Inklings November 2024 Issue by inklingsnewsonline

Contents TABLE OF

4 New Schedule Revealed

Take a look at the proposed schedule for the 202526 school year and learn about the changes it will introduce.

Behind the Cheers

Staples cheer steps into the spotlight! Get an inside look into the cheer team's teamwork and strength.

Local Superstar

Meet Melissa & Doug co-founder, Melissa Bernstein, the newest inductee of the Connecticut Women's Hall of Fame.

Honoring Veterans

In honor of Veterans Day, read about some of the incredible veterans connected to the Staples community.

November Staff

Editors-in-Chief

Nina Bowens & Lily Hultgren

Managing Editor

Katherine Phelps

Associate Managing Editor

Siena Petrosinelli

Creative Directors

Alex Gaines & Olivia Signorile

Buisness Managers

Charlotte Berner, Rylie Cordella & Caroline Zajac

Editors

Storey Ahl Zander Bauer

Sage Cohen

Camilla Garfield

Sophia Jaramillio

Anna Petrosino

Sophia Reeves

Nash Teran

Advisers

Joseph DelGobbo & Mary Elizabeth Fulco Scan to see the full staff!

More About Us Inklings News is uncensored, unedited by administration and does not allow for prior review.

Opinions

The Editorial Board determines editorial opinions that are authored by the Editors-in-Chief. Inklings News serves as an open forum for the public and welcomes letters to the editor and other submissions. Send signed letters to inklingsnews@westportps.org. Submissions will not be edited prior to publication.

If the new schedule is “student-centered,” why weren’t students involved?

The Board recommends you read about the new schedule on pages 4 and 5 prior to reading The Editorial. Want to be published in

After two years of revisions, the school’s scheduling committee, consisting of different staff members, has drafted a proposed 2025-26 schedule. An email sent to teachers on Nov. 6 with the draft claimed that the schedule is “student-centered,” and that changes were made with an optimized student day in mind. It will soon be presented to the Board of Education.

Our major question is: why weren’t students involved in the process?

There was not a significant attempt to hear the perspectives of current students. Even our student council representatives, who quite literally represent each grade, were not consulted. Why were those positions created if not to encourage administration-student collaboration on issues such as this?

There are additional ways, not just through student council, to gather student opinions: surveys, meetings and panels, to name a few. Part of the Westport Schools’ current ideals–outlined in the districts’ strategic plan–is to “elevate student voice and engagement,” but students weren’t included in this process at all.

If student voice is still a priority, we hope you will hear our perspective now.

There are elements of the schedule that appear to have legitimate benefits. However, the Board does not endorse the schedule as a whole, and feels as though the proposed revamp will create more issues for students than it will solve.

There was not a significant attempt to hear the perspectives of current students.

"

As outlined in the article “Shifting the clock: proposed schedule for the 2025-26 school year” on pages 4 and 5, periods will either be 60, 80 or 90 minutes long. Although this might be convenient for testing or allow for more in-depth lessons, the average teenager’s attention span is 28-42 minutes, according to Discovery ABA. In our current “Communication Time” long periods, many teachers do not allow students to take a break, and the Board collectively feels that it is hard to focus during these 65-minute-long classes. The new schedule will both increase the period lengths and get rid of any designated break time. That makes this schedule far worse for student attention spans, not better.

The administration claims to have turned to a five-period daily schedule because, supposedly, there will be less daily homework, as we will only see a class three to four times a week. However, if the scheduling committee were to ask any student, they would learn that whenev er a class drops in our present schedule, most teachers will often assign more homework because there is more time to complete it. What will stop teach ers from doing the same with the new schedule, when classes meet only five out of the eight day rotation?

Turning to lunch, any science stu dent will most definitely appreciate the abolition of lab-lunch. While the Board understands the objective of decluttering the cafeteria through the addition of another lunch wave, the first wave starts at an early 10:30 a.m. And for students who will be eating during that first lunch wave, they will go more than four hours before the school day ends without eating, not to mention the time spent without food after school in extracurriculars.

Now consider students with a free period, or perhaps even multiple. The incentive to leave campus, especially as an upper-

classmen with a license, increases tenfold when a student potentially has two hours free. If Staples proceeds with this proposed schedule, the Board at least urges the reconsideration of an open-campus. The school can explore options such as parental consent waivers or a scanning system to avoid liability issues and ensure students are in school when they are meant to be.

