Inly Magazine | Summer 2021 by Inly School

T H E M A G A Z I N E O F I N LY S C H O O L

SUMMER 2021

care & connection Making the Most of a Covid Year

T H E M A G A Z I N E O F I N LY S C H O O L

SUMMER 2021

HEAD OF SCHOOL Donna Milani Luther DESIGN & PRODUCTION Joyce Whitman, Director of Marketing & Communications PHOTOGRAPHY Heidi Harting and so many parents, faculty and staff COVER ART Kelly Russo P’27, ’28, ’29, ’29 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 persistence, curiosity, and compassion.

BOARD OF TRUSTEES 2021–22 President Davenport Crocker, Jr. P’19, ’20, ’24 Vice President Stacey Best P’22 Treasurer Lisa Tyrrell P’19, ’22 Clerk Elizabeth Feeherry (Fish) P’26, ’29 Paul Antico P’11, ’14, ’16, ’21, ’24 Conor Cooper P’27, ’27, ’29 Justin English P’25, ’27, ’29, ’31 Ellen Hanson (Hawes) P’19, ’23 Polina Haseotes P’22, ’24 Moira Kelly Sandy Kronitis-Sipols P’08 Ryan Peña P’23 Adam Russo P’27, ’28, ’29, ’29

www.inlyschool.org

contents

SUMMER 2021

DEPARTMENTS 02 A MESSAGE FROM DONNA 03 AROUND CAMPUS | Events, Student Art 28 FACULTY & STAFF | Facilities Management Team, New Faculty 32 ALUMNI | Class of 2021, Where Does Inly Take You? 36 ADVANCING INLY | InlyEX, Strategic Plan, Gratitude Report 48 A MONTESSORI MOMENT

FEATURES

16 2 020–21: The Year of Possible

18 Silver Linings in a Pandemic Cloud

26 D ebbie Haug Retires After 34 Years

34 I nly Alumni: Where Does Inly Take You?

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“Sometimes you will never know the true value of a moment until it becomes a memory.” ANONYMOUS

ur 2020-2021 Inly moments will be emblazoned in our memories forever. As a school, we charted a safe, courageous course through COVID. You will see in the following pages, our memories include engaging moments of learning, newly created celebrations, and a connected community, albeit distanced. Please celebrate all of our successes with us, as you travel through this past year in pictures and stories! Warmly,

Donna Milani Luther Head of School

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AROUND CAMPUS

BACK TO SCHOOL Masks, social distancing, hand sanitizer, and plexi-glass were also in attendance as the students began their school year in September. Despite these challenges, students and teachers were happy to be back learning in-person. Teachers utilized Inly’s 10 acres of outdoor space to teach lessons outside. Inly also ran two successful remote programs for students who weren’t able to join on campus. Inly is grateful to the entire community who helped make starting school in-person a reality.

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AROUND CAMPUS

HALLOWEEN FUN The children’s book, Halloween Night on Shivermore Street was brought to life on Inly’s Discovery Trail. Mummies, werewolves, vampires and other spooky decorations adorned the nature trail. Students walked the trail in costume with their classmates, teachers and families. The 6th grade students set up games such as Bone Limbo and Fishing for Eyeballs. A favorite part was the performance of Skeleton Bones by each cohort.

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AROUND CAMPUS

WINTER FESTIVITIES The beloved Inly tradition of decorating giant gingerbread cookies continued! Families picked up special packaged decorating kits that included the giant gingerbread cookie, frosting and plenty of candy. Students enjoyed decorating their cookies from home with their families and sent in photos of their finished gingerbread. The Winter Concert was reimagined into the Winter Wonderland on Sunflower Hill. Brightly colored gnomes that resided in their cozy houses greeted the students as they walked through the wintery scene. Beauty of the Light, Inly’s Winter Concert tradition, was performed by each cohort.

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AROUND CAMPUS

LANTERN WALK Shining lanterns illuminated the Discovery Trail for Inly’s first ever Lantern Walk. There were over 900 paper and jar lanterns decorated by the students. Children and parents were invited to walk the trail at night and enjoy the beautiful celebration of light.

ATHLETICS

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AROUND CAMPUS

EARTH DAY CELEBRATION The students and their families walked Inly’s Discovery Trail and learned about ways to save the Earth. The walk featured stories from children around the world who have taken action to stop climate change. Based on the book, Old Enough to Save the Planet, this walk was inspiring all of us to feel confident in using our voices to advocate for those things in which they strongly believe.

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AROUND CAMPUS

LEARNING FAIR A school-wide event that celebrates student inquiry, exploration, and discovery, Inly’s K–8 Learning Fair is a highlight of every year. Students worked to create projects that reflected their curriculum and were invited to view other students’ work that was proudly displayed in classrooms and hallways.

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AROUND CAMPUS

CAMP BOURNEDALE Grades K-8 enjoyed a day away at Camp Bournedale in Plymouth. Students participated in activities such as tie dye, obstacle courses and rocketry. Students in K, 3, 6, 7, and 8th grade were invited to stay later for dinner and s’mores around the firepit. Students were excited to participate in this experiential learning trip and the chance to be together with the whole level.

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AROUND CAMPUS

ARTSWALK The Artswalk, in conjunction with Inly’s first outdoor Book Fair, consisted of a weatherproof installation of students’ creations that were made with the help of art teachers, Annemarie Whilton and Kate Simpson. The Artswalk also featured art made for the auction, including classroom art and works by local artists. Friends and family were invited to peruse the selection of works.

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AROUND CAMPUS

LE & UE PLAYS Lower Elementary and Upper Elementary students were proud to perform for their families, friends and fellow students. The LE students put on a Poetry Slam, which included poetry, dancing and music. UE students put on a showcase titled, And the Moral of the Story Is…. These short plays were produced and directed by Kyle Wrentz and Healy Sammis of Break A Leg Theaterworks. UE1’s two short shows were Nighttime and Unlucky Man, UE2 put on a version of Little Red Ridinghood, and UE3 performed in the play Ladies First.

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AROUND CAMPUS

FIELD DAY The kids dressed in their wackiest outfits for field day on “Funky Friday,” and enjoyed games and activities all around campus.

FLYING UP The “Flying Up” ceremony was held outdoors to celebrate students soaring to new levels at Inly. Toddlers moving to Children’s House donned their wings and paraded around the lower field, and students transitioning to new levels “flew” across the upper field under the big tent with their soon-to-be new classmates. Families were happy to celebrate this much-loved Inly tradition in-person again.

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AROUND CAMPUS

GRADUATIONS Inly proudly held their Kindergarten and 8th Grade Graduations under a tent on our Upper Field in June. Kindergarteners performed Stone Soup in front of their families and then proudly walked across the stage to receive their diplomas. Eighth grade graduates enjoyed breakfast with their fellow graduates and their families. Afterwards, in keeping with Inly tradition, each 8th grade graduate gave a speech about their time at Inly. Congratulations to all of our graduates!

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AROUND CAMPUS

student art

Colorful Children’s House art.

Lower Elementary students made globes out of pumpkins.

Upper Elementary self portraits incorporated meaningful symbols and quotes into their silhouettes.

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AROUND CAMPUS

Grade 1‑3 remote students created collages inspired by the book My Hands Sing the Blues, Romare Bearden’s Childhood Journey by Jeanne Walker and Elizabeth Zunon.

Upper Elementary students created self-portraits based on the style of Pop artist, Roy Lichtenstein.

As part of the middle school’s study of World War I, the students read War Horse by Michael Morpurgo. The novel centers on the relationship between a young English boy and his beloved horse, Joey. One of the focuses of their discussion was the important role horses played during WWI. Students were asked to consider how they would honor this group of horses. They did not necessarily have to design a memorial statue, but any type of tribute to the hard work of “war horses.”

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2020–21 the year of possible Faculty and students were happy to return to school in person last September.

BY LE A H DERING-RIDLE Y

“i

’m a world-class optimist,” admits Inly Head of School Donna Milani Luther as we sit down on a blue and black metal picnic bench behind the main building to talk through one of the most challenging school years on record. It’s a hot day, but, for the first time (in a long time) we can be outside together and – happy sigh – mask-less. And so, we begin at the beginning. “Back in March 2020, one of the very first steps we took – as soon as we had a clearer picture of what we were really dealing with – was to form a Health & Safety Task Force,” Donna recalls. “We knew being well informed would make it easier to make smart decisions going forward, so we gathered members of our community [administrators, trustees, educators, health experts and parents] and asked for their input and oversight on every choice we made – protocols, procedures, events, traffic flow, you name it. We have been meeting every Tuesday since then,” she laughs. “I really am so grateful for their dedication.” Even with the daunting number of safety and wellbeing concerns the pandemic presented, and all of the related work required to ‘solve’ these issues, Donna held tightly to her vision of an allschool, in-person 2020/21 school year. “Right from the beginning, I was determined to open school with everyone here,” she says. “We worked very hard over the summer setting up structures and policies and procedures so the teachers could feel comfortable, confident, competent. I was so impressed; everyone approached this year wondering ‘how can I make my part work?’ It really took a lot of work, time, creative thinking and dedication from everyone; it took all parts to make this year a reality.”

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“The level of dedication, care, concern for every single child, every single level, every single day this year has been absolutely incredible.” – DONNA MILANI LUTHER

And even beyond the initial planning and preparation stages, and right through to the end of the school year, Donna has only praise for Inly faculty and staff. “The level of dedication, care, concern for every single child, every single level, every single day this year has been absolutely incredible. They are the amazing teachers and staff they’ve always been, but more.” Despite its many challenges, 2020/21 also brought moments of great joy. “From the beginning to the end of every day, the kids celebrated being together at every opportunity,” she says. Whether that

Children’s House students sit, physically distanced, under a tent in their new outdoor classroom.

was sitting on half a yoga mat under a tent outside – physically distanced from friends, but still together – or traipsing through the snow with family during the Lantern Walk. Donna says she’s particularly proud of being able to re-invent – and

Faculty talk about what it was like peparing for the school year and teaching during the pandemic.

Experience Inly’s “Halloween Night on Shivermore Street.”

From holiday events and level plays to end-of-year celebrations, many Inly traditions were reimagined in the 2020–21 school year.

thereby carry on – many of the Inly traditions foundational to the school’s spirit: a 2020 outside, socially-distanced graduation parade; the “Skeleton Bones” performances by cohort at a re-imagined Halloween event; singing “The Beauty of the Light” during a new Winter Wonderland event; the end-of-year plays and flying-up ceremonies held under the Big Tent, the Inly auction and others. And, in true Inly style, these reinventions will inevitably spur on others. “No promises,” she says, “but we’re toying with the idea of using the Discovery Trail for a journey performance next year.” Which leads us to talk about the other new things created this year, innovations that will live long past the time of the pandemic. Like: InlyEX, the school’s new remote learning experience for children in grades 4-6; more extensive use, and possible expansion of, outdoor spaces (tents, classrooms, rotating locations for recess); using Zoom for parent networking events, open houses

and Morning Share – “we had record attendance this year” – and even the morning drop-off dance-off. “It all started with Upper Elementary kids wanting me to play ‘Baby Shark’ (over and over) so they could dance on the front wall,” she recalls. “Then, the Lower Elementary kids wanted to dance with the ‘big’ kids and finally, the Kindergarteners wanted to get involved. Now, I’m a DJ,” she smiles. “It was so wonderful to see the older kids helping the younger kids; so wonderful to see so much joy. Parents even started coming early to watch.”

