Columns 2011 by Ranney School

The Alumni Magazine of Ranney School Volume 8 â&#x20AC;&#x201C; Winter 2011

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Pictured on Cover: 1. Madelaine Young ’14 2. Mamoun Chater ’13 3. Christopher Schwake ’12 4. Francesca Toto ’14 5. Evelyn Giovine ’12 6. Brynn Bresnahan ’13 7. Madison Price ’13 8. Jinelle Park ’11 9. Anike Oladeji ’12 10. McCall Torpey ’11 11. Ali Sarhan ’17 12. Joseph Esquivel-Murphy ’14 13. David Buckman ’15 14. Maxwell Nicholson ’20 15. Priya Verma ’20 16. Shana Fitzmaurice ’19 17. Ava Poupard ’21 18. Jake Kallman ’19 19. Amar Anand ’21 20. Emilia Redman ’23 21. Alexa Brown ’25 22. Akshay Mann ’23 23. Anthony Sallustio ’22 24. Reese Tolchin ’22 25. Sienna Lallemand ’24 26. Henry Alston ’25 27. Jason Woska ’24 28. Lawrence S. Sykoff, Ed.D.

Pictured right (from left to right): Paris Hovnanian ’21 Alexandra Kolefas ’21 Taylor Schoenhut ’21 Hubert Wang ’21 Siobhan Jones ’21 Maria Ryan ’21 Matthew Katz ’21

The Alumni Magazine of Ranney School Editor in Chief Kristin Geisler Contributing Writers Jessica Atwood Cynthia Bass Robert Bowman Kevin Cotter Kathleen Deeken Kerry Donovan David Fischer Kristin Geisler Stacy Goto Kate Greenberg Jane Guadagno Kirsten Harrington Holly Hovis Marnie Jones Nancy King Barbara Levine Melanie Litzinger Lynn Lucarelli Bridget Looney Patricia Marshall Tammy Mills Janine Mitreuter Tom Moriau Meg Moruzzi Tracy Mutchiga Allison Reddington Jeri Robinson Rita Silverio Rebecca Sullivan Emily Thacher ’11 Tess Nielsen Lawrence S. Sykoff, Ed.D. Joseph M. Tweed Ave Maria Walwark Megan Zakrzewski Paul Zanowski

Volume 8 – Winter 2011

Table of Contents From Head of School

21st Century Learning

Relationships Built to Last in the Upper School

Ranney Students Travel

Early Childhood Education

For the Love of the Game

Ranney Athletes

Athletic Champions

Professional Development

The Lifer Experience

The Middle Matters

Contributing Photographers Noel Delgado Gary Gellman Nancy King Larry Levanti Bob McKay Elizabeth McKay Dan Moller Christine Repoli David Vickery Megan Zakrzewski

Performing Arts at Ranney

Visual Literacy Education

Summer Opportunities

NYC Alumni Reception

Alumni Weekend

Photo Editors Kristin Geisler Lynn Lucarelli Megan Zakrzewski

A Cherished Walk Down Memory Lane

Talking with John Andrews ’72

New Board Members

Wishes Come True for a School Turning 50

Class Notes

Creative Consultant Heather Rudisi Special Thanks Valerie Francois Jean Giordano Adam Materasso Myronee Simpson Columns is published annually for the alumni, parents and friends of Ranney School by the Ranney School Publications Office. Thanks to all who contributed to the 2011 edition of Columns who may not have been mentioned in our credits.

MISSION STATEMENT For the past two years, the Board of Trustees, the Strategic Planning Committees, faculty and administration have been working on a new Strategic Plan, building on years of successful growth, one that reflects value-added experiences, augmenting the continual growth and vitality of the institution. Our new mission statement concludes with a mission-promise -- each child is known and valued.With such commitment, we begin our next 50 years.

Ranney School is dedicated to engaging its students in an exemplary, well-rounded education, one that promotes the development of every child’s intellectual, personal, creative, and moral promise. By serving a diverse community that values a rigorous, wide-ranging program of study, Ranney students are inspired to reach their full potential. Guided by dedicated and compassionate professionals, the Ranney experience is distinguished by the heartfelt bond between student and teacher, the hallowed principle celebrating the unique nature of every child. In an environment with contemporary learning resources, students learn the value of contributing to their local and global communities through leadership and service. The school’s motto – Knowledge, Vision, Honor – is as much an aspiration as it is a social imperative; one that informs the thinking and actions of our students. Awakening students’ intellectual potential and encouraging them to communicate with confidence in their own unique voice remains fundamental to the Ranney experience. The ultimate success of our students is the result of a simple yet powerful mission-promise … every child will be known and valued.

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FROM HEAD OF SCHOOL

A Strategic Vision Each new academic year at Ranney School gives us a deeper understanding of how to shape its future: educational research, classroom experiences and parent partnerships all contribute to the scope of the school vision. The steady, positive changes we’ve seen throughout the years have set a course of initiatives in motion that has advanced the mission of our school. At left, you will see Ranney School’s new mission statement, the result of a gradual evolution of progress that embodies a strategic vision, defined and developed for the past two years. My tenure as a school leader has reinforced my belief that great schools have one basic element: key decisions reflect the basic tenets of the school’s mission and always have the best interests of the students in mind. The continued progress of Ranney School can be measured in the values students acquire during their individualized experience and with Left to right: Alec Bijou ’15, Alexis Auletta ’15, Dr. Lawrence S. Sykoff, Alexander Roberts ’18, Ankur Govil ’18, Michelle Drappi ’11, Jordan Hesslein ’13 collective student success. We have preserved the original vision of Mr. Ranney, while putting future plans in sharp focus with specific results. Our strategic vision for the future is to improve student experiences with new academic and extra-curricular experiences, expand academic opportunities and continue to build a dedicated and highly skilled teaching core. During the past few years, our families have demonstrated tremendous loyalty and commitment to the school. This past year has seen increased revenues, spectacular college admission results, and expanded levels of philanthropic support. With thoughtful financial planning, we have managed our growth and distinguished ourselves from many peer schools struggling in this challenging economy. In the pages that follow, you will see how Ranney School is poised for the next step in its own educational journey as an institution. While there are always new goals to achieve, our persistence and uncompromising optimism to embrace innovation while preserving tradition has proved to be the sturdy foundation that will set us up for the next fifty years. Our new three-year Strategic Plan: Turning Vision into Reality … The Dream Continues is an exciting blueprint for the future, representing the work of many talented people who contributed their time and inspired ideas. Our main charge as an institution was to plan a future that presents innovative 21st century teaching and learning opportunities for our teachers and their students, while maintaining the traditional Ranney experience as a beacon of exemplary education. Our new Strategic Plan, building on years of successful growth and reflecting numerous value-added experiences, represents the first step in the journey of transformation. It is important to note that our new mission statement concludes with a mission promise – each child is known and valued. With such commitment and focus, we begin our next 50 years. I am proud of our continued momentum as an institution that will realize this most important vision for our school. Working together, we have set an exciting course of initiatives in motion that will impact a generation of students. With every good wish,

Lawrence S. Sykoff

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Sofia Wahba ’19

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21st Century Learning By Patricia Marshall, Head of Lower School, Robert Bowman, Director of Academic Affairs Bridget Looney, Lower School Curriculum Coordinator

21st Century Learning By Bridget Looney

Today, the United States has a service-based economy where more American workers provide services that facilitate and support the functioning of other organizations or people. This kind of work requires creativity and critical thinking skills. Institutional progress depends on the ability of workers to think independently and make smart decisions. With the fast pace of daily transactions, managers just don’t have the time to micromanage. They need workers they can trust to use good judgment and deliver results with far less supervision.

The best way to understand the shift that has been underway in education for a couple of decades now, what we call “21st century learning,” is to study the shift in the American economy that has taken place since the 1970s. The United States used to be a manufacturing-based economy, and for most of the 20th century, the goal of schooling was to train the masses for an industrial environment where conformity, efficiency and measurable output were most important. Olukayode Oladeji ’19 Schools were designed according to a With this new reliance on American intellectual capital, factory model with quantified steps called grade levels showing schools have had to shift their emphasis from rote learning to progression toward academic completion, and there was an thinking and reasoning. High school graduates must be able to easily quantified product, the acquisition of concrete facts function intellectually on a level that was once only expected and skills. Students were trained instead of educated. They memorized facts, practiced tasks, and when they graduated high of college graduates or graduate students. Although schools still provide rote instruction of facts and skills, it is now just a fraction school they became laborers, and America thrived on their toil. Of course, those who were more academically inclined had of what schools must invest time on and they now consider it “low level learning.” Critical thinking, reasoning, quick the option of continuing on to college and entering the world and creative problem solving, inventiveness, flexibility, and of the “white collar worker.” College was where real study and discussion took place. above all, the ability to work with others are the higher level COLUMNS

(From left to right): Grace Cornell ’17, Jillian Ross ’17, Kyle Reid ’11, Sophia Chrysanthou ’11

skills that schools place greater value on, and more often they measure progress and success qualitatively through performance tasks instead of quantitatively through fill-in-the-blank products such as worksheets and tests. In the classroom, this shift from rote learning to thinking, reasoning and collaborative learning has not only transformed the kind of work students do, it has also changed the way classrooms look and how instruction is provided. Gone are rows of desks. Today, in an elementary classroom, you’re more likely to see desks arranged in clusters, often facing each other. Teachers gather the students into a separate section of the room for whole class instruction called “the meeting area” and then direct them to “the breakout area” (their desks) for independent or group work. Instead of sitting quietly, students are expected to use the room as a learning tool and find materials and resources made available to complete their work. They may also seek the assistance of “colleagues” when appropriate. The teacher will rotate, confer with students and assist as the class works instead of waiting for the final product to cross his or her desk and mark it wrong or right. Feedback is often verbal instead of numeric. What the industry is asking of schools today – 21st century learning skills – is completely aligned with what educators consider to be best practices in education. New understandings about human development and cognition in recent decades have created a society that is much more in tune with what people need to be successful. It is a sad irony that at a time 6

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when American industry demands schools to jump into the new Millennium with both feet and prepare students for a modern work environment, American public schools are shackled by No Child Left Behind legislation. Forced to focus on standardized test preparation and place a disproportionate emphasis on language arts and math, they in turn, sacrifice science, social studies and arts instruction. Add to that the additional cuts to New Jersey public school programs and staff due to a challenging financial climate. Even during such changing fortune of times, Ranney School has been fortunate enough to continue program enrichment and diversification. Research on learning shows that students in schools with rich liberal arts programs test significantly better than students in schools that have decreased the instructional time devoted to science, social studies and the arts in order to focus primarily on language arts and math. Firmly planted in the 21st century and rapidly moving forward to keep pace with industry, Ranney also provides the space, inspiration and resources for its students to grow fully into the individuals they are meant to be. Ranney School’s expanding fine and performing arts programs and passionately involved teachers are almost enough in themselves to make up for what can’t be found elsewhere. Add a diverse athletics program equipped to strengthen the individual as much as the team player, state-of-the-art science labs and expert science instruction that launch students out of textbooks and into the world of real science, and a challenging writing program that allows each student to access his or her own voice as early as Pre-Kindergarten as well, and you have a school that is preparing its students for tomorrow’s world. In fact, one of the reasons Ranney School

has confidently continued to grow its program through several “back-to-basics” movements in American education is knowledge of research showing that students from schools with diverse programs rich in the arts and sciences actually perform significantly better on standardized tests and are better prepared with the critical thinking skills needed for today’s economy. Ranney School has weathered many storms and trends in education and knows many more will come. Our teachers know their students and they know the research. After 50 years of successfully preparing students, Ranney teachers value what makes each student unique and uphold the highest standards as they anticipate the environment our students will encounter when it’s their time to graduate.

