and climbed in. They were proud!

Throughout the Train Unit, the children bounced into the classroom each morning and ran to the checklist to see what needed to be done next. Once the train was completed, they couldn’t wait for Choice Time each day, when they would get to play in the train. It fostered a love of school and a love of learning that I hope sets a positive foundation for their entire academic career. Emergent curriculum creates an inspiring classroom environment because the children are studying something that they are interested in, and they are also working together toward a common goal. This created such a tight-knit classroom community where all the children felt welcome, included, and willing to take risks. We saw children starting to play in different areas of the classroom. We also saw new friendships forming as a result of the Train Unit. Emergent curriculum is transformative, and it is so exciting to watch it unfold and to learn from the children.

Inside the Early Childhood House

In early childhood the classroom environment is so crucial — it really acts as another teacher in the room. We are so lucky to have such beautiful and modern classrooms in the Early Childhood House. Before the beginning of the school year, the Early Childhood teachers work to set up a classroom environment that is calm, soothing, welcoming, and functional. We make sure that the art and sensory areas are near the sink and that the block area has ample space for building. Creating a quiet and cozy area for reading is also important. Plants and flowers are put out to give the classroom a natural and warm

feeling. Color is thought about carefully because it can help to create a warm feeling but too much can be overwhelming and distracting. Most of the color in the early childhood classrooms comes from the materials and the artwork.

Once the children arrive we see how the classroom environment is working for this particular group. Is the dramatic play area big enough for this group? Are they able to access the art materials independently? Is the attendance chart hung at the right height for the children to reach? We start to make the room really feel like the children’s classroom

by hanging many photos of the children and putting their artwork on the bulletin boards. We purposely don’t use any bulletin board paper because we really want the children’s work to stand out and pop. This also shows the children that their work is valued and it creates an environment that is soothing.

Throughout the school year we are constantly assessing the classroom environment to make sure it is meeting the needs of the children. We want to ensure that when you walk into our classrooms, the children are the center stage and that the classrooms feel like calm, inviting, and happy places.

Fourth Grade Balloon Arch

By Ken Jordan and Nora Zahner, Grade 4 Teachers

Throughout students’ time at RCS, there are certain rites of passage that define their overall journey and experience. The fourth grade moving up ceremony is a prime example of one of these touchstone moments and one that the fourth grade team of teachers was not

willing to let the pandemic hinder. On June 9, 2021, each fourth grade student, alongside their classmates, presented a recorded speech about a favorite memory of Lower School and offered advice to future fourth graders. They then walked out the main entrance to the applause and

cheers (and Fatheads of their faces) of their families across the field and through a balloon arch to symbolize their transition from Lower to Upper School.

These confident communicators were ready — and it was clear!

Field Day

Game on! Decades of tradition returned with Field Day 2021, when we welcomed students from JPK to ninth grade to the ultimate Red/Blue Competition on Meyers Fields.

Ninth Grade Capstone Evening

A student-built, gas-powered dirt bike; artwork focused on a rescue rabbit; and Murgh Makhani (Lucas Peacock authored a cookbook and served one of his recipes) were just some of the Capstone projects on view in the outdoor classroom the evening of May 11, 2021, for ninth graders’ families.

Students also shared their 12- to 20-page theses and 60-second clips from their TED Talks, but what stood out to many of the adults at the event was the confidence and knowledge of the students and the ease with which they spoke about their topics and answered questions.

We were proud of these confident communicators — the Class of 2021!

The Return of Friday Night Lights

After a COVID hiatus in 2020, the Friday Night Lights Family Carnival — everyone’s favorite RCS tradition — returned to Meyers Fields bigger and brighter than ever! School pride and the sheer joy of being together again were in abundance on a sun-drenched September evening as over 700 RCS parents, students, faculty, alumni, and friends all gathered to celebrate the kickoff of our 104th school year.

A huge thank you to this year’s Friday Night Lights Co-Chairs Sara Haydock, Maggie Kennedy, Elisabeth Mitchell, and Alexandra Young, and to everyone who helped make the return of Friday Night Lights such a tremendous success. We can’t wait for next year!!

Fall Sports Wrap-up Game On!

Our Upper School teams began the fall season finally competing at home and away against other schools in the Fairchester league. It had been a while, and our athletes were buzzing with energy and enthusiasm.

“It was awesome and exciting,” Athletics Director Vincent Kwarula said. “Some students were wearing their RCS team uniforms and riding buses to games for the first time. The older students couldn’t wait to be back on Meyers Fields facing familiar opponents.”

Associate Athletics Director Jen Sednaoui summed it up perfectly: “It was just so nice to be back out there!”

Varsity Flag Football

“The varsity flag football team enjoyed a tremendous season this year. With 25 players on the roster, the team played a 10-game schedule, with eight wins and two losses. Holden Cooper and Ciaran MacMahan received the Coaches Award for their inspiring efforts throughout the season. This was a fun group of players to work with – they displayed a competitive drive in both practices and games, and were clearly happy to be enjoying a full schedule of games this fall.”

– Coach Matt Hall

Girls Varsity Soccer

Coaches: Colm MacMahon, Katie Wrinn

Most Improved Player: Kate Hallock

Coaches Award: Wren Freund, Saylor Pachios

Most Valuable Players: Hazel Cameron, Caroline Kelleher

Boys Varsity Soccer

Coach: Vincent Kwarula

Most Improved Players: Alex Aybar, Lucas Rawlinson

Coaches Award: Luke Childs, Tim Neary

Most Valuable Players: Luis Gutierrez, Gavin Kwarula, Jack Phillips

Varsity Field Hockey

Coaches: Brooks Eleck, Natalie Harrington, Ridley Sperling

Most Improved Player: Olivia Bosson

Coaches Award: Emily Vance

Most Valuable Player: Olivia Port

Cross Country

“Every single player had growth this fall… they put in 100%. It’s incredible how much work they’ll do to improve themselves, and that’s the truth. Eoghan Glynn ’23, Rory Hall ’25, and Paddy McGuinness ’26 all placed in the league, but even so, it wasn’t just the kids who were strong at the start of the season. It was also about the beginner runners who came in and improved. It was amazing.”

– Coach Marie Garcia

On a beautiful fall day in October, RCS hosted over 100 runners from six area schools for a large cross country meet.

Varsity Volleyball

Coaches: Miles Cameron, Lauren Moskovitz

Most Improved Player: Charlie Sisto

Coaches Award: Lexi Downey

Most Valuable Player: Cora Kennedy

Cross Country

Coaches: Marie Garcia, Jennifer Sednaoui

Most Improved Player: Liam Katzin

Most Valuable Player: Eoghan Glynn

At the cross country championship on November 3, Rory Hall tied for fourth in the sixth grade girls division, Eoghan Glynn came in third in the eighth grade boys division, and Paddy McGuinness (not pictured here) came in second in the fifth grade boys division. All won their places based on points accumulated during the season. Congratulations to all!

Varsity Flag Football

Coach: Matt Hall

Team Manager: Charlie Baker

Most Improved Player: Ginger PeñaRider

Coaches Award: Holden Cooper, Ciaran MacMahon

Most Valuable Player: Jackson Cooper

Kindergarten’s Community Performance

By Nicole Levy and Nicole Putorti, Kindergarten Teachers

learning more about the people who are so deeply connected to them.

In Kindergarten, students learn that a community is a place where people live, work, and volunteer together. The performance is a celebration that culminates our study. It is an opportunity for our students to practice being confident communicators and share all that they have learned.

During the pandemic, teachers all over the country looked for creative ways to perform with their students and keep the love of music and the arts alive in their schools. Although digital tools were used last year to achieve a touch of normalcy, nothing can take the place of gathering together on campus.

The Kindergarten Community Performance is a long-standing tradition and a highlight of the RCS Kindergarten program. As part of their community study this year, Kindergartners visited the Bedford Library and Village Green, the Bedford Oak, and the Northern Westchester Community Center. They were able to meet community helpers from our

school including Joe Liburdi (who is also a volunteer firefighter) and Tony Frasca (a former police officer). In addition, families were given the opportunity to visit our classroom via Zoom to talk about their careers. The children loved

Despite ongoing COVID-19 concerns, this year we felt strongly that an in-person version of our show must go on! And with the support of Kindergarten families, our administration, and a few tweaks, it did. One of our biggest takeaways was that if there is a will, there is a way.