Students start the day with a dance in their step!

Finding joy in tough times. Understanding that a challenge can often be an opportunity to invent something new. Using creative problem solving to work through even the most difficult of ordeals. Looking to networks and community for support. Having a “cando” attitude. Perhaps, in the midst of hardship and uncertainty, the Covid-19 pandemic provided our community the opportunity to really live the definition of Inly-ness? “I do believe all of this demonstrates the hallmark of Inly,” Donna says. “This openness to grow and change, to embrace the chance to be uncomfortable and to learn. Our Director of Upper School coined the phrase ‘relentless inventiveness.’ It is absolutely an Inly mindset: anything is possible if we try.” And with eyes firmly on the future, Donna concludes, “We are doing a beautiful job here. I am so grateful for this community.”

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silver linings

Inly faculty reflect on the positive outcomes of a challenging year BY LE A H DERING-RIDLE Y

Without question, the 2020–21 school year was chock full of challenges. And, without minimizing the dedication, hard work and creativity required to surmount them and ensure a safe school year for all, it could be argued that Inly was uniquely placed and qualified to rise up and meet these challenges head on. As a community founded on an openness to grow, one that holds itself apart as a place where innovation thrives, a place fully supportive of creative problem solving and one which believes in the idea of joyful persistence, where else better to create magic moments out of hard times? TODDLER HOUSE: Fostering Connections

“W

e had to get creative when it came to maintaining parent communication and connection,” says TH3 Teacher Stephanie Roine. “We used to rely heavily on pick up and drop off times. It was so easy to linger on the playground and talk with parents. But, this year, because of the new Covid protocols, we needed to find new ways to keep up community.” Not surprisingly, Toddler House teachers looked to technology for support. In addition to creating videos of classroom happenings – which began as an occasional activity, but were soon shared with parents on a regular basis, TH teachers also stepped up their use of the Weekly Portal, adding more content including: parent education materials, weekly song playlists to maintain cohesion between home and school, and photos of the kids in action. Teachers

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also put an extra focus on back-and-forth conversations over email. Stephanie says, “Until we went remote in the spring of 2020, we’d never done videos for parents, but, now, it’s something we will look to do next year too.” Zoom also played an important role in maintaining connection as TH teachers offered parents the opportunity for individual check-ins every few weeks to talk about their children. “At the Toddler House level we’re really here for the family as a whole, not only the specific child in our care,” explains Stephanie. “Our check-ins were a great way to build relationships with our parents and caregivers and to give them the opportunity to ask us specific questions, bounce around ideas, confirm that behaviors are developmentally appropriate, etc. Given how well-attended these check-ins were, I’m sure we’ll be

CHILDREN’S HOUSE: New Outdoor Classrooms

“O

ur obvious silver lining this year is our outdoor classrooms,” says Katie Oetinger, CH4’s Lead Teacher. “CH has always wanted safe and secure outdoor spaces, where children can move freely between inside and outside, but the peculiarities of this year made that space imperative. And we are so grateful for them.” The fully-fenced outdoor classrooms, filled only with a few picnic benches, a shaded area, a sandbox and some raised garden beds, were used throughout the year on a cohort-by-cohort basis for prearranged segments of time and provided an important secondary space in which CH children could explore, learn and work on coordination and focus through play.

incorporating them moving forward,” she says. And, naturally, connection wasn’t just important to the TH adults. Stephanie notes how TH students invented their own game this year – The Helping Game – in which a child would pretend to get hurt so others could assist. Through dramatic play, this game enabled connection and provided the children with an opportunity to solve problems

and handle stress, pandemic-related or otherwise. “Honestly, in spite of all the challenges, this has been a great year,” Stephanie admits. “I’m looking forward to mixing in what we learned this year with what we’ve done more traditionally and looking at the things we maybe took for granted with a new lens. I’m so grateful for the Inly community. It really does take a village,” she concludes.

“Interestingly, at the beginning of the year, we found that the children didn’t know how to play in the space,” Katie explains. “They are so used to the prepared classroom that the sheer emptiness, and being in a totally free space with other children, was a challenge for them.”

SUMMER 2021

LOWER ELEMENTARY: Co-curricular Immersion, Recess & Snack

“W

hile our students definitely missed Pizza Day, and in spite of the logistical and organizational challenges the pandemic presented, there were actually quite a few things that worked very well for us in LE this year,” explains LE2 Teacher Margie Morgan.

Over the course of this year, though, CH teachers certainly appreciated how much the free spaces supplemented in-classroom learning. “We know that boredom leads to creative and selfdirected learning,” she continues, “so we will leave these outdoor classrooms in their bare state for next year too.”

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Covid-driven changes in class size and staffing also provided a unique opportunity for social and emotional growth in Children’s House. “In non-Covid years, we have two teachers per classroom,” explains Katie. “This year, being a single teacher in a room of ten, meant the children had to learn to wait a bit longer for my attention. They had to learn to self-advocate. They had to learn to problem solve on their own, probably more than they ordinarily would have.” She continues, “Out of necessity, children learned new social emotional skills; they learned to use emotive language to express their feelings. We all learned more about sitting with and holding emotions, rather than trying to ‘fix’ them. We learned to label the emotion and then think about what strategies we could use to resolve the situation.” Finally, Katie says, “I feel like we found joy in all the little things this year. We had the chance to really slow down and closely follow the children. We had the opportunity to throw out all of our expectations and just meet them at the door.”

In particular, both LE teachers and students enjoyed the new format of two-week, in-classroom co-curricular immersions as they provided more concentrated and dedicated time for each subject, which, in turn, enabled more indepth work and the fostering of deeper teacher-student relationships. Both the teachers and students also agree that being more creative about the use of outdoor space was a strong positive. Students, in particular, really enjoyed rotating through the various outdoor locations for recess – the upper field (and Spartan course), the playground and Sunflower Hill. Other silver linings for LE include the use of Zoom for parent conferences, which enabled more parents/caregivers to attend, and, for the students, the opportunity to eat together in the hallway or outside for snack. “Snack is

usually in the classroom during a work period, but the children really enjoyed being able to leave the classroom together,” explains Margie. “They have also said they’d like to continue to bring their own snack next year, rather than revert to pre-Covid times when it was prepared by other students.” One final LE thought on maskwearing as a pandemic take away: “Although certainly challenging at times, mask wearing quite clearly cut down on the spread of all germs this year. Going forward,” she suggests, “it really would be great if students could wear masks when they are feeling under the weather to help prevent the spread of ‘regular’ germs around the classroom.”

UPPER ELEMENTARY: World Peace Games, Re-imagined

reated by award-winning teacher and education consultant, John Hunter, and first played at Richmond Community High School, Virginia in 1987, the World Peace Games (WPG) has become a fixture of UE life at Inly. Played only once every three years, WPG seeks to expose students to realworld problems in order to “teach

children the work of peace” through collaboration and communication while, at the same time, supporting skill development in systems thinking, negotiation, conflict resolution, compromise, leadership and decision making. UE students are split into four countries, each with a unique profile

(economic status, natural resource level, military threat level, etc), assigned roles and responsibilities (Prime Minister, Secretary of State, Minister of Finance, Minister of Defense, Saboteur, and so on), handed out a number of crises their country needs to solve (land disputes, climate change, war…), and, with the use of a four-tiered board and a slew of figurines representing everything from soldiers to airplanes to satellite dishes, set upon the task of finding world peace. “It is a very professional environment and students take the game very seriously,” explains UE Teacher Jessie Abdow. “The teacher is very hands off and the students are in charge of all the decisions. It’s an incredibly empowering experience.” In order to ‘win’ WPG, students must solve every problem for all countries and ensure each country ends the game with more money than it had when play began.

Historically, the materials-heavy simulation has been run separately in each of the three UE classrooms (often with around 22 students) and for a single day each week as part of a cycle of study that lasts 5-6 weeks. Given this year’s unique circumstances, however, changes had to be made to the format. “At first we weren’t sure we were going to be able to have the World Peace Games this year, but then we decided, no, we must make this work or three years of students will miss out on this incredible

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experience,” explains UE Teacher Doug Dziedzic. After much brainstorming and processing and long discussions related to Covid-19 health and safety protocols, teachers settled on the idea of a fully immersive, shorter and slimmed-down version of WPG. The game ran for one week – from after recess until the end of the school day, one cohort at a time (11 kids) and with a smaller number of crises to solve. “We had one day of introduction and then concentrated game play began,” Jessie explains. “Having the smaller groups meant some countries were only made up of 2-3 students, so everyone had to engage. It was a challenge at times, but overall very satisfying.” “WPG gives kids the chance to solve

real-world problems, with real-world consequences and to learn more about our shared responsibilities as humans on this planet together,” she continues. “They start out thinking they can’t do it, but they do do it. It’s wonderful to watch everyone grow through the process.” “We hoped this immersive format would be enough this year; we hoped this new way of using the game would be satisfying,” Doug explains. “In the end, we all got so much more out of the experience than we expected. In fact, one student told me, ‘the last day of World Peace Games was the best day and the hardest day.’” Doug concludes, “We learned that the immersive format works very well. So well, in fact, we’ll probably consider adapting it for 2024.”

SPANISH LANGUAGE: Mmhmm 2.0

“I

talk about being the ‘in Spanish’ teacher,” explains Greg Pehrson, Upper Elementary (UE) & Middle School (MS) Spanish Teacher. “The students are really the subject and Spanish is merely the vehicle through which they can learn more about themselves. My preference is certainly for in-person learning – in a loving, caring and compassionate environment, language learning happens most naturally,” he continues. “But, of course, this year, we had to find new ways to connect and engage.” It could be considered a happy coincidence that in early 2020 Greg joined a national cohort of world language teachers who met online at least every two weeks to discuss best practices and work together to develop digital materials. Even more fortuitous, what started out as an in-person, all-day training workshop in Vermont (scheduled for March 2020), quickly morphed into a 4-hour virtual training conference focused on sharing tools and ideas for creating engaging, asynchronous digital content.

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“We knew we had to make the content understandable, relatable, funny, interesting,” says Greg. “We did what we could with the systems we had at the time.”

However, in the fall of 2020, by way of his connection to the cohort, Greg was selected to be a beta tester for a new interactive software platform, named mmhmm. “The functionality of this program is amazing,” he explains. Mmhmm gave Greg the ability to embed his face into the slides (even on a piece of pepperoni), interact with photos on screen, zoom in, zoom out. “If I noticed any glazing over, I could take over

the screen in real-time,” he recalls. “It brought a new level of interactivity and connection – relationship – to what I could do through a virtual medium, which meant big steps towards creating an enhanced environment for language learning.” The result? When not benefitting from a two-week, in-classroom Spanish immersion with Greg, Inly UE and MS students could engage with him via a high-energy and highly-effective platform. “Overall, I am now even more clear about the primacy of relationship in language learning. It has to come before everything else, even in a virtual environment,” Greg says. “I have also learned just how critical it is to have a community of practice. Driven by the Covid-19 crisis, this has been a year of intensive sharing. As a result, we’ve grown a community of collaboration and support, have created a sharing economy and have built up an amazing level of trust. Things that can only make us stronger as we look toward next year.”

