“The greatest gi s we can give our children are the roots of responsibility and the wings of independence.”
– MARIA MONTESSORI
HEAD OF SCHOOL Donna Milani Luther
DESIGN & PRODUCTION Joyce Whitman, Director of Marketing & Communications
PHOTOGRAPHY Heidi Harting, Inly faculty and staff
Inly School
46 Watch Hill Drive
Scituate, MA 02066
781-545-5544
MISSION
At Inly, our dynamic Montessori+™ practices inspire our inclusive community of learners to explore and shape ourselves and the world with joyful curiosity, courage and compassion.
BOARD OF TRUSTEES 2024–25
President Stacey Best P’22
Vice President Elizabeth Feeherry (Fish) P’29
Treasurer Charles Haley P’23, ’27, ’30
Clerk Jonathan Mariano P’31, ’33, ’35
Grace Cleveland P’34, ’36
Conor Cooper P’27, ’27, ’29
Davenport Crocker, Jr. P’19, ’20
Alvin Delgado P’28, ’30
Meredith Elkins P’32
Rick Housley ’08
Moira Kelly
Brijal Padia P’24, ’29
Ryan Peña P’23
Mia Antonia Santoscoy-Dougherty P’23
John Sutton P’26, ’28
Dr. Ingrid Tucker
www.inlyschool.org
SNAPSH TS
FROM THE 2023-24 SCHOOL YEAR
1 As promised, Donna climbed to the top of the tower to celebrate Inly Fund family participation reaching over 95%.
2 Dan Fogarty and Alicia Rule P’34, ‘36 chat with Ellyn Einhorn, Science & Outdoor Classroom Specialist, during 2023 Back to School Night.
3 This third-grade student is enjoying DEAR (Drop Everything And Read) outside.
4 Gavin Frank P’32, ‘33, ‘35 shared his passion for Inly and the Montessori approach with new families at Accepted Family Day.
5 Everyone is about to dance to Blame It On the Boogie at a Fall Morning Share.
6 An Upper Elementary student reads to a Children’s House student during PM club.
How to Grow a Child
At Inly, our mission is to cultivate not just academic excellence but the growth of the whole child. Here, students are encouraged to discover their true selves and to find their unique voices—a process that we believe is foundational to their lifelong success. Inly’s student-centered approach nurtures independence and confidence, equipping our students with the skills and selfassurance they need to thrive in the world.
Central to our philosophy is the idea that students learn best when they are active participants in their education. At Inly, teachers are not just instructors but partners in learning, guiding students as they explore with curiosity and creativity. This nurturing environment fosters independence—a vital life skill that our students carry with them long after they leave our campus. Our graduates continue to embrace the independence they cultivated here, using it as a foundation to pursue their passions and make meaningful contributions to society.
As our students grow from toddlers to adolescents, they face the challenges of fitting in and finding their place in the world. At Inly, we ensure that every student finds a place of belonging. In a community that values grace, courtesy, and mutual respect, our students become confident in expressing their ideas and respectful of others’ perspectives. This sense of belonging allows them to develop a strong sense of self, empowering them to advocate for themselves throughout life.
As I look back on my 29 years as Head of School, I am filled with gratitude for the opportunity to have witnessed the incredible growth and transformation of this community. Inly has evolved in so many ways, but one thing has remained constant: the joy of seeing so many children discover their passions, find their voices, and launch their lives from this special place. It has been my privilege to serve this remarkable school, and I am excited for all that lies ahead.
Warmly,
Donna Milani Luther Head of School
Head of School Donna Milani Luther gives Inly student Bree Antico her Kindergarten diploma in 2016 (top), followed by her Middle School diploma in 2024 (bottom).
Inly Speaker Emphasizes the Importance of Developing Human Skills in Children
INLY SPEAKER SERIES GUEST, former Google Education Evangelist Jaime Casap, spoke to parents, faculty and staff about the tidal wave of innovation and its impact on jobs and the future of our children. He emphasized the increasing importance of a flexible education model that teaches children “human skills” — ability to learn, adaptability, problem management, storytelling, collaboration, digital understanding and leadership. These are the skills that artificial intelligence and machines cannot do.
“What we need more than anything are more schools like Inly— where the focus is on those human skills. ‘Is my student learning how to learn? Is she learning how to tell stories? Is she learning how to collaborate and work well with others?’ We need more spaces where students can innovate and iterate and try new things.”
JAIME CASAP, FORMER CHIEF EDUCATION EVANGELIST, GOOGLE
Inly Faculty Expand Expertise Through Professional Development Opportunities
INLY FACULTY AND STAFF continuously expand their knowledge by attending conferences and workshops, and this past year was no exception.
In January, Maggie Magner of Think:Kids led a training session for faculty on their Collaborative Problem Solving® approach. Developed in Massachusetts General Hospital’s Department of Psychiatry, the CPS approach is proven to reduce challenging behavior, teach kids the skills they lack, and build relationships with the adults in their lives.
In March, several faculty attended the American Montessori Conference in Orlando, while Upper Elementary teachers Amanda Hollenback and Stephanie Nichols presented at the conference. Their workshop session, “Harnessing the Age of Imagination: Using Role-Play for Cultural Instruction in the UE Classroom,” was an engaging and informative presentation for hundreds of educators in attendance.
Other workshops and conferences that drew Inly faculty and staff included AISNE’s Health and Wellness Conference, AISNE’s Diversity, Equity, and Inclusion Conference, the NAIS: People of Color Conference, Suffolk University’s Restorative Justice Practices and Circle Training, and “Diving Into the World of AI Together” with Inly parent Ben Cooper. Inly’s senior leadership team also attended workshops led by Leadership+Design this spring and summer.
Heart-Smart: Inly Students Certified
INLY SIXTH- AND EIGHTH-GRADE students celebrated the American Heart Association’s National Heart Month by becoming CPR and AED certified. Our former school nurse, Ryan Detwiler, returned to assist Kate Murdock with the training.
Donna Receives AMS Service Award
HEAD OF SCHOOL Donna Milani Luther was honored at the 2024 American Montessori Conference in Orlando this March by receiving their Service Award. The American Montessori Society Service Awards honor members for their vigorous support of the work of AMS.
Together We Can Students, Parents and Teachers Give Back
INLY’S SERVICE INITIATIVE, “Fill the Truck,” has become a heartwarming tradition that engages the entire community throughout the month of February. Students, parents, teachers and staff participated by fi lling a large trailer (the “truck,” lent by Inly parents, Adam and Jess Fairbanks) with donations for charitable organizations. The focus was on a different organization each week: Quincy Family Resource Center, Plymouth Area Coalition for the Homeless Food Pantry, Room to Grow, and Scituate Animal Shelter.
Other acts of kindness and generosity during the school year included the “Coats for Kids & Families” drive, a collaboration with Anton’s Cleaners in which 65 coats were collected, cleaned and distributed to those in need.
Students also made cards in the fall for “Cards for Hospitalized Kids”—a national organization that distributes cards to children’s hospitals in all 50 states.