There is no doubt that creating a new schedule for the school is a demanding and complicated task. The Board appreciates all of the time that the scheduling committee put into creating this draft. However, the students do not feel heard. If Staples’ administration truly wants to create a “student-centered schedule,” then they should start by asking and listening to students.

The Editorial Board voted unanimously in favor of this opinion.

page design by Lily Hultgren ’25

Graphic by Alex Gaines ’25

Nina Bowens '25 Editor-in-Chief

Alex Gaines '25

Creative Director

Staples will implement an entirely new schedule starting in the 2025-26 school year, featuring an eight-day rotation, five-period day, four lunch waves and other notable changes. The updated schedule was created through a two-year revision process with an initiative to develop a daily schedule that optimizes student life, according to an email sent by Principal Stafford W. Thomas Jr.

The proposed schedule will be divided into eight days, ranging from A through H, allowing each of the eight periods to meet at all times of the day at some point during the rotation. For example, a student may have algebra as first period one day and last period another.

Additionally, all periods are now one of three different durations: 60 minutes, 80 minutes and 90 minutes. The schedule was created with intentions to prioritize student mental wellness and “thinking time,” according to Thomas’s email, as well as an opportunity for teachers to perform more detailed lessons.

“This is a completely full rotation where kids can experience their classes [...] throughout the day,” Assistant Principal Patrick Micinilio said. “I think that will have a really positive impact on the student body.”

Shifting the Clock

Proposed schedule for 2025-26 school year

Some main benefits of the proposed schedule are that lab lunch will be eliminated, students may have less daily homework and students leaving school early for athletic dismissal will not consistently miss the same classes.

“I think it will take some getting used to, but could be really beneficial as I wouldn’t be missing the same class over and over again for my games’ early dismissal,” Scarlett Sunjka ’26, a lacrosse player, said, “which would definitely help when catching up on work.”

Every few years, depending on timing circumstances, a scheduling committee of multiple staff members from a variety of sectors determines an entirely new schedule. The last time the Staples schedule was updated was in 2018, excluding the specialized COVID-19 four-block schedule on Zoom.

“Coming out of the pandemic and reconvening with a new team, and our new principal, we decided that we would take this slowly,” Micinilio said. “We wouldn’t make rash changes right away.

We wanted to get a lot of input from all departments and students as well.”

As much as the new schedule proposal emphasized student wellness, however, there weren’t any students surveyed or on the scheduling committee.

“There weren’t [student] representatives that were part of the committee, but we did talk about and get feedback out of COVID and what the experience was like,” Principal Stafford W. Thomas Jr. said. “We’re looking at that and the complaints of the current schedule.”

To determine the specificities of the new schedule, the scheduling committee put together a list of “must have,” “nice to have,” and “definitely don’t want” features. A “must have,” for example, is the new full rotation of all periods where all classes will occur in both the morning and afternoon. The biweekly Connections periods, however, were under “definitely don’t want.” Connections will now occur once a week.

“We’re still going to make use of [Connections],” Micinilio said. “We have

Inklinations

I like the four lunch waves because the sandwich line will be shorter, but you’ll probably have less friends in your wave.”

The students are the ones who will be affected by this the most, so we should have had a say in some of these changes.”

Sebastian Elizondo '28

Reece Dearborn '26

Graphic by Danisha Nasution '25

important things to disseminate to the student body.”

While the schedule was made with overall improvements in mind, it has stirred some controversy among teachers and students.

“I am a bit concerned that teachers that teach five classes may have days where they teach all five and have no break,” math teacher Kevin Cuccaro said. “And that students with absences will miss more content and have longer stretches between classes potentially impacting their learning.”

Although the schedule has not been

fully released to students, a draft version was sent to teachers on Nov. 6. Some students who have viewed this version are concerned about what the upcoming years will look like.

“I like having the periods shorter because it splits up the day better,” Brooke Tankel ’27 said. “I don’t like the four lunch waves either, I really hate that.”

There are both positives and negatives that come with a major schedule shift such as this one, and students will have to adapt to the new daily lifestyle. The goal is to present the schedule to the Board of Education as soon as possible, release

Proposed 2025-26 Schedule:

the plans to the public and hopefully do a few practice days for current students when seniors go off on internship. Until then, students and teachers can only anticipate what the new schedule will feel like.

“I have seen numerous proposals for a new schedule at Staples, and I've yet to see one that is perfect,” Italian teacher Enia Noonan said. “I am always amazed at how adaptable humans can be, and I'm confident that if this schedule is adopted, we will adjust to it as we have to the others that we've had in the past.”

