Year in Review, 2021–2022 1
OUR MISSION Create a welcoming, diverse school community in which learners are: INSPIRED to strive for excellence and contribute positively to their communities. CHALLENGED to explore big ideas independently and collaboratively. EMPOWERED to pursue their goals with confidence, persistence, and integrity.
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Excellence Is No Mystery Clue #1: Wellan Upper Elementary students outperformed the U.S. independent school norm group in ERB standardized testing. Clue #2: Wellan achieved top recognition in four categories in Boston Parents Paper. Strong test scores and regional awards are good indicators of educational quality. However, as Aristotle noted, excellence is not a single act (or data point) but rather a habit that requires daily practice. Throughout the 2021–2022 school year, Wellan faculty teamed up to investigate and explore ways that the Montessori practice of observation can serve as a powerful tool for achieving excellence in both teaching and learning.
IN THIS ISSUE The Tool of Observation: Why Study a Student?
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Food, Kindness, Community: A Voyager Deep Dive
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Anything but Elementary: Excerpts from Student Experts
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As you may know, Maria Montessori advocated for the practice of close observation as a way to assess both student needs and student progress. Silently observing a student at work, without interrupting, allows teachers to pick up important clues about how best to support and challenge each student.
Experiencing Wonder in Kindergarten Science
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Becoming Conscious: The Beginner Mindset
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Wellan faculty help students learn to use the power of observation in their self-directed learning. Equipped with the freedom to investigate, the space to experiment, and the courage that comes with self-reliance in learning, it’s no mystery that Wellan students feel inspired and empowered to strive for excellence.
Tech Meets Design Thinking: 5th Grade Logo Project
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Instrument Program & Ensemble: Looking Back on the First Year
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Professional Development & Staff News
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Parent Volunteers 2021–2022
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Community Events & Classroom Moments
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Annual Giving & Wellan’s Block Party
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Wellan Alumni & Class of 2022
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Inspiring students to wonder, challenging them to observe carefully, and empowering them to make independent and collaborative discoveries are all part of what makes learning at Wellan special. As the photos and articles in this year’s Year In Review attest, Wellan students of all ages regularly engage in scientific observation, creative problem-solving, and collaborative learning. Thank you for another wonderful year. I continue to feel deeply grateful for the privilege of leading a terrific team at Wellan and being part of this incredibly supportive school community.
Beth Black Head of School Managing Editor, Writer: Beth Black Publication Designer, Writer: Haley Crocker Writer, Photographer: Megan Beatty Guest Photographer: Chris Dumas
T H E TO O L O F O B S E R VAT I O N : W H Y S T U DY A S T U D E N T ?
When we describe the benefit of a Montessori education over a traditional education, we describe the opportunity for students to learn at their own pace, guided by teachers that follow their lead and individualize their approach with each child. The greatest tool Montessori educators use to accomplish this is observation. Maria Montessori wrote of how her approach to educating young minds was built upon a foundation of scientific observation. The goal of observation is to discover a child’s interests, needs, and abilities so as to create an environment best suited for that child to learn. Observation without judgment is the best way for the teacher to “follow the child” and help them find their strengths and capabilities. There are several ways of practicing observation, in which a teacher may look for different things. When engaging in direct observation, a teacher may set aside a block of time dedicated to stepping back and noticing social interactions, events, or repeated patterns of behavior. Teachers constantly practice indirect observation, in which they observe while actively working with the children. Lastly, teachers may practice self-observation, in which they analyze themselves and their teaching approaches to notice areas where adjustments can be made. Seven of Wellan’s teachers described the importance of observation in their practice, and how they use it in their classrooms daily. Besides following the child and tailoring an individual approach, they also describe how observation
B Y M E G A N B E AT T Y Communications & Marketing Coordinator
allows for self-reflection and awareness, and helps the students become independent learners. Beginners Bridge teacher Austin Matte describes the process of observation as a “critical piece of the feedback loop of the scientific method,” remarking that “it’s how we get input from the environment. We observe the kids interacting with the materials that we put out, and if we need to make changes and alter the environment, we do that… Observation is how we cater the environment to their needs.” Lower Elementary teacher Kayla Hindle agrees: “Our role in this type of classroom is as the guide on the side rather than the sage on the stage. Observation gives us the data we need to make a more informed decision as to where to guide the student next. If we don’t have the information that we need to guide them to the right next step, they might be struggling with something and we wouldn’t identify that.” Other teachers describe how observation helps them not only tailor an individual approach for each of their students, but also come to know and appreciate them as individuals. Primary teacher Ana Marban-Lorenzo comments: “For me as a teacher, observation is really important because it forces me to let go of preconceptions and ideas about where children should be given their age, based on all the childhood development milestones that we study. You have to let go of that and really get to know the individual child where they are, and meet them at that point.” Upper Elementary teacher Beth Schuch expresses
2 Wellan Montessori School
The goal of observation is to discover a child’s interests, needs, and abilities so as to create an environment that is best suited for the child to learn. Observation without judgment is the best way for the teacher to “follow the child” and help them find their strengths and capabilities. Year in Review, 2021–2022 3
“Stepping in too soon can actually prevent students from having those great learning moments… My general approach is to step back and look at it critically first before stepping in, and to give children the opportunity to make mistakes and learn from those mistakes.”
a similar sentiment: “My observations inform a lot of lessons that can happen in the future, but they also help me to understand each student as an individual and get to know their interests and challenges, which helps me to teach them better because I know them for who they are and how they learn.” Montessori educators call the process of using observation to get to know each student on a personal level and tailor an approach based on their interests, strengths, and capabilities “following the child.” An important part of following the child, which observation creates the space for, is the ability to step back, know that the child is capable, and trust them. Primary teacher Jutta LossnerLiang describes her three rules for knowing when to intervene or let a situation play out in her classroom: “I very firmly believe that if I take a step back and a deep breath and consider: is this child going to hurt themselves, a friend, or the material? No? Then I can give them the time to figure this out and work through it on their own. No child is malicious or wants to break things or be counterproductive. I do believe that they want to succeed, and I have to give them the room and trust them.” In this way, following the child also means allowing them the freedom to make their own mistakes and work
through them independently. Beth Schuch describes how observation allows Montessori teachers to build a different culture in their classes around mistakes: “Stepping in too soon can actually prevent students from having those great learning moments… My general approach is to step back and look at it critically first before stepping in. We really build a culture where mistakes are good because you learn from them, so it’s not even a mistake.” Kayla Hindle concurs, explaining how “doing observation can remind you that it’s not always best to intervene, because part of learning is making mistakes, and you have the time to analyze if you really do need to intervene. The chance to do observation gives you the extra distance needed to remember that children will continue to be little people around you even if you don’t step in, and sometimes it’s to their benefit to give them the chance to experience the world on their own.” Allowing children the freedom to make mistakes also helps them become independent and self-reliant learners. Learning that mistakes are not failure, and that they are capable of correcting their mistakes, inspires children to become more engaged in their education. Ana MarbanLorenzo describes how “students take ownership of their learning and become much more independent and confident in their abilities… we’re there for them, but our
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“We’re there for [students], but our goal is for them to run on their own, which makes them aware of their environment and want to engage with it in a much more conscientious way… it’s a more active way of learning.”