“To the students of Inly School: Your beautiful cards will make a difference in a hospitalized child’s life!
From all of the hospitalized children whose day will be a litt le brighter because of your kindness — Thank you!”
Hot Topics
Students Learn About Healthy Relationships with Technology
DR. JILL WALSH, an expert on the effects of social media on adolescent development gave three 30-minute presentations followed by Q&A sessions for third- and fourth-grade, fifth- and sixth-grade and seventh- and eighth-grade students. Her approach involved age-appropriate discussions to help students understand technology’s impact on relationships and the importance of maintaining a balanced relationship with social media and technology.
Parents Discover the Real Truth Behind Montessori Myths & Misconceptions
“Montessori is just for little kids.”
“Montessori kids don’t learn math.”
COMING THIS FALL
Navigating Childhood Anxiety in the Digital Age
The Inly Speaker Series presents Inly parent Dr. R. Meredith Elkins and Dr. Jill Walsh with Inly’s Director of Counseling and Social Emotional Learning Jenny Bright, on Wednesday, October 9, 2024 at 7:00 PM in the Meehan Family Artsbarn.
Dr. Elkins is a clinical psychologist specializing in the cognitive behavioral treatment of anxiety, mood, and related disorders in children, adolescents, and young adults. Dr. Walsh is an author, researcher and lecturer who speaks on technology as it relates to adolescent development.
Inly teachers Emily Doherty and Stephanie Nichols spoke to parents about Maria Montessori’s philosophy at our fall Parent Insight Event. They linked Montessori’s principles to common misconceptions we often hear, and shared why they think a Montessori education is perfect for elementary and middle school age children, in addition to toddlers and preschoolers!
On Instagram, an Inly Alumni Parent agreed: “My 3 Inly grads are all STEM kids in high school and college!”
This event is generously supported by the
New Additions
New Sugar Shack Becomes Home To Middle School Businesses
ON A COLD, DECEMBER DAY, Inly Middle School students proudly unveiled a new sugar shack, built by a small group of students under the guidance of a talented carpenter. The shack will be used to sell products made by middle school student businesses.
Climbing Tower Programs Set To Expand With Addition of Restroom Facility
CONSTRUCTION BEGAN in July on a restroom facility adjacent to Inly’s new 40-foot climbing tower on Sunflower Hill. The addition will allow the expansion of the tower’s use among the wider community. Director of Adventure Cody Maurer plans to market the tower and adventure course elements to businesses and families for team-building events, outings and birthday parties.
Solar Spectacle
ON APRIL 8, North America experienced a total solar eclipse and Inly students were buzzing with excitement, eager to wear the special glasses and witness this incredible celestial event.
Adding to the thrill, students in grades 1–8 were treated to a special visit from Inly alumnus and Boston 25 meteorologist Tucker Antico (‘11). Tucker captivated everyone with his fun and informative talk about eclipses–explaining what they are, why it’s important to wear the cool glasses, and how often we get to see such awe-inspiring events. It was an unforgettable day filled with learning and wonder!
Lego League Excels at FLL Qualifier
THIS PAST FALL, students in the Lego League traveled to the Foxborough FLL Qualifier event. Inly competed against 35 other teams and demonstrated significant progress by securing the 11th position in the robot competition. The team’s dedication and hard work were evident, and their collective effort, teamwork and problem-solving skills were key to this achievement.
Athletics
SOCCER
Playing in a combination of NEPSAC and MAC league opponents, the soccer team made progress in key areas, confidence, and field positioning while continuing to work on skill development.
FLAG FOOTBALL
With almost all players new to Flag Football and joining the NEPSAC league for the first time, the team made great progress in adjusting to learning the rules and picking up new skills.
CROSS COUNTRY
Runners competed in six meets and all made considerable growth in their personal record times!
BASKETBALL
The UE/MS team played 10 MAC and NEPSAC inter-school league games. As always, players developed skills while embracing the values of teamwork and sportsmanship.
VOLLEYBALL
After a year of scrimmages, we were thrilled to add Volleyball to our repetoire of athletics this year. Players in grades 4–8 were eager to continue to learn the fundamentals and work together as a new team.
TRACK AND FIELD
Track and field grew tremendously this spring with 18 athletes. All runners had personal record performances during the season and nine athletes qualified for the MA Middle School Track & Field Championships.
Students Make Original Music with 2024 Artist in Residence
IN 2024, Inly welcomed musician Eph See as our artist in residence, enriching the students’ learning experiences through the power of music. Eph’s residency was marked by an inspiring collaboration with Lower Elementary students to create an original song titled “One Home,” centered around Africa—the focus of their cultural studies for the year. Each of the three classrooms contributed a verse with distinct themes, weaving together a narrative that not only educated but also connected them deeply to the issues facing Africa today.
In the Middle School, Eph led weekly music and mindfulness sessions, providing students with a unique opportunity to explore the intersection of music and mental well-being. Students learned to play sound bowls and incorporate music into mindful practices. Eph also mentored the middle school rock band, helping them hone their skills and creativity, and led an advanced songwriting and production class, in which students created songs, film scores, and musical theater numbers using real-life production technology.
Outside regular school hours, Eph led two engaging afterschool programs: Music Mindfulness for Grades 2-4, where students discovered how to use music for relaxation, focus, and joy; and Songwriting and Production for Grades 3-4, which equipped young musicians with the tools and guidance to bring their creative ideas to life.
Eph See’s residency not only deepened students’ appreciation for music but also empowered them to express themselves and explore important global issues through their art.
Listen to LE Students’ “ONE HOME”
Eph See, Inly’s 2024 BIPOC Artist in Residence
Eph See’s journey into the world of music began at a young age, influenced by a myriad of genres, from emo and pop punk to early aughts R&B, thanks to their Cape Verdean heritage and the musical tastes of their family in Dorchester. Their debut EP, “g*rlhood,” released in 2021, is a testament to their talent, encapsulating the essence of adolescence with a harmonious blend of poignant sentiments and lively melodies.
Beyond their solo endeavors, Eph See has dedicated numerous years as a staff member at Summer Stars Camp for the Performing Arts, a program that unites underserved students with master teachers, performers, and artists. Their commitment to the arts and passion for nurturing young talent make them an exemplary mentor for our students.
Students Dive Into Adventure With Costa Rican Excursion
THE INLY GLOBAL PROGRAM is officially back! During spring break, sixth- and seventh-grade students embarked on a nineday trip to Costa Rica in partnership with EF Education First.
On their first full day in Palo Seco, students played soccer with local elementary school students, shopped at a local supermarket, saw many animals (mostly monkeys and lizards), and ate amazing food (one student said it was the best meal they’d ever had, and it was only day one!)
A large part of the Global Programs trip involved participating in a conservation project planting mangroves. As one student explained, “One group cut up plastic bottles, and one group cleaned dirty ones… then we filled bottles with dirt for new mangrove seeds.” Students enjoyed seeing the process from beginning to end.
They concluded their stay in Palo Seco with a trip to Manuel Antonio National Park, where they saw breathtaking ocean views and a real-life sloth, before taking a safari cruise to their next destination, La Fortuna.