“ “ “

Daryl Turner,paraprofessional

It will give us, in study skills, more opportunity to get into topics with students. Right now, sometimes it can feel a little rushed.”

page design by Nash Teran '25

I think a lot of people will not like it because the 8 day schedule is too big of a rotation. I think we should stick with what we have now.”

“I don’t like the idea of longer classes, it will definitely be different. If I like the class, I’ll be more engaged, though.”

James Tomoda '26

Addie Mulvehill ’28

Pass the turkey, hold the college talk

Rachel Olefson'25 Web Managing Editor

Thanksgiving: what a wonderful time of year. It is a holiday devoted to getting togeth

who cares enough about my life to ask me so many questions. But at the same time, senior burnout is real. Not only am I absolutely exhausted from the college application process, but I now have to relive it in order to answer my family’s questions.

Photo dramatization by Nina Bowens '25

The gift of budgeting: how to manage holiday costs

Brooke Kirkhim '27 Staff Writer

AAs the holiday season approaches, the excitement of celebrating with loved ones can quickly turn into financial stress. For many, the holidays are a time filled with gift-giving, festive gatherings and travel, which all cost money. Without careful planning, it’s easy to go over budget. To help manage the seasonal expenses, students and teachers offer their best strategies for making the most of a holiday budget.

Math and personal finance teacher Sarah White emphasizes that preparation is the key to staying on track.

“Think about who you want to buy presents for, who’s going to make your list, and then decide how much you want to spend on each person,” White said.

Planning ahead and creating a clear budget can prevent overspending when the excitement of the season takes over.

According to accounting firm PricewaterhouseCoopers, teens are projected to spend significantly more this year, with their holiday budgets increasing by 59% over the past two years. This shift in spending habits highlights the growing importance of thoughtful budgeting and planning when it comes to holiday gift-giving.

To help lower costs, many are opting for more sentimental gifts, prioritizing experiences and personal connections over traditional purchases

“Sometimes I’m torn between getting one big gift or several smaller, less expensive ones,” Alexis Krenzer ’25 said.

The decision, she explained, is crucial because a thoughtful gift should prioritize the connection with the recipient, making the gesture meaningful and memorable.

Students have also found creative ways to manage their holiday budgets.

“When planning for who I’m going to spend money on, I look at how many people I’m buying for and split

up the money I have to spend accordingly,” Sammy Stevenson ’27 said.

To make organizing easier, there are multiple apps which can track the amount of gift recipients you have and the budget you are willing to spend. The three most popular that can be found in the app store are, “Christmas Budget Planner,” “GiftTracker” and “Holiday Pro Gift Tracker.”

While it’s tempting to go all out, it’s important to keep an eye on spending.

“The biggest mistakes are spending too much everywhere,” White said. “You have to be careful about what you spend your money on.”

Thoughtful budget ing can ensure the hol iday season remains joyful without the stress of overspending.

for others,” Stevenson ’27 said, “so I always want to make the most out of what I have to spend.”

Handmade gifts are buget-friendly and caring. Look for deals and avoid last-minute splurges.

Budget apps:

Apps like Christmas Budget Planner can help you plan how much to spend.

Shop Early:

by Sage Cohen ‘25 and Zander Bauer ‘26

"The necklace I'm currently wearing."

"My family surprised me with an adopted puppy."

Lily Ashford '27

Mieszko Solowinski '25

Chloe Tait '26

"Tickets to

Drake concert."

BEYOND THE SIDELINES

Cheer team showcases skill, sisterhood

Alex Gaines '25 Creative Director

There’s a hugely unappreciated rhythm that echoes throughout Staples after school, and it’s not the choir, orchestra or a Players dance rehearsal: the echoey chamber of the fieldhouse hosts the perfectly timed, second-by-second coordination of the Wreckers cheer team. As Assistant Coach Diane McCabe directs Staples’ 25 cheerleaders through a routine, one of the girls slips and almost falls from being held up in a stunt, but she’s brought down safely and quickly into the open arms of her teammates without a hint of fear on her face.

It’s a Tuesday in early October, and the cheer team is midway through one of four weekly after-school practices. For two hours each day, the girls work on perfecting a variety of cheer routines that they perform under the Friday night lights at every Wreckers varsity football game. It’s mesmerizing to watch - the girls go from best friends talking about their day to remarkably coordinated performers in seconds from the coach’s call.