goal is for them to run on their own, which makes them aware of their environment and want to engage with it in a much more conscientious way… it’s a more active way of learning.” Observation is important not just so that students have the freedom to learn from their mistakes, but so teachers do as well. Jutta Lossner-Liang describes how observation is critical in her process of continually improving her teaching skills: “I couldn’t imagine not using observation as a teaching tool and as a tool of growth, because I make mistakes, and observation allows me to see in the classroom where I am making mistakes, so I can be self-aware of what I am doing as a teacher and reflect on my influence in the classroom… Observation is also a very grounding thing to do. It keeps you realistic as a teacher, because you can see your influence in the class and if you don’t like what you’re seeing, you don’t just have to help the kids change, you have to change what you are doing.” Primary teacher Sandra Fernandes feels the same: “Definitely, observation makes me more patient. It gives me the understanding of a child and their relationship to the group and to the classroom, but it also helps me become a better teacher, by forcing me to keep evaluating the way that I’m doing things with the kids.” Lower Elementary teacher Michael Silverstone comments
on how observation not only helps the student develop themselves, but helps the teacher to do the same: “To be an objective observer and an attentive observer is a kind of meditation. In order to do it, you have to get yourself out of the way, and you learn to do that. So, it aids the adult in their development too, which is what Maria Montessori said should happen. It’s mutual growth, for both the child and the adult.” Tailoring an individual approach, following the child, allowing them to make mistakes, and encouraging their independence creates a school environment where students feel like valued members of a community and know that they are important. The tool of observation lays the foundation for creating this environment. Michael Silverstone explains, “When you’re watching a child, you develop empathy with them, and you identify with their struggles and you’re affected by who they are. I think that it nurtures kids to be seen and to interact with someone who can reflect with them, and who knows what they’re about and what their struggles are…. Somebody who is a trained observer and a compassionate ally of children is an invaluable aid in development. Every child could use that, and Montessori children are particularly lucky that they have that.”
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F O O D, K I N D N E S S , CO M M U N I T Y: A VOYAG E R D E E P D I V E
B Y K AT H I M A R T U Z A Voyager Integrated Learning Support Specialist
Street Food Pantry (CSFP). This community service learning experience started off with a lesson about food insecurity in Newton and the surrounding areas, which highlighted how the pandemic has impacted rates of food insecurity. This lesson was followed by a STEM lesson about food deserts, in which students researched the local area to determine where food deserts exist in our own community.
Above: The final mural artwork depicts silhouettes of Voyager students helping pack and deliver bags of food for Centre Street Food Pantry. In the background, the horizon line illustrates a graph of the recent influx of household visits to the Pantry from 2016–2021.
During the 2021–2022 school year, Wellan’s Voyager Middle School students embarked on a year-long integrated learning experience that combined lessons in humanities, STEM, wellness, and art, and provided opportunities for hands-on community service and significant character development. Collaborating with Artists for Humanity, Newton Community Farm, and Centre Street Food Pantry, students designed and created a mural depicting the increase in visits to the Pantry since 2016 — helping to raise awareness about food insecurity in Newton and beyond.
E N G AG E & I D E AT E This experience began in the fall of 2021 with four consecutive visits to Newton Community Farm,
during which students engaged in experiential learning activities structured around the following Essential Questions: • • •
How are we connected to the food that we eat? Why is it that not everyone has access to the same foods? How do farmers overcome the challenges of growing food?
The experience at the farm deepened students’ understanding of their studies on community, ecology, and how energy moves through ecosystems, in an authentic, hands-on way. Additionally, they learned more about sustainability, especially as it pertains to food. Later in the fall, Voyager students sponsored a food drive for Centre 6 Wellan Montessori School
Students also read case studies from real life examples of people who are food insecure, and engaged in a group activity to research, plan, and “shop” for food for their case study on a very tight budget. Through this lesson, students were able to simulate an experience of the reality of those who are food insecure, instilling an understanding, appreciation, and empathy for those in need.
C R E AT E Simultaneously, the Voyagers had the opportunity to create a project with Artists for Humanity — a nonprofit organization located in Boston that provides under-resourced teens the keys to self-sufficiency through paid employment in art and design. The Voyagers decided to use this opportunity to raise awareness around Center Street Food Pantry, food insecurity in and around Newton, and how CSFP serves the community. During the six-week process of designing and creating, the students worked together to brainstorm, and then worked with mentors from Artists for Humanity to hone their ideas into
Pictured from top left: Voyager students during a visit to Newton Community Farm; students unloading bags of donations for Centre Street Food Pantry; students working on their mural at the Artists for Humanity facility; the final mural now hanging in the Newton Community Farm barn.
a cohesive, collaborative design. The design was then shown to the “client” (CSFP), and they offered their feedback and suggestions, which helped inform the final design.
SHOWCASE & C E L E B R AT E Once the mural was complete, the next step was finding a place to display it both for enjoyment as well as education about CSFP and food insecurity. Newton Community Farm turned out to be the perfect home for the mural. The Farm has a large barn where they hold classes and camps, as well as house their CSA distributions for members — so having the mural hang in this space will impact many people on a daily basis. In addition, community members can view vinyl panels of the mural artwork in the Farm’s tent at the Newton Farmer’s Market. Wellan is also creating reusable grocery bags with the image of the mural, as an expression of appreciation for donations made to the upcoming 2022 Fall Food Drive for CSFP. And thus — the learning and impact will continue. This project, from September 2021 through June 2022, integrated learning experiences encompassing kindness, empathy, impact, and change — along with farming, community ecology, sustainability, art, and food insecurity — in tangible and meaningful ways that have shaped the hearts, minds, and lives of all involved!