Top to bottom: Gianna Peppas ’19, Fraser Leslie ’19

Ranney School in the 21st Century Lower School

By Patricia Marshall A few years ago, as I walked through the Lower School hallways, I stopped to pick up a homework folder. As I flipped through the pages looking for a name, I got lost in the sea of photocopies of math facts and spelling lists. Pages and pages of one dimensional facts void of purpose and reason. I was amazed that, in 2008, the homework folder resembled my own second grade folder in 1977, and it probably is not much different than that of my parents from 1958! The work wasn’t so exciting two decades ago, and continues to lack context, and certainly it does not represent cutting edge teaching. Though I would not argue that mastery of math facts and imprinting proper spelling with repetition has some value in learning, this system does not always open opportunity for students to learn their ‘smarts.’

Writing Workshops and Peer Reviews In a writing workshop, third grade students listened respectfully to their peers as each student stood before the class and read their recently published personal narratives aloud, followed by a Q & A session from the class. In addition to the critical thinking skills used in the writing process itself as students were guided by their teacher to assess and revise their own writing, students also shared their work as another opportunity to practice important 21st century skills, such as being aware and accountable to an audience and asking informed questions. The children who presented their work to the class could see for themselves whether they were successful or not. Meanwhile, as audience members, the children who listened were accountable for asking informed questions and giving specific positive feedback to each writer. Because the writing had been “published” at this point and had already been peer-reviewed more critically during the writing process, students were asked to focus on positive feedback and celebrate each other’s efforts. This too is a 21st century skill – to perceive oneself as part of a highly functioning interdependent group and remember to support and acknowledge each other. COLUMNS

Using Technology to Engage Students Learning how to use technology is not an end in itself as it tended to be during the 1980s and 1990s. A recent self-assessment session in Lower School Spanish class used video as a valuable and highly engaging tool of instruction: the teacher taped fifth grade students conversing in Spanish and then allowed the students to watch themselves. The videos provided the students with a mirror, allowing them to view their own performances. It also helped them to think critically about how they could improve their speaking and listening skill by allowing them to assess their own language abilities and then, with teacher guidance, decide on some goals to help themselves improve. Not only did the children learn how to take control of their own learning, they were fully engaged in the exercise and having fun, creating an optimal learning environment.

For me, this eye-opening case of the found homework folder has become symbolic of our school’s time travel from 20th century facts to 21st century smarts. Both the 20th century lessons and those of my generation are no longer relevant or competitive. Our 21st century students deserve an education that is forward reaching with global perspective taught through real world tools and technology. The 21st century is here, and it calls for teachers to be visionaries, curriculum developers, researchers, facilitators, articulators of purpose and reason, as well as masters in identifying and measuring achievement. The phrase “21st century” is compelling and urges educators to look forward and comprehend the type of students needed for success in a transforming global society. Thus, 21st century curriculum is about planning and developing academic programs that prepare our students to be global and ethical citizens. In addition to understanding and valuing cultural differences, they are responsible stewards who appreciate the fragility of natural resources, and possess the skills necessary in a fast moving digital world. Twenty-first century teaching calls for teachers and curriculum to articulate beyond the now and seek purpose in the standards and the outcomes we expect of our learners as they graduate from our embrace in 2014, 2020, or in 2025; it is about preparing our students to be contributors in a society that communicates quickly, values progress, and seeks a balance between innovative and classical educational values. In short, Ranney students will possess an informed world view on a variety of disciplines, yet still know how to spell and punctuate, and all the while in beautiful handwriting! This is not a new development in education; rather, it is progress in the science of teaching that guides excellent schools towards each new generation of student. At Ranney, this ongoing state of progress sets the stage for opportunities in professional growth and development by providing teachers access to research, 8

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programs and leaders in the field who pave the way for best practice, curriculum analysis and developmental approach. At Ranney School, our faculty shares enthusiasm for progress and growth and spends time out of the classroom throughout the year and during summer months developing expertise in teaching.

Upper and Middle School By Robert Bowman Twenty-first century learning may seem like a new trend, but the need for these skill sets certainly is not. Ranney School’s mission inherently supports the 21st century learner because creativity and being able to connect confidently with others are necessary qualities for success in life. At Ranney, we have always believed this, and these values have been embedded in the culture since 1960. We have always been devoted to providing an incredible variety of curricular, co-curricular and athletic opportunities so that students are given the chance to forge their own path and discover their passions. At the Middle School and Upper School, we pride ourselves on a thoughtful approach to teaching where we emphasize a classic liberal arts education combined with the inclusion of appropriate, modern methodology. Our classrooms are fluid places: one period students are reading Shakespeare from a book and the next period they are in the Distance Learning Center, “Skyping” with scholars and experts from around the world. In the evening, they are at home communicating and learning collaboratively using Wikis and Google Docs to create projects that connect their studies to events happening across the globe. Our curriculum and pedagogical approaches are constantly reviewed and perpetually evolve based on the knowledge and skill sets we know our current students will need upon entering college and the workforce.

Charles Sabaitis ’14

Middle and Upper School faculty stay current by continually incorporating new initiatives into the curriculum in a meaningful way. More recent initiatives include a focus on building global awareness (diversifying the World Languages program and increasing cultural awareness through an expanded travel program), information literacy (a serious investment in professional development for Web 2.0 competencies that help teachers harness and direct student competencies through information technology) and a focus on scientific and technological skills (robotics as an introduction to automation and sustainability via environmental science emphasis). In addition, the way these capabilities are applied is continually changing. Students must be empowered to transform vast amounts of information into knowledge, and to create and communicate in new ways. For instance, today’s curriculum includes producing portfolios, multimedia projects, and content-rich web-based applications, which are formative and allow for the opportunity to learn from mistakes. Thomas Edison reminds us, “I have not failed; I have just found 10,000 ways that won’t work.” Thus, at Ranney we hope to strike a delicate balance between high-stakes standardized testing, traditional timed summative exams and open-ended formative assessments. The goal of any forward thinking educational institution must be to offer students a broadly based curriculum with the opportunity to pursue an area of singular academic passion. Students graduate from Ranney with a solid foundation in the liberal arts, and a metacognitive understanding of the kind of learners they are, able to successfully navigate and advocate for themselves in the future. In the end, these qualities will be valued and serve students for life in the information age. Ranney School balances traditional values and 21st century educational approaches to nurture habits of the mind consistent with the wisdom of Albert Einstein who said, “The value of an education in liberal arts education is not the learning of many facts but the training of the mind to think something that cannot be learned from textbooks.” Sage advice for students of any age.

Gavin Jones ’25 and Avery Morgan ’25

The 21st Century at Work: Forces Shaping the Future Workforce and ... File Format: PDF/Adobe Acrobat. www.rand.org/pubs/monographs/2004/RAND_ MG164.pdf “Numbers Matter: The U.S. Statistical System and a Rapidly Changing Economy” by Barry P. Bosworth and Jack E. Triplett. July 2000. http://www. brookings.edu/papers/2000/07useconomics_bosworth.aspx

Balancing Tradition and Innovation This past summer, our teachers engaged in a reading assignment in preparation for guest lecturer, Dr. Heidi Hayes Jacobs, author of Curriculum 21: Essential Education for a Changing World. Dr. Jacobs posed the essential question as to why our curriculum must change to reflect new technologies and a globalized world. The author, who is the leading advocate for curriculum design and mapping, is an educational leader from Columbia University and a leader in curriculum development who has influenced some of Ranney’s curriculum outlines and has inspired many of its teachers through the design of 21st century programming. Challenging teachers to use digital tools that present traditional curriculum content in

areas of mathematics, literature, writing and history, Dr. Jacobs urged teachers to be ahead of the information age and appreciate the digital skills students are developing at lightening speed. Jacobs’ latest book supports Ranney School’s strategic discussions to develop 21st century programs throughout each division and department across campus. And, though Ranney School values tradition and seeks to teach students to be lovers of history, classical literature, art, music and the languages, we also believe that lessons in the classics need to be balanced with visionary instruction from teachers who respect innovation, evolution and current events. In respecting and finding a balance between tradition and innovation, we encourage curriculum planning and development to model the same balance. COLUMNS

Inset photo (left to right): Elizabeth Martin ’14, Whitney Kelly ’14, Giulia DiGuglielmo ’14, Noah Goldstein ’14

Ellie Rose Doynow ’13

RELATIONSHIPS

BUILT TO LAST IN THE UPPER SCHOOL Talking with Paul Zanowski, Head of Upper School

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What do you see as the Upper School’s primary strength? The Upper School’s core strength is its teachers and their commitment to our mission-promise – to know and value each child. Ranney teachers forge mentoring relationships that help students learn more, do more and become more than they thought they could be. That’s a tall order because Ranney students come to the Upper School with strong record of achievement, proven potential and high expectations. To go above and beyond … that is Ranney’s core strength. What do you see as the Upper School’s opportunities?

“Ranney teachers forge mentoring relationships that help our students learn more, do more and become more than they thought they could be.”

Our opportunities flow from the core strength mentioned above. Our teachers learn so much about the potential of each student. Not to mention, they themselves have so many talents and life experiences, – offering our students both wisdom and creativity. When you add those things to the resources of our community – Ranney parents are amazingly accomplished, they embody such a broad and diverse range of backgrounds, experiences, achievements and passions, and give so much of themselves – you see that Ranney is uniquely positioned to pursue collaborative ventures that are student-led, teacher-guided and community-driven. Capstone Projects, our new Internship Program and our Ethics Symposium are good case studies. Capstone Projects offer seniors the opportunity to pursue a formal, structured, research-driven course of study in any area of their choosing; an area of passion. It is scholarly and experiential. Engaging in the year-long Capstone process equips seniors with the tools they need to be life-long learners and self-educators. It increases their capacities to function effectively in a collaborative and dynamic work environment, to develop and pursue effective long-range plans, to assemble a broad range of resources and make effective use of networks, and, best of all, to identify their passions and pursue excellence in those things that bring great meaning to life. Our Internship Program is an opportunity for underclassmen – juniors, at this point – to pursue a work-study internship in a defined field. Last summer, we piloted the program in medicine. Groups of students were able to intern with members of our parent community who work in the medical field and see, firsthand, what it takes to be successful in medicine and to establish mentor-relationships with adults who share their passion for science and the art of healing. Next summer, we will see the program expand into new areas, such as law, finance, engineering and entrepreneurial studies.