The entire performance was student driven and student centered. Children chose which community helper they would speak about, wrote their own

lines, created costumes and scenery, and painted cutouts of themselves as their community helper. These activities helped our Kindergartners see themselves as future community leaders and encouraged them to envision ways they can impact the world when they grow up. We always emphasize that the possibilities are endless regardless of race or gender.

Moving the show to the amphitheater allowed us to follow our protocols and maintain all the elements in a performance that are so important to us. The outdoor space was packed! Not even the chill of the first snowfall could keep

families away or dampen the excitement in the air. Beautiful murals made in art class with Ms. Malekzadeh, self-portraits peeking out of the windows, and children singing songs and proudly reciting their

“It was more than a Kindergarten performance; our Ripp community is developing innovators and creating transformative leaders for the 21st century. Seeing our young ones proudly making declarations about their desired future professions and plans to positively impact our world was a goosebump moment for me.”

— Micki Buchanan, parent of Kindergarten twins

lines all contributed to the one word that summed up the event: magical. Our classes did a fabulous job and we could not have been prouder of our Kindergartners!

A Favorite Tradition Lainie Zades’ Holiday Performance

Music Teacher Lainie Zades is a force. She may only be 4-foot-11, but when she brings music and children together, big things happen. Last fall Mrs. Zades was determined that a pandemic that had turned the volume down on music at RCS would not get in the way of the Lower School Holiday Performance — a program she created in 1979 as a new teacher and has led a remarkable 42 consecutive times since. When she shared her vision for an outdoor show that would include Upper School students and more instrumentalists, music teachers Carrie Brandt and Bill Fornara jumped right in and asked what they could do to help.

And on what turned out to be a 58-degee day in December, Mrs. Zades inspired us all with a special kind of magic that only she can make — with Holiday Performance number 43!

RCS: Looking back at that morning, how did you feel?

LZ: I was so proud of those kids. A part of me wanted to cry a little bit. It was fun to work with the older musicians, many of whom were in my class when they were on the Lower Campus.

RCS: What was special about this year’s program?

LZ: It’s usually Kindergarten through fourth grade. This year we included fifth graders and opened it up to the Upper School students who were interested. All together, we had 53 sixth through ninth graders.

RCS: Any surprises?

LZ: Ninth grade boys Jackson Cooper, Boden Bubb, and Lachlan McLean became my assistants. They were quite incredible. They took it upon themselves to cheer on the younger kids and be supportive. Lachlan took

a young fourth grade cellist under his wing and practiced with her. Jackson was coaching the toy soldiers. Boden was helping physically move around chairs and gathering people. I was very touched by them.

RCS: Favorite song?

LZ: The Christmas Canon. Each year it’s slightly different, depending on the talent we have. And of course, I love Must Be Santa. The first grade usually performs that one — it’s a rite of passage. But this year we added Kindergarten for the first time. Every child in the school knows the hand motions to the whole song. And Celebrating Chanukah. That’s another favorite.

I love every aspect of the Holiday Performance and it always brings great joy to the season. There’s nothing like hearing our children sing.

Sixth Graders Present A Christmas Carol

By Isabel Thornton, Drama Teacher

Awakening from his ghostly encounter a new man, Charles Dickens’ character Ebenezer Scrooge exclaims, “I’m quite a baby. Never mind. I don’t care. I’d rather be a baby.” It is the exuberance, and wide-eyed wonderment of childhood that can best describe my feelings as we welcome theater back to stages across the world and to our very own campus. How fitting then that our sixth graders — who are so full of spark and soul — ushered in this new dawn of live performance with their heartwarming and highly sophisticated production of A Christmas Carol.

Over the course of our rehearsal time together, I was continually impressed by the way in which our student actors gracefully navigated every challenge thrown at them. From moving locations to outdoor distractions to Dickens’ complex language to overly poofy skirts, the moments of growth and camaraderie shown forth.

During our final family performance, there was one moment in particular that touched me deeply as a teacher and a director. As Scrooge arises from his slumbers, a few of the actors had been directed to begin singing down in the amphitheater, their voices guiding the audience to the final location of

the play. When I turned the corner to see whether the students were in their places, I was delighted to discover that the entire cast was standing shoulderto-shoulder singing with big smiles on their faces. Without any prompting, our ensemble had come together to celebrate their achievements and revel in a renewed sense of freedom and human connection.

Just as Scrooge finds his love for humankind reignited, Performing Arts at Ripp is thrilled to once more provide students with opportunities to collaborate and form meaningful connections through joy, creativity, and kindness.

Spotlight on Isabel Thornton

After graduating with a degree in Classics from Brown University, Ms. Thornton earned her Masters of Philosophy in Arts, Creativity, and Education from the University of Cambridge, in the U.K. Before RCS, Ms. Thornton taught at Saint Ann’s, in Brooklyn, where she assisted with productions and wrote a full-length children’s play with 54 speaking roles.

RCS: Congratulations on a fantastic first production. Were there any surprises?

IT: I was definitely surprised. Happily! I gave them the language of Dickens. Their fluency was impressive.

RCS: What’s a day like in your drama class?

IT: It’s really fun. I get to teach fifth through ninth graders a wide variety of skills. I love the freedom to be creative in my classes.

RCS: Did you always want to be a drama teacher?

IT: When I was younger I wanted to act. Then when I was in college I did a lot of work directing first-time actors, and I realized I really enjoyed coaching and helping people find their creative process. I think of myself as a teacher and a facilitator.

RCS: Why teach middle school drama?

IT: Middle schoolers need to be on stage — I think their real life is like being on stage. It’s a way for them to channel their energy, and to learn things about other people. I think that’s so important in middle school. Drama is so freeing, even if it’s running around the gym making different shapes for Tableau (a favorite warm-up exercise).

RCS: What’s next?

IT: I hope we can continue to do original work. And get kids involved in writing.

Winter Sports Wrap-up

The winter season started off on a tough note. There were a total of 25 games canceled and the season was postponed until after the Martin Luther King Jr. holiday due to the pandemic. And yet we still had a great winter season scoring hard-earned victories, learning from losses, and most importantly, growing as individuals and as teams through practice and games. Our squash, ice hockey, and fitness programs continue to grow strong. And special congratulations go to the girls varsity basketball team, which went undefeated (7-0) this season, and to our 5/6 girls basketball team, which also had an undefeated season (6-0).

To sum it all up, as the athletics director I have watched each and every player have a positive impact on the team, and everyone has contributed in one way or another. On several occasions, players on the bench supported players on the court when they made a basket or scored a goal. Whether they were winning or losing, our teams have continued to support and cheer one another. All players have learned how to become better individuals, and have had a lot of fun along the way.

Vincent Kwarula

—

Ice Hockey

“We are not a hockey family, and yet hockey season at RCS is our absolute favorite. While each of our children has improved on the ice, we have been most impressed by the camaraderie and character building that has been instilled through the program. We watch the most talented players set up opportunities for those who are novices. When those less experienced players succeed, the joy is visible on the faces of the whole team, including the coaches.”

— Julie Cooper, P’22, ’24, ’26

Varsity Ice Hockey

Coaches: Miles Cameron, Gavin Robinson

Most Improved Player: Lila Nachbar

Coaches Award: Jackson Cooper, Jackson Mugler, Will Mugler

Most Valuable Player: Lindsey Pontillo

Fitness Coach: Marie Garcia

Most Improved Player: Aubrey Lombardo

Coaches Award: Keerat Cheema, Aubrey Lombardo

Most Valuable Player: Keerat Cheema

Undefeated

“They started off learning the basic skills of basketball… and got to the point they worked like a well-oiled machine!”