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A N Y T H I N G B U T E L E M E N TA R Y: E XC E R P T S FR O M S T U D E N T E X P E R T S
In their Elementary years at Wellan, students have countless opportunities to follow their individual curiosities and interests. The Elementary Expo and Sixth Grade Capstone Project Presentations are annual events that allow students to showcase these curiosities, a process which involves in-depth questioning, researching, interviewing, writing, creating, and public speaking. The Expo and Capstone projects are an excellent practice in developing important skills that students will carry with them throughout their academic careers and beyond. In Upper Elementary, Wellan’s sixth grade students work on their capstone projects for much of the school year. Students conduct extensive research on a subject of their choosing, identify and interview an expert on their topic, and gather their findings in a culminating research paper and creative component — such as a 3D model, video, or an engaging visual representation of data. Then, students present their work to teachers, peers, families, and other Wellan faculty, poised and confident in their knowledge and expertise. This school year’s Expo and Capstone project topics ranged from the history of archery to veterinary science; from infrared and ultraviolet light to the biology behind blood types, and beyond. Here are just a few excerpts of the many impressive projects that our Elementary students presented on this year.
LO W E R E L E M E N TA R Y E X P E R T S:
S H A R K S, DA N I EL , 1S T G R A D E “Sharks have amazing eyes — ten times more sensitive than humans. They have night vision, and they are able to roll their eyes into their eye sockets; and they also have an extra have an extra eyelid to protect themselves from an attack. Sharks also have numerous rows of teeth. They lose about one to five teeth a week, and shark teeth regrow in about one to two months.”
EARTH JOIA, 2ND GR ADE
THE BRITISH EMPIRE K EE M AYA , 3 R D G R A D E
“The Earth is 4.54 billion years old. We think the Earth formed in the Big Bang, an explosion of gas. Earth land masses are called continents. There used to be just one continent, called Pangea. Pangea split into seven continents. Most of Earth is water. Earth was almost 1 billion years old before anything lived here. The first living creatures on Earth were bacteria.”
“The British Empire rapidly expanded their empire and reached their peak in 1919. At its peak, they ruled a quarter of the world’s population — around 458 million people. It was always daylight somewhere in their empire, and it was often called, “the empire on which the sun never sets.” After its peak, colonies slowly began to gain independence — especially after World War II.”
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S I X T H G R A D E E X P E R T S:
CR I M I N A L J US T I CE R EFO R M E VA
BO DY H ACK I N G A N YA
“The school to prison pipeline is a disturbing national trend in which children from certain school districts/ neighborhoods are disproportionately incarcerated. These neighborhoods tend to be low income and predominantly Black and Latinx. Like in the adult criminal justice system, Black children are five times more likely to enter the juvenile justice system than their white counterparts. A large portion of the children who are victims of the school to prison pipeline have faced poverty, abuse, neglect, or mental health challenges. Instead of being given adequate help, these children are being pushed out and incarcerated. A contributing factor to the school to prison pipeline are zero tolerance policies. When students commit minor infractions that should be handled in school, they can be expelled and arrested. It would better suit these children to provide them with help or therapy in order to reform their behavior, rather than sending them to prison.”
“Prosthetic legs are made up of several parts including an artificial socket, knee joint, pylon, and a plastic foot. The prosthetic leg also has an optional cover that covers up the prosthetic leg that makes the prosthesis look more like an actual leg. Today, prosthesis can be made with carbon fiber, which is as strong as metal, and as light as plastic. Modern bionic limbs are small machines that are connected to the user’s brain. People can control the artificial limb with their thoughts. These thought-controlled limbs let people move more naturally. Prosthetic leg joints detect motion and replicate natural movement at the knee and ankle autonomically to help with walking.”
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SCI EN CE FI C T I O N TO SCIEN CE FAC T JACK “One of the most memorable predictions made in science fiction was that Jules Verne envisioned the submarine in 20,000 Leagues Under the Sea. Published in June of 1870, it was a revolutionary book for its time. The submarine in the book, the Nautilus, was battery-powered, while most vehicles of the time were still powered by steam. Verne also predicted SCUBA gear in 20,000 Leagues Under the Sea. While in the oceans, the main characters used a primitive form of diving suit to explore the seafloor. Captain Nemo, the captain of the Nautilus, describes the suit’s air tank as “a tank built with heavy sheet iron in which I store air under a pressure of fifty atmospheres.” That description closely matches how an actual SCUBA suit works. A SCUBA suit operates by storing compressed air in a tank and using a machine called a regulator, which decompresses the air and makes it safe to breathe.”
E XPERIENCING WONDER IN KINDERGARTEN SCIENCE
Science is fun, captivating, and extremely useful to our children’s lives. More importantly, understanding the fundamentals of science allows children to engage with their world by thinking critically about everything they observe. The Kindergarten Science Workshop at Wellan shares the wonder of science with children in a way that inspires and engages them. During this workshop, our Primary Year 3 (PY3) students take part in hands-on activities to study basic science principles. Their critical thinking skills are enhanced during such activities as they learn to ask the what, how, and why questions. Even better, they get to discover the answers to their questions themselves, and they learn the scientific process along the way! One of our first units explored the states of matter. Our PY3 students experienced one of those existential, “wow, science!” moments when they watched a balloon inflate during our balloon, baking soda, and vinegar experiment. They studied chromatography through an experiment involving different colored fall leaves and rubbing alcohol. Another popular unit focused on the three main types of rocks and the processes of rock formation. In this lesson, wax crayons were eroded into sediment, compacted to represent a sedimentary rock, partially melted and
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BY SANDR A FERNANDES Primary 4 Teacher
pressed into metamorphic rock, and finally melted and cooled into igneous rock. This activity impressed upon our PY3 students a basic understanding of the rock cycle. Students also investigated static electricity through safe and fun experiments with common household objects such as balloons, a wool sweater, plastic spoons, salt, pepper, and aluminum cans. They built simple circuits with a light bulb and flashlight to demonstrate how current flows. As part of our building unit, students worked in groups to build towers with plastic cups. They also built structures and bridges that supported weight with popsicle sticks, clothespins, and mini binder clips. They worked creatively, problem solved, and collaborated while learning about the engineering process. Finally, our PY3s loved our unit on buoyancy, where they experimented with various shaped plasticine boats for floating and holding weight. Our students had a fantastic year of hands-on science. They asked questions, took part in discussions, and, most of all, they learned by doing. These hands-on activities gave them an opportunity to engage multiple senses, make discoveries on their own, and transform classroom learning into real experience.