MIDDLE SCHOOL: Time to Talk Tea

ontessori secondary programs emphasize not only rigorous academics, but also learning through doing, or pursuing purposeful work; working to solve a real-world problem or meet a real-world need, often through establishing and running a ‘business’ – called ‘committees’ at Inly. It’s an opportunity for students to gain insight into what running a business entails, specifically, and, more generally, learn about things like autonomy, self-sufficiency, community, impact, responsibility, organization, communication, and so on. Sadly, the much-loved Inly Middle School pizza business was not Covid compliant, so MS student committees had to find and fill different, authentic community needs this year. “We looked around the campus and asked, “What do you think we can do?” recalls Middle School teacher Sarah Lane. “We found some space and started thinking about what we could grow. What plants might we be able to manage throughout the year? How could we serve the community in some way with what we grow?” Eventually deciding on a committee with a start-to-finish, farm-to-table focus, the students in Sarah’s group began researching what types of plants they could grow.

Once herbs were deemed a logical choice (fairly easy to maintain and would happily overwinter in the greenhouse), students settled on the idea of a tea business. “We already had mint, so that’s where they started. It has the added bonus of being almost impossible to kill,” admits Sarah. “The Montessori tenet of ‘teacher as guide’ really shines through in our committee structure. I told them,

‘I’ve never run a tea business, but let’s see what we can do together.’” One cold day in the middle of winter, an MS student declared, “I wish I had a tea right now” so the committee decided to adopt teatime. From then on, students brought their own mugs and made their own tea to enjoy during their socially-distanced Wednesday afternoon committee planning meetings. As a first step, and in order to gauge interest in their burgeoning business idea, MS students undertook a survey

that asked faculty to indicate which types of tea they might most enjoy. Mint, lemon/ginger, oregano...? “There is certainly a learning curve involved with this type of committee work,” says Sarah. “We had to consider ingredients; do we buy organic and process them ourselves – which then brings up things like over-drying them and the leaves burn, or not drying them enough and they mold, or do we grow our own? What kind of soil do the plants need? What kind of soil do we have? How do we care for the herbs we do plant? How do we get our tea to our customers? We needed schedules and task lists and a lot of discussion and research.” And, in true Inly spirit, the students took full ownership. “The committee structure intersects with the Montessori curriculum on so many levels,” explains Sarah. “It gives the students the chance to decide not only which task they’d like to pursue, but also which role within the committee. Are they creative, hands-on, analytical? Whatever skill they bring, they feel validated, full of purpose and empowered.” And their hard work, planning and persistence clearly paid off, with MS students selling their entire tea stock during the Inly Book Fair. “They are already talking about how to expand next year, how to invest this year’s money to grow the business (other herbal concoctions?), how to find more opportunities to sell (morning share?). They are making a customer list for the fall,” notes Sarah. “It is so exciting to see them looking ahead. In a year when there were so many rules and regulations about what we couldn’t do, this was a wonderful opportunity to say: can we, don’t know, let’s try!” And, what about the pizza business? Well, that’s a question which will likely only be answered in the fall, but know that Inly Middle School students do hope to bring food back to campus in some form or fashion. In the meantime, how about an iced tea?

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THE LIBRARY: CH Book Boxes & a Safe (and Open) Space

s in all other areas of Inly life this school year, Library life was also forced to flex, adapt and evolve. With access restricted and with strict protocols in place related to the sharing of materials, Head Librarian and Literature Teacher, Shelley Sommer, and Assistant Librarian Mary McKelvey, had to re-invent ways to bring their literary treasures to students. One adaptation saw the creation of book boxes for Children’s House (CH) classrooms. “Since the CH children couldn’t come into the library, we had to figure out how to bring the books to them,” explains Shelley. “We came up with the idea of a book box and they worked really well.” Not only were the book boxes carefully curated – thus exposing the children to a wider array of themes and authors than they might otherwise encounter (“usually the kids come in and just check out their favorites, like

Inly students checked out over

7,000 BOOKS!

Elephant & Piggy,” Shelley says), but the boxes also stayed in the classrooms for longer periods of time and so were more readily accessible and available. “The teachers have told us they love them, so we’ll probably end up using them next year too.” In addition, the library hosted separate cohorts of older children each week, following strict Covid-safe protocols in between visits. “Interestingly, we checked out more books than ever this year,” adds Mary. “I think it’s because of those quiet times at home, because other activities were cancelled and other libraries closed. We could stay open and be a safe spot to visit throughout these turbulent times.”

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collaboration, creativity and caution The Health Office Credo for 2020–21

eginning on March 11, 2020 when the World Health Organization first declared Covid-19 a pandemic, through to when all public and private schools in Massachusetts were ordered closed (March 15, 2020) and from those points on through to this year’s graduation, Inly’s team of health and safety professionals has worked non-stop to ensure students and staff could enjoy a safe, full-time and in-person 2020/21 school year. “In the beginning, there was so much to consider,” remembers Inly School Nurse Kate Murdock. “From the big questions like: how do we, essentially, shelter in place on campus? To the more mundane questions like: how many band-aids do we need to buy? Things like: how do we accommodate multiple kids in this space? How do we quarantine someone if we need to? Which cleaning products are least toxic, but still effective? So many questions to be looked at under a completely new lens.” In conjunction with Inly’s newly formed Health & Safety Task force, which met every Tuesday throughout the school year and is comprised of individuals from the Inly community with a range of medical and other relevant backgrounds, Inly’s nursing team worked to establish new protocols and procedures and to make a host of changes to ensure the continued safety of all students, faculty and staff. “The level of collaboration and cooperation this year has been fantastic. Ironically, in a year of forced separation, this team has become closer than ever,” says Kate. Some of the changes were obvious, like the relocated and expanded Health Office, limited visitor access to school buildings, smaller and separate cohorts, mask and social distancing requirements, adherence to a one-way traffic flow, the creation of a monthly Protect Inly Pledge and plexiglass. Other changes were more subtle, like the

morning health screening for each child, the CPR and first aid training given to every teacher and the heightened partnership with Jenny DuClos, Inly’s Director of Counseling and Social Emotional Learning. “The school nurses’ office is a landing pad for everything from a skinned knee to just needing a break from the day,” explains Inly School Nurse Ryan Detwiler. “In the beginning of the year we were seeing 5060 kids a day. There was, literally, a line out the door. And we were disinfecting between visits. We knew we needed to do something.” So the Health Office took some slow and careful steps to decentralize. All staff and teachers were CPR and first-aid trained and each classroom was provided with a fully stocked First Aid caddy. Not only were

Covid calls: ‘Hi, it’s possible I’m just about to ruin your next 14 days’,” admits Ryan. “In the fall, it was a lot of work and it was uncertain and scary. It took a while for us to get to the point where we could be truly authentic in our reassurance. It took a while

“We are so fortunate; we have had the most normal school year, anywhere.” –ryan detwiler, school nurse, np-c

the teachers empowered to recognize situations they could handle, but the kids were too. “A five-year old is perfectly capable of treating their own scraped knee,” says Kate. And the added benefit of this slightly more decentralized model: “We are actually also teaching life skills – autonomy, independence, self-reliance. The in-classroom caddies are definitely here to stay.” But, not surprisingly, it wasn’t all smooth sailing. “Even though they were fairly rare, it was awful making those

for us to really know we were doing the right thing,” she continues. “As soon as we started seeing no evidence of community transmission, the level of anxiety dropped and our confidence grew.” “I would say our philosophy throughout this whole experience has been to go slowly and carefully,” explains Kate. “To keep making the next best choice we can make. To be flexible and to adapt, all the while considering what’s going to work best for our kids and keeping mental health top of mind.” The strategy of extensive collaboration, exceptional creativity and extra caution employed by Inly’s Health Office and Health & Safety Task Force certainly reaped large rewards for the entire Inly community. “We are so fortunate; we have had the most normal school year, anywhere,” says Ryan. “Honestly,” she concludes, “I wish in September I could have seen May.”

SUMMER 2021

DEBBIE HAUG

“the diva of details” retires BY LE A H DERING-RIDLE Y

ith no office management experience, and even less skill with an electric typewriter (despite having taken a typing course in 1965, during which she was told to cut her nails), Debbie Haug seemed an unlikely candidate to fill the position of part-time office help at The Montessori Community School (TMCS) in August 1987. One can assume that she passed the probationary period with flying colors, however, since the job that began on a trial-only basis, subsequently blossomed into a 34-year career. “I’ve had two jobs. Jordan Marsh and Inly School,” Debbie explains. Starting out as a Jordan Marsh sales clerk in college – Debbie went to Northeastern and studied education – and eventually ending up as a buyer for maternity and budget women’s dresses, after holding many different managerial positions in the company, she decided it was time for a career change when her daughter, Victoria, started kindergarten. “I took a 6-year hiatus to be with her, so I

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wanted to work again, but I also wanted to be nearby in case she needed me.” A friend suggested she apply for the role at the nearby Montessori Community School (at the time under the stewardship of Charles Terranova and with a total enrollment of 140) and the rest is history. “I’ve basically been in the same spot since,” Debbie says, but she’s witnessed many changes over the years. “There was no Artsbarn back then, no Sunflower Hill, no Middle School building,” she recalls. “My daughter was part of the first eighth-grade graduating class, one of two. We held the graduation in Cushing Hall. The two girls – my daughter and Bridget Rynne – didn’t give speeches, but they did have to sing a song from ‘Fiddler on the Roof’ with the Head of School.” “I have a lot of fond memories,” Debbie says. Some of her favorites include the time when a Board Member got in touch to say she wasn’t going to be able to make the auction: “She called and she said: ‘I’m so sorry we’re going to

miss it, but we have an audience with the Pope.’” “We used to ask about the birth experience on the entrance application. I loved reading the answers,” she admits. “There was one about the applicant being born on the Sagamore Bridge and one that read: ‘It was really easy. We met her at the airport.’” Owen G., in particular, will always have a special place in her heart: “CH1

Victoria Haug, Debbie’s daughter, was part of the first Inly/TMSCS eight-grade graduating class in 1995.

debbie’s favorites FAVORITE PAST TIME: Reading “I don’t do horror or romance, and absolutely no animal deaths, but I do enjoy psychological thrillers. I’ve discovered I really like reading on my phone,” Debbie adds. “I can make the font as big as I want, the text can be backlit and I’m particularly fond of the look-up function. Now that I’m retired, I might just try an audiobook.”