— Coach Max Moise, P’07, P’11

Boys Varsity Basketball

Coach: Matt Hall

Most Improved Player: Lucas Rawlinson

Coaches Award: Connor Gray, Luis Gutierrez

Most Valuable Player: Sam Sharko

Girls Varsity Basketball

Coaches: Max Moise , Emily Sanyshyn

Most Improved Players: Ginger Peña-Rider, Emily Vance

Coaches Award: Miley Peña-Rider

Most Valuable Player: Jessica Neary

Varsity Squash

Coaches: Storrs Coté, Asif Khan, Jennifer Sednauoi

Most Improved Players: Hector Stephenson, Kiersten van Starrenburg

Coaches Award: Mae Bartlett, Liam Katzin, Paolo Paskin

Most Valuable Players: Miles Cullen, Solomon Rossi, Lukas Wahlstedt

5/6 Girls Basketball

Girls Varsity Basketball

Ninth Grade LIDs

By Ridley Sperling, Grade

Nine Teacher

Learning Immersion Days, affectionately known as LIDs, are one of the hallmarks of the Capstone Program at RCS. These days are designed not only to supplement and augment the curriculum, but also to facilitate leadership skills and class bonding, and provide opportunities for ninth graders to explore areas of study they wouldn’t otherwise have exposure to in the classroom. Though the pandemic has made LIDs challenging the past two years, we have still managed to find immersive learning opportunities for our ninth grade students, and we are excited to continue to develop our programming as restrictions lift.

LID #1 High Ropes Course

September 7 – Ninth graders spent the day on the high ropes course at the Adventure Park in Bridgeport, Connecticut, cultivating leadership skills and collaboration, as well as stepping — often quite literally — out of their comfort zones. They had the chance to try 180 different treetop challenges and fly on 30 different ziplines in this self-paced, choose-your-own-adventure day.

LID #2 Ellis Island, New York City

October 7 – Next, ninth graders traveled to Ellis Island, where their study of migration and immigration patterns came to life. On the ferry ride to Ellis Island they saw the Statue of Liberty, and on Ellis Island itself they explored the National Museum of Immigration and saw the American Immigrant Wall of Honor. After lunch, students took a walking tour of the Lower East Side and visited the Tenement Museum, gaining a deeper understanding of what life was like for many immigrants in New York City and how and where they lived.

LID #3 New York Botanical Garden

October 23 – A LID devoted to art took students first to the New York Botanical Garden for a guided tour of Kusama: Cosmic Nature, an expansive show of outdoor sculptures. Their next stop was the Katonah Museum of Art where they viewed the show Arrivals, an exhibit that focused on certain “arrival” moments, from Columbus in 1492 to immigration in the present day.

LID #4 New York City Evening

December 15 – In the spirit of celebrating the holiday season, the fourth ninth grade LID was an afternoon and evening of fun in Manhattan. After completing their TED Talk presentations, students boarded the train to Grand Central where their first stop was at The Best Escape Room, where they were divided into two teams and spent the next hour trying to escape from two challenging rooms (both groups succeeded!). Then the group walked to see the tree at Rockefeller Center, after which they enjoyed a delicious Italian dinner together. Their final activity of the evening was exploring the Bryant Park Winter Village where they ice skated before heading back to the train.

LID #5 New York City Cozymeal and The Summit

March 3 – In early March, ninth graders once again traveled to Manhattan, where their first stop was downtown on Mulberry Street to cook, plate, and eat a “Taste of Traditional Italy” meal of their creation. The ninth graders not only learned some culinary skills, but also enjoyed the fruits of their labors and took the recipes home with them. Their final stop of the day was The Summit at One Vanderbilt, one of the tallest buildings in the world. The Summit is an immersive, mind-bending installation that challenges perception and provides sweeping views of New York City from its very top floors.

On Campus Learning Immersion

Ninth graders also had some learning immersion experiences on campus this fall, including a virtual visit from Draggen Mihailovich, an Emmy-winning 60 Minutes producer and writer. He spoke with our students about his work with Louis Zamperini of Unbroken fame. They also had a chance to meet with Stephen Chbosky, author of The Perks of Being

a Wallflower, one of the ninth graders’ summer reads, who Zoomed in for a discussion about his work as a writer and as a film director and producer.

Students also had the opportunity to engage with an organization in Poland, that took them on a virtual tour of Auschwitz at the culmination of their

study of Elie Wiesel’s Night. Last but not least, they engaged in a workshop with the Paley Center for Media titled “The Fine Art of Persuasion: Television and Advertising,” which allowed ninth graders, through careful analysis, to discover the persuasive techniques designed to capture a viewer’s attention with the intention of promoting a product or idea.

Board of Trustees New Members

Christina Bresani is a managing director and head of Corporate Advisory at William Blair Corporate Advisory. With over 23 years of investment banking experience, Christina spent most of her career with UBS in New York focused exclusively on M&A. She has executed more than 70 transactions with an aggregate transaction value in excess of $180 billion. Over the past two decades, Christina has completed industry-shaping transactions involving private and publicly traded companies across the financial services, healthcare, real estate services, and industrials sectors.

Christina earned her bachelor’s degree in 1998 from Wellesley College. She also serves as a board member of the Bedford Historical Society and as a member of the Bedford Garden Club. Christina and her husband, Mike Struble, live in Bedford Corners with their son Easton ‘27, daughter Auden ‘29, and son Hunter ‘33.

“We have loved seeing how our children are challenged and how their curiosity is nurtured by the incredible teachers and faculty at Ripp,” said Christina. “We were so excited to have our youngest son, Hunter, join them this fall. As part of the Board, I look forward to building on the great energy and momentum we have as a school with the goal of inspiring our children to be lifelong learners and contributors to their communities.”

James Fayed is the owner of the luxury and historical British men’s atelier Turnbull & Asser, and founder of the Turnbull Townhouse, a creative space for the enhancement of art, music, and film in New York City. James was born and raised in London and now considers New York City and Katonah his home. He currently works with artisanal brands to enhance the quality and craftsmanship of handmade luxury products. James is a graduate of Syracuse University where he studied fashion and photography. He is an advocate for mental health and a supporter of veterans of war. James has helped raise awareness for community

programs both in New York and London for those coping with their mental health.

James is most importantly the proud father of a second grader at Rippowam Cisqua School. He lives in Katonah with his wife, Jennifer Tedesco-Fayed, and their son, Leo ‘29.

“When our son was ready to enter Kindergarten, we knew we had to find someplace special. We moved from New York City to Katonah to be a part of the amazing community,” James said. “RCS has become more than a school for our son and our family. It has become a home. I am so excited and honored to serve on the Board; I hope that I can help new families feel welcome by sharing my experiences.”

David Gordon is the regional chair of neurosurgery for Northwell Health in Westchester County, serving as chief of neurosurgery at both Northern Westchester Hospital and Phelps Hospital.

David grew up in the great state of New Jersey. After graduating from Brown University, he received his medical degree from Vanderbilt University School of Medicine. He completed residency training at the University of Washington in Seattle and the Albert Einstein College of Medicine in New York. David has advanced fellowship training in both endovascular neurosurgery and skull base neurosurgery, which he obtained at Thomas Jefferson University Hospitals in Philadelphia and

the Center for Cranial Base Surgery at Roosevelt Hospital in New York, respectively. His primary clinical interests include the treatment of brain aneurysms, arteriovenous malformations, stroke, and skull base tumors.

“The Ripp community has been so incredibly warm and welcoming to our family,” David said. “We are especially grateful for this community given that our move coincided with a global pandemic. This is such an exceptional place. We feel lucky to be here, and I am thankful for the opportunity to serve in a leadership role for the school.”

David is a recent transplant from New York City and resides in Bedford with his wife, Marisha, and their three daughters, Winter ‘30, Avalon ‘32, and Raine. They love it here.

Message from the PA Chair

Spring is upon us and I’m not entirely certain how we’re already here. It seems as though winter break was a couple days ago and that school just started a few weeks back. Regardless of how we got here, I know that the dedication of our faculty and staff has eased the journey for both myself and my children. I’m certain I also speak for our devoted PA Executive Team — Melissa Scollans (mom to Kaitlin ’23, Connor ’23, and Riley ’24), Erin Tedesco Hoffman (mom to Beaux ’30), and Pete Kenny (dad to Charlotte ’28, Jackson ’30, and Everett ’33) — to whom I am also incredibly grateful.