Wellan Montessori School
“Pull quote”
[Students] asked questions, took part in discussions, and, most of all, they learned by doing. These hands-on activities gave them an opportunity to engage multiple senses, make discoveries on their own, and transform classroom learning into real experience. Year in Review, 2021–2022 11
B ECO M I N G CO N S C I O U S: T H E B EG I N N E R M I N D S E T
B Y A U S T I N M AT T E Beginners Bridge Teacher
“‘At three the child is already a man.’ Yet he is still far from having exhausted this strange power that he possesses of absorption from his surroundings.” —Maria Montessori, The Absorbent Mind
I must admit, the first time I saw the phrase “spiritual embryo” in Maria Montessori’s writing — before I learned more about the methodology — I thought that she must have had a screw loose. However, I did learn more and now recognize that her theory on child development was visionary. Her work inspired and, arguably, laid the groundwork for the work of Jean Piaget. In Montessori’s theory, the first “plane of development” comprises the first six years of life, which she refers to as the period of the “absorbent mind.” This notion of children as sponges has seeped its way into cultural wisdom, in part because it is common to hear a young child parrot a phrase they have heard an adult say. For Montessori, it’s a much deeper concept that refers to the ways young children acquire knowledge. Montessori breaks down the first 6-year plane of development further. She refers to the first 3 years of life as a time when the child’s character is still in an embryonic stage (hence that term, “spiritual embryo”). She considers this a period of unconscious absorption of the environment, when children soak up their surroundings unknowingly. Montessori described the second half of the first plane, which occurs around the third birthday, as a period of conscious absorption of the environment. During this period, children actively seek out their desired experiences. Neatly nestled at the nexus of the unconscious and conscious phases of the first developmental plane is
the Beginners Bridge classroom. The class is named “Bridge” because it connects Wellan’s toddler and Primary programs. However, this name works on at least one more level. Some Bridge students begin the year much more “toddler-like” in their way of engaging with the world. They meander from activity to activity, leaving in their wake the materials they handled, taking things at face value, and not always responding when spoken to. Other Bridge students start the year having clearly entered the conscious stage of absorption, as evidenced by how they interact with the world around them. Over the course of the year, as their development gradually unfolds, students ultimately become proactive agents in creating their own experiences. They cross a bridge, if you will, from a place of passive interaction to one of cognizance and exploration. One of the reasons I work in early childhood education is to be able to witness in real time such major and fundamental milestones in cognitive development. It’s fascinating to see my students begin to actively wield their own agency for the first time, like newborn giraffes taking their first steps. The Bridge classroom doesn’t have a monopoly on this milestone either — other Beginners students are surely well on their way along the trek into the conscious pursuit of activity by the end of the year. What is salient for us in the Bridge classroom, however, is that we have the pleasure of seeing it happen to so many in such a short period of time. Over the course of the year, students’ growing awareness of their own agency is like a light that just keeps getting brighter.
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I’m sure you see it at home, too. Your young ones become more capable, more responsible, more grounded in reality, more able to engage in give-and-take conversations, and more proactive and articulate about what they desire, even when what they desire is not right in front of them (e.g., we had seemingly out-of-the-blue requests for bagpipe music during lunch one day because the students saw a bagpiper days earlier). It seems to happen slowly, then all of a sudden. So what do we do with this information? First, I would reiterate that this is a unique and fleeting period in their lives. I encourage you to enjoy it while it lasts! Share in their wonder at even the most mundane experiences. When they share what seem to be redundant facts with you (e.g., “Hey, Mr. Austin. I’m eating pizza.”), use these as opportunities for dialogue. Encourage them to think more deeply about what’s going on and help to expand their understanding by introducing new vocabulary or questions (“Mmm. What’s on that pizza? Where does cheese come from?”). Additionally, as long as it’s practicable, let them figure things out for themselves. I repeat: let them do things! Whether it’s spinning open a window, pulling the shades back, loading laundry, pushing in chairs, laying out place mats, or whatever it may be, if they can handle it without adult intervention, let them. Even if it requires a little adult support to get it going, do so and then hand it off. They want to play a part. Fair warning: these tasks will take time, and they won’t be done perfectly. However, view it as practice, because that’s what it is.
Let them discover how capable they are. Get them in the habit of depending on themselves. This will pay large dividends in the future. Remember, they are doing these activities for the first time. To them, these tasks are novel, and need to be figured out — in fact, they want to figure them out. Why rob them of that? Resist the urge to immediately jump in and resolve the issue. When they struggle through these activities, which we view as mundane, they build independence, confidence, and persistence. The right amount of struggle is a good thing — it yields growth and learning. This applies to humans of all ages. We are not born with all of the inputs needed for development — instead, we are born primed to adapt to our environment by absorbing information from it. First, we do so unconsciously, and later, we begin to proactively seek out the experiences we desire. After all, it is not the adult who makes the child, but “the child who makes the [adult], and no [adult] exists who was not made by the child he once was” (Maria Montessori, Dr. Montessori’s Own Handbook). Children are in the process of making themselves. Fuel it with high-quality interactions, opportunities for independence, and give them the time and space they need for their development to unfold.
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T EC H M E E T S D E S I G N T H I N K I N G : 5 T H G R A D E LO G O P R O J EC T
Technology is not just a tool for learning, but also for exploring, creating, and contributing to society. Through Technology class, Wellan aims to help students develop necessary technical skills for academic work that they may also utilize later in life to achieve professional and/ or personal goals, such as partner and team collaboration, using digital tools and resources for research, design thinking, and problem-solving skills. To do this, we must consider the question: how can we inspire students to master technical skills and enhance their learning? Over the course of the year, we make connections in Tech class that extend into their academic studies, as well as into the wider school community, to help show students the importance of technological skills and the range and depth of what they can accomplish with these skills. This past spring in Tech class, 5th grade students embarked on a series of projects involving visual art and design, problem-solving, design process, and collaboration. For the first project, the 5th graders designed their own personal logo. Students explored two different digital drawing programs and learned about various aspects of creating a logo, such as color, imagery and shapes, and typography. The project not only developed their comfort with new technologies and
BY MAR A WEITZMAN Technology Specialist
vocabulary; students were also challenged to articulate their design process and choices by presenting their finished logos to their peers, each demonstrating a unique look and logic. Following the personal logo project and with new tools under their belts, students were tasked with a new challenge — designing for a client. Wellan’s Summer Program team commissioned the 5th grade class with creating eight different logo designs, one for each themed week of the Summer Program. Themes ranged from “Rainforest Adventures” to “Heroes & Helpers,” and the completed logos would be featured on a weekly newsletter and distributed as a button for participating campers. The 5th graders were up to the job. In teams of two, students started by consulting the client and identifying needs and goals, as well as project restraints. To help inspire their brainstorming, the 5th graders watched a few videos of professional designers talking about their work and process. As they collaborated in their teams over several weeks, the students learned to share ideas, compromise, and support each other. Once the teams reached a place in their ideation to start creating, they once again used digital drawing
T H E F I N A L R E S U LT S CO LO R YO U R WORLD
CAMP OUT WITH A GOOD BOOK
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GOING GREEN
Wellan Montessori School
HEROES & HELPERS
“Pull quote”
The project empowered students to use their technological knowledge to problem-solve in a real-world situation.
programs to bring their best ideas to life. After a few classes spent polishing their designs, students presented their prototypes first to Wellan’s Art Specialist, Amy Norrod, and then to the Summer Program team — Maria Gionfriddo, Meredith Dourian, and Kayla Hindle — as well as Head of School Beth Black. The students were able to describe their process and answer any questions from the panel, accept feedback and critiques, and successfully improve their designs. The results? A group of confident, skilled designers and eight thoughtful, eyecatching logos. The project, driven by a real need of the Summer Program team, empowered students to use their technological knowledge to problem-solve in a real-world situation. Following the Stanford model of Design Thinking, students reached the end of the project feeling great satisfaction in their work and proud of the recognition they received from their client, classmates, and wider school community. And the Summer Program campers received the themed buttons each week with much enthusiasm! (See the gallery below to view the final logo designs.) We look forward to engaging students in more projects like these, which truly encapsulate Wellan’s mission: Inspire. Challenge. Empower.