“They have to have some rhythm because they have to be able to dance,” McCabe said. “They have to have strength because they’re stunting. They have to be flexible because they’re doing jumps and stretching. There’s a lot of different pieces

that go into making sure that our team works.”

Cheers during the games themselves are split into a four-quarter plan of different routines, along with on-the-spot choices from the team’s captains, such as a quick decision among the team to lead the crowd in “Defense Get Tough” when the players are on defense.

“

There is nothing more special than showing the community what they can do.

- Diane McCabe, Cheer coach

“I’m so proud to be a Staples cheerleader,” Grace Zhang ’25 said. “We represent our community so well [...] we have a cheer called ‘Proud to be a Wrecker,’ and it actually just encapsulates everything that we want. We want fun, we want spirit.”

The cheer team truly takes center stage during the halftime show, performing a routine the girls learned in August and have been perfecting since.

“There’s nothing more special to me than showing the community what they can do, and that’s really the halftime routine,” McCabe said.

When the football team wins, that’s a win for the cheer team too. Both coaches

and team members highlight last year’s state championship as one of the team’s most cherished memories. With the game coming down to the last 2-point conversion, all the pressure was on the Wreckers to defend.

“The whole cheer team moved down to the endzone, and we were all just chanting ‘defense,’” team member Kate Berkley ’26 said. “We’re there to cheer for them, and to perform—not for them, but for the school.”

That said, the team doesn’t want to be viewed as simply an extension of the football team. The strength and dedication that each member puts into the team weekly, and even over summer months, objectively equals that of the boys’ football team.

“We have to be seen as athletes,” McCabe said. “I would take on the football team. I want to see them pick up one of their athletes over their head and be able to hold them there.”

But overall, what’s most important to the coaches and captains is creating a community of girls that love and support each other.

“The team being a community and a family, as a coach, that’s more important to me than anything that they do on the sideline or halftime,” Coach Matia Berti said. “I don’t care if they can’t do a single cheerleading skill. My priority for them is that they are a family.”

Photo contributed by GreerShotz

There’s a lot of different pieces that go into making sure that our team works. “ ”

- Diane McCabe, cheer coach

The cheerleading team was 3rd runner up in the FCIAC competition, grand champions at a local cheer competition and National Cheerleading Association (NCA) champions in '21-'22.

Photos contributed by GreerShotz & Katherine Phelps '25

Building more than toys: Melissa Bernstein inducted into Connecticut

Women’s Hall of Fame

Camilla Garfield '27 Paper Editor

The co-founder of the beloved children’s toy company Melissa & Doug has been inducted into the 2024 Connecticut Women’s Hall of Fame. Melissa Bernstein, a long-time Westport resident, was recognized for her contributions to childhood creativity, mental health advocacy and female entrepreneurship. Through her company, which has sold 60 million toys annually for the past five years, Bernstein has left a lasting mark on childhood development and the toy industry.

For Bernstein, the decision to start a toy company wasn’t just about business; it was about finding the answer to a question she’d been searching for.

"We set out to investigate where all those beautiful, classic toys had gone,” Bernstein said, “and we realized that they really didn’t exist […] and that became our 30 year problem to solve.”

Her contributions have not gone unnoticed. The Connecticut Women’s Hall of Fame, which celebrates women making outstanding contributions to the state and beyond, inducted Bernstein this year.

“It’s a group of women who made a real impact on the state,” Bernstein said. “I found out by complete accident and it was very meaningful to me because I don’t ever do anything with the intent of being recognized for it.”

To her, it was the cherry on top of a life-time of meaningful work and a moment she would never forget. Beyond her work with Melissa & Doug, Bernstein has taken her commitment to well-being and mental health even further with her newest business, Lifelines. Founded in 2021, Lifelines aims to help individuals manage stress and promote mental wellness through innovative products.

“My mission now is to show people that they have the innate capacity within them to calm themselves anytime they want, through their senses,” she said.

Lifelines has already developed 75 products with 22 patents pending, designed to provide users with sensory tools to calm down and find joy.

Bernstein’s inspiration for this new project was sparked in her own experiences with mental health. Having published a book on the subject and openly discussed her struggles, she found that connecting her story to her mission helped to inspire others.

“All I’ve ever wanted was to leave something behind […] that has a chance to continue to blossom,” Bernstein said.

For Westport and the broader community, Bernstein stands as proof of the power of resilience and strength.