Officially categorized as the “best day ever,” students had an activity-filled day that included zip-lining, ice cream, souvenir shopping, and the much-anticipated Chocolate Tour at Britt Café. Students learned how Costa Rican chocolate is made and were able to participate in the process. It’s safe to say that the best part was taste-testing!
Another highlight of the trip was kayaking in Lake Arenal, then walking 585 steps (7th-grade student Will says he counted) to the beautiful La Fortuna Waterfall. Once again, many sloths were seen—the students said they really are as slow as you think! The trip ended in their last destination, San Jose, with an amazing traditional Folklore dinner, dancing, and breathtaking views of the city. The group was happy to head home but knew they would miss the experience. Upon their return, they couldn’t wait to share their trip motto, “Grateful,” with the Inly community.
“So grateful for this initiative. I felt confident knowing that my student was well cared for while getting to experience a trip of a lifetime!” – INLY PARENT
“We became a family, not just classmates.”
– INLY STUDENT
COMING THIS FALL NuVu
Inly is thrilled to be partnering with NuVuX, who is on a mission to transform K–12 education by fostering a culture of design, creativity, and innovation.
NuVuX will be collaborating with Inly teachers to help them integrate studio-based programs into the classroom.
Learning Fair
STUDENTS IN GRADES K-8 presented projects focusing on interconnectedness and initiative for this year’s Learning Fair. Spectators went on a journey of exploration through world cultures, fundamental human needs, and watershed connections.
Kindergarteners created different homes found across Africa, Lower Elementary students delved into the intersection of water, refugee displacement and climate change, Upper Elementary students took us along the Silk Road and Middle School students explored the unexpected interdependent relationship between fashion and water.
New Faculty & Staff
TIMOTHY BLAUSS PRESCHOOL PROGRAM ASSISTANT & AFTER SCHOOL
Timothy is a South Shore native and has worked in education since 2012. He comes to Inly after being a teacher assistant in a Head Start Program and a Special Education Preschool program, specializing in helping young children with Autism and other developmental disabilties. He received a Bachelors in Spanish from Bridgewater State University and has taken several early education courses at Massasoit and Quincy Colleges.
Timothy loves being outdoors and in all types of nature. He is among a small group of people, the White Mountain Four Thousand Footers, who have hiked all 48 mountains above 4,000 feet in and around the White Mountains of New Hampshire. Tim also loves going to Cape Cod baseball games in the summer and is eager to begin his teaching journey at Inly!
ERIC
CHAPMAN DIRECTOR OF UPPER SCHOOL
We welcomed Eric Chapman to the Inly community in July and are thrilled for him to take on the role of Upper School Director. Eric has spent over twenty-five years in independent schools, some traditional, some progressive, and most in upper elementary and middle schools. His career roles in upper schools have ranged in the classroom from teaching English and social studies to homeroom teacher and advisor. As an administrator, he has held the roles of Director of Admission, Diversity Director and Head of Upper School.
Eric most recently served as Assistant Head of School for Academics and Curriculum at the Park School in Brookline. Some of his hobbies include anything science fiction (including both Star Wars and Star Trek), and he has been an avid student of various martial arts since he was in elementary school. Eric and his wife Karine have a son named Malcolm.
ALIX EEMAN CH5 ASSISTANT TEACHER
We are excited to announce the promotion of Alix (Ah-leeks) Eeman, who will move from being a Children’s House assistant supporting nap and rest, and in PM Club to a full-time Children’s House Assistant Teacher. She is deeply familiar with the Montessori philosophy as her child attended when he was young. Alix speaks fluent French and Dutch and enjoys Djembe drumming, reading and long walks on the beach.
HELEN PETERSON ASSOCIATE DIRECTOR OF AUXILIARY PROGRAMS
A transplant from England, Helen has worked in education for close to 20 years—as a classroom lead teacher, curriculum coordinator and supporting auxiliary programs. In her spare time, you can find Helen at the beach or working on her latest creative idea. With an entrepreneurial spirit she always has an interesting side project going. Helen loves to travel and frequently returns to England to visit family and friends.
ANDREA KING UE3 TEACHER
Andrea King comes to Inly with an undergraduate degree from UMass Amherst, a Master of Arts in Urban Education from the University of Southern California, and a City Year/Americorps experience here in Boston. She has been teaching at Brooke Charter School in Boston since 2018. A math and science enthusiast, Andrea is thrilled to bring her experience to our multiage classrooms. She loves reading and writing, spending time with friends and family, and of course, her pets!
ALEXANDRA LEFF
UE1 TEACHER
We are thrilled to welcome Alexandra Leff as an Upper Elementary teacher. She has had experience teaching at both the elementary and high school levels in independent schools in Connecticut and Maine, before arriving in Massachusetts. With an undergraduate degree in English, French and Education from Dickinson College and her M.Ed from Penn State, Alex is a consummate educator. She grew up on the Gould Academy campus as the daughter of two French teachers and attended Gould herself. Alex has great experience in coaching tennis, co-ed basketball, cross country, and soccer. When she has spare time she enjoys running, hiking, reading, cooking, and tackling new DIY projects!
MARIA MONACO
CH2 ASSISTANT TEACHER
Maria Monaco joins the Children’s House team as an Assistant Teacher. Maria has worked as an assistant teacher in a preschool center and is anxious to bring her passion for education to the Inly Montessori environment. She is also a current parent to Emma and Lia (MS) and Sophie (LE). In her downtime, Maria loves to bring her family together around a good homemade meal. After growing up in the Dominican Republic, she has a deep appreciation for the ocean, the sound and smell reminds her of home. She is currently trying to develop a love for skiing and warm yoga.
KATIE O’BRIEN
UE3
TEACHER
Katie O’Brien will be joining the Upper Elementary team. She graduated from Colby College in 2023, where she studied music and education. This past year, she graduated from Lesley University with her Masters in Elementary Education through the Teacher Residency program in partnership with the Teacher Training Center at Shady Hill School. She has developed curriculum during the summers for the Maine Academy of Natural Sciences and created programming for ThinkGive, an Education Non-Profit based in the Boston area, where she serves on the Educator Advisory Council. Katie also has a deep love of Musical Theatre and is very excited to join the Inly community!
KAIT SMITH
UE1 TEACHER
JESSY O’MALLEY PRESCHOOL PROGRAM ASSISTANT & AFTER SCHOOL
Jessy is a South Shore native with a love of all things teaching and music! She attended the American Musical and Dramatic Academy in New York City, and spent some time there before returning to Braintree, MA. Jessy has taught children in multiple settings, including early intervention, nannying and daycare centers. She is a lover of all things fitness, and most recently, traveling to new places. She is so excited to join the Inly team!
Kait has a degree from Babson College and moved from business administration to education, where they earned a Master of Arts in teaching from Mt. Holyoke College. Kait has taught grades 4–7, focusing on reading and writing, in Springfield, MA for the past seven years. Most recently, they enjoyed working at an afterschool program and teaching English to high schoolers visiting from Italy. Kait taught themself how to embroider and has recently enjoyed learning wood carving and throwing pottery. They also have a lifelong love of basketball and are trying a new sport this year: flag football!