PIC TURE THIS!
R AINFOREST A DV E N T U R E S
DESIGN PROCESS E M PAT H I Z E Consult with the client about the project and desired outcomes.
D E F I N E Identify needs and goals of the project,
considering your client, their audience, as well as any project restraints.
I D E AT E Time to start brainstorming possible logos! Consider colors, imagery, and overall style and cohesiveness. P R OTOT Y P E Pick the most compelling ideas from your brainstorming and begin creating samples using a digital drawing program.
T E S T Present your logo to the client and receive
feedback. Repeat the process as necessary to create a final product.
PL ANES, TR AINS, & AU TO M O B I L E S
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A H OY, M AT E Y S !
INSTRUMENT PROGR AM & ENSEMBLE: LO O K I N G B AC K O N T H E F I R S T Y E A R
Maria Montessori believed “there should be music in the child’s environment, just as there does exist in the child’s environment spoken speech. In the social environment, the child should be considered and music should be provided.” At Wellan, we are proud to provide not only a robust music program for students of all ages to take part in during the school day, but also separate musical opportunities for our older students who wish to build upon classroom learning, learn or advance their practice of a musical instrument, and play music as a collective. During the 2021–2022 school year, Music Program Director Katie Ng launched Wellan’s Upper Elementary Instrument Program and our After-School Strings Ensemble groups. The two offerings are open to all Upper Elementary students, both to those who have never played an instrument before and those who have taken lessons outside of school. Currently, the instruments offered are the violin, viola, and cello. The Instrument Program allows students to practice their instruments in small group lessons, building skills and confidence in their playing and knowledge of their instrument. In Ensemble, an optional enrichment offering, students practice technique and artistry as they broaden their repertoire. Students who are new to their instrument can join the
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Prelude group, and students who have completed at least one year of instrument lessons can join the Chamber Ensemble group. In each group, the students learn to listen to one another, harmonize, and perform together for an audience. They also enjoy the camaraderie and support of their fellow musicians. Both the Instrument Program and Strings Ensemble groups hold concerts during the school year, and the Ensemble also has opportunities to play during special events at Wellan. When introducing the Ensemble for their first concert last year, Katie Ng shared, “The musicians and I have worked really hard together to become one cohesive group. Most of the students started this year without knowing how to play their instrument, and they have put so much effort into learning how to hold, pluck, and play with a warm tone.” After an incredibly successful first year, Wellan is thrilled to continue these programs. Looking ahead, Katie plans to add a band, featuring woodwind and brass instruments. Katie states that both programs “allow students to explore music at a higher level and build upon the foundation they receive during their general music class.” We are excited to watch these programs grow!
Wellan Montessori School
“The musicians and I have worked really hard together to become one cohesive group. Most of the students started this year without knowing how to play their instrument, and they have put so much effort into learning how to hold, pluck, and play with a warm tone.”
“Pull quote”
– Katie Ng, Music Program Director Year in Review, 2021–2022 17
P R O FE S S I O N A L D E V E LO P M E N T & S TA FF N E W S CO N F E R E N C E S & C L A S S E S Beth Black and Priya Venkateswaran attended The Montessori Event with American Montessori Society (AMS). Beth also attended the Association of Independent Schools of New England (AISNE) Head of School Retreat and the Montessori Schools of Massachusetts (MSM) Board Retreat.
Abby Zimage completed a Positive Discipline course through Sweet Home Montessori. Wellan Elementary faculty completed Our Whole Lives (OWL) Training, a secular Human Sexuality curriculum offered through the Unitarian Universalist Association.
Caitlin Bowring and Colleen Dischiave completed Think:Kids Collaborative Problem Solving - Tier 1 Training (Caitlin) and 2 Training (Caitlin and Colleen). Denielle Cesvette completed the course “Caring for Diabetic Patients” through Joslin Diabetes Center. Andrée “Pat” Hernandez attended the webinar “The Honeycomb Hypothesis: How Infants, Toddlers, and Two’s Learn.” Vanessa Irzyk attended the following workshops: “De-centering Whiteness in Arts Education,” “Let’s Talk! Teaching Black Lives Matter,” and “Activate Your Leadership Potential: Strategies & Practices for Emerging Leaders.”
D EG R E E S & C E R T I F I C AT I O N S Amanda Cusanno completed training for her Montessori Elementary 6–9 Certification at Montessori Elementary Teacher Training Collaborative (METTC). Sachié Karmacharya and Julia Tatsch received an AntiBias, Anti-Racist (ABAR) Certification through AMS. Esther Lee received her Certificate of Early Childhood Leadership from Harvard Graduation School of Education.
Kathi Martuza completed a course through Roots & Shoots on how to implement service-learning projects as an educator. Kathi also completed the courses “Math Materials in the Adolescent Environment” and “Montessori and ADD/ADHD” through AMS.
Laura Leger earned her Master of Education degree in Curriculum Studies from the University of Hawai’i at Manoa, through the school’s STEMS2 Program.
Katie Ng attended the Ohio State University String Workshop, and the virtual American String Teacher Association (ASTA) Conference.
Ana Marban-Lorenzo and Kayla Stiffler are both working towards an Instructional Leadership Certificate through Harvard Graduate School of Education, with coursework such as “Teachers Mentoring Teachers” and “Instructional Coaching through Change.”
Beth Schuch attended “Building Multiplicative Reasoning,” through Pam Harris’ online workshops. Michael Silverstone completed the courses “Positive Discipline in the Montessori Classroom” and “The Great Story of Observation” through Trillium Montessori, and the course, “The Mathematical Mind,” through AMS. Wei Stanten attended the webinar “Positive Discipline in the Montessori Classroom” by Jane Nelsen and Chip Delorenzo.