I am going to miss Inly; the families, the faculty, the staff, the children. —DEBBIE HAUG used to be where the Health Office is now,” Debbie explains. “Owen G. would come and visit me regularly, for a chat and to look through my desk drawers. One day he came to borrow a marker for his teacher, Dawn. I gave him a permanent one by mistake and when he came back and told me I said, ‘Oh my gosh, Owen, I’m such a loser.’ He leaned over my desk and shouted back to his classroom – really loudly – ‘Dawn, Debbie said she was a “woozer”.’ My daughter and I have now been calling each other and ourselves ‘woozers’ for years as a joke. It really was the cutest thing.” Anyone who has lingered at her desk for a chat knows about Debbie’s love of animals – cats and dogs, in particular. “I’ve always had a dog. My mother raised cocker spaniels for show, so I spent a lot of time on the dog show circuit as a kid.” Owen Maxwell (cat), Sullivan (cat), Belle (cat), Bentley (dog), Barnaby (dog), Norbert (dog) and Finley (dog) have all been a part of Debbie’s life. “I really do love animals. They’re family.” In addition to being an animal-lover, Debbie is also an avid gardener and garden enthusiast. “I grew up in a big, historical house in Randolph with three acres and we had a lot of formal gardens – herbs, roses, beehives,” she explains.

FAVORITE FLOWER: Lilacs or peonies Faculty and staff lined the hall to say goodbye and wish Debbie well on her last day at School.

She has visited the gardens of England many times, but on one particular June/ July garden tour, which took in the Cotswolds, Stonehenge, and Sissinghurst among other famous locations, “the weather was so cold and rainy they had to cancel Wimbledon,” she recalls. “The bus stopped at the next garden and I was over it. I remember saying: ‘I don’t care if I never see another blue delphinium again, I’m staying on this bus.’” During her tenure at Inly School, Debbie acquired two nick-names: “The Diva of Details” and “Nancy Drew of the school” for both her attention to detail on all things – “I do enjoy grammar and proofreading” – and her need to research and solve all mysteries, both big and small. I made it my mission to find out the answers. I like the details; I want to know what’s going on.”

A few of Debbies’s pets (left to right): Sully, age 16; Finley passed away lastyear at age 11; Belle, age 15.

FAVORITE MEAL: Chicken with crispy skin and homemade chocolate éclairs, “just like my mother used to make for me.” FAVORITE MOVIE: ET or Titanic “but I do love British movies. Also anything medical, legal or with murder and mayhem.”

Debbie offers some advice for her replacement: “It’s important to be empathetic, understanding and to truly want to help families find the answers they need. Being there for the kids, being able to multi-task and prioritize are also very important. Trust the process and enjoy the ride.” In considering her retirement, Debbie says: “I am going to miss Inly; the families, the faculty, the staff, the children. I really loved the work and it’s been wonderful to see the kids start out as toddlers and then graduate from middle school. I won’t miss having to get up at 6am though,” she admits, “and it will be nice to be able to make a doctor or hair appointment at a normal time.” “It’s a whole new world for me,” she concludes. “I’m going to take it a day at a time, but I have a feeling I’ll probably get used to it. I’m still not a perfect typist though,” she confesses. “I only use four fingers.”

SUMMER 2021

FACULT Y & STAFF

like clockwork Inly’s facilities management team keeps the campus running smoothly and in tip-top shape. BY LE A H DERING-RIDLE Y

“When you walk into school, if the door opens, you don’t trip over anything, and the lights come on, we’ve done our job.” – ERIC WILLIAMS, FACILITIES MANAGER

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nly Facilities Manager Eric Williams and Buildings & Grounds Manager Efren Escobar, are fixtures of daily life at Inly; from their waves and traffic management at pick up and drop off, to the not uncommon sight of them zipping around school on their golf cart. “Many people might not know it, but our department is actually responsible for the entire campus – from the trees, to the plumbing, to the grass, to the loose boards, to setting up tents outside for an event or sanding and varnishing classroom tables every summer…” Eric explains. “You may see us, but you probably don’t see what we’re doing.” Hailing from Camp Wing, a program run by Crossroads (an organization dedicated to empowering children) and attended by many an Inly student, Eric

began his career building Papa Gino’s and D’Angelos restaurants. “When I saw the posting for the job opening while still at Camp Wing, the first thing I thought was, ‘what’s an Inly?’’ Eric admits. He is now in his fourth year at the school and says that he really loves “all the color. I love what Donna’s done with the place” and he enjoys the change of pace from day to day. “There’s never a dull moment.” He just wishes there was enough time to execute “everyone’s great ideas.” As for Eric’s teammate Efren, “I’ve been in the USA for 16 years,” he explains. “11 of them at Inly.” Originally from El Salvador, where his parents and brother still reside, Efren (and his wife) first came to Inly as part of a cleaning service.

FACULT Y & STAFF

Eric Williams puts a fresh coat of paint on the walls of the new Lower Elementary classroom.

“We were living in Revere and when we had my daughter the commuting was too much for just a few hours of cleaning, so I quit.” But, obviously, the story doesn’t end there. A week later, Efren was back at school, this time as a full-time facilities management employee. “My first year in America was hard.” Efren admits. “I didn’t speak much English, but Julie KellyDetwiler [Inly’s former Assistant Head

of School] helped me with English, and I helped her with Spanish. It was great.” While making sure the lights come on and the toilets flush every day (among a myriad of other responsilibilites) keeps these two busy enough, not surprisingly, Covid presented a host of new challenges for the facilities team to overcome. Everything from splitting every classroom into two and transforming non-classroom spaces into useable spaces, to fencing all of the Children’s House outdoor classrooms, to setting up 17 canopies for other outdoor classrooms around campus, to adorning tables with plexiglass dividers, to setting up 60 air filtration units around the school, to spraying the playground with disinfectant every day. “It was super daunting,” Eric admits. “But, I’m proud that we were able to be open this entire year. I take it as a personal compliment.” Overall, the two agree that their relationships with parents and students are the best part of their jobs. “I am happy to be contributing to something worthwhile,” says Eric, while Efren adds, “I love this school. I love using a little bit of free time to play with the kids when I can.”

favorites eric williams,

facilities manager FAVORITE SONG: “Hold the Line” by Toto “Slightly embarrassing, and only for singing in the car.” FAVORITE FOOD: Rice, “Prepared in any way you can think of, fried, boiled, you name it.” FAVORITE MOVIE: The Blues Brothers FREE-TIME ACTIVITY: Facilities management: “But it’s actually called ‘working on the house’ or ‘helping your in-laws…’”

efren escobar,

buildings & grounds manager FAVORITE MUSIC: Bachata or “any kind of romantic music.” FAVORITE FOOD: Seafood: “Anything in the ocean.” Clams, more specifically, and Cóctel de conchas, in particular. (A traditional summer clam dish from El Salvador made with black shell clams (conchas negras) onions, tomatoes, lime juice and a mixture of Worchester sauce, hot sauce and salt, served with crackers, lemon slices and hot chili peppers.) FREE-TIME ACTIVITY: Playing “with my kids. Soccer outside or soccer video games. We love FiFa.”

Efren brightens up a bookcase in Children’s House Three, after coating all the tables with varnish.

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FACULT Y & STAFF

meet new faculty Beibei Guan Children’s House Two Beibei Guan, a career changer, will incorporate her sophisticated musical talent to her teaching in the Children’s House classroom. Before pursuing her AMS Early Childhood training at the Northeast Montessori Institute, Beibei was a professional opera singer traveling internationally to perform at such venues as Lincoln Center, the Metropolitan Museum of Art, Nürnberg Symphony, German Gropius Bau, Centre Pompidou à Paris, and the Sarasota Opera. When she’s not performing, Beibei loves being a mom to her toddler Noa and practicing Montessori at home with him. Beibei holds a BA in Music Education from China Conservatory and a Master’s in Vocal Performance from Boston Conservatory.

Shannon Hendrickson Children’s House Four Shannon Hendrickson is a Scituate native who is returning home after spending the past seven years exploring, teaching and pursuing her Master’s Degree in New York City. After working in communications for a few years, she missed the magic of working with kids and recently completed her Master of Arts degree in Early Childhood Education from Hunter College. Shannon had been working for the BASIS

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Independent network at their Brooklyn and Manhattan locations where she helped start and develop their early learning programs. When outside of school, Shannon enjoys going to the movies, trying new restaurants, traveling to new countries and spending time with her family by the ocean. She is excited to join the Inly team and meet her new students. She is looking forward to developing a welcoming class culture that fosters curiosity and creativity amongst all of her little learners!

Marcie Swartz Lower Elementary Four Marcie has been working with children and the arts for over 20 years. As a licensed preschool and elementary teacher with a Master’s Degree in creative arts-integrated curriculum, she has taught elementary school in Boston, and preschool in Somerville, MA. Prior to teaching, she studied at NYU’s musical theater conservatory and traveled the world as a singer/songwriter with top 10 major label dance releases. In 2014, she wrote and recorded a children’s album and regularly performs children’s music throughout New England. She spent three years directing children’s theater for Cambridge-based “Beyond The Fourth Wall Expression Theatre,” and in 2019, wrote and directed a musical for the child actors. Marcie is a graduate of Oberlin College and Lesley University. In her free time, Marcie can be found taking walks, reading, watercolor painting, singing, and playing drums.

Katie Swanton Lower Elementary One When the first snowflake falls, you can find Katie Swanton on the New England ski slopes every weekend from open to close. A recent graduate of the Master’s Program at Lesley University, Katie spent the past year teaching 4th and 5th grade at the Brookwood School. During her undergraduate work at Salem State, Katie worked for KidSHINE OT in Ipswich where she coached kids in developing both fine and gross motor skills, designing lessons and activities that focused on building sensory input and core strength. Katie is hands-on and passionate about working with kids! She enjoys planning lessons that foster creativity and curiosity, and also strongly believes in the importance of weaving DEIJ work throughout her curriculum so that students can grow into their best selves.

Emily Gaskin Upper Elementary One A lover of the outdoors, Emily Gaskin joins Upper Elementary with a true appreciation for her environment. She graduated from Wake Forest in 2020 and during her years there, she worked as a counselor and leader at the Green River Preserve. Emily fell in love with the beauty of New Zealand as a study abroad student where she took her first skydive and bungee jump! Most

FACULT Y & STAFF

recently, Emily completed a fellowship at The Learning Project in the Back Bay. When not teaching, she spends her time cooking, hiking or gardening with friends and family!

Stephanie Nichols Upper Elementary Three Stephanie found her love of teaching later in life. She started out her adult life as a lawyer but didn’t find the joy she was looking for in a career. After leaving law, she worked as the library specialist at a public elementary school before pursuing her MEd. Upon completion of her teaching degree, she joined Americorps and worked as a teaching fellow in a charter school in Boston. Stephanie’s interests include sea kayaking, knitting, sewing, baking and spending as much time as possible with her wife, high school aged child (a 2020 Inly graduate) and 2 French bulldogs. Stephanie also loves to travel and she and her family have hosted high school exchange students from Switzerland, Germany and China. They have also been foster parents to several children. Stephanie holds a BA in Human Ecology from College of the Atlantic, an MEd from Merrimack College and a JD from Northeastern University School of Law.