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The Internship Experience Experiential learning is an integral part of each child’s educational path, affording the opportunity to apply learned classroom knowledge in the real world. Internships do this for high school students. This past summer, the Upper School welcomed back its first set of interns. With assistance from Dr. Sykoff and several Ranney parents, 12 members of the senior class participated in a medical internship that afforded them hands-on learning in the field of medicine. Student comments ranged from, “This was the best part of my summer!” to, “I can’t believe I was able to watch a live surgery.” It is clear that these experiences were valuable and rewarding. In 2011, students will have the opportunity to intern in fields such as (but not limited to) finance, government, engineering, business, entrepreneurship, law, and medicine. The success of last summer stemmed from many members of the Ranney community who volunteered to host one of these professions, and we look forward to its expansion in the coming years.

We hear so much about 21st century learning, skills, challenges and the creation of magnet schools that claim to specialize in 21st century careers … What does all of this mean to Ranney’s Upper School?

Dr. Howard Ross Proctologist

Dr. Mitchel Alpert Cardiologist

It means that Ranney’s approach – using a classic liberal arts curriculum, the most modern, smart, and effective methods of technology to enhance and accelerate learning – is more important than ever. Knowing how to learn and how to work effectively with a broad range of people has always been valued, and will always be valuable. That is the cornerstone of our mission-based Advisory Program. Our commitment to developing student leadership in the areas of honor, ethics and diversity, service learning and international studies, and our highly personal learning environment leads to advanced studies and high levels of achievement.

Audrey Bradley ’11 Thomas Najmy ’11 Julia Bontempo ’11 Alexis Wyckoff ’11 Elizabeth Betesh ’11 McCall Torpey ’11 Jane Bamberger ’11 Adarsh Parikh ’11

Audrey Bradley ’11 Thomas Najmy ’11 Julia Bontempo ’11 Adrianne Wyckoff ’11 Alexis Wyckoff ’11 Krishna Patel ’11 McCall Torpey ’11 Jane Bamberger ’11 Adarsh Parikh ’11

The mentor-relationships forged by Ranney teachers enable students to delve into the curriculum and pursue excellence in their areas of passion. Advanced work in math (a student recently completed more than two years of advanced, college calculus working independently with Mr. Piccirillo, and they co-authored a textbook!) and new courses in robotics, astronomy and marine science, as well as our International Studies program, are all products of student-teacher collaborative inquiries and the mentor-relationships we believe lead to academic excellence.

Dr. Brian Torpey Orthopedic Surgeon Audrey Bradley ’11 Thomas Najmy ’11 Julia Bontempo ’11 Adrianne Wyckoff ’11 Grace Farren ’11 Elizabeth Betesh ’11 Adarsh Parikh ’11 Dr. Sanjeev Nayyar Gastroenterologist & Internal Medicine Audrey Bradley ’11 Alexis Wyckoff ’11 Krishna Patel ’11 Jane Bamberger ’11

Our Ethics Symposium offers juniors an opportunity to read and discuss the classic works of moral philosophy and meet with leaders in different fields – ranging from medicine, law and business to the arts and athletics – to engage in philosophical and practical discussions around the essential question, “What does it mean to be good?” It is the essence of a Ranney education: blending a traditional, liberal arts curriculum with forwardlooking, real world applications, in environments that are collaborative and stimulating.

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Dr. Andrew Elkwood Plastic & Reconstructive Surgeon Julia Bontempo ’11 Adrianne Wyckoff ’11 Grace Farren ’11 Elizabeth Betesh ’11 Dr. Ann Ross Pediatrician Grace Farren ’11 Krishna Patel ’11 McCall Torpey ’11

I am more confident than ever that the liberal arts, relationshipcentered, mentor-driven, collaborative approach to education that has always been Ranney’s goal is the right one for the 21st century.

Ethics Education for the 21st Century What is ethics? What does it mean to be an ethical person? What role does ethics play in leadership? Beginning in the 2010-2011 academic year, the Upper School will require all 11th grade students to participate in an Ethics Symposium, affording them the opportunity to explore, analyze and discuss the answers to these questions and more. This seven-week program will expose students to the connectedness between ethics, leadership, and professional careers. Topics covered during this symposium will be Ethics in Law, Medicine, Education, Politics, Business, and the Arts and Athletics. While not a formal academic course, students will follow a syllabus asking them to complete weekly reading assignments and journal entries.

Ranney Students Travel to the City of Light By Megan Zakrzewski, Associate Communications Editor

This past spring, a delegation of 29 students visited Paris, France in cooperation with the educational and cultural travel group known as Casterbridge Tours. During an eightday excursion, the group witnessed breathtaking Romanesque, Gothic and Baroque architecture, visited iconic locales like the Louvre and Eiffel Tower, and sampled crepes and other Parisian delicacies at street cafes. In addition to immersing themselves in a different – and delicious – culture, the students created memories to last a lifetime. Accompanied by faculty members Noel Delgado, Veronica Warren and Nancy King, the happy travelers experienced history first-hand and felt realities not normally captured within the walls of a classroom. Head of School Dr. Lawrence Sykoff and his wife, Joyce, were on hand to lend support and share in the experience. For many, it was their first trip to the City of Light. For Dr. Delgado, it was a nostalgic return to his days of studying at the Sorbonne as a graduate student.

Ranney Running Club at the Paris Marathon in France

In addition to sightseeing and sampling French cuisine and culture, many members of the group had an athletic agenda as well, which included morning jogs through the streets of Paris and participation in the athletically challenging Paris Marathon. Although members of Ranney’s Running Club participate in numerous national marathons spanning Walt Disney World in Orlando, Florida, New Jersey and Philadelphia throughout the year, the Paris trip sought to explore something unique and more global. Known as the world’s fifth largest marathon with close to 40,000 runners, the 26.2 mile course wraps around many of the city’s most historical and architectural sites–almost all of which are incorporated in history classes offered at Ranney. Setting the pace for one another, recent graduates Jeremy Lessing ’10, Rachel Brodsky ’10 and Nora Fadil ’10, along with seniors Stephen Triano and Michelle Drappi crossed the line in even stride, a truly inspirational moment highlighting the teamwork seen in each and every student-athlete at Ranney School. Trips overseas “increase our understanding of world events and enlarge our appreciation of other cultures,” said Dr. Sykoff. “As educators, we must continue to invest in new and exciting learning opportunities that will benefit our students and their futures.” Pictured above: Left (front to back): Stephen Triano ’11, Christopher Tomasetta ’10, Mary Breton ’10, Jeremy Lessing ’10 Right (front to back): Michelle Drappi ’11, Christian Drappi ’10 and Taryn Pontolillo ’10

Lawrence Sykoff, Ed.D. and Joyce Sykoff

Ranney Students Under the Tuscan Sun Ranney students will travel to Italy in the spring. During the nine-day expedition, 34 students, and nine chaperones will visit Rome, Florence and Tuscany. While enjoying Florentine art, Roman architecture (including the famed Leaning Tower of Pisa) and the Italian countryside, students will also have the opportunity to meander down peaceful narrow lanes winding about medieval churches, tiny piazzas and Roman ruins with side trips to Siena, San Gimignano and Lucca. With marvelous sights, unique culture and delicious cuisine, this spring’s trip to Italy is sure to be magnifico! COLUMNS

Joshua Bert ’25, Timothy Hazel ’25 Ms. Engles’ Beginner Class

Early Childhood Little Miss Jane comes to school each day eager to participate in class, contribute to conversation, interact with friends, and get involved in activity. Jane is decisive, energetic, and enthusiastic. She embraces new experiences and uses them to determine her next move, define her opinions and apply each new experience when working and interacting with friends. Jane is the youngest of three siblings; her determination is complemented with precociousness and confidence of a little girl who is surrounded by big brother and sister. Jane navigates social situations with ease, though assertive and at times bossy, she expresses herself with mature language and understands how to influence others with polite charm. She tempers her emotions well, and is empathetic to others’ frustrations or tears. Jane likes playtime, but her favorite activity is working on the i-pad. It is an intuitive tool for Jane, and she successfully navigates the apps that allow her to practice patterning, categorizing, counting and pairing. Alex is a happy young boy, though he enters new situations with cautious hesitation and careful observation. At first glance, he appears to be timid, but Alex is absorbing his environment and building order in his mind for selectivity. Alex decides what conversations he wants to join in on and 14

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waits for break in chatter so his voice is heard. He is often wise for his age and garners the attention of his peers with ease. Always fair and balanced, he is able to respect the opinions, and personal space of others’ and easily overlooks their mistakes. He is ethical, and his peers, in turn, respect him for his moral courage during moments of conflict in the classroom or on the playground. Alex is happy with one friend exchange in the day. He is also content playing on his own. Though his speech is clear, he speaks few words, but when he does, he is precise and expresses himself with exactitude. Alex is well adept with the classroom’s technology, and his favorite play choice is building blocks. His towers are carefully planned and reach new tiers each week before he enjoys tumbling them down. He can tear up when expectations change abruptly because he likes predictability. Alex looks to adults for a nod of approval and finds comfort in the arms of his mother at the end of the day, though he will return the next day happily. Both Jane and Alex are three-years-old and are Beginner students at Ranney School. They are as different as night and day and are unique in every way. Who they are individually is just as significant as how their ‘parts’ make for a great

compliment to their class as a whole; and so begins their first learning experience at Ranney School. Ranney preschoolers are first guided by their teachers to embrace themselves, to embrace who they are and all of their beliefs, and then are encouraged to share with others all the qualities that make them unique. As they are applauded for valuing their ‘selves’, they learn from one another the importance of difference and exchange. It is in the Beginner classroom that our students give and receive the school’s values with open minds and open hearts, and so begins the exchange of respect, tolerance and trust; an exchange that defines the poise of Ranney students. At this moment of exchange, the students are bound by the school’s mission and become Ranney Panthers, like so many before them, and are ready recipients and well equipped for a tradition of academic excellence that will prepare them for graduation in the year 2025. As our three-year-old students begin to offer themselves in thought and deed, they learn to reciprocate by welcoming the contributions of others. As such, they gain rich experiences that build the foundations for critical thinking that defines excellence at Ranney School.