The Parents Association is dedicated to supporting the Rippowam Cisqua School administration, faculty, and students. One of the ways we fulfill our mission is by finding moments throughout the year to show our faculty and staff how much we appreciate them. This year, we have brought Caffé Bon and The Tasty Yolk to campus to provide tasty treats in the morning and an opportunity for faculty and staff to gather before their school day begins. We also distributed chocolates during Teacher Appreciation Week, handcrafted by our own Chef Jonathan and his team. We look forward to celebrating our entire RCS team at the end of the year.

Aside from our support of those inside the buildings of RCS, the PA focuses its

efforts on community building among parents and families.

We kicked off our school year with grade level Welcome Back Coffees on the outdoor dining terrace. Not only were we excited to meet new families and see veteran RCS parents, but we were also thankful for the expert guidance of Medical Director Sarah Abraham, Lower School Psychologist Emily Gifford, and Upper School Counselor Holly O’Neill-Melville who joined us with advice for our second year of the pandemic.

We were thrilled to host the second annual Pumpkin Patch in October. It was a wonderful opportunity to gather outdoors with hot cocoa and coffee. Kids were delighted to choose the perfect pumpkin and parents enjoyed connecting with other families.

In December, the PA facilitated the purchase of gingerbread houses from Bedford Bakery. Volunteers created bags of building and decorating supplies and distributed them to all participating families. Not all the houses remained standing, but everyone enjoyed the process — and the candy!

The return of class gatherings and grade level cocktail parties has filled our calendars in recent weeks. We are incredibly grateful to all those who planned and hosted these events. It is

About the Parents Association

a hallmark of the RCS experience that our community has truly missed during the pandemic. We are overjoyed to gather again to meet new families and reconnect with familiar faces.

I look forward to seeing you on campus as we continue to embrace the warm weather and vibrant energy of our school.

Julie Cooper PA Chair

Parents are an invaluable part of the Rippowam Cisqua School community who selflessly give of their time and talent to make the School a vibrant and welcoming place for families. As valued partners, we rely on the Parents Association to serve as a conduit between the parent body and the faculty, staff, and administration in support of the School mission.

Every family automatically becomes a member of the Parents Association from the first day their child is enrolled in the School. The Parents Association provides opportunities for parents to get engaged throughout the year. Whether you attend an event or organize one, your participation in the Parents Association adds to the vitality of the Rippowam Cisqua community and enhances the overall experience for your entire family.

PA Chair Julie Cooper flanked by her fabulous children (left to right) Jackson ’22, Scout ’26 (yes, her hair is green — this photo was taken on International Women’s Day!), and Holden ’24.

The RCS Alumni Association

Board 2021-22

Harry Grand ’93, Chair

Richard Cahill ’92, Treasurer

Dana Johnston Brooks ’89

Ellen Sluder Cohen ’92

Christine Colley ’06

Storrs Lamb Coté ’79

Jay Fischer ’00

Cecily Fowler Grand ’65

Lakeya Graves ’04

Jenny Heath ’91

Gus Levy ’98

Forrest Mas ’04

Sydney Mas ’07

Zoe Haydock McKnight ’98

Vanessa Seide ’93

Annie Stickney ’96

Marilen Grosjean Tilt ’57

Alexandria van Starrenburg ’07

Missy Walker ‘07

Ripp Connections

Alumni Spotlight

Kayser Dixon ’94

The RCS Parents of Alumni Committee

Alexandria Altman P’15, ’17, ’19

Cyndi Azima P’19, ’22

Tracy Fauver P’14, ’16, ’18

Stefanie Feidelson P’08, ’11

Melissa Fleming P’11, ’14, ’15

Susanna Giordano P’06, ’08, ’12, ’17

Patty Grunebaum P’11, ’12, ’14

Michelle Hodge P’18

Lisa Kaufmann P’20, ’22

Heather Langham P’11, ’14

Anna Lee P’06, ’08, ’13, ’15

Karen McFarlane P’18

Mel Morley P’08, ’09, ’12

Suzanne O’Callaghan P’19, ’20, ’22

Felicia Peterson P’18

Cassie Robbins P’16, ’18

Kim Speegle P’14, ’15, ’17

Alum and lifelong athlete Kayser Dixon is passionate about fitness and kids. A lifer at RCS (JPK through ninth grade), he grew up playing football, ice hockey, lacrosse, and soccer. At Hobart College he played D1 lacrosse. As an adult, he has parlayed that love of all things sports into founding The Athletic Movement in Pound Ridge, a youth-specialized athletic training gym.

Kayser began coaching and training young athletes after working with adults for many years. He noticed the wear and tear on aging athletes’ bodies, and also noticed a pattern of underdeveloped movement patterns in teenage athletes. While he enjoyed working with adults, what really inspired him was teaching young athletes the proper mechanics of movement: “I wanted kids to really have a good experience and a love of fitness for their entire lives.”

RCS: You had a gym in Minnesota. Why come back to Pound Ridge to open The Athletic Movement in 2018?

KD: My wife, Harmony, was pregnant with our first son. This is where I grew up. I love it, and I wanted to raise my kids here.

RCS: Tell us about opening up The Athletic Movement.

KD: We came to Bedford and I kind of had a plan to open a gym, but didn’t know exactly how it would work out. I started coaching lacrosse at New Canaan High School with a former high school teammate. We were living with my parents in Bedford at the time, before we got our own place. I was driving from Bedford to New Canaan every day, and I drove by the Pound Ridge Square and saw a “for lease” sign. A group of local guys had developed it, and they were leasing it out. I called them, and it worked out. It was just timing.

RCS: It sounds like you have a different kind of gym. Describe your ethos.

KD: For me, it’s all about working with kids. I had some bad coaches who were really hard on me, and I didn’t agree with the way they ran their programs. I also had good coaches who embraced me and played to my strengths — and I wanted to do that. Sports were my safe haven, that’s where I excelled. So, in my life, my biggest influencers growing up were my coaches. I wanted to give kids a good experience, where they develop a lifelong love for movement and for fitness.

RCS: As soon as you started talking about coaches, I wondered if you might have any reflections on coaches or teachers at Ripp.

KD: There were quite a few, to be honest. So we’ll start in the sports realm with Richie Meyers. He was a tough, hard-nosed coach, but he was fair. You knew he wanted the best for his athletes. He cared for us and about us — and he pushed us — but he was fair. And you loved to play for that guy. I wasn’t a great football player but I’d go out there, and you wanted to perform for him and he made you want to perform for your teammates. That was a great experience, playing for him. And Mrs. [Ann] Thacher, she was my advisor when I was in the Upper School. Academics were tough for me, but she always had great guidance and she helped me realize that if I worked hard, things would work out. And then I think the biggest influence, academically, for me was Mrs. [Pat] Chadwick in fifth and sixth grade. She really fostered my love for writing when it was a struggle for me before then. A lot of teachers, like Mr. [Mike] Kober, were just there for me and they accepted me for who I am, and it worked for me. And that’s kind of the approach I take in the gym.

RCS: How do you get started with kids to get them on a good workout regimen, to support them?

KD: It’s all about having fun. Every kid who comes in for the first time, they have this look of fear on their face. And it just kind of makes me smile because I know that by the end of day they’ll go out and, more often than not, kids walk out and I hear, “Mom that was so much fun. Can we come back?” Because it’s about having fun. You want to create a good relationship with exercise and movement.

RCS: You speak with so much enthusiasm. KD: I’m really passionate about it. And honestly I think that’s another thing that I learned at Ripp — to follow your passions. I was not a math and science guy. I just wasn’t. So I really focused on reading and writing and that’s where I hung my skills and the teachers really helped me. And I think that’s been very helpful in my life, not just academically but as a human being, and as an adult. Kids are different, you know? I have some kids who are bouncing off the walls at the gym like I was, and I just kind of let them. It’s their safe space, and they come in, and I let them do their thing, and we have fun, and they move, and they learn how to move well. And then I have other kids who are really serious and they’re committed athletes, and they want to play D1 lacrosse, football, hockey, whatever it is. That’s what they want and they need a coach who can push them. So I just meet the kids where they are and go from there!