Kathi Martuza earned her Master of Education degree in Integrative Learning from Endicott College, through the school’s Institute for Educational Studies Program. Danielle Tatro completed the second year of her 6–9 Montessori Teacher Training through METTC. She will complete her training in May 2023. Vikki Zenlea completed training for her 9–12 Montessori Certification at METTC.
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WEDDINGS
Kaylee Brooks and husband, Noah
Rachel Friebe and husband, Avi
Sarah Chadwick and husband, Lee
Kayla Hindle and husband, Terry
OT H E R ACCO M P L I S H M E N T S Becky Alukonis, Beth Black, and Priya Venkateswaran taught a Montessori Assistant Teacher Training certificate course through the Wellan Institute — an adult education center affiliated with Wellan Montessori School. Beth Black completed her first year as a Board Member for Montessori Schools of Massachusetts (MSM).
NEWBORNS
Vanessa Irzyk is now represented by the Clark Gallery in Lincoln, MA for her artwork. Jutta Lossner-Liang celebrated her 10th anniversary as a teacher at the German Saturday School in Boston. Michael Silverstone served as a faculty member at METTC for teachers seeking Elementary Montessori Certification during Summer 2021, Fall 2021, and Spring 2022. Jen Taschereau had three of her abridged Shakespeare scripts accepted to be published on dramanotebook.com, an online drama resource site for educators and children’s theatre directors. The titles include “Hamlet in 30 Minutes,” “The Tempest in 20 Minutes,” and “A Midsummer Night’s Dream: Without Those Minor Love Characters Bogging Down the Plot.”
Aaliyah Nicole Young (Mother: Hannah Chasse)
Damien Cyprien (Mother: Anny Espiritu)
Josephine Lynne (Mother: Colleen Dischiave)
Ellory Jane Clifford (Mother: Ruth Clifford)
Julia Tatsch and Michael Silverstone each wrote articles published in Montessori Life magazine.
PA R E N T VO LU N T E E R S 2 0 21 – 2 0 2 2 B OA R D O F T R U S T E E S
PA R E N T A S S O C I AT I O N
Executive Committee
Kara Nemeth, President (Autumn, UE)
Lauris Lambergs, Chair (Sasha, FS) * Cara Candal, Vice Chair (Lucas, P; Nico, LE; Eva, UE) * Brian Alfermann, Treasurer (Hanna, P; Hugo, P; Nora, LE; Clara, FS) * Sabeena Chacko Raskin, Clerk (Luke, UE; Meera, FS; Priya, FS) At-Large Members Parents of Current Students:
* * * * *
* *
*
Jacqueline Angell (Clementine, LE; Montgomery, UE) David Bono (Abby, V) Erica DeRosa (Winn, P; Violet, LE) Jill Dumas (Lucy, LE) Davina Harris (Nuri, LE) Chad Hinkle (Petra, V) Anish John (Aria, UE; Aidan, FS) Bob Kane (Lily, LE) Ian Lang (Cailin, LE; Cormac, UE) Namita Seth Mohta (Vihaan, LE; Ayaan, FS; Aanika, FS) Avi Spier (Talia, LE; Nate, UE) Anna Turkova-Khan (Adam, LE; Sasha, UE)
Committee Chairs Jessica Alfermann (Hanna, P; Hugo, P; Nora, LE; Clara, FS) Maren Coniglione (Ayla, LE) Lisa Gillette (Jordan, V) Tracy Goulding (Bryce, UE; E, FS) Elizabeth Kane (Lily, LE) Sachié Karmacharya (Syrus, LE; Ashwin, UE) Karina Ku (Henrietta, P; Emerson, UE) Catherine Sabatos-Peyton (Niamh, LE; JJ, UE) Sabeena Chacko Raskin (Luke, UE; Meera, FS; Priya, FS) Jaime Vines (Petra, V)
C L A S S PA R E N T S B1 B2 B3
Jennifer Cao, Aazamina Sud Lauren Kayserman, Sheela Marathe, Fenan Samuel-Soule Bronwyn Melonas
P1 P2 P3 P4 P5 P6 P7
Shalaye Camillo, Grace Strother Lizzy DeWitt, Emily Gangi Jen Taschereau, Caroline Ward Anna Carter Tofool Alghanem, Sheela Marathe, Reshma Singh Maria Gionfriddo, Megan McKenzie Christine Berg, Raha Tajrobehkar
LE1 LE2 LE3 LE4
Chris Dumas, Jane Epstein, Cheng-Hsi Ho Maren Coniglione, Mihir Parikh Divya Agarwalla, Robin Bellinger, Elizabeth Kane Noelle Kelso, Anna Visi, Christy Zarlengo
UE1 Laura Gatzos, Sabeena Raskin, David Yu UE2 Tracy Goulding, Karina Ku, Anna Visi UE3 Liz Bowie, Cara Candal, Meghan Murphy V
Sal Companieh, Lisa Gillette
Community Members: * Kerry Stevens, Director of Admissions at Nashoba Brooks School Claudia Urrea, Associate Director for Pre-K–12 MIT Office of Digital Learning Rebecca Yacono, Head of Middle School at Worcester Academy
* Board Member will return to serve in 2022–2023
Student grade level as of 2021–2022 school year: B: P: LE: UE: V: FS:
Beginners Primary Lower Elementary Upper Elementary Voyager Former Student
W E L L A N B OA R D O F T R U S T E E S W E LCO M E S N E W C H A I R , D R . C A R A S T I L L I N G S C A N DA L Wellan is thrilled to welcome Dr. Cara Stillings Candal as the new chair of the Board of Trustees. Cara is the Managing Director for Policy at the Foundation for Excellence in Education (ExcelinEd), a national nonprofit that helps states implement proven strategies for improving academic Cara Stillings Candal outcomes for all students. A former high school English teacher, Cara has worked in education policy for more than 20 years. She was formerly a research assistant professor in the School of Education at Boston University, a founding member of the National Academy of Advanced Teacher Education (NAATE), and a senior fellow at Pioneer Institute, Boston. Cara has authored and/or edited four books on education policy and is the author of numerous white papers and articles about education policy and politics at the state and national levels. She earned a Bachelor of Arts in English literature from Indiana University, Bloomington, a Master of Arts in Social Science from the University of Chicago, and a Doctorate of Education Policy and Leadership from Boston University. In addition to being a member of the Wellan Board of Trustees, Cara is on the advisory board of the BU/ Wheelock Education Policy Center and is the co-host of The Learning Curve podcast, produced by Pioneer Institute in Boston. Cara lives in Newton Centre with her family. She and her husband are the proud parents of three Wellan students. In response to why she volunteers at Wellan, Cara reflects, “the school has given so much to my three children and
to my husband and me, and I believe Wellan is playing a vital role in the community. In helping Wellan fulfill its mission, I am helping to shape kind, curious, confident individuals who will make Newton and the world better through their actions. By serving on the board, I am helping to ensure that school decision making centers parents and the community and that our school delivers excellence for generations of students to come.” As Cara steps into this new role, Wellan extends a heartfelt thank you to Lauris Lambergs, who has spent the past three years serving as chair of the Board of Trustees. During those years, Wellan launched its Middle School Voyager Program, underwent several major renovations to the school campus, navigated the uncharted waters of the COVID-19 pandemic, and much more. Under Lauris’ leadership, the Board helped support and guide the school during these events and transitions with expertise and care. Thank you, Lauris, for your unyielding dedication to Wellan and its future. Lauris Lambergs with Head of School Beth Black
Wellan thanks all of those who volunteered this year — we deeply appreciate your commitment to our school community.