Angelina Emma ’23 Chantal Mann ’23 Desmond Pepe ’25 Tyge Fitzmaurice ’23

Education This learning process begins at the youngest grade level at Ranney, in Beginners (our three-year-old program), and is guided by educators who are experts in meeting the social/emotional and cognitive needs of young children. At Ranney School, our teachers’ first priority is to foster a learning environment that is strongly protected by the school’s values, and they do so by first building trusting relationships with and among their students. This process begins before the start of school each September with an invitation to visit campus. This is also fostered each day in morning meetings, personal student conferences, playtime, sharing time, and during lessons. A careful weave of instruction, dialogue, modeling and evaluation, results in students and teachers working together to build community standards; a set of goals that help to unite teachers and students to work in concert. Once our students develop their classroom community, they are ready to learn, to take academic risks and to hypothesize at each new juncture as their teacher encourages trials, applauds success, and rallies around disappointments. While learning to cherish reading, tell stories, share with friends and solve problems together, Ranney’s youngest students discover their aptitudes in developing

Gavin Jones ’25, Avery Morgan ’25, Stella Saad ’25

By Patricia Marshall, Head of Lower School

literacy and mathematic skills while learning to cherish reading, to tell stories, to share with friends, and to solve problems together. Learning is not just isolated to classroom experiences. At Ranney, learning outside of the classroom is just as rich. Our littlest Panthers continue the journey of self discovery with specialist teachers in art education, music and movement, aquatics and physical education, library and media. Our Beginners have a full week balanced with instruction and exploration where students learn to expand their classroom community to broad experiences across campus and build relationships with teachers who will continue to be a part of their school life until the day they graduate Upper School. As such, our students learn to express themselves with great confidence. Whether on canvas, through song, in the pool, along our climbing wall, shooting hoops, or through formal presentation, our students are examples of excellence in each small personalized classroom, on the Roberts Stage, in the Searle Library, in the GPA and on the playground. Because we provide the conditions for success, our three-year-olds never stop impressing us or our visitors!

Each time I visit a classroom and I am greeted with a hug or a handshake, I am reminded that because we cherish the possibilities of young minds at Ranney School, they, in turn, cherish learning and personal exchange. These are qualities that identify them first for who they are, what they are, what they believe in, and ultimately Ranney Panthers.

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FOR THE LOVE OF THE GAME By Joseph M. Tweed, Assistant Head of Upper School, Dean of College Guidance and Head Lacrosse Coach

The late John Wooden once said, “Be more concerned with your character than your reputation because your character is what you really are, while your reputation is merely what others think you are.” As I read these words and consider the value of athletics, I am so quickly reminded of the importance of sport in the lives of young people. This is no different at Ranney School where over three-quarters of our student body competes each and every day in the sport or sports of their choice. At Ranney School, we pride ourselves on excellence in the classroom, in the theater, and on the track, athletics fields, or courts. Excellence, however, is not measured in wins and losses, although society begs to differ. Coach Wooden understood this, as do the coaches that teach and motivate Ranney’s young athletes. Respect, character, sportsmanship, dedication, determination and heart define the Ranney athlete and serve us long after our athletic careers are over. A coach-mentor of mine once said, “when you lose say little, when you win say less.” Etched in my mind, these words serve as a consistent reminder of why we play the game and how it is supposed to be played. So, with that said, why do we play? A number of years ago, a young writer at Cornell College penned what would become a well-documented and amended story that answered this very question. At right is a Ranney version of his very message. It is in these words that one finds why Ranney students give all of themselves, and why Ranney coaches push and challenge them to reach new heights, cultivate their talent, and develop into well-rounded young men and women. Thomas Hearne ’12

WHY PANTHERS PLAY It’s not about getting a college scholarship or winning States. It’s a deep need in us to grow a program that comes from the heart. We need to practice, to play, to lift, to hustle, to sweat. We don’t practice with a future major league first baseman; we practice with a future sports agent. We don’t lift weights with a future Olympian; we lift with a future doctor. We don’t run with a future Wimbledon champion; we run with a future CEO. It’s a bigger part of us than our friends and family can understand. Sometimes we play for 100 fans; sometimes just our parents. But we still play hard. You cheer for us because you know us. You know more than just our names. We are students first. We don’t sign autographs. But we do sign college applications, SAT exams, and student council petitions. When we miss the goal or strike out, we don’t let down an entire state. We only let down our teammates, coaches, and fans. But the hurt is still the same. We train hard, lift, throw, run, kick, tackle, shoot, dribble, and lift some more, and in the morning we go to class. And in that class we are nothing more than students. It’s about pride – in ourselves, in our school. It’s about our love and passion for the game. And when it’s over, when we walk off that court or field for the last time, our hearts crumble. Those tears are real. But deep down inside, we are very proud of ourselves. We will forever be what few can claim ... Panthers.

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Left to right: Sydney Shapiro ’11, Madison Pflaster ’14, Adrianne Wyckoff ’11

“The distance to success is measured by your own drive.” – Ian McNamara

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RANNEY ATHLETES: Doing Their Best, Working Hard and Winning at Life By Tom Moriau, Director of Athletics Josephine Raccuia ’23

Melissa Cantave ’12

Athletics at Ranney are much more than building athletic skills. Student-athletes are encouraged to play hard, and be dedicated to their sport and passionate about development. Athletics also present a prime opportunity to build character, develop leadership skills and learn how to be a productive team member. In essence, athletics are fundamental for life lessons. Players understand that putting forth their very best effort and continually striving to do better is critical to success. They know that consistency is the key to utmost performance (both on and off the field). Players also understand that their best, on any given day, does not always mean they will win the game. If they do their best, however, and work hard to improve, they will be a winner no matter what the scoreboard says. This underlying belief begins with philosophies of the Athletic Department, which provides insight into the type of culture here at Ranney School.

Top (left to right): Madelaine Young ’14, Carly Ansell ’14, Coury Saker ’13, Kelly Elsas ’12, Erika Serhus ’13, Ashleigh Shay ’13, Alessandra Johnson ’14, Coach Ian McNamara Middle (left to right): Madison Pflaster ’14, Madison Boyan ’14, Sophia Chrysanthou ’11, Sabrina Palazzolo ’14, Jenna DiSalvo ’14, Maura Guyler ’12, Kenna Conley ’14

A dynamic athletic program is vital to the overall educational development of students, providing a variety of meaningful experiences that aid in the development of favorable habits and attitudes and prepare them for adult life. An integral part of Ranney’s total curriculum, athletics offer opportunities to serve the school, promote fitness, and encourage good sportsmanship and citizenship.

It is important to note that the number of wins or losses alone does not measure success. While winning is important and a major focus, it is not a goal to be achieved in isolation. Whether participating in team sports or individual endeavors, students grow and develop, physically and mentally, during athletic practices and competitions. In a more visceral way, athletics help student-athletes deal with both adversity and success – win or lose, students learn from their experiences and develop important life skills that foster self-discovery. Athletics teach important values such as: responsibility, commitment, determination and self-discipline. Competition also builds character. Ranney athletes play sports for the right reason. True, winning championships is a worthy goal of all teams, but how one gets to that championship is far more important. Encouraging a healthy lifestyle, promoting self-esteem, learning to set goals, experiencing teamwork, dealing with adversity and having fun are the cornerstones of Ranney’s athletic program. Students are taught to play to the best of their ability and to play for the name on the front of the jersey, not for the one on the back. The Ranney athletic program reaches a wide range of student-athletes, from collegiate level players to those of average high school competency. No matter what the level, Ranney athletes succeed, do their best, work hard and win at life. They play hard, play with passion, play for keeps and play at the highest level possible.

Bottom (left to right): Sara Kleinman ’11, Sydney Shapiro ’11, Adrianne Wyckoff ’11, Alexis Wyckoff ’11

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Left to right: Elinor Haney ’14, Kendall Torpey ’13, Jane Bamberger ’11, Alexa Volpe ’12, Yasmin Meleis ’12, Taylor Veralli ’13, Cierra Horsting ’12, Hannah Simpson ’12, Kaitlyn Bovino ’12

Zachary Marc ’10

Anthony Sallustio ’22

“Student-athletes learn lifelong lessons that serve them well in college and beyond.” – Joseph M. Tweed

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Omar Sarhan – 2010 PDS Soph/Frosh Meet Epee Champion

2010 Middle School Swim Team – Ranney Invitational Swim Champ

2010 Varsity Boys’ Soccer quarter-finalists in NJSIAA State Tournament

2009 Middle School Boys’ CJAL Soccer Championship 2010 Patriot Conference Track Champions

Natalie Cantave, Jacqueline Korey, Krista Irons and Melissa Cantave – 200 Medley Relay 20

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2009 – Hanna Miller – Varsity Field Hockey

Varsity Golf – 3rd place at the Patriot Conference

Katherine Rodriguez 1st in the Freehold Area Running Club’s 5K race series

Varsity Girls’ Tennis 2010 captured 3rd straight Non-Public B South Championship title

Varsity Crew at the Mid-Atlantic District Championships 2009 Middle School Cross Country – Great Pumpkin Run Champions

2010 Middle School Varsity Boys’ CJAL Basketball Championship 2009 Middle School Girls’ CJAL Soccer Championship

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PROFESSIONAL DEVELOPMENT

A WORLD OF OPPORTUNITY FOR RANNEY FACULTY By Patricia Marshall, Head of Upper School and Kristin Geisler, Director of Publications and Multimedia Ranney School is committed to instilling a love of learning, and this core value also holds true for Ranney teachers. Each summer, our lifelong learners embark on individual journeys of educational inquiry as related to their scholarly interests. These inquiries range from creating a Responsive Classroom environment to Irish music. At Ranney School, we firmly believe that professional development and all that it encompasses (goal setting, self-assessment, collaboration with fellow faculty and administrators, graduate work, participation at regional and national conferences, and summer study programs) directly impacts student learning experiences and achievement. Simply put: student success is the result of excellent teaching. In advancing this belief, Ranney School is committed to providing the conditions needed for faculty members to collaborate, and develop classroom skills, methods and assessment approaches. These conditions create pathways required for teachers to pursue standards of professional excellence, and in doing so, generations of Ranney students are granted the hallmark of excellence.

In fact, the summer months allow for our teachers to explore philosophies and new instructional approaches that support their efforts in curriculum development, classroom instruction and homeroom advising. This summer, many teachers actively participated in professional growth opportunities by continuing to develop Responsive Classroom techniques for improved advising and classroom management. While some traveled to Columbia University to participate with educators from around the country in developing writing programs for elementary students, the chair of Ranney’s Science Department participated in a sustainability conference with the Smithsonian Institute, and a member of its Performing Arts Department traveled to Ireland to study Irish music.