Christina Sutter Upper Elementary Three Christina started her academic career as a Montessori student at one of the first Montessori schools in the

US—Gloria Dei Montessori in Dayton, OH. She obtained a BA in English/Political Science at Case Western Reserve University, (Cleveland, OH); a MA in English at the University of Wyoming (Laramie, WY); and a MEd from Xavier University, (Cincinnati, OH). Christina has taught Montessori Upper Elementary in both public schools and private schools in addition to directing Gloria Dei Montesssori, Ohio and Laramie Montessori Charter School, Wyoming. She is passionate about seeing the best in every child and helping them find ways to shine. When she’s not teaching, Christina enjoys spenidng time with her 2 dogs, Jack and Bella, and her cat, Smoke. She enjoys reading literature, hiking, kayaking, fly fishing and being a die-hard Cleveland Browns fan.

Imogen Nelson Middle School Imogen Nelson (“Mo”), a native of Cambridge, has a passion for inspiring Boston’s youth. Working for Americorps at Match Charter School and at Achieve, an academic summer enrichment program for 11-14 year olds from underresourced communities, Mo has developed a love of helping students discover their passions. She recently completed her Master’s in Education at Boston University while receiving her Teaching License through the Shady Hill School’s nationally known Teacher Training Center. Mo has an array of interests, and her favorite pastime is playing sports! She has played soccer since she was four and played varsity soccer through high school and at college. She discovered frisbee at college and fell in love with the sport and inclusive community. Mo also loves to draw, paint, write, play the drums (and sing

badly in the car), and during the pandemic she even picked up embroidery! Mo is a graduate of Wesleyan University and Cambridge Rindge & Latin School.

Stephanie McLaughlin Upper School Learning Specialist Stephanie began her career in advertising, but learned quickly that it was a passion for writing in the educational realm that really sparked her fire. She completed her M.Ed at Boston College’s Lynch School, and her first teaching job was as a Title 1 teacher at the Wellington School in Belmont. During her 12 years there, Stephanie taught 3rd grade and then worked as a reading specialist after completing MEd at Lesley University. Six years ago when her husband was offered a job at his firm’s San Francisco Office, her adventurous family moved to the West Coast. Stephanie discovered the Bay Area Writing Project, which is affiliated with the National Writing Project. She was accepted as a fellow in the Project’s Summer Institute and had an amazing experience reading, writing, and collaborating with other educators at UC Berkeley. After taking a few years off to tend to her young daughters, Stephanie went back to work in California as a Response to Interventionist for two of the elementary schools. While she made a lot of great friendships and enjoyed living in California, she is thrilled to be back on the east coast, surrounded by family!

SUMMER 2021

ALUMNI

the class of 2021 Abi Burns

Eleanor Adamson Cal Antico

The one thing I will miss the most about Inly is definitely the amazing friends I’ve made over my past years here and all the memories that we made. I have loved how supportive the whole community has been and how close everyone is even if you aren’t close friends with them. No matter what you needed help on, there would always be someone there to help you or support you.

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Yesterday, I found myself on top of the middle school lockers when I supposed to be cleaning them. What can I say, I like to play. And thankfully Inly has let me play. And I realize that this actually helped me learn to stay under control. … Leaving Inly, I have learned some things about myself. I like to play. But I also like to learn. And these things aren’t opposites. They just need to balance.

Gabriel Emerick I am a student. A soccer player. A little sister. A big sister. A daughter. A friend. And soon, I will be a graduate of Inly School. That’s a lot of roles that I play in my life. They are all important to me. But sometimes I turned these roles into labels. I have been at Inly since I was in kindergarten, and as I leave, I have learned to be careful about labeling myself. … For a long time, I let these labels (“Dyslexic,” “Anxious,”) define me. It made it hard to think of myself as anything else. They made me doubt myself. But I realize now that I can have challenges but the challenges don’t define me. I just work hard and deal with them.

Taking part in plays at Inly has given me much better public speaking skills, made me more confident in my work, and made me a much less shy person.

congratulations Our 2021 graduates will move on to these high schools in the fall: Duxbury High School Boston College High School Notre Dame Academy Tabor Academy

Scituate High School Thayer Academy (2) Ursuline Academy

Steven Silvers

Erinne Fiscus

Lucy Sullivan

Lizzy Power

Living with anxiety is like being followed by a voice. It knows all of your insecurities and uses them against you. It gets to the point when it’s the loudest voice in the room. The only one you can hear. … But recently, I haven’t let these thoughts totally take over my head. I have realized that I’m not so alone in this world and that there are people who care and want to help me.

Since I started at Inly, I have always felt safe and comfortable at school. After being here for so long, Inly has become a second home for me. This feeling of family is hard to describe in words, as it is just a feeling that I have. … Family is feeling safe to sing and be yourself in the Middle School band while hanging out and having fun. Family is going up to your teacher and being able to talk about your homework one minute then have animated conversations about whatever the next.

I’ve been thinking over my nine years at Inly. Out of all of those years, the one thing that stands out the most is the musicals that I’ve participated and acted in. … One time I played a literal worm. An earthworm. … At first, I had absolutely no clue how to play Earthworm. … But slowly, I got into the role of Earthworm. I practiced, got tips for how to sell the role, and my friends supported me throughout the whole process. And just like Earthworm in the story who began to become more confident up on top of the peach, so did I. The Insects gave Earthworm support and slowly but surely, he began revealing his true self to the seagulls.

Over the years, I always wished to be in a bigger school. But looking back on it, having 8 students in my grade has honestly been one of the things I like the most at Inly. I would never have spent so much time with these people if we were all in public school. I’ve been with everyone here for almost my whole life. … I’ve excelled more than I could have ever expected as a friend, person, daughter, and student this year. And I know for a fact I wouldn’t have been able to do that anywhere else.

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Where Does Inly Take You? An Inly education leaves it’s mark. Inly graduates pursue their passions, travel the world, start businesses, and more! feel that Inly helped prepare me and gave me the solid foundation necessary for success.”

Ava Vitali ’98 New York Ava went on to Thayer Academy and graduated from NYU. She currently works as the Project Manager for Creative Development for the children’s publisher, Scholastic. She oversees Corporate Special Projects, like World Read Aloud Day, and manages the Possible Fund, which donates over a million books every year. She also serves as an Adjunct Professor in Art History at Adelphi University, and lectures publicly about pop culture and ancient Egypt. “The ability and independence I got at Inly to pursue research topics that I was passionate about directly influenced my academic pursuits, and put me on the path to grad school, where I studied archaeology and Egyptology, two subjects I was passionate about even in my time at Inly. I never felt any research area was off limits, or that I didn’t have a right to be in any particular academic or intellectual spaces throughout my education, and that all goes back to the Montessori foundation I received at Inly.”

Julia (Sanchez) Chamberlain ’01 Massachusetts Since Inly, Julia received her bachelors from Northeastern in 2010 and masters in counseling from Capella in 2018 and recently her professional license as a counselor. She is a writer for a clinical website called “Choosing Therapy” and was a contributor to Cohasset’s publication, “Life on the Rocks. Julia continues to live in Cohasset with her family. “I 34

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Maxwell Zotz ’02 Texas After Inly, Maxwell went on to play soccer, basketball and lacrosse at BC High and Gould Academy. From there he went to Brandeis University and majored in International Global Studies and Business. After a brief varsity soccer stint, Max focused on various entrepreneurial ventures and internships, which led to launching a startup in his senior year. After 5 years running “Verge Campus” and bringing artists like Kendrick Lamar and Chance The Rapper as well as brands like Spotify and Reebok to college campuses, he successfully exited the business. Now residing in Dallas, Texas, Max has joined another start-up in the music space where he creates music advertising campaigns for brands like Ford, Dr Pepper and US Cellular. “The education style and creative environment at Inly instilled a level of independence and confidence that was needed to become a successful entrepreneur and truly pursue my passions in business and entertainment.”

Conor Detwiler ’03 Argentina Conor explored his passion for art and writing at the Commonwealth School and at FIT and Naropa University. After writing his first book, Undividing: Returning to Oneness for the First Time, a guide to spiritual awakening for adults, Conor wanted a

change of pace. Tapping into his past experience as an assistant teacher at Inly, and as a counselor and meditation teacher in Buenos Aires, Conor wrote and illustrated Light, Bright Light—a colorful journey for ages 2–6 through emotion toward one’s inner light. ”At Inly I learned that I could do what I put my mind to and that the path didn’t have to be perfect or clear cut. Light, Bright Light reflects back in full color the space and freedom that the Inly community has meant in my life.” Fellow Inly alumna Sally Meehan Sobhian ’04 narrated the animated version of the picture book. “Working together was fun and natural and brought us both back to happy memories of our middle school days!” Scan the code below to read Conor & Sally’s animated book.

Ian Marcallana ’06 Massachusetts Following his Inly graduation, Ian went on to Thayer Academy (Class of 2010) and Stevens Institute of Technology (Class of 2015). At Inly, Ian enjoyed science and the performing arts, so it’s no surprise that he combined both passions in his current role as a FIRST Robotics play-by-play announcer for New England, NYC, DC, and Texas. Hannah Kaplan-Hartlaub ’07 Spain & Minnesota After graduating from undergrad, Hannah moved to Madrid, Spain, for a Fulbright. She now works as a high school English teacher in Minneapolis, MN.

Deirdre Duddy-Kennedy ‘08 Massachusetts Deirdre is the Special Events Director of Brae Burn Country Club in Newton, MA where events are busier than ever post COVID. She recently bought a condo in Waltham and is enjoying the start of homeownership, including the many boxes and trips to Home Goods!

Elisa Sipols ‘08 Peru A passion for teaching and a strong desire to learn about other cultures brought Elisa to Peru, where she taught English to over 200 children in the tiny fishing town of Huanchaco. Elisa credits her Inly education with giving her the necessary tools to seek different adventures and tackle challenges with positivity and open-mindedness. Helen Wagner ’08 Sweden & Florida Helen has traveled extensively since 2008. She’s returned to Sweden where she got to meet up with students that had visited Inly when she was a student. “I credit Inly a lot with where I am today. If I had to choose one thing, it would be the ability to speak publicly. I often get complimented for my ease and the way I speak during company town halls or events and am often asked how I learned to do so at such a young age. My mind immediately goes to Inly with being in school plays, learning how to speak to adults as other humans from a very young age, presenting my 6th grade project to the whole class and then again to parents and classmates, writing and delivering a speech at graduation — so much practice that has helped me get to where I am today!” Helen currently lives in Tampa.

Bob Sommer ‘09 Florida Bob is thankful for Inly’s ability to foster a lifelong love of learning. “The cultivation of a student’s innate desire to learn and question, all while making it fun, has allowed me to live a more meaningful life, and given me the confidence and eagerness to always continue learning.” After graduating from Inly in 2009, Bob went on to Scituate High School and UMass Amherst, and is now a doctoral student in counseling psychology at the University of Miami.

Jenna McKenney ’10 Illinois Jenna graduated from Notre Dame Academy in 2014 and Harvard University in 2018, where she studied economics and neurobiology. While in college, Jenna was involved in the premedical society and volunteered at the ALS Association and Boston Health Care for the Homeless. She also did ALS research at Massachusetts General Hospital (wet lab and clinical research) Jenna moved to Chicago last fall and is currently a medical student at Northwestern University.