JODI SPATARO
TH2 ASSISTANT TEACHER
Jodi is a mother of two grown boys and has decided she is ready to go back to her passion, working with children. She feels fortunate to have found Inly! Her family enjoys fostering puppies for a rescue in Arkansas and has three dogs of their own! In her free time, Jodi enjoys spending time with her husband and family and going to the gym. She is looking forward to a fabulous year with the toddlers!
FRANKIE SULLIVAN CH ASSISTANT
Frankie grew up in Marshfield with six older siblings. In 2021, he discovered his passion for education while working at Ellis Early Learning in Boston and decided to pursue a degree in early education from Massasoit Community College. Frankie has a passion for golf and began caddying at the age of 12. When he’s not having fun in the classroom, you can find Frankie on the golf course with his brothers and friends.
a mess age from the board CHAIR
Dear Inly Community,
I hope that the summer break provided you with moments of connection, introspection, and joy.
It seems like just the other day, I was congratulating our kindergarten graduates and encouraging our 8th-grade graduates and their families to courageously explore the many opportunities before them. Now, with the start of school well underway, we are looking ahead to the 2024-25 school year.
In 2022, during my fi rst year as Board chair, the Board began to prepare for the eventual public announcement of Donna’s retirement. Over the 2023-2024 school year, we delved into assessing the School’s strategic plan and ongoing fi nancial stability. The Board spent a considerable amount of time selecting the search fi rm to guide us in the important work of succession planning.
We are deeply grateful to Trustees Moira Kelly, Executive Director of EXPLO, and Dr. Ingrid Tucker, formerly head of Cambridge Montessori School and current Deputy Director of Madison Park Development Corporation, for interviewing several potential search fi rms before recommending a search consultant to the full Board. I am pleased that the Board unanimously chose Educational Directions, a national independent search fi rm founded in 1986, to lead Inly forward in the search for its next Head of School.
As a Board, we recognize that for some in our community, the search process has brought about feelings of anxiety about the future of the School. Please be assured that the Board is committed to carrying out our fiduciary obligation to the School community, and we will continue to provide communication at meaningful stages in the process. As I shared with the faculty when I spoke to them in the Spring, the Board is dedicated to continuing Inly’s Montessori roots and remaining true to Inly’s core values and mission.
The Board continues to develop strategic priorities for the future of Inly School. Th is past Spring, we partnered with Independent School Management (ISM) on a Faculty Experience Survey. The Board also retained Suzanne Carpenter of Carpenter Leadership Consulting to review attrition at the upper grades and provide a better understanding of any retention issues. Both efforts provided valuable data on school culture and opportunities for improvement of our academic and extracurricular programming. I look forward to discussing these issues in depth with my colleagues at the full-day Board Retreat in September.
As the Board looks ahead to the next school year, we want to express our deep gratitude to Paul Antico P’11, ’14, ’16, ’21, ’24, Sandy Kronitis-Sipols P’08, and Lisa Tyrrell P’19, ’22, who concluded their service as Inly Trustees in June. Each of them volunteered endless hours in service to Inly and they will be missed around the Board table. We are thrilled to have three new Trustees joining us this year: Grace Cleveland (P’34, ’36), Meredith Elkins (P’32), and John Sutton (P’26, ’28). The interview process confi rmed that they are committed to working in service of Inly’s mission and its future. The diverse professional backgrounds of our newest trustees will be an excellent complement to the current composition of the Board.
I am excited for what the future holds for Inly. Together we will celebrate Inly and prepare for new beginnings this coming school year. I look forward to seeing many of you throughout the year when I am on campus.
In Partnership,
In Partnership,
Stacey A. L. Best Chair, Inly School Board of Trustees
2024-25 BOARD OF TRUSTEES
STACEY BEST P’22 PRESIDENT
GRACE CLEVELAND P’34, ’36
MEREDITH ELKINS P’32
RYAN PEÑA P’23
ELIZABETH FEEHERRY (FISH) P’29 VICE PRESIDENT
CONOR COOPER P’27, ’27, ’29
RICK HOUSLEY ’08
MIA ANTONIA SANTOSCOY-DOUGHERTY P’23
CHARLES HALEY P’23, ’27, ’30 TREASURER
DAVENPORT CROCKER, JR. P’19, ’20
JON MARIANO P’31, ’33, ’35 CLERK
ALVIN DELGADO P’28, ’30
KELLY BRIJAL PADIA P’24, ’29
JOHN SUTTON P’26, ’28
DR. INGRID TUCKER
MOIRA
community events
1-2 A cloudy forecast didn’t dampen the fun at the annual Fall Festival.
3 Children’s House students showing off their Halloween costumes at the annual parade.
4 Annual performance of “Skeleton Bones.”
5 Middle School students got into the holiday spirit during Halloween.
6 Grandfriends’ Day brought many grandparents and special friends to explore classrooms.
1 Children were all smiles showing off their decorating skills at the Family Series Gingerbread Cookie Decorating event.
2 Another Family Series community event favorite—roller skating!
3 Middle School students singing a medley during the Winter Concert.
1 Furry friends visited us this year during the annual Earth Day Celebration.
2-3 Students had a ball with Wacky Wednesday dress up day and field day games and activities!
4 Students soared to new levels as they “flew” up during the traditional Flying Up ceremony.
5 Smiles, fun, and games during the All School Picnic to celebrate a great year!
community events
On May 10, the Inly community gathered at the Red Lion Inn in Cohasset for “Rooted: A Night of Growth for Inly.” Guests enjoyed a night of amazing entertainment by Chrissi Poland and Ari Hest, dinner, dancing and friends.
A Paddle Raise in Meri-Lee Mafera’s honor raised over $49,000 for enhancements to the Music Program, in support of her passion for music and dedication to the Inly community for 18 years.
We are very grateful to our extraordinary Co-Chairs, Danielle Flam P’29, ’32, Kim Haley P’23, ’27, ’30 and Kelly Russo P’27, ’28, ’30, ’30 and the committee for making this annual community celebration possible.
Thanks to the generosity of donors, more than $229,000 was raised to support Inly’s incredible students and faculty.
1 Doug Dziedzic P’23, ’26 and Elizabeth Joyce P’29, ‘32, ‘35 2 Scott and Heather McLellan P’27 3 A glimpse inside the event at the Red Lion Inn, Cohasset.