Ranney School’s professional development program is as rigorous as its academic expectations are for students. Rich with resources and offerings that include technological tools, ample reading inventories, distance learning and webinar programs, curriculum in-service meetings, visiting authors, graduate programs and academic membership programs, professional growth opportunities are abundant and exist with student outcomes in mind.

These summer programs, both diverse and comprehensive, have already impacted academic and student life programs spanning across all divisions from the Lower School’s writing, and homeroom and advisory programs, to environmental programs sponsored by the Science Department and the addition of added music repertoires and instruments that included the school’s first harp. Summer Study participants have not only enriched student experiences, but they have also contributed to professional collaboration and have served as some of many examples of professionals pursuing opportunities to sustain a culture of academic excellence at Ranney School.

As Ranney School develops strategic goals and begins to pave the way towards its vision for the next 50 years, professional development becomes an important piece in sustaining student success. Many facets of professional growth are planned for each professional on campus, and teachers gain experience as they meet school, division and department goals. This process is ongoing throughout each school year and well into the summer, when teachers are afforded time to self-assess, reflect and plan for the new school year ahead. 22

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Readers/Writers Workshop, Teachers College, Columbia University Nancy King, Cynthia Bass, Kerry Donovan, Kirsten Harrington, Jeri Robinson and Meg Moruzzi

The Writer’s Workshop was developed on the following underlying principles: good teaching matters; the richest way to teach is through mentorship; children benefit from invitations to write; people learn from their own hard work; and that the best way to scaffold learners is to allow them to work with the support of others. The group spent one week with mentor-authors and teachers and learned to employ the work of published authors as well as their own writing to support students in becoming strong, independent writers. “In the weeks following the workshop, as the lessons began to process in my brain, I began to see clearly the strength of the program and how I could incorporate what I learned,” Nancy King explained. “I have been working with two third grade teachers and their classes to launch the new program, and I am already seeing the students grow as authors.” Developmental Designs, Woodbury, New Jersey Stacy Goto, Tammy Mills and Allison Reddington

Three teachers spent five days immersed in Developmental Designs, an interactive approach to working with young adolescents that advocates for social and emotional development through the use of a clear, consistent set of principals, structures and strategies. While some work with students at Ranney is accomplished during advisee period, the philosophy of Developmental Designs is relevant to the entire school day. Based on the foundation of Responsive Classroom, a Lower School initiative, Developmental Designs offers a unique combination of approaches that engage young adolescents in the learning process and develop authentic, respectful peer relationships as well as strong bonds with advisors and classroom teachers. Since returning from the intensive training, they have aided in facilitating the ongoing professional development of Middle School faculty members, running two division meetings where teachers and administrators were introduced to and practiced foundational structures and strategies of Developmental Designs, the importance of modeling routines and procedures, and how to implement the Circle of Power

and Respect during an advisee period. Each session is also designed to preview other principals and structures such as the Plan, Work, Reflection Loop and the Power of Play that teachers will be learning throughout the year. Full implementation of Developmental Designs is a long-term commitment, a three to five year process of positive growth, and teachers look forward to thriving in an atmosphere of continued collaboration and reflection in which on-going learning and assessment will allow them to enhance and enrich the Ranney experience for Middle School students and faculty. Responsive Classroom Jessica Atwood, Jane Guadagno, Holly Hovis, Janine Mitreuter and Rita Silverio

The Responsive Classroom approach is a way of teaching that emphasizes social, emotional, and academic growth in a strong and safe school community. Developed by classroom teachers in 1981, and continually refined to meet schools’ needs, the approach consists of practical strategies that help children build academic and social emotional competencies day in and day out. The following are the most common practices involved in Responsive Classroom procedures followed by Lower School teachers. Morning Meeting – gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead. Rule Creation – helping students create classroom rules that allow all class members to meet their learning goals. Interactive Modeling – teaching children to notice and internalize expected behaviors through a unique modeling technique. Positive Teacher Language – using words and tone to promote children’s active learning and self-discipline. Logical Consequences – responding to misbehavior in a way that allows children to fix and learn from their mistakes while preserving their dignity. A Study of Irish Music, Ireland Kevin Cotter

Kevin Cotter participated in a nine-day immersion course of Irish culture, designed for teachers, in the Irish northwestern countryside. His trip included Irish traditional music instruction by master performers. Aside from taking advantage of endless resources at the Michael Coleman Irish Music Centre, one of Ireland’s premier venues for the cultivation and preservation of traditional Irish music, dance, and heritage, he also studied aspects

of Irish history from the Neolithic era to the present day “Troubles” and learned much about the growth of religion and its relevance to current politics. Finally, he studied the contributions of important Irish authors such as James Joyce, John Millington Synge, and W.B. Yeats. Mr Cotter writes: “Studying music teaching with some incredible performers has helped me to further define the approach we take with our students at Ranney. Music education may not be as formal in Ireland as in our public/private school systems, but it is no less impactful in that traditional Irish music serves to join families across many generations in a simple, meaningful way. Music instruction for the Irish is direct and product-oriented, based in what we would label as ‘authentic assessment.’ The kids grow up seeing music as a discipline to be discovered, not just experienced. Having never been out of the country before, the whole trip was impactful and significant to my own personal and professional growth. I would like to thank the RSPA and Dr. Sykoff for giving me such a wonderful opportunity!” Smithsonian Science Education Academy for Teachers Energy: Past, Present & Future Marnie Jones

The Smithsonian Science Education Academy for Teachers addresses alternative energy sources for the future. Topics explored fossil fuels, solar power, wind power, nuclear energy, and other alternative energy sources. In hands-on content sessions, participants worked behind-the-scenes with scientists, curators, engineers and educators at Smithsonian Institution museums and other local venues. Participants were also privy to current research in sustainable energy resources. Marnie Jones writes: “The opportunity I had this summer to attend a workshop at the Smithsonian Institution was an experience of a lifetime because I was able to work side-by-side with seasoned academics and professionals. Working with small groups of colleagues, I learned how energy’s needs and demands have changed over the centuries. Through field trips and lectures, I gained valuable insight as to how alternative energy technology has developed, and how it will play an integral part in the 21st century. The ultimate experience will be sharing this with my science classes during the school year and enhancing their education about the world around them.” COLUMNS

The Lifer Experience Students who attend Ranney for ten years or more are known as Lifers, and are some of the most dynamic contributors to the Ranney community. The graduating Class of 2011 has 14 such students. As long-standing members of the Ranney community, Lifers have used their time to discover that within each of them lies an intellectual, an athlete, an artist, a volunteer and a star. These fine individuals epitomize what it means to be a Ranney student. 7. 2. 3.

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“Seniors.” It’s a word we never thought would apply to us. When the Lifers of the Class of 2011 first entered Ranney, becoming a senior was nowhere to be found in our thoughts. We were more concerned about who would get to play on the wooden train in the playground or studying for our Wordly Wise vocabulary test. These were simpler times, with no college applications or prom dates, but they were some of the most important times of our lives. Our experiences at Ranney throughout the years will shape our lives forever. We will never forget the teachers, coaches, and life lessons that have had a lasting impact on our lives, and we will never cease to be grateful for them. These experiences have helped us to become the new leaders of the Ranney community, and we could not have been more prepared for this role. Throughout our Ranney education we have been taught that, above all else, we have a responsibility to our community and to ourselves. The principles of Knowledge, Vision and Honor have been instilled in us since the beginning, and will stay with us in all of our future endeavors. – Emily Thacher ’11

From left: 1. Stephen Triano, 2. Elizabeth Betesh, 3. Nicole Auletta, 4. Michelle Drappi, 5. Diane Scavelli, 6. Adrianne Wyckoff, 7. Renzo Severino, 8. Alexis Wyckoff, 9. Emily Thacher, 10. Adarsh Parikh, 11. Lara Wolkomir, 12. Shraddha Mittal, 13. McCall Torpey, 14. Sophia Chrysanthou

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1. Nicole Auletta, 15 years

“The memory of my first transition at Ranney, Crossing the Lawn, holds sentimental value now that I am a senior and will soon be graduating from the school that I have attended since age three. I can still recite the lyrics to “Forever Young” by Rod Stewart and “You’ve Got a Friend in Me” by Randy Newman, two of the three songs we performed during the ceremony. Also, although it is now too small to wear, I still have the T-shirt that each one of the 32 fifth graders signed.” •V arsity Cross Country, Winter Track, and Outdoor Track •M u Alpha Theta Math Honor Society, Spanish National Honor Society • Science Research Club • Intern, HealthCare Institute of New Jersey

2. Elizabeth Betesh, 15 years

“It will be very hard to say goodbye to my friends and teachers whom I have known almost my whole life. I will miss the fact that I can walk down a hallway in every building and be reminded of my childhood and greeted by the teachers

who have watched and helped me grow. I will miss playing sports in the GPA, attending aftercare in the Annex, digging up worms and playing tag at the large playground, and spending time in the Upper/Middle School Academic Complex.” • Horizons Yearbook member • International Thespian Society member •A mbassador at K. Hovnanian Children’s Hospital • Winter Track and Girls’ Softball teams

3. Sophia Chrysanthou, 12 years

“They say change is a scary thing, and that is mostly true for me. But, despite that saying, I absolutely loved to watch Ranney change and grow as a community. I definitely got a kick out of seeing other Lifers, like myself, grow and change. It was also exciting to see the school expand with new ideas and activities.” • National Art Honor Society member • Ranney School Admissions Ambassador

4. Michelle Drappi, 13 years

“No matter what kind of teachers I meet in my future, none of them will be like teachers here at Ranney. All of my teachers know me as a student and a person. I like knowing that I can walk across the lawn and see my Lower School teachers, or across the hallway to the Middle School and see my Middle School teachers. I like feeling that everyone knows my name and what I do. The relationships built here with teachers and students are lifelong. I doubt that wherever I go, I’ll develop relationships as great as the ones developed throughout my journey as a Panther.” • Student Council President • Captain, Cross Country and Track Teams • Editor, Horizons Yearbook • National Honor Society, National Art Honor Society, French National Honor Society aptain, Junior Engineering Technical •C Society (JETS)

• Varsity Girls’ Soccer Team manager •T reasurer, Greek Orthodox Youth Association (GOYA)

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5. Shraddha Mittal, 13 years

6. Adarsh Parikh, 15 years

• National Merit Commended Student

• F our-Year Member, Boys’ Varsity Basketball and Golf teams

“I have spent almost my entire life as a student at Ranney, where I recognize almost everyone and have never had to worry about my safety. Being a leader at Ranney allows me to give back to a community that has given so much to me. It will be hard getting used to not being in an environment that always protected me.”