New Alumni Board Member

Lakeya Graves ’04

Lakeya was a lifer at Ripp — she started as a student in SPK and stayed through ninth grade. She was a threesport athlete and graduated as co-class President. After RCS, she graduated from the Masters School, then went on to Bentley University to study marketing.

Currently, Lakeya is the director of marketing at King School, an independent K-12 school in Stamford, Connecticut. There, Lakeya also coaches lacrosse and serves as the staff coordinator for Diversity, Equity, and Inclusion. When she’s not working, she serves as a global alumni board member for Bentley University and volunteers for the school’s Alumni of Color Council.

She is also an active member of Zeta Phi Beta Sorority.

Are you an educator?

Are you considering a career in education?

Have you ever considered teaching at Ripp? Reach out to us to learn more about potential opportunities.

rcsny.org/jobs

Tell Us

What’s New with You!

To submit Class Notes: Send text and high-res images to Karin Smith at ksmith@rcsny.org. For short milestone information (engagements, weddings, births), please include full names and dates.

STAY CONNECTED

It has never been easier to stay in touch with fellow alumni!

Facebook: Rippowam Cisqua School

Instagram: rippowam_cisqua

LinkedIn: Rippowam Cisqua School

Please help us grow. Add Rippowam Cisqua School to your education and join the Rippowam Cisqua School Alumni Group on LinkedIn. Already have RCS listed under your education? Please delete it and then add it back so our new page can properly include you in the RCS alumni network.

Visit our website for the latest news from campus: www.rcsny.org

RCS Launches Professional Speaker Series

Rippowam Cisqua School’s mission — to create independent thinkers, confident communicators, and engaged leaders who respect and contribute meaningfully to a diverse and increasingly complex global society — extends far beyond graduation. The RCS community of alumni, as well as current and past parents, represents a vast, global network offering tremendous opportunities for our alumni to make connections that will help advance their futures.

In January 2021, RCS launched the Ripp Connections Series, a set of industry specific discussions geared toward networking for our young alumni. The series kicked off with a panel on Sports, Entertainment, Media & Music moderated by ABC News correspondent Will Reeve ’07. Over the past year the Ripp Connection Series has offered a diverse array of panels, including Finance, Medicine, Building a Brand, a Writer’s Workshop, the Comeback of NYC, and the Future of Fashion, featuring an impressive roster of panelists all connected intimately to our community.

Sports, Entertainment, Media & Music

Monte Lipman, co-founder and CEO of Republic Records

Bob Pittman, chairman and CEO of iHeartMedia

Peter Freund ‘91, principal of Trinity Sports Holdings

Moderated by Will Reeve ‘07, ABC News correspondent

Finance

Greg Fleming, CEO of Rockefeller Capital Management

Brian O’Callaghan ’83, founder and CEO of CPI

Stephanie Cohen, global co-head of Consumer and Wealth Management, Goldman Sachs

Ben Harris, former CEO of Blackstone Group’s U.S. Real Estate division

Moderated by Will Reeve ‘07, ABC News correspondent

Building a Brand

Margot Fooshee, chief marketing officer and Board Member at Beautycounter

Gucci Westman, make-up artist and founder of Westman Atelier

David Oliver Cohen, founder of BABE Wines, founder and CEO of FUTUREBANK and New York Times bestselling author of the Babe Walker book series

Moderated by Tyler Perry, co-CEO of Mission North

“When I think about my many years as a writer at Vanity Fair and then as an editor at InStyle magazine, I learned how to write, cover stories, and edit feature pieces from classes in middle school. My career as a writer most clearly began at Ripp.”

— Honor Prouty Brodie ’86, Creative Director, Tory Burch

Medicine

Dr. David Gordon, chief of neurosurgery at Northern Westchester Hospital and Phelps Hospital

Anne Meier RN, chief nurse practitioner in the medical ICU at Columbia University Medical Center New York Presbyterian

Dr. Kate Lawrence ’01, hospitalist at the Manhattan VA

Dr. Arvind Ponnambalam ’94, pulmonary and critical care physician at Piedmont Healthcare

Moderated by Emily Gifford, school psychologist, Rippowam Cisqua School

A Writer’s Workshop

Justin Cronin ’77, New York Times bestselling author of The Passage, The Twelve, The City of Mirrors, and more Madeleine Henry ’07, author of Breathe In, Cash Out and The Love Proof

Marisha Pessl, New York Times bestselling author of Special Topics in Calamity Physics, Night Film, and Neverworld Wake

Moderated by Elisabeth Weed, partner at The Book Group

The Comeback of NYC

Harvey Spevak, executive chairman and managing partner of Equinox Group

Jenifer Rajkumar ’97, politician, civil rights lawyer, and member of the New York State Assembly from the 38th District

Scott Gerber, principal and CEO of Gerber Group

Christine Colley ’06, managing director at Cushman & Wakefield

Moderated by Annika Pergament ’83, NY1 anchor

The Future of Fashion

Honor Prouty Brodie ’86, creative director at Tory Burch

David Neville, co-founder and former CEO of Rag & Bone and co-founder and CEO of Westman Atelier

Kate Kernan Doerge ’89, former partner at Paul Wilmot Communications and now principal of Kate Doerge Consulting

James Fayed, owner of Turnbull & Asser

Moderated by Annika Pergament ’83, NY1 anchor

Did you miss any of these conversations? Not to worry. You can go to www.rcsny.org/alumni and click on Ripp Connections Series to watch the recordings.

Expanded Alumni Resources

RCS alumni are part of a community that lasts a lifetime. This exceptional network of alumni, faculty, parents, and friends who share a love for RCS represents a tremendous resource for personal and professional advancement. To maximize the benefit and reach of these unique relationships, RCS recently expanded

the alumni resources available through its website including career networking events like the Ripp Connections Series, and an Alumni Job Board where members of the RCS community can explore job opportunities or post openings within their companies and organizations.

Ripp Connections

Harry Grand ’93, P ’26, ’28, ’30, Senior Managing Director and Head of New York Office, Angeles Investments

Harry Grand is a partner and head of the New York office for Angeles Wealth. Harry brings over 20 years of experience advising families, individuals, foundations, and family offices. Prior to Angeles Wealth, Harry held several leadership positions that include managing director, head of client advisory, and member of the executive committees at Chilton Trust, senior vice president at Lazard Wealth Management, and chief of staff to the president and CEO of Rockefeller & Co. Harry holds an MBA from Columbia Business School and a B.A. from Hamilton College. A graduate of the Taft School, Harry holds the Certificat Pratique de Langue Française from the Sorbonne in Paris, is a YPO member, and serves as trustee for RCS.

“During the pandemic, we experienced significant growth at Angeles, and it was clear that our team needed more exceptional professionals,” Harry said.

“As we reviewed candidates, alum Peter Reimer’s resume immediately stood out from the crowd (RCS connections included!) and we brought him on as an associate.”

“Interestingly,” Harry continued, “when it was time to negotiate a new office lease, we turned to another talented Ripp alum, Eric Reimer ’73, who secured a fantastic longterm lease at the iconic Seagram Building. Our Ripp connections abound.”

Peter Reimer ’10, Associate, Angeles Investments

Peter Reimer is an associate in the New York office for Angeles Wealth Management. He works directly with client advisors in service to their family clientele. Peter also executes strategic business development efforts for the company. Prior to joining Angeles

Wealth, Peter worked in consulting, focusing on various strategic initiatives for non-forprofit organizations. Peter received a B.A. in history with a minor in economics from St. Lawrence University.

Check out these Ripp alumni who are carving their career paths through the RCS connections network.

Brian O’Callaghan ’83, P ’19, ’20, ’22, Founder and CEO, CPI Partners

Brian O’Callaghan founded CPI, a pioneer in the recruiting industry, in 1996. He has been fortunate to work with successful investment firms and their portfolio companies, helping them hire talent and manage the intricacies of managing, empowering, and inspiring teams. CPI is 49 people in four cities working closely together to provide clients access to talent, while sharing useful information and counsel. Brian manages CPI and helps execute projects at all levels. With the support and leadership of his talented colleagues, Brian has helped nurture a close,

collaborative, and entrepreneurial culture. Brian has hired two Ripp alumnae, Ellie Lovering and Taylor Virtue, to join his team at CPI.