4 Gala Co-Chairs Danielle Flam P’29, ‘32, Kim Haley P’23, ‘27, ‘30 and Kelly Russo P’27, ‘28, ‘30, ‘30 5 Maria Monaco P’26, ‘26, ‘30, Ben and Maddy Cooper P’29, ‘31, ‘33 6 Meg and Steve Wheeler P’31 7 Ben Flam P’29, ‘32 8 Chrissi Poland and Ari Hest P’33 9 Paul and Muffy Antico P’11, ‘14, ‘16, ‘21, ‘24 with Sarah Lucey P’30 and Silvio Porciatti P’23 10 Donna Milani Luther and 2024 Artist in Residence Eph See 11 Grace Cleveland P’34, ‘36 and Stacey Best P’22
Beauty and the Beast, 2023
Seussical, 2018
Peter Pan, 2014
Shrek, 2022
Building Community Takes Center Stage
By Donna Milani Luther
When I became Head of School in 1996, I brought a love for early education and a passion in the performing arts. Since then, one of the things I am most known for is establishing the Inly Players with a small group of talented musicians and fellow theater buffs.
Founded in 2007, our goal for the Inly Players was to encourage the community to come together and produce highquality performances. Over time, this initiative has become a fi rm tradition and pillar of excellence for our school.
We decided, of course, to make our endeavor kid-centric and to set the bar high in terms of expectation, aspiration, and production quality. We wanted to make something that no one at Inly or in the surrounding community had ever seen.
With intentional design decisions, like performing in the round; choosing a musical (it’s easier for kids to learn lines with music) with a large chorus and many supporting roles (meaning plenty of opportunity for students and other community members to participate); hiring a professional director, costumer, set designer, lighting, sound technicians and involving working, professional actors in our cast, we wanted this to be a stretch and a step up for Inly.
After our fi rst show, we knew we had something special on our hands. Over time, but still sticking to those original intentions and design decisions, the Inly Players has grown and evolved (from a starting cast of 17 to a cast of 83 in 2023) right alongside our school.
Today, anticipation builds in October when our next show is revealed at our annual Halloween parade, and tickets to our March performances sell out in 10 minutes. But beyond creating a fantastic and fun event that can often tie into aspects of our wider curriculum, the Inly Players has added a thickness to our community that is unique—the tangible and intangible benefits of which are vast.
Not only do our students (third grade and up) get to feel the pride and sense of accomplishment that comes from being a part of creating something joyful and successful, but they also experience working in multigenerational partnership with teachers, staff, parents, siblings, career actors, and others in a way that reflects our school’s vision and values. They learn important lessons about professionalism, personal responsibility and accountability, teamwork, flexibility, and taking risks. Participation in an activity like this levels the playing field and blends boundaries in ways that are very important; we are all learners in this
17 YEARS OF INLY PLAYERS PRODUCTIONS
PETER PAN, 2007
ANNIE, 2008
OLIVER, 2009
WIZARD OF OZ, 2010
BEAUTY AND THE BEAST, 2011
WILLY WONKA AND THE CHOCOLATE FACTORY, 2012
MUSIC MAN, 2013
PETER PAN, 2014
ALICE IN WONDERLAND, 2015
SECOND STAR TO THE RIGHT, 2016
ANNIE, 2017
SEUSSICAL, 2018
THE WIZ, 2019
JAMES AND THE GIANT PEACH, 2020
SHREK, 2022
BEAUTY AND THE BEAST, 2023
ANNIE, 2024
together. How often do students get to see their parents or their Head of School forgetting lines and stumbling through choreography, thereby normalizing risktaking, failure, and stick-with-it-ness?
Each year, I am amazed by the growth and development this experience facilitates in both our students and the wider community. Our kids learn to be authentically supportive, becoming cheerleaders for one another; their confidence grows, and their self-esteem blossoms. Former students have gone on to pursue careers in the arts, and for those that don’t, the experience of successfully performing in front of 250 people at a young age is something they carry with them forever.
And more broadly, our parents, faculty, and staff discover new talents, learn to push outside of their comfort zones and take risks. They develop relationships (often with people they might not otherwise interact with or in
We are all learners in this together. How often do students get to see their parents or their Head of School forgetting lines and stumbling through choreography?
new ways with their own children or their children’s teachers) and generally feel much more engaged with and emotionally connected to our school, building loyalty and trust. Even parents who don’t wish to take to the stage help with set design and construction, concessions, hallway decorations, etc.
And we have families that remain a firm part of our community well past the time their children leave us. We also build goodwill in our neighboring communities, inviting local businesses, community organizations, and other schools to our shows.
Finally, I want to share one of my favorite anecdotes from the last 17 years.
Early on, we hired Boston TV personality and professional actor, Scott Wahle to be a part of the Inly Players. Backstage, at his third show with us (The Music Man), Scott overheard some of our Middle School students discussing the ins and outs of China’s economy. He pulled me aside and asked, “Where do you find kids like these?”
I replied, “We grow them at Inly!”
For us, Inly Players has become an established part of our culture, a tradition that our families and the wider community have come to count on. The benefits continue long after the last curtain falls.
Peter Pan, 2014
Annie, 2024
Our kids learn to be authentically supportive, becoming cheerleaders for one another; their confidence grows, and their self-esteem blossoms.
James and the Giant Peach, 2020
James and the Giant Peach, 2020
Alice in Wonderland, 2015
Seussical, 2018
community events
Drive for Tuition Assistance
The fairways of the Granite Links club echoed with the sound of enthusiasm as over 88 golfers — parents, alumni parents, grandparents, and friends of Inly — gathered to tee off for a cause close to their hearts, tuition assistance for Inly families. The Summer Golf Outing on Monday, August 26th marked a significant milestone for the Inly community, combining sport with a profound commitment to education and accessibility.
The outing’s success was not merely measured in strokes and birdies but in the overwhelming generosity displayed. Thanks to the unwavering support of sponsors, participants, and volunteers, the event grossed over $62,000 for the school’s tuition assistance program. This significant achievement underscores the community's deep commitment to ensuring that children have access to Inly’s transformative education.
The Summer Outing Golf Committee, led by Inly parents, Rick Goulding and Andrew Reed, along with committee members, Patrick Bigelow P’31, ’34, Iain Highfield P’36, Matt Joyce P’29, ’32, ’35, John Stickford P’34, Jonathan Sullivan P’32, and Emilio Tangerini P’34, ’36 worked tirelessly to plan a fun and successful event for all.
“I am grateful to Summer Golf Outing Honorary Chair, Gren Anderson, who came to me last winter with the offer to sponsor a golf outing to foster connections for the Inly community. Not only was it a fun day of camaraderie and friendly competition for our community, but the funds raised will make a difference in the lives of our students, helping to open doors to opportunities they might not otherwise have,” remarked Donna Milani Luther.
The success of the tournament also highlighted the power of community spirit and collaboration. Families and local businesses rallied behind the event as sponsors and donors added to its overall impact.
A view from the top with Gren Anderson, Scott Menard, Tyler D’Onofrio, and Teddy Mitropoulos.
Alex Montgomery, Rick Goulding, Scott Darci, Derek Flodin
Kevin Mortimer, Emilio Tangerini, Nick Lee, Colin Garvey
Sponsor Spotlight
Outing Sponsor: The Anderson Family
For the Anderson Family, their Inly experience has come full circle. Gren Anderson chaired the Search Committee for the Board of Trustees in 1996 for a new Head of School and hired Donna as Inly’s second Head. Gren’s wife Melanie, was instrumental in launching fundraising initiatives to support the school, while their daughter Ali was a student. Specifically, she curated Inly’s fi rst auctions, which have become top-notch traditional events at the school. Today, Ali and her husband, Emilio, have two of their own children at Inly, Larz ‘36 and Ronan ‘34.