• AP Scholar with Distinction •C o-President, Mu Alpha Theta Math Honor Society • Spanish National Honor Society

“Ranney has given me the opportunity to demonstrate my leadership capabilities. The difficulties encountered throughout my journey as a student, athlete and leader have challenged me to become a better person. I will miss Ranney School’s teachers and athletic program the most. Faculty and coaches have always helped and supported me. ”

7. Diane Scavelli, 15 years

“Ranney has been a second home to me for the past 15 years, one that I will always remember. One of the things I will miss most about Ranney School is the sense of community. Since age three, I have enjoyed comfort in an environment that I know very well and feel secure in. Even in the Upper School, my first grade teachers still stop by to chat. My study habits have been strengthened by the guidance of these teachers.”

• Founding member, Sports Debate Activity

•A merican Red Cross Jersey Coast Chapter; Vice President, Youth Volunteer of the Year

•P articipated in the Ranney School Summer Internship Program, Jersey Shore Medical Center

•P resident’s Volunteer Service Award (Gold Award) o-Captain, Varsity Tennis; NJSIAA •C Sectional Champions, NJSIAA Prep B State Champions

• Indian Classical Dancer

ational Honor Society, Spanish National •N Honor Society member

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8. Renzo Severino, 13 years

“Ranney has more than prepared me to tackle the challenges that await me in college. I will surely miss the small classes and ability to recognize and be familiar with a majority of students and faculty. Ranney allowed me to craft my own style of studying. In addition, the rigor of its AP courses gave me valuable insight as to what is expected at academic institutions beyond.” • International Thespian Society member • Model United Nations delegate • Member, Stock Market Game • Boys’ Varsity Soccer Team

9. Emily Thacher, 13 years

“I remember seeing the ‘big kids’ when I was in third grade and wanting to be just like them. I now feel looked up to by some of the younger kids on campus. I remember being a tiny little freshman and looking up to the big seniors going off to college and thinking how I’d never be that old and tall. Now, I really am that old, and pretty much that tall, and I get

to look down and see new generations of kids come through, just as wide-eyed and amazed as I was.” • President, ESTA • Varsity Swim Team • Volunteer, Monmouth County SPCA •N ational Honor Society, National Art Honor Society

10. McCall Torpey, 13 years

“As a Ranney Upper School student, I have traveled to a foreign country for a cultural experience and have participated in a summer medical internship program. These are just two examples of the many experiences Ranney has provided me. Through these, I’ve learned to work with different kinds of people and how to plan ahead and achieve long term goals.”

11. Stephen Triano, 11 years

“Being here for so long has provided a sort of ultimate security. Every time I walk into the school, I see countless faces I know all about, and faces that know all about me. It sounds sentimental, but I feel like I will probably miss the little things about Ranney the most. Things like bagel Wednesdays in my homeroom, making gingerbread houses before Winter Break, or walking into study hall with the same people again and again, day after day.” • National Merit Scholarship Semi-finalist • NJ Scholars Program nominee •V arsity Cross Country, Winter Track, and Outdoor Track • Treasurer, Habitat for Humanity

• Member, Judicial Review Board • NJ Scholars Program Semi-finalist • Vice President, National Honor Society • President, Spanish Club

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12. Lara Wolkomir, 13 years

“There have been so many opportunities to get involved and become a leader throughout my many years at Ranney. Whether I was captain of the cheerleading squad in eighth and twelfth grade or president of the National Honor Society, being a leader has been very fun and rewarding. Ranney has greatly prepared me for college next fall. Librarians have taught me how to find books on my own and conduct research. Teachers have taught me to study properly and take notes. Alumni have taught me what to expect at college and, what I should and should not do.” • President, National Honor Society

13. Adrianne Wyckoff, 13 years

“I will definitely miss the sense of family that Ranney has given me; the feeling of walking into school and knowing almost everyone. What has been most surprising to me over the past 13 years, has been the relationships I have made, whether friendships with classmates or close bonds with faculty members I could talk to beyond the classroom. It is truly a special feeling to know that you impacted the lives of others.” • Class Council Treasurer • Co-Captain Varsity Soccer • Digital Photography Club •N ational Art Honor Society, Spanish National Honor Society

•C o-Chair, Cinderella’s Closet of Monmouth County

•V arsity Girls’ Soccer, Girls’ Basketball, and Softball

• Ranney Upper School Chorus • F rench National Honor Society, Tri-M Music Honor Society

14. Alexis Wyckoff, 13 years

“In a small community, it’s a great feeling to be seen as a role model and someone who knows the school so well. I smile every time an underclassman asks me about the school. I love sharing my stories with them because it is so easy to have a conversation with any student at Ranney. No matter what their interests, you still find something to talk about. The friends I’ve made over the years and the relationships I have with them are something I hope to carry with me beyond Ranney. ” •V arsity Girls’ Soccer, Girls’ Basketball, and Softball • President, Habitat for Humanity •R ecipient of the Athletic Director’s and the Junior Coach’s Cup articipated in the Ranney School •P Summer Internship Program, Jersey Shore Medical Center

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The Middle Matters By David Fischer, Head of Middle School

Mornings in the Middle School hallway are a very special time. Knowing that each day is new, bringing different challenges and successes, our sixth, seventh, and eighth graders crowd the halls greeting their favorite teachers and sharing with their closest friends. The bell rings, and we are off on another adventure, looking forward to what comes next. Adolescence is both an exciting and challenging time, and its importance is unquestioned. At times full of energy and enthusiasm and at times quiet and reflective, adolescent learners need the support of positive peerrelationships and strong adult bonds to navigate their Middle School years successfully.

Left to right: Gabriel Georges ’15, Sean Callahan ’15, Joseph Cantatore ’15, Karl Brand ’16, Alexander Petrocelli ’15

These formative years are a time when one’s experiences define personality, crystallize interests and passions, and hone skills, thus forming the foundation for future development. Certain development requires that these experiences be positive, and occur in an environment that is inviting and supportive, directing interactions among its members and offering diverse opportunities for exploration. The Ranney Middle School is proud to partner with the families of its students to support them through this important time in their lives. Connections and relationships within one’s community are vital, providing a primary vehicle for new experiences and self-discovery. The interaction of close adult-guides and deep peer-relations set an adolescent on the road to productive adulthood. Having access to such relationships can make life rich and interesting. Yet, as essential as these relationships are, equally important is the nature of these relationships. They

Left to right: Gabriella Mahoney ’15, Nisha Kate ’15, Emily Brodsky ’15

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must be constructive and supportive, assisting each child through challenges, allowing each child to feel acceptance, and bringing confidence of safety and security. Our Middle School faculty and coaches have dedicated their lives to assisting in the development of students, and the community of learners we have created along the Middle School hall has committed itself to support the positive development of all its members. Starting with the guidance of our Middle School Advisory program, our teaching staff works to develop strong and lasting relationships with each student in its group, offering individual mentorship and guidance each new class day. Working with students in a community with strong core values also places the development of individual character into sharp focus. As a division, we emphasize individual responsibility and communitywide respect as principle character traits, and our students are often engaged in advisee group discussions on these important topics. Daily efforts to develop a community of mutual respect provide a solid framework for supportive and enriching peer-relationships, which are so critical during this time in a child’s development. Excellent teachers and instruction also provide pathways for positive relationship building. Class time is not only about

teaching geology lessons, algebraic theorems, or Spanish verb conjugations, though these specific lessons are important and necessary. Class time is also about developing partnerships with classmates and teachers and learning critical life lessons such as: problem solving, strong and confident communication, time management and organization. Great teachers know the dynamic nature of the adolescent student and use their frequent contact time, both in the classroom and through clubs and activities, to build a deep understanding of their individual students. With an infectious passion, teachers connect with their students each day, allowing them to identify the student who is passionate about math or music, and offer that bit of well-timed support needed to boost a student’s confidence. Strong peer and adult connections in a supportive community enable the learning process, and as our primary goal is the education of adolescent learners, the forging of such connections is essential to our everyday progress. To continue their successes in the Upper School, ninth grade students must enter their new environment with the confidence and skills necessary to succeed in the classroom as well as in the hallway. Such abilities are natural outcomes of a wellstructured Middle School education.

Top left (left to right): Sabrina Park ’15, Samantha Picard ’15, Remi Rohl ’15 Top right (left to right): Taylor Gill ’17, Kyra Conley ’17 Above: Samuel Metzger ’17

Within our Middle School community, the foundation is set for each child to develop into a capable student and confident citizen, one that possesses the skills necessary to be a successful learner who is ready to navigate the waters of his or her continued education. Through a developmentally appropriate and positive Middle School experience, Ranney students walk across the foyer to the Upper School hall, secure in their skills and abilities and ready for a successful start to their career in the upper grades.

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Left to right: (Front row): Sam Tkach ’12, Val Kharkover ’12, Paul Sondhi ’13 (Back Row): Ronald Geraghty ’14, Christopher Schwake ’12

Left to right: Granger Whitelaw ’14, Luciano Cioffi ’13

Left to right: Hannah Simpson ’12, Lauren Resnikoff ’11

Performing Arts At Ranney: Embracing the Levels of Connected Learning By Tess Nielsen. Performing Arts Chair

The advent of digital media has redefined the way people perceive works of creative expression. Young people, in particular, not only approach listening to music in different ways, they form distinct opinions as to what it means to be a performer, composer, arranger and listener. This evolving technology is reforming concepts of how we can create, enjoy and even interact with music and drama. As students engage in the process of performing and listening to music, both in classes and in performing ensembles, they become critical listeners as well as accomplished performers.

Below: Jake Buckelew ’21, Aidan Stevenson ’21, Benjamin Sullens ’21, Gianni Feng ’21, Evan Woska ’21, Adam Rada ’21

Lauren Waters ’11

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While each performing arts discipline has its own unique set of knowledge, skills and processes, they all share common characteristics in terms of offering preparation for college, career and cultural life. In addition to needing a new set of communication skills, the children of the new millennium will need to problem solve, and become experts in finding validating information. The insight provided by performing arts involvement helps students to build and integrate this important new skill set.

Levels of Performing Arts Anyone who has ever seen a student become energized and confident through involvement in the performing arts has seen first-hand how it engages them and contributes to their overall development. Ranney has always acknowledged that the arts – vocal and instrumental music, drama, and dance – are core curricular subjects. Five distinct levels of the school’s performing arts program offer engagement for most every student: a broad general music curriculum, co-curricular extensions in drama, a myriad of extra-curricular activities, and an ever expanding community concert program.

Level 1: General Music and Drama A General Music and Drama curriculum is the heart of Ranney’s performing arts program. All students, Beginners through ninth grade, experience music and drama every year as a part of their core learning. Creative dramatics for the youngest students are grounded in the processes of Orff methodology, whereas the comprehensive Middle School drama track covers three years of public speaking, theater history and contemporary, technical applications. The aesthetic and cultural benefits for digital learners are advantageous. Ninth grade Music Principles, a culminating course for all students, pulls together a survey of music history, aesthetic values, cultural meanings of world music and performance techniques.