Tucker Antico ‘11 Indiana Tucker developed his passion for weather at Inly, and after graduating from BC High and Penn State, he’s now a professional meteorologist just completing his first post at WEAU in Wisconsin and

ALUMNI

moving on to FOX59 News in Indianapolis where he will be bringing the forecast on weekends and weekday evenings with appearances on CBS4 Indy. Tucker Meehan ’11 Sweden Going to Sweden in eighth grade inspired Tucker to see more of the world...since then he has been to four continents, 25 countries, and 20 States.

Ali Zildjian ’11 Scotland Ali Zildjian graduated Inly in 2011 and went on to Concord Academy and Hamilton College. She is currently studying book history at the University of St Andrews in Scotland and has been asked to stay on to work towards her PhD. Ali LOVES to learn and says “Thanks to Inly, I am unafraid to dive deep into my interests. I have seen my education not as a chore, but as an opportunity to develop my passions further.”

Daphne Caron ’12 California Daphne majored in landscape architecture and minored in city planning at University of California, Berkeley. She was the captain of an intramural soccer team, volunteer and teacher at the student garden, had a work study job in the rhetoric/film and media department, and got into the climbing/outdoors club. She’s traveled around Europe and to Beijing and New Zealand. “Inly’s cultivation of independence and empathy shaped me into the passionate and self-directed individual I am today.” Daphne currently works as a Landscape Architecture designer at Lutsko Associates in San Francisco, CA.

Meg Wilson ’12 Spain, Ireland, France, Iceland, Canada, Sweden, Bahamas, Netherlands, Belgium, Thailand Meg credits Inly for the inspiration to learn about new cultures and to travel for school from Paris, Barcelona and Madrid to Ireland, and a month studying Buddhism in Thailand. She notes, having a STEM based learning curriculum beginning as early as 5 helped cultivate her love for science, “I am proud to say that I am a woman in STEM as I went on to get a Bachelors of Science in Psychology.”

Gabby Jackson ’12 Spain, Africa, New York Gabby studied abroad in Sevilla, Spain in college and traveled around Europe and Northern Africa (Tunisia and Morocco). She moved to NYC for college and has stayed since graduating.

Abby Austin ’13 Oregon Abby attended The Cambridge School of Weston and graduated from NYU in 2018 with a degree in Film and Television production. Now living in Portland, Oregon, Abby is currently working as an assistant set painter on Jordan Peele and Henry Selick’s new stop motion feature film, Wendell and Wild. It is being produced through Netflix and will likely premiere in 2022.

Ashley Antico ’14 Tanzania Ashley went to NDA for high school where she was a part of the field hockey and tennis teams, as well as the growing greener club, math team, and choir. During her junior year at NDA, she traveled to a remote village in Tanzania to partake in a homestay service project. She is currently at Boston College in the Carroll School of Management pursuing a BS in management with concentrations in marketing and economics. “Inly taught me to be creative, curious, and unique, which has stayed with me. I am the director of a program called Boston College Splash that invites students in grades 7–12 to spend a day at BC taking mock-classes that are designed and taught by undergrads on subjects that they are passionate about. Inly has shaped my entire perspective on this program and where I have shaped the program to go in the future. In every interaction with our students, teachers, or board, Inly is at the root of everything I do with that program.” John McNeil ’14 Connecticut Inly has taken John to Fairfield University where he is currently majoring in communications and minoring in politics. “Inly taught me the importance of being involved in whatever community you’re a part of and I still value that here at Fairfield!”

Kathryn Goebel ’15 New York Kat graduated from BB&N, studied abroad in London for a year and is currently living in Manhattan while attending NYU, majoring in economics and minoring in law. Through

high school and college, Kat has been involved in Model UN, Investment Club, Women in Finance Society, and holds staff positions in her sorority, Alpha Sigma Tau. She also volunteers for the B+ Andrew McDonough Foundation and the Women’s Wellness Initiative. Kat credits Inly for “Confidence in myself and my learning abilities, as well as comfortable being assertive and knowing what I want to get out of my education.” Fritz Stammen ’15 Scotland After Inly, Fritz attended Milton academy where he played soccer and tennis, was president of the hip hop club and the only nonrepublican board member of the conservative club. After graduating, he took a gap year and went on a cross country road trip, spent time in Israel and Russia, and volunteered at the American embassy in Moscow. He was planning to go to Japan to help do research for a book on the war crime trials there following WW2, but covid prevented this. He is currently studying international relations at the University of St Andrews in Scotland. “Inly made me more curious and engaged in my own learning.”

Abigail Clapp ’16 Massachusetts Abby graduated from Beaver Country Day School 2020 and now attends Bentley University and plans on pursuing a career in healthcare management. She recently completed an accounting externship and enjoys being a full-time business student. She credits Inly for teaching her how to be independent and manage and her time. Nora Kent ’17 New Hampshire Nora attends New Hampton School in New Hampshire where she is the sports photographer and videographer.

Bryndis Oddleifson ’18 Massachusetts Bree is grateful to Inly for taking her outside her comfort zone. She says, “Because of the Inly environment, I have more confidence in myself and trust myself to make the right decisions regarding my future.” Bree is going into her senior year at Hingham High School and looking forward to whatever comes next!

Devon West ’18 Massachusetts Devon currently attends Chapel Hill Chauncy Hall. She is still involved in Theatre and also works at her dad’s Jersey Mike’s franchise stores. “Inly has taught me how to broaden my perspective by talking to people who are different from me.”

Jackson Frost ’19 Massachusetts, Texas & California Jackson started a birding and nature tour business where he shows people the wildlife of the South Shore. He has traveled to Texas and California to go birding and look for other wildlife.

Get on the map!

SUMMER 2021

ADVANCING INLY

EX “N

REMOTE LEARNING TAKES ON A LIFE OF ITS OWN

ecessity is the mother of invention.” So says the well-known proverb. And, sometimes, the invention is so successful it takes on a life of its own. Witness Inly’s remote learning offering, InlyEX. Born during the Covid crisis, out of the need to create an innovate and collaborative online learning experience for those Inly student unwilling and/or unable to return to campus for in-person learning, InlyEX is now be available as a stand-alone offering for any Grade 4–6 student who would benefit from a flexible learning schedule, perhaps due to high-demand extracurricular activities or pursuits (think athletes and children in the performing arts), or a simple preference to learn from home. Firmly grounded in Montessori principles (including student-centered, hands-on and project-based learning in a multi-age classroom), InlyEX also delivers a robust and comprehensive academic curriculum designed to provide a solid foundation in all core subjects. In addition, the new program offers students realworld experiences like field studies and excursions, service opportunities, weekly on-campus collaboration and participation in school-wide events; the latter two connecting InlyEX students to the wider Inly culture and community, while still allowing them to do the bulk of their academic work remotely. “We use a variety of platforms and programs to deliver our synchronous, project-based remote learning experience,” explains InlyEX Teacher Lindsay Lussier. “We also engage students with things like hands-on STEM kits and co-

INLY SCHOOL

BY LE A H DERING-RIDLE Y curricular projects. This helps us to ensure our children remain present and connected. We’re doing new and different things all the time and, most of the time, we’re following where their interests lead.” As the inaugural class, it’s wonderful to hear how positive the 2020-21 remote students felt about their school year. Here, a few share their thoughts: Allie Peterson, ’23: “I feel accomplished and happy that I’ve enjoyed this year to the fullest.” Jasper Keay, ’24: “I think that this year of school may have been better than my last school year.” Alana Hinchey, ’25: “It was a lot more fun that previous years and I think I learned a lot more.” Lila Ferguson, ’25: “It was AWESOME.” “I believe each child has a unique voice and should be allowed to use it to express themselves, both academically as well as socially/emotionally,” Lindsay explains. “It is my passion to inspire children to believe in themselves and their abilities. We are doing that with InlyEX. We have built a fantastic sense of community and camaraderie, even in a virtual space.”

ADVANCING INLY

1. INCLUSION, EQUITY & ENGAGEMENT

2. MONTESSORI+ our differentiator

our foundation

a. Preserve and strengthen Inly’s core

mission with a comprehensive focus on IEE, recognizing that a truly great school community seeks and is shaped by all types of families.

our future

Position Inly as a global leader in current and future Montessori programs by identifying the differentiators—based on Montessori principles—with innovative tools and practices designed to meet the needs of students and families in a rapidly changing world.

Monitor global trends in workplaces and higher education in order to anticipate the competencies that will be required of our students in the coming decades.

b. Develop and implement a sustainable

financial model that enables Inly to attract and retain diverse families and make accessing innovative education a realistic goal for an increased number of families around the South Shore and Massachusetts.

Attract, engage and support a diverse staff, faculty, student body and community; foster courageous explorations of and support for diverse identities.

d. A diverse and talented faculty sees Inly as the place to be for career development and community.

3. INNOVATION TEACHING & LEARNING CENTER

Search the rapidly evolving educational landscape for programs, tools, content and leaders who can contribute to improved practices. Develop programs that harmonize the most effective practices with Montessori principles; focus on programs for the high school years that take into account the social, emotional and developmental characteristics of adolescents.

a. The Innovation Teaching and Learning

Center is dedicated to positioning Inly as a global leader in development of programs that embody Montessori principles and are designed to meet the needs of students in a world that is rapidly changing due to many factors, such as shifting workplace dynamics, advances in technology, globalization and a shifting political landscape.

b. Engage new kinds of thinkers and

doers in the Inly community who will help lead, innovate and share experiential learning programs that nurture each child’s passion for selfdiscovery and impact on the world.

Inly’s unique brand of education becomes nationally recognized by progressive educators.

GOALS / OUTCOMES Inly’s unique brand of education becomes nationally recognized by progressive educators. These efforts will strengthen and extend Inly’s impact and will set the stage for branding Inly as a School of the Future: a highly differentiated new option for the South Shore and beyond. It will ensure excellent education, rich in the fundamentals, that challenges young minds to think strategically, interface seamlessly, and comprehend broadly.

SUMMER 2021

ADVANCING INLY

A M E S S A G E O F G R AT I T U D E It is my great pleasure, on behalf of the Development Committee, to thank our community for your generous support in the 2020-2021 school year. It has been a privilege to work alongside dedicated volunteers who made it possible for our community to support our students and faculty and be together again in creative ways. We are grateful to members of the Parents Group, led by Lori Black and Suzanne MacKay, who provided connections for our families through events, Zoom calls, parent education, campus beautification, Little Diverse Free Libraries, InlyCares, and by providing caring support to our teachers throughout this unusual year. We thank our Inly Fund Co Chairs, Elizabeth Feeherry and Sarah Lucey and their team of volunteers who led Inly to surpass our goal with over $220,000 in gifts to the Inly Fund. The impact of these gifts are felt across the school, providing critical operating support for our academic, arts, sports, and experiential learning programs. We appreciate the magic touch of our Auction Chairs Sarah Fairbanks, Maria Monaco, and Kelly Russo and our many donors for a successful Auction. “Believe: A Magical Night for Inly” grossed over $175,000 and demonstrated the magic of our Inly community. Gifts to the Fund Our Mission will support an Artist In Residence in the upcoming school year. The AIR program will enrich teaching and learning across the entire academic curriculum and amplify the work of BIPOC artists. We offer our heartfelt thanks to our dedicated faculty and staff, who once again demonstrated their tremendous commitment to our children. Led by committee chairs, Ellyn Einhorn, Kimone Simpson and Georgie Gladdys, Faculty and Staff once again achieved 100% participation in the Inly Fund.