Leadership Sponsor: South Shore Select
Select is a year-round soccer school that creates a competitive, supportive, and positive environment for young athletes. Their mission is to develop strong soccer players and well-rounded individuals by fostering a sense of community and social responsibility. Select is familyrun by Inly parents, Elizabeth and Driton Mustafoski. Select players excel at all levels, from their town programs and high school teams to Olympic Development Programs (ODP), Regional Teams, and U.S. Youth National Teams. Many of their athletes are invited to train at U.S. Soccer National Training Centers, and Select teams regularly qualify for national championships. Their alumni have gone on to play at prestigious colleges, including Harvard, Syracuse, Boston College, and Northeastern. Their graduates also include standout players, such as a Sports Illustrated SportsKid of the Year, an ACC Player of the Year, and a 1st-round draft pick in the NWSL.
Andrea Creedon, Leenie Kelley, Elizabeth Joyce, Nicole Cushman
Jon Sullivan, Mark Abreu, Mark Anzalone, Jesse Paone
SNAPSH TS
FROM TODDLER & CHILDREN’S HOUSE
1 Toddler House students make banana bread during a practical life work cycle.
2 Toddler House students make and enjoy their own fruit salad.
3 Kindergarten field trip to Franklin Park Zoo.
4 Kindergarten students perform “Stone Soup” at graduation.
5 Children’s House students work on math problems together.
6 After Children’s House students learned about geometric shapes (cylinders, spheres, rectangular prisms) they joined sixth-grade math class for their lesson on volume!
PreK & K Students Learn Beyond the Four Walls
OUTDOOR LEARNING has always been a big part of Inly’s Montessori+ approach. Year-round and in all kinds of weather, students of all ages use the nature trails, gardens and creative learning stations on Sunflower Hill as part of their integrated curriculums. This immersion in nature spurs the growth of the “whole child.” It nurtures physical, social, emotional and cognitive development while sparking the child’s curiosity.
Children’s House students have the added benefit of an outdoor learning space just a few steps from their classroom. Created during the pandemic, these classrooms have had a lasting benefit. Students are able to bring their indoor work outdoors to change things up and make new discoveries.
1, 2 Children’s House students utilize the outdoor classroom to work on the moveable alphabet and binomial
3 Science class with Ellyn encompasses all things gardening and nature—CH students prepare to plant seeds for fresh flowers.
4 Toddler House students pick tomatoes from their garden beds!
cube.
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FROM LOWER & UPPER ELEMENTARY
1 A Lower Elementary student works on her Ideas+ project, giving back to animal shelters.
2 Third graders star in the LE Play “Leap Day!”
3 This group of LE and UE students met every two weeks to write to their French pen pals.
4 UE sixth-grade students traveled to Camp Chewonki for their overnight field study trip.
5 UE students participated in a Silk Road simulation and roleplayed as merchants along the network of trading routes in order to meet all of their region’s fundamental needs.
6 A special student showcase each year, sixth-graders creatively present their learning and ideas on the topic they chose to research for their capstone project.
UE Students Achieve World Peace
GRADE 4 AND 5 STUDENTS were excited to play the World Peace Game this year. This immersive experience, developed by visionary educator John Hunter empowers young minds to explore global dynamics, cultivate critical thinking, and advocate for peace.
Through game play, students experience predictable stages that include: overload and confusion, failure, personal understanding, collaboration, “click,” flow and application of understanding. Each of these stages lead toward building creative problem solving, critical thinking, empathy and resilience in students.
Inly’s world leaders got into the flow of negotiation periods and learned that being an effective leader requires thinking ahead and looking at the big picture. Together they solved seven crises, including:
• A border land dispute
• Discovery of undersea ancient artifacts and endangered species
• Warming ocean temperatures that impacted a nation’s primary food source
• Religious tensions over an island with a complex history
• The spread of a highly contagious disease
At last, world peace was achieved! All crises were solved, the threat of war was removed and all nations had more money than when they started.
Nurturing Independence A Cornerstone of Education at Inly
The transformative power of fostering independence in students is witnessed daily at Inly. Independence is not merely a skill; it is a mindset that empowers children to become confident, self-reliant, and curious learners. Inly’s Montessori+ approach is designed to cultivate this trait from the earliest years, guiding students through a progressive journey of selfdiscovery and autonomy.
The Foundation: Early Childhood through Adolescence
In Toddler House, the seeds of independence are sown early. Children as young as three are given the freedom to choose their activities within a carefully prepared environment. This autonomy, though seemingly simple, is profound. By selecting their tasks, whether it’s pouring water, buttoning a shirt, or arranging flowers, children develop a sense of agency and responsibility.
As children transition to Lower Elementary, their independence grows both in scope and complexity. Here, students begin to manage their own work plans, setting goals for the week and choosing how to achieve them. This process encourages time management, decision-making, and self-assessment.
In Upper Elementary, the emphasis on independence becomes even more pronounced. Students engage in more complex projects that require critical thinking, collaboration, and problemsolving. They are encouraged to pursue their interests through research projects, often presenting their findings to the class, thereby developing public speaking skills and confidence.
By the time students reach Middle School, they are adept at managing their
“Never help a child with a task at which he feels he can succeed.”
– MARIA MONTESSORI
time, setting goals, and taking ownership of their learning. The curriculum here is designed to prepare them for high school, with an increasing emphasis on self-directed learning and real-world applications.
The Lifelong Impact of Independence
The journey of independence at Inly is continuous and evolving, tailored to meet the developmental needs of each child. From the simple choice of an activity in Children’s House to complex projects in Middle School, students progressively gain the skills and confidence to become self-sufficient learners.
Independence is more than just an educational goal; it is a life skill that students carry with them long after they leave Inly School. They emerge as confident individuals, capable of tackling challenges, making informed decisions, and pursuing their passions with determination. This foundation of independence sets them on a path to success, both academically and personally.
Inly School’s commitment to nurturing independence ensures that students are not only prepared for the next stage of their education but are also equipped to navigate the complexities of life with confidence and resilience.
Guiding Your Child Toward Independence
TODDLERS CAN:
• dress themselves
• walk to class without being carried
• clean up and put their toys away
• help prepare fruits and veggies
• water plants
PRESCHOOL STUDENTS CAN:
• help make their lunch
• sort silverware after it has been washed
• sweep floors
• sort clean socks and fold towels
• wait patiently without interrupting conversations
• use nice table manners
ELEMENTARY STUDENTS CAN:
• wake to an alarm clock and get dressed
• make their breakfast
• fill their water bottle
• pack their lunch
• make their bed every day
• fold laundry and put it away
• feed and care for pets
MIDDLE SCHOOL STUDENTS CAN:
• plan and pack their own lunch
• be responsible for remembering homework, take-home folder, and other papers that are due
• clean their room and help out daily around the house
• write thank you notes for gifts
• use conflict resolution skills
• help others problem solve
• respect authority
Toddler House students arrange flowers during a practical life work, helping them exercise motor skills while feeling the joy of accomplishing a task on their own.