Year in Review, 2021–2022 21
CO M M U N I T Y E V E N T S & CL ASSROOM MOMENTS
Starting at the top from left to right: Students gathering together, along with their families, for the fall DriveIn Movie Event; a Lower Elementary student reading his “Mystery History” presentation on Halloween; a Primary student loading a bag of donations for Wellan’s Food Drive in November; Upper Elementary friends sporting Wellan gear and colors for Spirit Week; a Beginner student with teacher Jenny Joya dressing up in period attire for “Time Travel Day” during Spirit Week; an Upper Elementary student holding a sign in solidarity with Ukraine during Wellan’s Peace Walk for Ukraine.
22 Wellan Montessori School
Starting at the top from left to right: Beginner Division Leader Becky Alukonis and Primary Division Leader Katie Hamill stopping for a caffeinated treat at the Muddy Water coffee truck during Staff Appreciation Week in March; a Kindergarten student picking out some new books during the Scholastic Book Fair; an Upper Elementary student exploring nearby Webster Woods during Nature’s Classroom; the Wellan community joining together during Wellan’s Pride Parade; a 3rd grader serving a delicious Argentinian lunch during the 3rd Year Café; Voyager 7th graders showing off their literary magazine, Flow, with Humanities teacher Julia Tatsch.
Year in Review, 2021–2022 23
A N N UA L G I V I N G & W E L L A N ’ S B LO C K PA R T Y
The Annual Fund provides crucial support to Wellan’s operating budget, allowing the School to support a variety of important projects and initiatives that tuition alone does not cover. Donations to this year’s record-setting Annual Fund helped us to support several key initiatives, including ensuring access to financial aid resources, transforming our campus grounds and facilities, and funding meaningful professional development opportunities for our faculty and staff. Here are a few key statistics regarding this year’s Annual Fund, and fundraising in general at Wellan:
2 0 2 1 – 2 0 2 2 F U N D R A I S I N G S TAT I S T I C S
Total Fundraising¹ $305,949
Overall Participation² 76%
Average Family Gift $899
In May 2022, we were thrilled to hold the Wellan Block Party, our first major in-person gala since 2019. To create the scene, we closed the street in front of the school and transformed the parking lot into a festive, outdoor seating area. Food trucks, live music and dancing, lawn games, and a photo booth completed the block party feel. The night concluded with a raffle drawing for a variety of donated prizes. The enthusiasm and excitement were palpable at this event, as we celebrated being back together for the first time in three years. It was just what our community needed after a long time apart! ¹ Includes unrestricted gifts, pledges, restricted gifts, and grants. ² Overall participation is measured as a percentage of 2021–2022 parents, board members, and staff. Please visit wellan.org to view the Annual Financial Report for 2021–2022.
2 0 2 1 – 2 0 2 2 A N N UA L F U N D D O N O R S TR ANSFORMER ( $ 5 , 0 0 0 +)
B E N E FAC TO R ( $1, 0 0 0 – $ 2 , 4 9 9 )
PA R T N E R ($50 0 – $9 9 9)
Anonymous Brian and Jessica Alfermann The Angell Family David Bono and Holly Happe The Chaguturu Family The Dumas Family The Elworthy Family Anna and Durlov Khan Lauris and Ginta Lambergs The Mallet Family The Mukherjee Family The Mulliken Family The Ng Family Sabeena Chacko Raskin and Kevin Raskin
Anonymous (3) The Anguilla Family The Beachell House Family The Berg Family Beth Black and Keith Gillette The Brumme Family The Cafarella Family The Cop Family The Crystal-Park Family Erica DeRosa and Andrew Teman The Dinshaw Family The Feinberg Family The Havemeyer Family Kristoff and Elizabeth Homan Bob and Elizabeth Kane The Kirtley Family The Kiwada Family The Laubach Family The Lee Family Jonathan Taylor and Mary Mazzanti The Mehta Family Shweta Motiwala and Nikhil Wagle The Nagel Family The Perumbadi Family The Peyton Family Reshma Singh and Irfan Rashid The Savas Family The Shen Family The Simpson Vranich Family The Stone Family The Taschereau Family
Anonymous (3) The Bernstein Family The Cohen Lau Family The Donnelly Family Bhrugu Pange and Anahita Dua The Eastburn Family The Farboodmanesh Family The Forte Family The Gaba Family The Hai Family Sascha Haverfield-Gross and Eden Haverfield Chad Hinkle and Jaime Vines The Kelso Family The Kher Family The Malone Lang Family The McClean Family The McKenzie Family Erick Morris and Lily Moy The Nelson-Hawks Family The Oza Family The Rajendra Family Shuyu Ren and Cuiyan Xin Ruben and Rachel Rodrigues The Schmitt Family The Spier / Van Welie Family Kerry Stevens The Liu-Teoh Family Hillary and Athe Tsibris Claudia Urrea
VISIONARY ( $ 2 , 5 0 0 – $ 4 ,9 9 9 ) Anonymous The Candal Family Anna Farago and John Bachman Adrian DeDomenico and Jennifer Cardy Lorrie Edwards and Martin Galese Florencia Halperin and Giovanni Traverso
2021–2022 Board Member 2021–2022 Staff Member
Jianming Liu and Hongbo Yang
A N N UA L F U N D D O N O R S (c o n t i n u e d ) PAT R O N ( $ 2 5 0 – $ 4 9 9 ) Anonymous (3) Ken Condon and Becky Alukonis The Baccini Family The Bakhshi Family The Bedard Family The Bellinger Family The Betanzo Family The Carlile Family The Chiaino Family The Cirasuolo Family The Ebeling Family The Ferreira Family Patrick Furlong and Rena Xu The Gabarro-Marban Family
The Gangi Family Sonal Ghura The Gibson Family The Gionfriddo Family The Goulding Family The Grinberg-Kamenetsky Family The Huang Family Joseph Jolly and Susan Rivers The Karmacharya Family David & Lauren Kayserman The Li Family David Yu and Angela Lin The Marathe Family Sze-kar Wan & Maria Mak