Thank you to our volunteers, donors and partners for all you do on behalf of the Inly community. YOU truly make Inly’s mission possible.

Elle Hanson P’19, ‘23 Trustee, Development Committee

INLY SCHOOL

–JOHN F. KENNEDY

thank you!

We are grateful to our Alumni Council for their ongoing work to create ways to connect and engage our alumni family.

Sincerely,

As we express our gratitude, we must never forget that the highest appreciation is not to utter words, but to live by them.

ADVANCING INLY

YOU MADE GREAT THINGS HAPPEN! CONTRIBUTIONS

FUND OUR MISSION

$15,000

was contributed to launch an Artist in Residence program

CLASS OF 2021 LEGACY GIFT A TRUCK FOR BUILDINGS & GROUNDS

INLY FUND $220,883

AUCTION $175,982

SUPPORTING DIVERSITY, EQUITY, INCLUSION AND JUSTICE AT INLY

RESTRICTED $62,767

(gross)

We are grateful to the donors who advanced Inly’s Diversity, Equity, Inclusion and Justice programming at Inly last school year. These generous donations helped to support the purchase of Gall-Peters Projection maps for classrooms, diverse CPR mannequins for teacher training, Little Free Diverse Libraries, curriculum materials, and launch the BIPOC Artist in Residence program.

JULY 1, 2020 –JUNE 30, 2021 (unaudited)

292 DONORS TO THE INLY FUND CONTRIBUTING OVER

$220,883

BOARD OF TRUSTEES

100%

FACULTY & STAFF

100%

PARENTS

88%

FOUNTAS AND PINNELL GUIDED READING LIBRARY

to build a rich reading collection in Children’s House and Lower Elementary classrooms

To further enhance this programming, we have established the Diversity, Equity, Inclusion, and Justice Impact Fund. This giving opportunity will help to fund DEIJ programming for the current school year, such as teacher training, speakers, collaborations, and curriculum materials.

CAMPUS IMPROVEMENTS

Playground enhancements including Middle School climber

800

NEW BOOKS FOR THE LIBRARY

HEALTH & SAFETY

Hand sanitizer dispensers, air purifiers, and PPE supplies

FACULTY & STAFF PROFESSIONAL DEVELOPMENT, VIRTUAL CONFERENCES AND TRAININGS

“Funding this programming is a key part of meeting our goal of ensuring that our stated value of diversity and inclusion are woven into the fabric of the School.”

supporting materials to enhance learning in the 2021-22 school year including: Climbers for TH classrooms Geography puzzles for CH Cabinet of the World materials for LE Snap circuit kits for UE Adobe Creative Cloud for MS DigiLab 3D education kits for da Vinci studio Spanish bilingual book collections Garden tools for the outdoor classroom Latin percussion shakers for music and much more!

178

donations to our virtual auction

– S TACEY BEST, CHAIR BOARD INCLUSION WORKING GROUP

You may show your support by directing your annual gift to DEIJ allowing Inly to maintain and evolve diversity, equity, inclusion and justice programming and services for the School community.

l Ni g h t f o r I ic a n

grossing

l y

20+

GRANDPARENTS JOINED THE NEW GRANDPARENT GIVING CIRCLE

98 Teacher Wishes Granted

Countless hours of volunteer time and dedication

Ma y 15

$175,982 SUMMER 2021

2 0 2 0 –21 G R AT I T U D E R E P O R T

LIST OF DONORS

INDIVIDUAL DONORS Anonymous (15) Brian Abbott Jessie Abdow James and Sarah Adamson Kristin Agatone

Key to Symbols

Brian and Vanessa Aguiar John and Elena Aherne

Inly Fund Donations to the Inly Fund, the annual giving program, support the operations of the School and ensures our continued excellence in education.

Annual Auction Inly’s annual community fundraising and social event, which supports the School’s academic, arts, sports, and experiential programs, as well as special funds.

Inly Fund Leadership Giving Circle Leadership Circle Donors make an annual donation of $1,000 or above to the Inly Fund.

Special Gifts Donors who have generously supported a specific need of the School.

Endowment Fund The Endowment Fund acts as a savings account for the School. Gifts to the Endowment exist in perpetuity with a percentage of the principal, which may be drawn on each year for programs and needs of the School.

8th Grade Parent Legacy Gift A tradition of generosity, parents of 8th graders make a gift in honor of the graduating class.

Visionary Donors who contribute over $5,000 to all funds annually.

Adam and Aja Amontea Peter and Linda Antico Paul and Muffy Antico Emrah and Svitlana Aras Mark Archambault Norma Atkinson David Babcock Mary Balestracci Deborah Beal Frank and Alice Bevvino

Friends of Inly Businesses and community organizations who have made an in-kind donation or purchased a sponsorship.

Donations listed are for gifts and pledges received between July 1, 2020 and June 30, 2021. Every effort has been made to ensure the accuracy of this report. Please report any errors or omissions to the Development Office.

Sachin Bhate and Dipti Mudgal Stephen and Megan Bishop Michael Bison and Shannon Harper-Bison Billy and Christie Bitter Christopher and Lori Black Benjamin Bornstein and Zarla Ludin Matthew and Andrea Borowiecki Larry and Nancy Borowiecki Christine Bosworth Thomas and Malamati Boukouvalas Jeanne-Marie Boylan Victoria Boylan David and Karen Bradley Joan Brancale Jesse Brandt Liane Bromberg and Deborah Issokson Dan and Devin Brown