There are six Destination Exploration stations throughout the main building where students use a sand timer to take a selfmonitored break from their classroom work.
Throughout the year, sixth-grade students learn how to develop a specific question and thesis based on a subject of importance or high interest to them, perform in-depth research and interviews, write a focused, comprehensive essay, and creatively present their learning in front of an audience.
Lower Elementary students set goals for the week and manage their own work plans.
Middle School students participate in a week-long, off-campus internship to explore roles in the larger community. The program also gives students further experience working alongside and being supervised by adults, accomplishing important work, and meeting the authentic expectations of society.
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FROM MIDDLE SCHOOL
1 Team-building activities during the first week of school.
2 A middle school student checks pH Levels during a science lab.
3 Performing this year’s middle school play “Spongebob Squarepants Jr.”
4 Middle school students host Coffee House, an open mic night twice a year.
5 Each year, seventh- and eighthgrade students complete a weeklong internship at the location of their choosing. This student is working at the Leading Education Achievements In Science (LEAS) Lab.
6 The Banana Car 500 is a middle school favorite! Students put their scientific and innovative skills to the test while learning about motion and force.
Applying innovative thinking and systematic school-wide support to student-run, revenue-generating enterprises.
7th & 8th Grade
Entrepreneurs
WITH INLY INTERPRISE, middle school students get to experience the weight of responsibility by running real businesses that deliver tangible products to members of the community.
Inly iNterprise ties work to productivity and earning, establishing a rich context for students to develop:
• Motivation that is grounded in purpose and tied to tangible outcomes
• Meaningful connections between their academic studies and the world around them
• Collaboration and problem-solving skills
• Confidence in themselves, realizing they are valuable and capable of effort
Th is year’s businesses included: Screenprinting, Tea (growing and making), Gardening and Pizza (taking orders and delivery).
Cultivating a Culture of Belonging in Middle School
MIDDLE SCHOOL TEACHERS at Inly have the joy of witnessing fi rsthand how our unique approach fosters a culture of belonging and respect among our students. At Inly, we believe that a supportive and inclusive environment is foundational for student growth, and this belief is woven into the very fabric of our middle school program.
Respect and Partnership in Learning
One of the most distinctive aspects of Inly’s approach is the use of fi rst names between teachers and students. Th is practice breaks down traditional hierarchical barriers, fostering mutual respect and creating a sense of partnership. By addressing one another as equals, we cultivate an environment where students feel valued and understood. Th is mutual respect encourages students to engage more deeply in their learning and to see teachers as partners in their educational journey.
Morning Meetings: Setting the Tone
Daily morning meetings are a cornerstone of the middle school program. These gatherings are not just routine; they are intentional opportunities to build community, set expectations, and foster a positive school climate. Facilitated by a different eighth-grade student each week, the morning meeting is a chance to talk about events within the community, share important news, discuss current events, and engage in communitybuilding activities.
These meetings help to create a consistent and predictable start to each day, providing students with a sense of stability and belonging. They also reinforce the values of respect, responsibility, and collaboration that are central to our school culture.
“It’s really cool to see all of my friends with different interests and personalities come together and bond. That might be one of the most important lessons I’ve learned, that everyone has something different and important to give.”
– ANNA CORBETT ’24
Leadership and Peer Modeling
At Inly, mixed-age classes are the ideal sett ing to emphasize the importance of leadership and peer modeling. Middle schoolers take on greater responsibility as the oldest students on campus and serve as mentors to the younger students on campus. Th is interaction across age groups not only reinforces the older students’ leadership skills but also provides younger students with positive role models.
in our middle school students. It also fosters a school-wide culture of respect
The act of mentoring younger peers instills a sense of responsibility and pride in our middle school students. It also fosters a school-wide culture of respect and cooperation. Younger students look up to their older counterparts, and the older students, in turn, strive to exemplify the qualities of leadership, empathy, and respect.
Empowering Student Voices
Inly’s middle school program places a strong emphasis on student voice and advocacy. Students are encouraged to speak up, express their opinions and engage in meaningful dialogue. Whether it’s in a morning meeting, during a small group discussion, or one-on-one with a teacher, students feel free to advocate for themselves and their peers.
They become confident in expressing their ideas and respectful in considering the perspectives of others. Th is skill set is invaluable, as it prepares them to navigate complex social dynamics both within and beyond the school environment.
The Path to Success
By nurturing a culture of belonging, respect, and confidence, Inly’s middle school program prepares students for success in life. Students emerge as wellrounded individuals who are not only academically capable but also socially and emotionally intelligent. They learn to navigate challenges with resilience, to communicate effectively, and to lead with empathy and integrity.
Here’s what our alumni have to say about Inly’s Middle School…
“All these people were on my team asking me a much bigger question than ‘what do you want to be when you grow up,’ they were asking me ‘who did I want to become?’ Inly nurtures the whole person. And, by asking the who, the what becomes easier.”
–TUCKER MEEHAN ’11
“Even in my adult life, I'm still ahead because of Inly.”
– GABRIELLE HUNT ’08
want to be when you grow up,’ did I want to become?’ Inly the qualities of leadership, empathy, and invaluable, as it prepares them to navigate beyond the school environment.
“Inly cultivates a universal comfort with adults, the ability to approach teachers as human beings, the idea that we're all in this together.”
– MAC MORRIS ’11
Bree Antico
Anna Corbett
Corinne Durso
Rosalie Hauser
Lia Martinez
Oliver Massey
Emma McLaughlin
Nathaniel Padia
Mazey Pehrson
Coco Pelton
Violet Tysdal
CONGRATS
CLASS OF 2024 GRADS
Boston College High School
Cardinal Spellman
High School
Concord Academy
Emma Willard School
Hingham High School
Lawrence Academy
Milton Academy
Northfield Mount
Hermon School
Norwell High School
Notre Dame Academy
Rising Tide
Charter School
Scituate High School
South Shore Regional
Vocational Technical
Tabor Academy
Thayer Academy
Photos by Jessica Lynch Photography
Evelyn Lee
Elliott Levin
Shane Morgan
Sophianandini Mudgal-Bhate
Atticus Nicholas
Nora Walsh
Anna Watson
GRADUATION HIGHLIGHTS
EXCERPTS FROM CLASS OF 2024 SPEECHES
“In my past twelve years at Inly, I have been pushed to recognize all of my capability by my teachers and peers. The time these people have all devoted to me that has helped me to see the best of who I am is something I can never thank them for enough.”
Anna Corbett
“I’m glad that I had a chance to learn who I was at Inly before I had to go out and do it in the real world. In this small, extremely tight knit community, I was able to grow and change from the small, hesitant person I used to be.”
Evelyn Lee
“I’ve learned that humility, empathy, and forgiveness are the cornerstones of meaningful relationships. These traits have transformed me, allowing me to appreciate the value of camaraderie over grudges. So, as I bid farewell to Inly, I carry with me not just academic knowledge but a heart enriched by experiences.”