“I am blessed to work with smart, empathetic individuals at CPI — including several Ripp alumni,” Brian said. “What drew me to hire each of them is that they are talented, but balanced like the other people I enjoy from RCS. The people at Ripp have always been my favorite part of the school — admirable and successful, yet humble with big hearts.”

Ellie Lovering ’09, Recruiter, CPI Partners

Ellie Lovering was connected with Brian O’Callaghan via a mutual family friend and joined the CPI team in 2016.

“I spent two summers during college interning for Educator’s Ally, an independent school placement agency owned by my mom, Lisa Lovering,” Ellie shared. “I instantly loved recruiting and knew it was what I wanted to do post-graduation, but I decided to shift my focus from education to finance as I considered full-time roles.”

After spending three and a half years with CPI in New York, she recently made the

move out west to join their San Francisco office, where she has been since January 2020. As a member of the pre-MBA team, Ellie works primarily with investment banking and consulting candidates as they transition into their first roles on the buy-side.

“I love what I do because of the people — both my colleagues and the candidates we partner with. Brian, Taylor, and I have a blast working together. We talk about Ripp all the time — as our colleagues can attest to! I think it’s clear how much the school means to each of us.”

Taylor Virtue ’07, Head of Philanthropy, CPI Partners

Taylor Virtue graduated from Middlebury College in 2015 and joined Morgan Stanley’s Institutional Equity Division, where she had interned the prior summer. After a little over two years there, she started to consider a career change and was introduced to Brian and CPI.

“I really enjoyed and valued the experience in finance, but I felt a pull toward joining a firm with a smaller, more collaborative team like CPI,” Taylor explained. “I have always enjoyed being part of a smaller community and I think that comes from growing up at RCS!”

“It’s really special that our shared Ripp experience continues to connect us all these years later. My favorite thing about Ripp will always be the community. My teachers played such a pivotal role in shaping who I am and the path I embarked on after eighth grade, and my classmates are still some of my closest friends.”

— Ellie Lovering ’09

Visiting Artist Series

Ripp is a school for life, and while our network is saturated with career growth opportunities to spread your wings far and wide past our Bedford campus, we also invite our diverse and talented alumni to come home — to give back a bit of their time to enrich the lives of our current students. Our community

Matt Lacey ’15

is stronger because of alumni engagement like the Visiting Artist Series that helps keep our students and faculty whole and rooted in friendship, loyalty, and possibilities.

The Visiting Artists Series invites alumni artists into our classrooms

and community to share their work, inspirations, and paths to success. In turn, our students develop a healthy appreciation and understanding of diverse art and culture that sparks dialogue and informs the creative process.

In June 2021 rap artist Matt Lacey returned to RCS for a special in-person music assembly and follow-up songwriting

Above: Ridley Sperling, Matt Lacey, Chris Perry, and Bill Fornara

Alex Pall ’00

In May 2021, Alex Pall, the renowned DJ in the duo The Chainsmokers, returned to RCS to host a special assembly for students in Grades 4-9. Alex reflected on his time at Ripp. He spoke about why he started DJ’ing, what inspires his songwriting, and how he got to where he is today.

Sammi Cannold ’09

In April 2021 Broadway Director Sammi Cannold returned to RCS to host theater workshops during the school day and then after school for students in Grades 5-9. Sammi led students through theater games and exercises followed by an “audition workshop” where students brought in a song or a monologue to get feedback from the director herself.

One of Forbes 30 Under 30 in Hollywood & Entertainment, Sammi has worked on and off Broadway as well as for Apple TV+, Netflix, Nickelodeon, Paramount+, CBS, Cirque du Soleil, and TikTok. This past summer, Sammi’s first documentary feature film premiered at Broadway’s Majestic Theatre and will soon be released worldwide. Don’t miss her upcoming projects including Carmen (MasterVoices at Lincoln Center), The Excavation of Mary Anning (The Wallis), and several to-be-announced new musicals, revivals, and feature films soon.

“Being at Ripp was an amazing experience for me. I made my lifelong friends here and joined the first band I was ever a part of.”

Alex Pall ’00

Fall Back to Ripp

We Couldn’t Be More Thankful!

This fall, we also invited the parents of alumni for a reunion of their own in Centennial Hall. Maybe the start of another tradition? We hope so!

So many young alumni came back for our “Fall Back to Ripp” event on November 22, 2021, to catch up with old friends and faculty and celebrate the season of gratitude. It’s a Thanksgiving tradition we love because our Ripp alumni have the opportunity to remain connected to us and to each other.

Alumni Holiday Gathering at The Campbell

On December 13, 2021, RCS alumni, parents of alumni, faculty, and staff gathered for some holiday cheer at The Campbell, an iconic New York City institution in Grand Central Station.

Thank you to our Holiday Gathering event committee for helping put

together a magical evening that brought together close to 100 members of the RCS community. And a big THANK YOU to Tracey and Scott Gerber, parents of Chase Gerber ’10, Owen Gerber ’12, and Georgia Gerber ’15, who kindly opened up the doors at The Campbell for our reunion.

EVENT COMMITTEE

Sonja Bartlett

Honor Prouty Brodie ’86

Christine Colley ’06

Lily Fauver ’14

Tracy Fauver

Jay Fisher ’00

Chase Gerber ’10

Owen Gerber ’12

Todd Gilbert ’09

Harry Grand ’93

Sydney Mas ’07

Henry Mockridge ’14

Annika Pergament ’83

Kathy and Chris Perry

Will Reeve ’07

James Reimer ’10

Peter Reimer ’10

Ridley Sperling ’93

Alexandria van Starrenburg ’07

Missy Walker ’07

Sammi Cannold ’09

Christina Green ’80

Sarah Pasqua ’02

Derval Thomas, Tracy Fauver, Jim Bartlett

Owen Gerber ’12, Chris Perry, Connor Bamford ’12

Kathy Perry, Keya Graves

Peter Reimer ’10, Harry Grand ’93, Eric Reimer ’73, Sayre Reimer ’10

Lily Fauver ’14, Maia Bernstein ’14, Ridley Sperling ’93, Haley Casper ’14

Monica Schadlow ’86, Honor Prouty Brodie ’86, Ingrid Blinken ’86

Alumni Class Notes

Tell Us What’s New with You!

To submit Class Notes: Send text and high-res images to Karin Smith at ksmith@rcsny.org.

For short milestone information (engagements, weddings, births), please include full names and dates.

1981

Beanie Durfee loves hearing from Dana Lamb and always looks forward to playing golf on Fishers Island with Bob Thorson and his brother-in-law Cutler Whitman ’78. He also sees Elisabeth (Andreson) Massey in Charlottesville where both their sons attend the University of Virginia.

1982

Katie (Prezzano) Durfee and her sister Libby (Prezzano) Whitman ’85 are a new team at Renwick Real Estate in Bedford.

1983

Annika Pergament, Kirsten (Olsen) Fitzgibbons ’78, and Kelli (Olsen) Ford enjoyed time together at Kelli’s

summer party in Southampton this past July. Kelli, her husband Jerry Ford, and their teenage daughters, Electra and Kelli, divide their time between Dallas and New York. Annika anchors the morning news on Spectrum News NY1. She and her husband, Michael O’Looney, have two teenage boys, Luke and Blake.

1986

Daphne Spofford Schwab, Ingrid Blinken, Monica Shadlow, and Honor Prouty Brodie all celebrated their 50th together.

1990

Brian Burke lives in New York City with his wife and two teenage children. He is a litigation partner at Shearman & Sterling law firm, where he currently regrets not holding on to

the Latin textbooks from his Ripp days.

1993

Daniel Ryan’s two children, Morgan and Reed, are now second and fourth graders respectively at RCS. They have both picked up lacrosse and his daughter Morgan was on a team with the daughters of Chris Ayala!