Previous Inductees

Hellen Keller (1880-1968) Keller committed her entire adult life to the battle for civil liberties. She was inducted in 2006.

Katharine Hepburn (1907-2003)

Hepburn was an American actress whose career as a Hollywood leading lady spanned six decades. She was inducted in 1994.

Rebecca Lobo (1973-present) Lobo is an American television basketball analyst and former professional women's basketball player in the WNBA. She was inducted in 2016.

10 features page design by Camilla Garfield '27

AND THE AWARD GOES TO... Melissa Bernstein (left), co-founder of Melissa & Doug, is an entrepreneur and mental health advocate. Bernstein was inducted into the CT Women's Hall of Fame on Oct. 22.

Photo contributed by Melissa Bernstein

Photos from the CT Women's Hall of Fame

Samantha Sandrew '25 Web Managing Editor

After the turkey is carved and the mashed potatoes gobbled up, fight Thanksgiving drowsiness by strolling down to the nearest movie theater. Three blockbuster movies, “Wicked,” “Moana 2” and “Gladiator II” are premiering in late November with lots of anticipation.

Gladiator II

tor," will hit theaters on Nov. 22. The story follows now

lent world of the Colosseum, where he must find strength to restore Rome’s honor and take revenge against the Empire. The cast includes Denzel Washington, Pedro Pascal and original cast members like Connie Nielsen returning as Lucilla. Expected to open strong at the box office, it’s projected to earn $60-80 million in its opening weekend.

TMoana 2

Disney's “Moana 2,” premiering on Nov. 27, revisits the beloved heroine as she embarks on a quest to connect the people of Oceania about three years after the original. With the returning voices of Dwayne “The Rock” Johnson (Maui) and Auli’i Cravalho (Moana), families are flocking to theaters with projections suggesting a potential $150 million domestic box office haul over the Thanksgiving weekend. With “Moana” being one of Disney’s most streamed movies, fans anticipate its release on Disney+, however Disney has yet to announce when the movie will be available on streaming services.

Wicked

he highly anticipated movie adaptation of the popular Broadway musical, "Wicked," will be in theaters on Nov. 22. Starring Ariana Grande and Cynthia Erivo, the film is expected to make a strong debut, with projections ranging between $100-125 million for its opening weekend. The story will be split into two parts with the second debuting on Nov. 21, 2025. The movie will feature famous songs like “The Wizard and I” and “Defying Gravity” sung by the powerfully voiced leads.

Graphic by Alex Gaines '25

Graphic by Chloe Mitchell '28

Community honors

Veterans

Inklings is grateful for the courageous men and women who have risked their lives for the safety of others. In honor of Veterans Day, we asked members of the community to submit stories and photos to recognize their service.

MMy father was a beautiful man. He was and is an American hero. He was the hardest working person I have ever met, and never complained. My father grew up extremely poor, literally on the wrong side of the tracks, delivering newspapers at 4 a.m. at 14 years old. I imagined him there, in the dark and the cold on those early mornings, and I imagine him there, in the dark and the cold on those early mornings, and wonder how he did it. He was the funniest man I ever met; he told me the first joke I ever heard, and made me laugh. I was four years old. My sister and I miss him everyday. Growing up, Mom used to say: “Your father never talked about Vietnam.” William James Stockwell was a combat fighter pilot stationed mostly out of Da Nang. Of the few anecdotes I learned over the years when he was alive, the one that always haunted me

features

y dads name is Ron Hinson, he grew up in Oklahoma as an orphan and joined the military at 18. He worked hard to become a green beret in the special forces. He fought in Afghanistan, Iraq, Burkina Faso and many other places. He served for over 20 years. Then retired before 911 to have kids but didn't get a chance because he was asked to come back once the attack happened. He got injured really badly and finally retired in 2009. He still continues to work with the government and is currently in Somalia with the central intelligence agencies. It is hard to honor him as most of the time he is away during Veterans Day. I texted him as well as many of his colleagues who have served, how much I appreciate them. It means a lot for our family how much he has sacrificed for us and the country. And we thank him for it almost everyday.

- Thea Hinson '25

was what he told me when I asked him if he was ever fired upon. He said: “Once.” One day on maneuvers, a Vietnamese plane fired on my father’s F4-B fighter jet. He turned and chased the enemy, who flew into Cambodian airspace. U.S. regulations made it illegal to fire back. I think of how he must have felt, unable to defend himself against an enemy who tried to shoot him down. He reversed course and flew back to base. He never complained. I visit him once a year at Arlington.