INLY SCHOOL

Andrew and Holly Burns

Christopher and Jeannie deMurias

Joseph Cahill and Winnie Lee

Charles and Katherine Denault

Becky Carbone

Emily Denault

Lisa Cat

E. Stephen and Carolyn Derby

Charles and Kara Cella

Liam Detwiler ’07

Julia Chamberlain ’01

Jeff and Ryan Detwiler

Christopher and Denise Chisholm

Mark and Michele Dickinson

Charles and Maranda Cigna

Natalie Dickinson ’10

Adrian and Patricia Clapp

Jennifer DiGregorio

Finnbar Cleary

Robert and Mairead Doherty

Aldous Collins

Tiarna Doherty

Bruce Cooper and Kendra Cooper

Andrew and Sarah Dolan

Conor Cooper and Colleen Boylan Cooper

Jennifer L. DuClos

Stephen Cooper and Lory Newmyer

Justin DuClos

Greg Corbett and Elizabeth Moulds

Deirdre Duddy-Kennedy ‘08

Daniel and Becky Coyne

Conrad Duncker and Lindsey Ebinger

Brian and Andrea Creedon

Lee F. Dunne

Joseph and Kathryn Crespo

Brad Dunn and Michaela Sewall

Davenport Crocker Jr. and Kendra Crocker

Michael Dunphy

Diane Crosby

Link and Ngoc Dupont

Monica Curley

Jeff and Tracy Durso

Kurtus and Erica Dafford

Douglas Dziedzic and Jennifer McGonagle

Jon D’Allessandro

Anthony and Amy Earley

Susan Damaso

Peter and Reyna Eastwood

Bill and Caroline Dana

Ellyn Einhorn

Lauren Dana ’08

Bill and Kim Emerick

Scott and Tess Darci

Justin and Caitlin English

Michael and Tiffany Darmetko

Todd English

Neil Davis and Kathryn Malinick

Efren Escobar

Sally Dean

Adam and Jessica Fairbanks

Thomas and Lauren DeGraan

Peter and Roberta Fairbanks

Alvin and Megan Ann Delgado

Ross and Sarah Fairbanks

Eric and Caroline Delima Rubb

Eileen Fazio

Rob and Kristine DeMarco

Tony Feeherry

Inly Fund

Leadership Giving Circle

Endowment Fund

Visionary

Friends of Inly

Special Gifts

Annual Auction

8th Grade Parent Legacy

SUMMER 2021

INDIVIDUAL DONORS Matthew Ferguson and Amy Cowan

Sarah Halkiotis

Barry and Alicia Fiscus

Rick and Martha Hanson

William and Carolyn Fish

Kathleen Harris

David Fish and Elizabeth Feeherry

Brenton Harris and Samantha Fisher

Kyle and Regan Flaherty

George P. and Polina Haseotes

Marilyn Flaherty

Deborah Haug

Benjamin and Danielle Flam

Victoria Haug ‘95

Jay and Kelly Fleming

James Hawes and Ellen Hanson

Adam and Jennifer Friedman

Thomas Hense and Shari Stade

Joanne Fromm

Alexander and Katherine Hernan

Bruce Frost and Maura O’Brien

Martha Hicks

Fiona Frost

Jonathan and Mary Hildebrandt

Jackson Frost ‘19

James and Sherri Hinchey

Harel and Lauren Gadot

Matthew and Lindsay Holden

James and Mary Gambell

Matt and Amanda Hollenback

Renee Reilly Gambell

Elizabeth Horne

Mark Gardner and Deirdre Creane

Brian Houlihan

Todd and Suzanne Garland

John and Lynda Jackson

Sasha Geddes

Jill Jardine

Russell and Diane Geldmacher

Matthew and Alexa Johannesen

Russell and Gemma Geldmacher

Dr. Sherry Johnson

Brian and Kristelle Gill

Patrick Jones and Jill McCoy

Lianne J. Gillespie

Matthew and Elizabeth Joyce

Georgie Gladdys

Kathy Kacergis

Juliane Goicoechea

Jeffrey and Heather Keay

Monika Gomes

Moira Kelly

Barbara Graham

Peter and Julie Kelly-Detwiler

Trevor and Liz Graham

Emily King

Lorraine Gregory

Mike and Joanne Kinsman

Sharon Gregory

Janice Kjellman

Mark Grindle and Elizabeth Medaglia

Lucy Knox ‘12

Chris Gudas and Susan Swords

Mary Alice Koon

Valerie Gudas

Susan Lailer

Charles and Kim Haley

Douglas and Kristin Lane

INLY SCHOOL

2 0 2 0 –21 G R AT I T U D E R E P O R T

Sarah Lane

Scott and Lauren McConaghy

Alice Langton

Catherine McConnell

Christopher and Laura Lawrence

Irene McDonald

Michael and Kathleen Levin

Rob and Sarah McGill

Caroline Locke

Fish McGill and Sheryl Pace

David and Susan Lodemore

Kate McKelvey

James and Chelsea Long

Mary McKelvey

Carolyn and Elisha Long

Heather McLellan

Laura Loughlin

Leo and Sara Meehan

John and Sarah Lucey

Michele Meister

Lindsay Lussier

Joan Mekrut

Chick Luther and Donna Milani Luther

William Mekrut and Meghan Farrar

Gustavo Lutterbach and Kendra Keenan

Justinus and Kimberly Menzel

Daniel and Jessica Lynch

Tom and Carolyn Merigan

Colleen Lynn

Christine Merigan

Bechara and Yvonne Maalouf

Jill Meschino

Cynthia Mackay

Brian Middendorf and Jackie McKim

Kyle and Rennie Mackay

Alex and Laura Minier

Suzanne MacKay

Daniel and Megan Mitz

John and Courtney MacKenzie

Andrew and Janice Molchon

Holly Madden

Robert Molchon and Emily Reardon

Meri-Lee Mafera

Chris and Maria Monaco

Kjeld Mahoney

Jake Monahan ‘17

Kevin and Kathryn Malloy

Bob and Lauren Monahan

Joseph and Joan Maraia

Andrew and Beth Monticone

Jonathan and Abigail Mariano

Steven and Barbara Monticone

Tom and Cassie Marsh

Giora and Jacqueline Morein

Amy Martell

Ciaran and Margie Morgan

Scott and Carol Martin

Doug and Debbie Morgan

Eo and Ozlem Martin

Jeff and Tina Morris

Marisol Martinez

Bob and Rhonda Munn

Christopher Massey and Amy Bowman Massey

David and Kathryn Murdock

George and Fran Massey

Michael and Shawna Nagle

Thomas Mbungo

Khuong Nguyen and Michelle Truong

Inly Fund

Leadership Giving Circle

Endowment Fund

Visionary

Friends of Inly

Special Gifts

Annual Auction

8th Grade Parent Legacy

SUMMER 2021

INDIVIDUAL DONORS Michael Nguyen and Kimberly Ingalls

Jeff and Jennifer Robinson

Anna Weymouth Nicholas

Donna Roine

Paul and Pamela Nii-Aryee

Erik and Stephanie Roine

The Noble Family

Chris Roth and Danielle Roncari

Kent and Kim Noble

Tom and Courtney Russillo

Michael and Kerry O’Connor

Adam and Kelly Russo

Kevin and Karin O’Dowd

William Rutledge and Kathleen Sullivan

Thomas and Katie Oetinger

Lois Scanlon

Modupe Olageshin

Trevor and Jaclyn Schattgen

Adam and Katherine Oliver

Matthew and Ciara Selinger

Becky O’Toole

John and Daniele Serafini

Apryl Parker

Melinda Shaw

Bruce and Karen Pehrson

Mike and Maureen Sheehan

Javan and Meghan Pelton

Peter and Piper Sheer

Jake and Pichina Peña

Brian and Karyn Shuell

Ryan and Britt Peña

Tivon and Catherine Sidorsky

Dave and Linda Pender

Peter Siekmeier

John and Connacht Peterson

Rick Silver

Daniel and Cathy Phillips

Robert and Christine Silvers

Robert and Michelle Pietsch

Kimone Simpson

George Pillsbury and Mary Tiseo

Tim and Kate Simpson

Silvio Porciatti and Mia Antonia Sontoscoy-Dougherty

Phoebe Simpson ‘19

The Power Family

Elisa Sipols ‘08

Alexandria Preston

Uldis Sipols and Sandy Kronitis-Sipols

Colleen Quinn

Tschol and Jessie Slade

Samuel and Kristin Quinn

Dee Slavin

Jason and Tracy Rahal

Hallie and Nichole Smith

Dan and Andrea Ramsey

Robbie and Helen Solomon

Jackie Ranney

Samuel Solomon and Kristy Errera-Solomon

Eric Raymond and Lauren Vitali

Tom and Shelley Sommer

Daniel and Kristin Reynolds

Nancy St. John

Mark Ridley and Leah Dering-Ridley

Raymond and Melissa Stenson

Erin Rizkalla

Jeff and Tanya Stevens

Karim Rizkalla

Walter W. Stevenson

David Robinson

David and Nicole Storer

INLY SCHOOL

2 0 2 0 –21 G R AT I T U D E R E P O R T

Andrew and Jaime Sullivan

Rich Wilson

Jonathan and Jenny Sullivan

Andy and Debra Zildjian

Mark and Cristina Sullivan

Gregory Zuckerman

Skip Tallman and Kathy Smith Ling Tang

Grandparent Giving Circle

Lauren Tardy

Thanks to the founding members of the Grandparent Giving Circle, launched in 2020! We are so grateful to these special members of the Inly community, for their involvement and generosity.

Daniel Tripp and Melissa Brennan Paul and Lisa Tyrrell Damian and Alison Tysdal Bill and Lisa Vanderweil Michelle Van Niel Tim and Marie Van Patten Jaap van Riel and Marieke Berndsen Phillip and Valerie Vitali John and Natalie Waggener Jonathan Wallace Shaw

John and Elena Aherne

Dr. Sherry Johnson

Peter and Linda Antico

Susan Lailer

Mark Archambault

Laura Loughlin

Frank and Alice Bevvino

Cynthia Mackay

Larry and Nancy Borowiecki

George and Fran Massey

Christine Bosworth

Irene McDonald

Thomas and Malamati Boukouvalas

Rob and Sarah McGill

Victoria Boylan

Christine Merigan

David and Karen Bradley

Michael and Megan Wallander

Finnbar Cleary

Dave Walsh

Bruce and Kendra Cooper Brian and Andrea Creedon

Jane Walsh

Diane Crosby

The Walsh Family

E. Stephen and Carolyn Derby Robert and Mairead Doherty

Daniel and Christina Ward Henry and Suzanne Ward

Jill Meschino Andrew and Janice Molchon Steven and Barbara Monticone Modupe Olageshin Bruce and Karen Pehrson

Susan Damaso

Christopher and Talia Walsh

Joan Mekrut

Jake and Pichina Pena Dave and Linda Pender

Peter and Roberta Fairbanks

George Pillsbury and Mary Tiseo

Eileen Fazio

David Robinson

Gillian Wasner

Anthony Feeherry

Donna Roine

Suzy Waters

William and Carolyn Fish

Melinda Shaw

Marilyn Flaherty

Robbie and Helen Solomon

Joanne Fromm

Skip Tallman and Kathy Smith

James and Mary Gambell

Bill and Lisa Vanderweil

Russell and Diane Geldmacher

Dave Walsh

Barbara F. Graham

Henry and Suzanne Ward

Lorraine Gregory

Michael and Margaret Weymouth

Andrew and Jacqueline Wehrli Michael and Margaret Weymouth Annemarie Whilton Zoe Whilton Joyce Whitman and Keith Conforti

Valerie Gudas

Brandon and Jennifer Wiernicki

Rick and Martha Hanson

Eric Williams

Kathleen Harris

David and Debra Wilson

Ann Wilson David and Debra Wilson Inly Fund

Leadership Giving Circle

Endowment Fund

Visionary

Friends of Inly

Special Gifts

Annual Auction

8th Grade Parent Legacy

SUMMER 2021

BUSINESS & FOUNDATION DONORS 5 South Main

Chicago BBQ

ABC Reading Adventure

Christina Ward Photography

Acquire Good

Clandestine Kitchen

Adage Capital Management, L.P.

Clover Art

Alley Kat Lane

Coastal Art Glass

AmazonSmile Foundation

Country Ski and Sport

ANJL Ceramics

Cross Street Flower Farm

Assembly

Cycle Town

BalloonJoy of Boston

D’Allessandro Corp.

Bank of America Matching Gifts

Dogs Go Hiking

Bates Lane Photography

Evenflo

Belgard

Farmhouse Fresh Interiors

Best Diet for Health

Fidelity Charitable Gift Fund

Big Day Fitness

Fiona’s Art Atlas

Bitter Lacrosse

Fish McGill Studios

Block Island Ferry

FLEXCon

Bo Cafe

Goldfish Swim School

Boston Sand and Gravel

Good Roots

Brook and Main

Green House on Bare Cove

Brothers Roast Beef and Pizza

Guilty Bakery

BSB Environmental Landscape

Harbor Light Toys & Candy

Buck & Bloom

Heidi Harting Photography

Busy Bee Jumpers

Heritage Museum and Gardens

Buttonwood Books and Toys

High Output

C.E. Floyd Company, Inc.

Hingham Jewelers

California Underground

Holly Hill Farm

Cancun Family Mexican Restaurant

Honsha/Niwaki

Carnet

Hornstra Farm

Catering by Michael Aprea

IHeartMedia

Challenge Rocks

Institute of Contemporary Art

Chatham Bars Inn

Irish Eyes Photography

Chef Abby Gray, Cooking with Abby

JEM Equestrian

Chef Ericka Maynard

Jordyn Warren Esthetics

INLY SCHOOL

2 0 2 0 –21 G R AT I T U D E R E P O R T

Juice Barn

Station Eight

Kennedy’s Country Gardens

Stellwagen Beer Company

Kjeld Mahoney Gallery

The Break Box

kloTH

The Cheever Tavern

La Petite Maison

The Fours

Lenny’s Hideaway

The Green Light

Levitate

The Makery

Lucky Finn Cafe

The Oyster Bag

Luxe Smile Dentistry

The Parrot

MacKenzie Custom Carpentry

The Phia Group

Michael Weymouth Art

The Pink Frame

Minot Candle Co.

The Toy Box

New England Aquarium

The Village Greenery

Over the Moon Parenting

The Welch Company

Peel Pizza

The Workout Club

Peterman Architects

Thurston Academy of Martial Arts

Pick A Party Place

Timber Hill Stable

Pinz Entertainment

Troupe Waste and Recycling

Ranah, Inc.

United Way of Massachusetts Bay and Merrimack Valley

Restaurant Oro

VERC Briteway Carwash

Revolution Hotel

Walsh Styling Beauty Bar

Sam Adams Brewery

Waterville Valley Resort - Waterville Valley, NH

Scituate Animal Shelter

W.B. Mason

Scituate Nails and Spa

West End Grill

Scout and Cellar Wine

Wicked Healthy

Sheryl Pace Photography

Wicks Island Sea Farm

South Shore Art Center

XV Beacon

South Shore Birding Tours South Shore BMW South Shore Conservatory South Shore Lawn Greetings South Shore Piano School Spotlight Music and Theater Academy

Inly Fund

Leadership Giving Circle

Endowment Fund

Visionary

Friends of Inly

Special Gifts

Annual Auction

8th Grade Parent Legacy

SUMMER 2021

a montessori moment

“We shall walk together on this path of life, for all things are part of the universe, and are connected with each other to form one whole unity.” MARIA MONTESSORI

INLY SCHOOL

Support a Passion for Learning.

NLY FUND EI

D THE IN N U

FUND TH Y L

We are a small community and every contribution has a significant impact on our students and teachers. Your gift to the Inly Fund makes a tangible difference in the educational enrichment, development, and life of our students. At Inly, you can see your gift at work.

THE INLY F

Thank you!

YOU CAN MAKE YOUR GIFT BY: CHECK Use the self-addressed envelope attached here

CREDIT CARD At www.inlyschool.org/ support

CALL The Development Office at 781-545-5544 ext. 119

46 WATCH HILL DRIVE, SCITUATE, MA 02066

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.

INLY ALUMNI & FRIENDS: COME BACK TO VISIT US! n n n n

Inly Players Auditions | Sunday, December 12 Winter Concert | Friday, December 17 Coffee House | Friday, January 28 & May 20 Grandfriends’ Day | Friday, May 20