Elliot Levin
“Hands-on learning is one of the concepts that makes Inly the place it is, and one of my favorite things about it. I went from a student who saw school as something I had to do, focused only on grades, to enjoying learning again at Inly this year. I thought more about the information I was taking in, not about the number grade on the paper.”
Lia Martinez
“This has been my life, my home up until now, the place where I learned so much but also a place that started all my dreams and gave me no choice but to pursue every idea.”
Bree Antico
Corinne Durso Rosalie Hauser Evelyn Lee Elliott Levin Lia Martinez Oliver Massey Emma McLaughlin
Bree Antico Anna Corbett
Oliver Massey
“Middle School has taught me to worry less about having all of the right answers and more on doing your best and completing the task at hand. There were countless times where I was trying to understand academic concepts. My teachers would tell me that sometimes it’s more effective to do your best than stretch yourself too thin.”
Shane Morgan
“During my time at Inly I have not only grown as a person I have also grown academically. Inly had embedded multiple ideas into us students, such as innovation, change and accomplishment.”
“I love how Inly pays attention to the individual student. As someone who is dyslexic I learn in a totally different way than other people. The focus on my learning needs have allowed me to thrive in any environment.”
– Rosalie Hauser
WHERE ARE THEY NOW?
Nora Walsh
“Inly has always been an environment where I could really try different things out and find who I was, and who I wanted to be, and the image I put out into the world. Being able to speak what I feel has really helped me to grow into the person I am today. It has helped me to develop my morals and character.”
MEMBERS OF THE CLASS OF 2020 recently graduated high school and are off to these colleges and universities:
Babson College
Boston College (2)
Dartmouth College
Elon University
Loyola Marymount
University
NYU Tisch
Sacred Heart University
Syracuse University
Texas A&M University
University of Massachusetts Amherst
University of Miami
UC San Diego
University of South Carolina
University of Wisconsin
Wake Forest University
Williams College
Shane Morgan Sophianandini Mudgal-Bhate
Atticus Nicholas Nathaniel Padia Mazey Pehrson
Coco Pelton
Nora Walsh Violet Tysdal Anna Watson
Alumni Reconnected at the Annual Holiday Gathering
Steven Silvers ’21 and Michael Sheehan ’23
Middle School teacher Jen McGonagle P’23, ’26, Leah Grealish ’17 and Celia Hidell ’17
Axel Peña ’23 and Siena Oliver ’23
Inly teachers Ellyn Einhorn and Shelley Sommer P’09, Juliane Goicoechea P’23, ’23 and Mia Antonia Santoscoy-Dougherty P’23
Emelia Dziedzic ’23, Tenley Van Patten ’23 and Ana Sullivan ’23
Bruce Frost P’18, Christine Silvers P’17, ’21, ’23 and Maranda Cigna P’23
Zoe Zawes ’23, Maeve Murdock ’23, Mae Geddes P’23 and Ava Goicoechea ’23
Bobbt DeMarco ’15 with Middle School teachers Tschol Slade P’19 and Jen McGonagle P ’23, ’26
Inly Alumna Sally Meehan Sobhian ’04: Sparking Creativity on the Pony Express Trail
Sally Meehan Sobhian ’04, an Inly School alumna, is at the heart of an exciting project that blends creativity, history, and community. As the director and producer of The Pony Express: A Musical Adventure!, Sally is helping bring a nearly forgotten chapter of American history back to life in a uniquely engaging way. But the roots of this musical run deeper than just a love for storytelling—they’re grounded in family, collaboration and an unexpected harmony discovered during a turbulent time.
In 2017, Sally’s boyfriend (now husband), actor Shayan (“Shy”) Sobhian, met her parents for the first time. Little did he know that meeting Sally’s father, entrepreneur Leo Meehan (President and CEO of W.B. Mason), would spark a
creative partnership that would lead to something extraordinary. Both Shy and Leo share a passion for music, and they quickly bonded over their original songs. Leo had been working on a series of tunes exploring the lives of seventeen-year-olds throughout history, one of which centered on the Pony Express. Shy was immediately drawn to the song, and that initial connection would lay the foundation for a musical journey years later.
In 2020, as the pandemic forced people to stay home, Shy and Leo found themselves living under the same roof and seized the opportunity to dive deeper into the project. They crafted more songs that captured the untamed spirit of the 1860s Wild West, eventually holding regular sessions with a rotating ensemble
Sally received her BA in Acting & Directing from Colby College before studying acting at The William Esper Studio in NYC.
“The project was incredibly collaborative and original (much like the curriculum at Inly), and we truly trusted each individual to bring their creative ideas and their expertise.”
– SALLY MEEHAN SOBHIAN ‘04
known as “The Expressmen.” By 2023, their creative collaboration had birthed fourteen captivating songs, sett ing the stage for something bigger. Shy and Sally then worked together to weave a narrative around these tunes, giving rise to The Pony Express: A Musical Adventure!.
The musical had its fi rst major debut under the stars at the South Shore Conservatory in Hingham, MA, where four of its songs were performed with the Plymouth Philharmonic, conducted by Sally’s uncle, Maestro Nick Palmer. Following the show’s succesful debut, the team brought it to Inly School, where it premiered in October 2023 to rave reviews and sold-out performances, eventually winning the Broadway World Boston Award for “Best New Play or Musical (non-professional).”
Reflecting on her experience, Sally shared: “Directing and producing The Pony Express: A Musical Adventure! in the Artsbarn felt very much like a continuation of my Inly education. It was wonderful to reconnect with many old friends as well as to meet (and bring on board) new students, parents, faculty, and Inly Players all-stars to turn our dreams into reality. The project was incredibly
collaborative and original (much like the curriculum at Inly), and we truly trusted each individual to bring their creative ideas and their expertise. I also feel as though we cultivated a really strong sense of community based on respect and trust, mirroring the Inly classroom. All in all, I couldn’t have done it without my Inly education and the vibrant community at the school today!”
The journey doesn’t stop here. Sally, Shy, and Leo are now focused on expanding the musical from its original one-act format to a full two-act production. Th is fall, they’ll hit the road to travel the Pony Express trail from St. Joseph, Missouri to Sacramento, California, using the trip as inspiration to refi ne and develop new material. Their plan is to worshop the material locally before bringing it to a larger stage.
Sally’s journey from an Inly student to a creative leader demonstrates how the values of collaboration, independence, and creative exploration fostered at Inly continue to influence her work today. The adventure of The Pony Express is far from over, and we can’t wait to see where the trail leads next!
Creators of The Pony Express: A Musical Adventure! —Shayan Sobhian, Sally Meehan Sobhian and Leo Meehan.
a montessori moment
“The human hand allows the mind to reveal itself.”
MARIA MONTESSORI
At Inly, we acknowledge that we are located on the traditional land of the Wampanoag people, past and present, and are committed to deepening our learning of, and connection with, the other nations and people who share a history with this land.