- David Stockwell, English teacher

Ron Hinson

William StockwellJames

William G. Armstrong

Eugene W. Kerr

Name: Eugene W Kerr Branch: US Navy Wars: WWII & Korean War Highest Rank Achieved: E-9

Job: Fire Control Technician (FTMC). He served for 20 Years.

Battles fought in: Pearl Harbor bombing (Witness), Gilberts and Marshall Islands campaign, supported Marines in Battle of Midway, Battle of the Aleutian Islands, Battle of Solomon Islands, Battle of Kula Gulf, Second Invasion of Gilbert Islands. Served in Active Duty ships from December 1941 to November 1944. - Matthew Stewart '28

As a former newspaper reporter and public relations executive, I sought a commission as a public affairs officer in the Navy Reserve. Over the next 30 years, I enjoyed assignments all over the world, from Pakistan to Bahrain to Hawaii, San Diego, Norfolk, the Caribbean, the Pentagon and lots of other places. I managed media relations for Fleet Week NY, wrote speeches and Congressional testimony for the Pentagon, led teams of sailors in telling the Navy story, edited Navy newspapers, commissioned warships, and ran the media center for the 50th anniversary commemoration of D-Day in England. I escorted the media aboard aircraft carriers, guided missile destroyers and submarines, and retired with the rank of Captain. The Navy Reserve is a great way to use one’s professional skills while maintaining a civilian career. Another benefit: shipmates become lifelong friends. I advise any student to consider this as a career option.

- Willam G. Armstrong, sub

Rich Franzis

Rich Franzis is known to many Westporters as an assistant principal at Staples. Many do not know he played football at Shelton High School. A longtime US Army reservist with the rank of colonel, he was deployed to Iraq where he oversaw the intelligence operations of 5 brigades. He was awarded a Bronze Star for his service. Rich keeps in touch with his former colleagues and is enjoying his retirement in North Carolina. - Carol Kaye, social studies teacher

Chef Grace's Divine Dish: Swiss Chard Gratin

Looking for a new Thanksgiving recipe? Staples culinary teacher and owner of AMG Catering and Events, Alison Milwe-Grace, recently published her own cooking book, "Savor: Recipe to Celebrate." Her book features a surplus of tasteful and creative recipes for the celebrations throughout the year. For Thanksgiving, one of her featured delish dishes is her Swiss Chard Gratin. This savory vegetarian meal will be sure to serve as a great addition to your Thanksgiving feast this year!

Ingredients:

- 2 bunches rainbow chard (about 24 oz)

- 2 lbs butternut squash, peeled, seeded and cut into 3⁄4 inch cubes

- 1⁄4 cup extra virgin olive oil

- 2 tsp fresh thyme, chopped

- 1 1⁄2 tsp kosher salt

- 1⁄2 tsp freshly ground pepper

- 4 shallots, peeled, halved and thinly sliced

- 4 cloves garlic, minced or pressed

- 6 oz Gruyère cheese, shredded

- 1 cup milk

- 2 eggs

- 1⁄2 cup panko breadcrumbs

- 1⁄4 cup grated parmesan cheese

Instructions:

- Preheat oven to 425°F. Thoroughly rinse and dry the chard. Use a knife to slice along each side of the stem, separating the stem from the leaves. Separately, thinly slice both the leaves and stems. Add sliced chard stems and cubed squash to a baking sheet and toss with 1 TBS extra virgin olive oil, 1⁄2 tsp thyme, 1⁄2 tsp salt, and 1⁄4 tsp pepper. Spread into a single layer and roast until tender, 10 minutes.

- Meanwhile, heat 1 TBS extra virgin olive oil in a large, high-sided skillet over medium heat. Add shallots and sauté until slightly softened, 2 minutes. Add garlic and cook until fragrant, about 1 minute more. Add chard leaves, 1⁄2 tsp thyme, 1⁄4 tsp salt, and a few more grinds of pepper, and cook until wilted and softened, about 3 more minutes. Remove from heat.

- Add the roasted squash and chard stems, Gruyère, milk and eggs to the pan with the shallots and chard leaves. Stir to combine, and transfer mixture to an 8 x 8 inch baking dish. Top with panko breadcrumbs, parmesan cheese and drizzle or spray with extra virgin olive oil. Return to oven and bake until cheese is bubbling, the sauce has thickened and the top is crispy, about 18 minutes. If desired, broil for an additional 1-2 minutes to brown the top.