1994

Tom (T.W.) Langan lives in Stormville, New York, with his girlfriend, Becky, and their three dogs. A two-time Emmy Award-nominated director of photography and producer, Tom owns Talex Media, a boutique media production company based in New York’s Hudson Valley. He has produced hundreds of hours of national and globally distributed programming for

Katie (Prezzano) Durfee ’82 and Libby (Prezzano) Whitman ’85

Kelli (Olsen) Ford ’83 and Annika Pergament ’83 in Southampton last July

Kelli (Olsen) Ford ’83 and Kirsten (Olsen) Fitzgibbons ’78, partners in the design firm KirstenKell

T.W. Langan ’94 and his girlfriend, Becky

major broadcasters including BBC, NBC Universal, Discovery, ABC, MTV, and A&E, and has led teams filming all over the world in environments ranging from the Arctic Circle to subSaharan Africa producing lifestyle, documentary, entertainment, and commercial content. After leaving television production three years ago, Tom has focused on working with entrepreneurs, nonprofits, and mission-driven organizations to help them positively impact their communities and build meaningful, long-lasting relationships with their audiences. When he isn’t working to help businesses become brands that matter, he volunteers in his community as a firefighter and EMT, collects whisky, and trains as an amateur triathlete — competing in his first Ironman distance event last September.

1997

Ali (Tejtel) Ginnel , Zoe (Haydock) McKnight , Alex (White) Lawrence , and Elizabeth (Robinson) Nugent remain close friends. Ali and Alex live in Bedford and Liz lives in Sea Cliff, Long Island. Alex enrolled her daughter at RCS this year and she is so happy to be back on campus! Vivienne Lawrence is in the Class of 2032. Here’s to the next generation enjoying this very special school!

Jenifer Rajkumar is the first South Asian-American woman elected to the New York State Assembly. Representing the 38th District, she is the chair of the Subcommittee on Diversity in Law. With early roots in public service and giving back, Jenifer graduated from Stanford Law School with distinction for her pro bono legal work on behalf of vulnerable individuals.

1998

Cydney Chase-Bartell is living in Hamilton County of Cincinnati, Ohio, “working — or should I say playing! — as a singer-songwriter.” She is happily married to Cincy native Ryan Bartell. “In addition to singing, I also teach vinyasa yoga and paint commissioned oil paintings, which some have described as realistic with a surrealistic nod. I like to think they are Modern Impressionist. Rippowam has a special place in my heart — particularly for its inclusion of the arts in my education, and for the teachers who encouraged and taught me many wonderful things!”

1999

After working for a top cosmetics company for 10 years, then a smaller startup for three years, Essie Cohen was building her own business on the

Friends for life from the Class of 1997

Modern Impressionist art by Cydney Chase-Bartell ’98

Essie Cohen ’99 and new husband Mikhail Coopersberg

side all the while for over 15 years. “I was finally ready to launch in 2019. My love of art, fostered from my days at Ripp, grew into a love for makeup when I was able to experience and experiment. I now offer a range of makeup services and experiences, on location and also in my studio located in Katonah.” In October she was married to Mikhail Cooperberg, with several RCS alumni in the wedding.

2000

Morgan Manoff lives in Tribeca and is employed at iHeartMedia as SVP of Corporate FP&A and Investor Relations. In addition to his job, he serves on the board of Feed the Frontlines, a nonprofit, which he and his family started during the pandemic to help feed frontline healthcare workers and the food insecure.

2001

On June 2, 2020, Vanessa (Goldstein) Khachane and her husband, Avi Khachane, welcomed their second child, Hawkins Bear, to the family. Vanessa and her family had temporarily relocated from New York City to upstate New York (where her sister, Jessica ’99, lives) in an effort to stay safe. Thanks to Dr. Jessica Landin ’99, one of the best OB/GYN specialists in the area, it was a swift and easy delivery!

Dr. Kate Lawrence and her husband, Konstantin Tatarinov, welcomed their first child, Starr, on December 11, 2021. Starr is named for her great grandmother, Ripp alumna Starr Oliver Lawrence ’46.

2004

Mac Beitzel and his wife, Mary, welcomed their first baby, George Beitzel.

Forrest Mas and his wife, Mackenzie, had their second baby, Miller Mas.

2005

Mark “Porter” Sperry married Anna Segar on June 19 on Martha’s Vineyard.

Andrew Laird married Sophie Bramhall on Martha’s Vineyard. His mother, Gail Laird, wrote: “We had a wonderful time at Andrew and Sophie’s wedding on June 5. There were six boys from Andrew’s class there with us. Jason and Porter Sperry were best men. Alec Cummings, Charlie

Morgan Manoff ’00, his girlfriend, and their dog on Mount Desert Island

Hawkins Bear, son of Vanessa (Goldstein) Khachane ’01

Starr, daughter of Dr. Kate Lawrence ’01

Meet George, son of Mac Beitzel ’04

Forrest Mas ’04 and family out for a Thanksgiving hike

Jessica (Goldstein) Malzman ’99 and nephew Hawkins Bear

Lovering, James Staley, Peter Quinn, William Weld, and Porter all made the effort to get to Martha’s Vineyard to celebrate with us. They were coined ‘The Basement Boys’ because that is where they spent a lot of their time at our home!”

2006

Chase Beitzel is engaged! He proposed to Charlotte Lyons in Ocean City, New Jersey.

Elizabeth Sednaoui and Gus Thompson were engaged in October.

2007

Alison Bianco is in her second year of grad school at NYU and is working in New York City at a mental health clinic.

Sophie Chen purchased a home and moved to New Orleans from Denver.

Kate Fraiman is an assistant district attorney at the Suffolk County District Attorney’s office in Boston.

Parker Gilbert married Kate Gilhool in Fenwick, Connecticut, in September. Many RCS alumni were in attendance! Parker’s brother and best man, Todd Gilbert ’09, gave a GREAT toast.

Madeleine Henry and David Alexandre were married on September 18, 2021, in her parents’ backyard in East Hampton. Her brother, Emil Henry ’08, walked her down the aisle and her sister, Parker Henry ’08, was the maid of honor.

Stella de Stefanis is living in Los Angeles and is studying traditional Chinese medicine. She started working at an acupuncture wellness clinic in August.

Congratulations to Missy Walker and Banks Meyer on their recent engagement.

Amanda Weld and her husband, Charlie, welcomed their first child, Holland Elizabeth Templeton, in January!

2008

Alec Coté became engaged to Molly Underhill on Nantucket in July 2021.

Congratulations to Alexander Giordano and Sarah Cox ’09, who became engaged in February.

Alex Langlois married Alejandra Martinez on August 14, 2021, in San Miguel de Allende, Mexico. Ale and Alex met at Cornell University.

Andrew Laird ‘05 married Sophie Bramhall

The Basement Boys plus Sophie at Andrew Laird’s wedding

Elizabeth Sednaoui ’06 and Gus Thompson

Chase Beitzel ‘06, engaged!

Parker Gilbert ‘07 married Kate Gihool

Congratulations to Pell Bermingham ’08, who married Tucker Callanan on June 26 on Nantucket. Pictured (left to right) are Taylor Virtue ’08, Lina Basilaia ’08, Alec Coté ’08, Pell, Sarah Burdick ’08, Brittany Corso ’08, and Max Feidelson ’08. Also at the wedding but missing from this photo: Pell’s brothers Alex Bermingham ’05 and Michael Bermingham ’03, her sister Amelia Bermingham ’08, Hammy Morley ’08, Georgia McLanahan ’13, and Nina Montross ’13.

2012

Annabel Grunebaum is getting her degree as an MLA candidate at Harvard University’s Graduate School of Design.

2014

Hannah Burdick is a wealth management rotational analyst at Morgan Stanley. She graduated from Bucknell in 2021.

Kendall Burdick was inducted into Lehigh’s Phi Beta Kappa Society.

Jackson Corrigan is an investment banking analyst at Goldman Sachs,

after graduation from WIlliams College in 2021.