The McMenamin Wagner Family The Miloslavsky Family The Murphy Family The Perry Family The Saxena Family The Schaffrath Family The Schroeder Family The Sud Family The Tolkoff Family The Van Dyk Family The Wang Family Rebecca E. Yacono
The Hart Family The Hemberg Mierau Family Andrée (Pat) Hernandez Kayla Hindle Vanessa Irzyk The John Family The Johnston Family The Kalins Family The Kornfeind Family Beatriz Lares Esther Seungyeon Lee Michelle Leung and Patrick Yum The Londono Family The Magid Family Lauretta Maynard The McCarthy Family The McGaffigan Family Erika McKeon The Meza-Bettivia Family The Mohan Family The Nene Family The Norrod Family The O'Donohoe Family The Obregón Ospina Family Amy Perrault
The Philbin Family The Poutas Family Merav Rosen The Schuch Family Raha and Amir Shiranian Michael Silverstone The Smith Family The Smitherman Family Madeline Sosnowski The Souza-DuBenion Family Wei Stanten The Stiffler Family The Sun Family The Tatro Family The Tatsch/Maher Family The Venkateswaran Nyayapati Family The Ward Family Becki Warshow The Wellenius Family The Wynn Family The Yasinovsky Family Christy Zarlengo The Zenlea Family
F R I E N D ( U P TO $ 2 4 9 ) Anonymous (20) The Aragam Family The Argueta Family The Bowring Family Jess and Thom Brennan Gavin and Allison Britz Shalaye Camillo Paula Carroll and Andrew Connard Sarah Chadwick The Cheng Family The Cianfrone Family The Clifford Family Dan O'Connor and Maren Coniglione Amanda Cusanno The Fredrickson-Niemi Family Irina Sigalovsky and Leonid Fridman The Friedman Family The Gallagher Family The Gass Family Laura and Stephen Gatzos The Germak Family Marshaun and Wiljeana Glover The Griffiths Family The Hamill Family Davina Harris and Michael Swann
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G R A N D PA R E N T & E X T E N D E D FA M I LY D O N O R S Benefactor ($1,000 – $2,499)
Friend (up to $249)
Anonymous Dennis and Barb Alfermann The Lee Family
Anonymous (6) The Bernstein Family Muriel Bono The Donnelly Family Alan Epstein and Karen Isselbacher The Fink/Lederman Family John and Laura Frascatore Willie Jackson Penny Jolly and Jay Rogoff Harry and Eleanor Mezer Laura Paxton Jane Peterson Robert Rivers Nicole Taschereau Joyce Tatsch Dennis and Ann Marie Winn
Partner ($500 – $999) Jodi Alfermann James and Kathleen Castracane Bill and Eve Haverfield Beth and Hugh Wilkinson
Patron ($250 – $499) Anonymous Elizabeth Angell Lynne Nelson The O'Connor Family
ALUMNI DONORS
CO R P O R AT E D O N O R S
Transformer ($5,000 +)
Abbvie Agilent Technologies AmazonSmile Foundation Apple AstraZeneca Bank of America Cengage Learning CVS Health Charity Program Draper Laboratory Electronic Arts FactSet Research Systems Inc. Fidelity Investments Google Intel Corporation John Hancock Marsh and McLennan Companies Merck & Co Novartis Olympus Salesforce Sanofi State Street Corporation Takeda Pharmaceuticals Vertex Pharmaceuticals
The Klevens Family
Partner ($500 – $999) John and Muna Vitale
Patron ($250 – $499) The Ng Family The Alam Family
Friend (Up to $249) Anonymous Concetta Vitale Sabah Vitale
GIFTS IN KIND
Wean Block Party! ( 5 • 21 • 2022 )
Photography Services – Chris Dumas
Year in Review, 2021–2022 27
W E L L A N A LU M N I & CL ASS OF 2022
W E L L A N W E LCO M E S B AC K CO N C E T TA V I TA L E , ‘15
Wellan was thrilled to welcome back alumna Concetta Vitale as a guest speaker at the Voyager Middle School Graduation Ceremony in June. Concetta, who is a rising junior at Boston College on a pre-med track, spoke to the graduating 8th graders about the tools with which Wellan has equipped them, and how to use these tools as they embark on their next adventure: high school!
“I hope that all of you graduating today will use your skills from Wellan as a launching pad to success in this new chapter of your lives. And always remember that you have a community at Wellan that you can come back to. I graduated from Wellan seven years ago and I am still involved in the Wellan community — I volunteer every year during my spring breaks, I donate to the annual fund, and I keep in touch with my peers and faculty. Wellan is my second home — and it’s yours too.” – Concetta Vitale, Class of 2015
CL A SS OF 2021 ALUMNI LUNCH Wellan hosted its first-ever alumni lunch for the Class of 2021 last fall. The group had a great time reuniting and reconnecting. Everyone was eager to share stories of their transition into high school and shared enthusiasm towards keeping in touch and participating in yearly alumni events. We look forward to connecting the Class of 2021 and the Class of 2022 together this coming fall for another reunion. As our number of graduates increases, we are so excited to see how our alumni network grows and develops. If you are an alumnus who wants to reconnect, please email alumni@wellan.org.
Pictured clockwise from top left: Maya Dimmick, Aidan John, E Goulding, Logan Bell (who joined virtually), and Maria Alam.
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CO N G R AT U L AT I O N S , C L A S S O F 2 0 2 2 ! ASTRID ERDOS
BEN J O L LY
Joined Wellan: 2019
Joined Wellan: 2010
Capstone Project Topic: The Atomic Bomb
Capstone Project Topic: Space Photography
C ALUM S COT T
JULIAN YO U N G B LO O D
Joined Wellan: 2010
Joined Wellan: 2021
Capstone Project Topic: The Russo-Japanese War
Capstone Project Topic: Transphobia and the Radicalization of the Far Right
KOU ROSH FA R BOO DM A NE SH
PETR A HINKLE
Joined Wellan: 2011
Joined Wellan: 2011
Capstone Project Topic: Roe v. Wade
Capstone Project Topic: How World War II Turned Ordinary People Into Heroes and What That Tells Us About the Human Spirit
SEBASTIAN PERRY
SOPHIA D E D O M E N I CO
Joined Wellan: 2011
Joined Wellan: 2010
Capstone Project Topic: History of Mathematics
Capstone Project Topic: Feminism Through the Lens of Literature
Year in Review, 2021–2022 29
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