Level 2: Performing Ensembles: Band, Orchestra and Chorus For students who want to explore an applied area by learning to play an instrument, sing, or act, the elective ensemble strand now starts as early as third grade and continues unbroken through the 12th grade. Lower School learners explore early interests in string instruments or begin mallet percussion. Choral singers work on technique and repertoire in the fourth and fifth grades, crossing over to more complex vocal work through Middle School, with a goal of joining Honors Chorus in the Upper grades.

Jazz Band and Orchestral Ensembles are relatively new to the Ranney curriculum, yet they have been very quickly received. These excellent ensembles offer a high-quality of musical involvement for both beginning instrumentalists and advanced players.

Level 3: Drama: Curricular and Co-Curricular offerings Choral dramatics and theater have always been strong in the curriculum, especially in grades four through nine. The cocurricular drama program for Lower, Middle and Upper grades now offers after-school opportunities for students wishing to expand their learning. The tradition of the Lower School Spring Musical is something students and families look forward to year after year. Middle and Upper School students participate in the fall play, which is always repertoire related to curricular literature. The Middle and Upper School Spring Musical, a collaborative community theater piece, is truly a spectacular event. The drama season not only develops on-stage student talent, but also uses all of the technical capabilities of RSPA Panther Hall and gives students interested in technical theater a chance to polish their craft.

Level 4: Extra-curricular Performing Arts Activities Student-centered, teacher facilitated, extra-curricular activities in performing arts extend classroom learning into a greater exploration of the arts. Activities include the award-winning Jr. Tri-M® (Middle School) and Senior Tri-M® Music Honor societies (Upper School), Coffee Houses for grades six through twelve, field trips to theaters, concerts, and competitive music festivals, a Music in Our Schools month, competitive auditions at All-Shore, All-Regional, All-State, and Rising Stars, to name a few.

Level 5: Community Concerts With the opening of RSPA Panther Hall in 2008, the Performing Arts Department has expanded its reach to the greater community. Along the way, we have made many friends in the arts. Students enjoy co-performances with such professional groups as the Pacific Encore Opera Company, the Atlantic Brass Band, The Conservatory Quartet, the Yale Women’s A Cappella Group and The New Blue, to name a few. When the students perform with Tim McCloone’s Holiday Express, it is inspiring to know that the combined musical outreach is a professional reflection of the power of music, as well as a stated purpose of the Tri-M® Music Honor society. This generation has a decidedly different perspective on what it means to be a performer, composer, arranger, and music consumer. Insights gained by actively participating in Ranney’s multi-leveled performing arts program will definitely perpetuate artistic and cultural growth in the new digital realm.

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WHEN SEEING IS MORE THAN LOOKING:

VISUAL LITERACY EDUCATION FOR THE 21ST CENTURY By Kate Greenberg, Chair of Fine Arts, Barbara Levine, Lower School Art, Rebecca Sullivan, Middle School Art Ave Maria Walwark, Upper School Art

Introduction By Kate Greenberg Today, most children and youth spend ten hours a day in front of one or more screens that include images. Are we sure that they are interpreting their meaning accurately? Currently, 1.25 million Americans work in the visual arts and jobs for artists and designers are predicted to increase 43% by 2016, (Statistics provided by the National Art Education Association). How are we preparing our students for this future? At Ranney, the arts curriculum teaches our youngest artists to our senior artists skills essential to meeting the needs of the future. A fast-changing world requires adaptability, skills to work in groups, the ability to communicate complex ideas in direct, clear and accessible ways, the capacity to see problems from multiple points of view and the common sense to recognize that problems have multiple solutions. How do the visual arts teach these things? At Ranney, we approach the visual arts as visual problems and acknowledge right from the start the individuality of solutions. As Ranney art teachers, we recognize that in complex forms of problem solving, the process is part of the solution. As nationally recognized art educator Elliot Eisner once said, “learning in the arts requires the ability and willingness to surrender to the unanticipated possibilities of the work as it unfolds.” At all grade levels, students are given a problem with a set of parameters and a set of tools, and even with the same assignment, each student’s work looks different. We live in an age of overwhelming amounts of information, and the skills attained through art education give students the tools to analyze, synthesize and present these ideas to others. Art education teaches how to break down information, and see the relationships, toolbox and skills needed to visualize complex concepts and represent them. A Ranney art education teaches both creative and critical thinking skills. In-class critiques, Lower, Middle and Upper School students are taught how to be reflective and prescriptive so they can improve their work and learn to see their work as others see it. This is all done in a collaborative and supportive peer environment that teaches cooperation and communication. Teaching students to be creative is a deliberate process much like teaching literacy or mathematics. The visual arts at Ranney teaches students that learning to see is much more than just looking.

Lower School Art By Barbara Levine My Lower School visual arts curriculum for grades two through five enhances and contributes to the concept of the student as a “whole person.” Students are encouraged to express their feelings and thoughts through their artwork and are presented with the opportunity to develop a greater sensitivity and tolerance toward others. Inspired by the art of other cultures, students learn how to understand and represent their place in the world. I place a strong emphasis on originality and celebrate artistic differences, always nurturing and encouraging the imagination and creative efforts of every student.

Pictured left: Barbara Levine, Elena Raccuia ’21

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A new skill we are working on this year is learning how to talk about art. We can describe a piece of artwork by discussing the subject, the colors, the design, or how the artwork makes us feel. After comparing works of art by famous artists such as Georgia O’Keeffe, Leonardo da Vinci, and Pablo Picasso, we learned that we can use those same descriptive words discussing our own artwork. As our projects are completed, we each share our creative efforts with the class, offer an artist statement about our artwork, and allow our friends to tell us what they like about our work, offer suggestions or even ask questions.

picture planes. All grade levels make art from life with a unique medium and project. Eighth grade students make Cubist stilllife collages using a variety of mediums.

All divisions in Ranney School participate in Artsonia.com, an international online museum for school-age students. Through this website, we are able to provide our students with a digital portfolio of all the artwork they have created as they progress through the divisions. Friends and family in the Ranney School community can visit Artsonia, view students’ portfolios, and leave wonderful comments. It is a perfect way for students to develop a sense of pride in their work. In this digital age of technology and communicating through blogging, students learn to see the world through the eyes of an artist and share their thoughts about what they discover along the way.

At the end of the quarter, eighth grade art students discover self-portraiture through a variety of projects. Students make Joseph Cornell inspired assemblages and self portrait paintings based on photographs manipulated in Photoshop.

Technology as an artist tool continues to be an important part of Lower School art as well. My graphic arts elective is an option for all fourth and fifth graders. This class, held in our Lower School computer lab, teaches art students how to draw, design and manipulate images on the computer. We use Adobe Illustrator and Adobe Photoshop, the same programs that professional graphic artists use. We are learning how to express our creativity on the computer as we learn basic technology skills such as how to save and retrieve files on our flash drives. Graphics is teaching us how to be respectful and responsible for this wonderful new technology, and we all appreciate the addition of the computer to our growing array of artistic tools.

Middle School Art By Rebecca Sullivan Middle School art students attend class in the Little White House alongside Upper School art classes. Students experience making art based on life and from imagination. Students also focus on learning art vocabulary and the Elements of Art to build skills in describing artwork. We begin in all grades by making art from life. Students learn how to draw what they see and how to create the illusion of space and depth on their Ava Poupard ’21

After mastering skills in drawing from life, students then create a work of art that is inspired from their imagination while using skills learned in drawings from life. Sixth grade art students create Mandalas that illustrate their connection to Earth and nature through symbolism, while seventh graders create art based on famous Abstract Expressionist paintings.

The Middle School art experience is both fun and challenging!

Upper School Art By Ave Maria Walwark Ranney School provides Upper School fine art students with the ultimate opportunity to participate in an exhilarating four pronged exploration of what it means to be a visual thinker. During this process of discovery, students taking Ranney’s Art Principles course identify the visual elements and investigate how the principles of design are employed to organize those elements of line, value, color, shape, form, space, and texture into a visually stimulating composition. Art Principles students continue their visual adventure as they contemplate the iconography of art history, practice applying the four steps of art criticism to a major work of art and continue to develop their drawing from observation skills. Further pursuit of the development of the visual thought process occurs when Ranney students immerse themselves in one or more of the available studio courses that include Printmaking, Ceramics, Honors Advanced Portfolio, and AP Studio Art. These dynamic programs are direct paths to innovative approaches in the creative process and provide the aspiring student-artist with the professional studio environment to cultivate their maturing talents. The culmination of those efforts in visual thought are manifested on the Panther Hall Gallery walls every spring when the current AP Studio Art class hosts an opening reception for the Ranney community that features a completed AP Studio Art portfolio.

Pratika Mikkilineni ’12

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Robert Johnson, Grade 6 Oil Pastel Thomas Hearne, Grade 11 Color Pencils

Charlotte Fleming, Grade 12 Color Pencils

Louie Mastrokostas, Grade 5 Self-Portrait, Color Pencils

Emily Sallustio, Grade 5 Graphic Design Class

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Rose Maisner, Grade 8 Collage, pencil and color pencil

Aidan Oster, Grade 2 Lower School Painting Club

Maria Guiliano, Kindergarten Marker

Pratika Mikkilineni, Grade 11 Watercolor

SUMMER OPPORTUNITIES AT R A N N E Y

By Kathleen Deeken Director of Student Support Services and Summer Study

Through summer study, older students can get a head start on the classes that they will be taking in the fall, while students who need additional time to fortify concepts can continue to do so in a personalized learning environment, with fewer students and more one-onone teacher interaction. This optimum teacher-to-student ratio fosters personalized and proactive relationships with teachers and with learning – perfect ingredients for building life-long learning habits for success.

One Ranney Summer Program student works on a project in his Robotics class.

As summer temperatures rise and the academic year winds down, students begin thinking about taking a break from school and look forward to summer fun. With this in mind, Ranney has designed new summer learning experiences that will benefit and interest all children in 2011. This fun provides the backdrop for lasting friendships that are nurtured and celebrated each summer. Some experiences are designed to engage a student’s intellectual curiosity and motivation to learn more challenging academic work, while others celebrate the rich performing and visual arts offerings designed to honor the unique creativity of each child. Ranney students are poised to continue learning at the same accelerated pace as during the school year – and with the same exceptional learning opportunities available to them in rigorous academic coursework, dynamic performing and visual arts classes and outstanding athletic and camp experiences.