Lily Fauver enjoyed working in the highlights factory at NBC as a digital production assistant during the Tokyo 2020 Games in July 2021 after graduating from Dartmouth just a month earlier. Lily helped editors create highlights each day across most sporting events working to generate meaningful content, contributing to the nearly 7,000 hours of NBC Olympics coverage. “It was super exciting to be in the midst of it all, where people were working around the clock watching streams as they were coming in from the other side of the world.” Now Lily is working at Spot & Tango, a fresh, healthy dog food delivery service.

Andrew Lowman is a financial services consultant at Ernst & Young.

Sean Speegle is a control management development program analyst at Wells Fargo.

2017

Jack Londono wrote: “I graduated from Hotchkiss in 2020 and am now attending Cornell University’s Dyson School of Business majoring in Applied Economics and Management. My first year of college came with a lot of obstacles, with the most obvious one being COVID-19, but everything worked out in the end.” This past summer Jack interned at HSBC’s commercial bank,

Married! Madeleine Henry ‘07

Missy Walker ‘07 is engaged!

Amanda Weld ’07’s daughter, Holland Elizabeth Templeton

supporting the People Excellence and Inclusion team.

2019

Eddie Gilligan wrote: “During my first two years at The Hill School, I made a lot of unforgettable memories, lifelong friends, and learned things that I wouldn’t have learned anywhere else. Last year I was a classics tutor and I was also on the lacrosse and soccer teams. Over the summer I took a Greek program at the University of Chicago.”

Camille Smith wrote, “During my years at Masters, I’ve taken advantage of the many clubs we have. I am now a Peer

Leader, Diversity Ambassador, SCEEM Mentor, and Gold Key tour guide. In addition, I was awarded Athlete of the Year for the second year in a row. This past summer I attended a LEAD program at Fisk University and enjoyed playoffs in California with NYSC.”

2021

Congratulations to Paul Creegan , who has earned the rank of Eagle Scout. For his Eagle project, Paul chose to help the terminally ill cancer patients at Rosary Hill Home in Hawthorne, New York. For years he joined his father and grandfather packing and delivering fruit baskets during the Christmas holidays for the

Sisters at Rosary Hill with the Lions Club. When the pandemic hit and the Lions Club couldn’t deliver the baskets, Paul wanted to be sure that the patients still received individual gifts.

“Community service is very important and is something I learned from my grandparents and parents,” Paul said. “I feel it is my responsibility to carry this forward. I’m also very honored to dedicate this project to my mom who is a cancer survivor.”

Under Paul’s leadership, Scouts from Troop 18 in Briarcliff Manor helped assemble dozens of tote bags with toiletries, Sudoku games, adult coloring books, and colored pencils for the residents of Rosary Hill Home.

Alec Coté ’08 is engaged

Paul Creegan ’21

Jack Londono ’17

Alex Langlois ’08 married Alejandra Martinez

In Memoriam

We offer our condolences to the family and friends of the following members of our school community.

RCS former Trustee A. Peter Foote ’55, father of Peter Foote ’81 and Dorsey Foote ’84, of Fairfield, Connecticut, died on February 1, 2021. He was a golfer and skilled paddle player who served on the Board and Green Committee for Bedford Golf and Tennis Club for many years.

Cynthia (Cogswell) Johnston Eaton, grandmother of Anna (Johnston) Rogers ’09, died on February 7, 2021, in West Palm Beach, Florida. She was 90 years old. She served on the boards of the Society for the Prevention of Cruelty to Children, the New York Orthopedic Hospital, and the Southampton Hospital.

Thomas H. Meyer, father of Tom Meyer Jr. ’82 and Bill Meyer ’84, died peacefully in his sleep on February 11, 2021. A longtime resident of Bedford Hills, Mr. Meyer was passionate about nature and shortly after retiring, he was able to devote much of his time to birdwatching. Many will remember him for the hundreds of bluebird houses he put up and monitored around Bedford, helping to restore the population to what it is today. He had a distinguished career as an investment advisor working on Wall Street and then in White Plains for the Bank of New York.

Charles “Mac” S. Macaluso, father of RCS Trustee Kelly Coles, and grandfather of Corbin Coles ’19 and Teddy Coles ’21, died on February 22, 2021. He was 77 years old. In 1988, he joined his longtime friend, RCS former Trustee, parent, and grandparent Dort Cameron, as a partner in The Airlie Group, an Investment Banking firm headquartered in Greenwich, Connecticut. Renowned for his innovative leadership style, he served on numerous corporate boards and played a pivotal role in several corporations.

Charles de Vaulx, father of Charlotte de Vaulx ’11 and Beatrice de Vaulx ’13,

died on April 26, 2021. He was 59 years old. Mr. de Vaulx dedicated himself first and foremost to his family, followed by his value investment business and passion for golf. French-descended and raised in Morocco and South Africa, he returned to Paris to study, earning his Master in Finance from Ecole Superieure de Commerce de Rouen. His notable New York career at International Value Advisers included roles as co-founder, chief investment officer, and portfolio manager.

Robert “Bob” Bouton Taylor, grandparent of Kemp Taylor ’15, died on June 21, 2021. He was 86 years old.

Ryan Rothfuss ‘13 died on July 23, 2021. He was 23 years old. He was a gifted oil painter from the age of seven. He loved art and American history (especially the American Revolution) and was a world history buff. After attending RCS, he attended the Taft School. He received a bachelor’s degree in history from Boston University in May 2020, and was pursuing his master’s degree in history at the University College London.

Janet Engdahl, grandmother of Ciaran MacMahon ’24 and Neve MacMahon ’27 and mother-in-law of Head of School Colm MacMahon, died on Tuesday, October 12, 2021 after battling a long-term illness. She was 72 years old. She earned her master’s degree from Boston College, which enabled her to teach the blind and visually impaired. Working in the field of special education was a passion for Mrs. Engdahl, and she taught for a combined 37 years, first at Mercy Centre and then in the Worcester, Massachusetts, public schools. Mrs. Engdahl’s greatest talent, though, was her ability to connect with her grandchildren. She derived great happiness from her grandson and granddaughter, and her consistent presence was an exceptional gift to them.

Rosemary Angier, grandmother of Aiden Angier ’46, died peacefully

on December 21, 2021. Mrs. Angier attended both Cambridge University and the University of London, studying organ and choir performance under famed composer Gustav Holst. Her belief in education transpired into a long and fruitful career as a Professor of French and Music in London, Paris, New York, and Montreal.

Elizabeth “Betsy” Hubbard Stott, former RCS teacher and administrator and mother of Janet (Stott) Pembleton ’63 and Sarah Stott ’67, passed away on January 3. She was 102 years old. She graduated from the Ethel Walker School and Vassar College before entering war service in the Army’s Special Branch in the Pentagon, translating Japanese messages for military intelligence. Married and raising a family in Mount Kisco after the war, she received her Masters in Education from Columbia University and began a teaching career that spanned 20 years, first at Cisqua School and later at the Bedford Rippowam School. When the schools merged in 1973, Mrs. Stott became Head of the Middle School. After retiring from RCS in 1976 and receiving a Masters in Museum Education from NYU, she volunteered for more than a decade at the Katonah Museum of Art.

Lawton Storrs Lamb ’46, husband of Heathcote “Heather” M. Lamb, father of Storrs Lamb Coté ’79 and Dana L. Lamb ’81, and grandfather of Alec Coté ’08, Pierce Coté ’11, and Blake Coté ’16, died peacefully on February 28. He was 89 years old. A graduate of Middlesex School and Princeton University, he earned his pilot’s license and was a Lieutenant JG in the U.S. Naval Reserve. Mr. Lamb had an extensive investment career at Citibank and Scudder, Stevens, and Clark, and continued at Ingalls and Snyder where he expanded a family legacy that began with his father Dana S. Lamb. He served as a trustee of the Aircraft Owners and Pilots Association, a director and trustee of the Woodrow Wilson Foundation at Princeton University, and a trustee of Middlesex School and the Quebec Labrador Foundation.

Rippowam Cisqua School creates independent thinkers, confident communicators, and engaged leaders who respect and contribute meaningfully to a diverse and increasingly complex global society.

RIPPOWAM CISQUA SCHOOL

439 Cantitoe Street, Bedford, NY 10506

www.rcsny.org