Extending advanced academic courses and creative learning experiences into summer programming provides precious learning opportunities for students to strengthen reading, critical reasoning, mathematical problem-solving and creative thinking as a gateway to the acquisition of skills. The challenge is to get and keep the children’s interest in the face of the beach, boardwalk and other summer activities; huge competition for any summer class. To meet this challenge, we have created authentic, unique summer learning experiences that not only give our children the tools they need to succeed in school, but also give them dedicated time vital to staying on track in the summer, yet having fun in the process! Whether looking to reinforce foundational skills or advance subject-specific areas of exceptionality, these authentic summer learning experiences provide the dedicated time students need to stay on track in COLUMNS

Research Supports Summer Learning Research indicates that for students, the long summer break from literacy routines can result in the loss of academic knowledge and skills previously taught during the school year. Continuing authentic learning experiences for students over the summer can provide the dedicated time students need to stay on track to build skills in the summer. Supporting a pattern of continued reading over the summer will further develop proficiencies that positively influence skills in all subject areas. Much research supports the notion that good readers develop large vocabularies, understand complex grammatical structures and spell and write better than students who do not read well or often. The National Institute of Education reports that gains in reading achievement can be supported through summer programs that provide opportunities for reading, writing and problem-solving as essential elements of a student’s blueprint for continuous learning. Current research confirms that the reduction of “learning loss” over the summer is directly correlated to an increase in summer reading. Johns Hopkins Center for Summer Learning has conducted research on summer “learning loss” and cites that students across the grades experience “learning loss” if not intellectually engaged in educational summer activities.

Campers at Ranney School’s Summer Program develop friendships that last a lifetime.

the summer and avoid the “summer slide” or summer “learning loss.” Through summer study courses, students experience opportunities to build competency skills in reading, writing and critical and creative thinking. This framework of summer learning reinforces pathways for school-wide subject learning throughout the year in the basic building blocks of learning: reading, writing and arithmetic, and extends beyond foundational skills to influence mastery, talent and exceptionality. Reading is the most influential aspect associated with learning, especially over the summer. Skill building in Language Arts, then, sets the stage for summer study students who will find rich literary experiences in reading, writing and discussion across a wide selection of courses. Pursuing summer study as a perfect blend of reading, writing and critical and creative thinking highlights learning as a dynamic process to close gaps and advance skills. Summer Programs at Ranney School give students the opportunity to participate in an impressive selection of six, three or two-week courses in academics and the arts as well as take part in camp experiences. These dynamic academic offerings are further enhanced over the summer with small class sizes and collaborative learning teams where all students can take a vested interest in how they engage the curriculum, the teacher and their peers for a dynamic

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exchange of ideas, information and relevant learning – the best of what Ranney School offers year round. Innovative summer programs also provide students with opportunities to delve more deeply into areas of interest as a foundation for the intellectual inquiry and selfdirected discovery that taps into the dynamic way in which inquisitive children learn. Such collaborative and exceptional teaching and learning moments inspire continued learning – the depth and breath of which supports the integration of core subject areas of reading, writing, math, science, world languages and the arts. As budget cuts put performing and visual arts programs at risk in local school districts, the arts continue to flourish at Ranney School. This year, we invite you to partake of our exceptional offerings in the 2011 Ranney School Music Conservatory and Performing Arts Academy with courses in orchestra (strings), band (drums and keyboard), and theater. Combined with state-of-the-art educational technologies, including SMART Boards and Web 2.0 tools, students who continue to learn over the summer are supported in the development of 21st century competencies that pivot on information and media literacy as a bridge to the acquisition of technology and global communication skills. The same skills that frame success in a complex world:

critical thinking and creative innovation, problem solving, communication, collaboration and leadership are further guided and developed within rigorous summer courses that accentuate the teacher and student as a learning team. Summer gifted and talented programs are designed specifically to meet the needs of students who exhibit the advanced cognitive abilities and intrinsic motivation to study a topic of interest. This enrichment curriculum has been expanded for 2011 and provides applications of the most recent brain research, multiple intelligences and project-based learning. In addition to Advanced Reading and Writing and Advanced Mathematics courses for fourth through sixth graders, new offerings are sure to pique the interest of bright young minds. In the Philosophy for Children course, first through third graders will use literature for exploration and expression, while investigating and reflecting upon knowledge as a way to cultivate excellent thinking. Fourth through sixth graders can also experience a Philosophy for Young Thinkers course as an opportunity for critical thinking and creative and ethical reasoning as a way to personalize their feelings, ideas and unique interpretations of their world.

Spotlight on Kathleen Deeken, Director of Student Support Services and Summer Study By Melanie Litzinger, Associate Director of Summer Programs

Kathleen Deeken has been an important figure in Ranney School’s Administration and Headmaster’s Cabinet for 12 years. While many may have come to know her during her time as Head of Middle School, Mrs. Deeken has returned to her educational roots in her new role as Director of Student Support Services and Summer Study. In this role, Mrs. Deeken works closely with our Learning Strategist to implement new strategies and programs for Ranney students. In addition, she is responsible for all academic courses in our summer programming, including new Gifted and Talented course-work for Ranney and summer students alike. Recently, Mrs. Deeken, who has her Bachelor’s and Master’s Degrees in Education, has returned to school to pursue postMaster’s coursework at Rutgers University’s Gifted Education Certificate Program – the only graduate program for Gifted and Talented Education in New Jersey. “It is my objective to make sure that the needs of all our children are met with options at each stage of their development,” shared Mrs. Deeken. Whether it is designing a course modeled from Johns Hopkins Center for Talented Youth, or developing academic initiatives with students and families, Kathleen Deeken is sure to be found improving the educational lives of all our Ranney students.

From Discoveries in Mathematical and Scientific Investigations to CSI: Detective on the Scene to Investigating Greatness: Civic Responsibility and Achievement, gifted elementary students will have many opportunities in the summer of 2011 to stay engaged in the learning process and build on skills learned during the school year. Come then to a world of possibilities for self-discovery, dynamic and collaborative academic study and exceptional athletic and camp experiences as an exciting pathway to summer fun. Summer learning at Ranney School is challenging and diverse, but, most important, it is relevant and fun; a safe place where students discover their unique talents and abilities in a relaxed and enjoyable environment.

Emma Hsu

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New York City Alumni Reception By Tracy Mutchiga, Associate Director of Special Events and Parent Relations

anney alumni, spanning more than 25 years, turned out last spring to visit with faculty and staff members at the Seventh Annual New York Alumni Reception, held at The Sidecar at P.J. Clarke’s on East 55th Street. The traditional event, in its second year at this location, allows classmates and friends to reconnect with one another over dinner and drinks. Margo Chaly ’04, welcomed the crowd as a representative of Ranney’s Alumni Council, ex-

plaining that alumni support of events and activities is important to the growth of the alumni program. Head of School, Dr. Lawrence S. Sykoff, touched on the current happenings on campus and highlighted the school’s ongoing 50th Anniversary celebrations. Alumni Council member Daren Tedeschi ’01, invited his fellow alumni to support the school through volunteerism and through the Alumni Annual Fund, which helps to contribute vital resources that provide students with extraordinary programs, opportunities and academic instruction.

Photos from left to right: 1. Daren Tedeschi ’01, Mei Lin ’99, Michelle Lin ’01, Julie Kestenman ’01 and John Jaravata ’01 2. Mr. Emmett Walling, Brian Bolante ’96, Doug Zagha ’96 and Mr. Tom Moriau, 3. Lauren Falk (’99), Alexis Rofé ’99, Kate Roffler ’99 and Jason Rayo ’99 4. Rohit Nagpal ’04 and Matt Doctor ’05 5. Jean Pasternak ’87 and TJ O’Keefe (’90) 1.

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Spring at the Shore Alumni Weekend By Tracy Mutchiga, Associate Director of Special Events and Parent Relations and their lives today. Jay Connelly ’84 said it was an “excellent night” and McKenna Kingdon ’90 echoed his sentiments, adding, “I had a great time and laughed all night.” In addition to exchanging personal updates on families and friends, the night was also an opportunity for alumni to network and forge professional partnerships. For Alumni Council member Sarah Widman ’01, she had the opportunity to not only “look forward to Ranney events, but to also catch up with old friends” and build relationships that will help her in her field. The following day, members of the Class of 1988, along with other alumni came back to the Ranney campus to pay tribute to the memory of alumna Eugenie B. Edwards ’88, one of Ranney’s most outstanding female tennis players. Evan Zimmerman ’07, Nina Sussman ’04, Adam Haratz ’04, Margo Chaly ’04 and Jean Otrakji ’06

or many alumni who attended Ranney School’s Spring Alumni Weekend, it was the chance to catch up with familiar friends, share school memories, update former classmates on their busy lives, and reconnect with former teachers who made an important and lasting impact. For the Class of 1988 and other alumni, it was also an opportunity to honor a former alumna who left rich and lasting memories among those who had the good fortune to know her. On Friday, May 21, alumni gathered together in a relaxed and informal setting at The Downtown in Red Bank as part of their annual spring reception. Over the course of the evening, alumni traded stories about their days at Ranney, their college experiences

Ross Gale ’07 and Adam Metzger ’04

In a moving and poignant ceremony, the center court of the Kelly Tennis Center was dedicated to Genie’s memory with her mother and step-mother proudly joining, countless Ranney faculty and friends looking on. The morning program also included several of Genie’s former classmates, among them Heather Daesener Cadranell ’88, Frank Austin ’88, Paul Stonick ’88 and Jodi Armstrong Turko ’88. Also present at the May 22 program was Lauren Betesh ’04, who spoke at the dedication and was the first recipient of the Eugenie B. Edwards Spirit of Tennis Scholarship. “Being the first Genie Edwards Scholarship recipient means a lot to me,” said Lauren. “I respect her qualities and her outlook on life very much, and I can only hope to be like her.”

Jody (Armstrong) Turco ’88, Heather (Daesner) Cadranell ’88, Frank Austin ’88 and Paul Stonick ’88

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A Cherished Walk Down Memory Lane for Ranney Alumni By Lynn Lucarelli, Director of Annual Fund

The bright blue autumn sky arching over the Ranney campus could not have been more beautiful for our Alumni Homecoming and Fall Festival Weekend this past October. The clear blue skies and warm fall sun beckoned alumni from the Classes of 1965 through 2005 back to Ranney for a funfilled weekend. (Left to right): Barbara Levine, Ave Marie Walwark, Bob McCoid ’03, Kate Greenberg

Seeing the convergence of old school meets new school seemed to be a real treat for the alumni who took the opportunity to tour the campus, specifically the Annex, which now houses administrative offices and Lower School classrooms, but at one time served as Ranney’s High School. It was a great trip down memory lane as alumni pointed out where their former classrooms, the nurses office, locker rooms and the Headmaster’s Office were once located.

the 2nd annual exhibition, which showcased an eclectic mix of photography, painting, multimedia, architecture and jewelry. The exhibition featured the works of Beth Rubin ’68, Kate Roffler ’99, Sara Petrillo ’94, Johnny Petrillo ’96, Dana Petrillo ’00, Robert McCoid ’03, Kate Fitzgerald ’07, Sarena Rabinowitz ’08, Kristine Rodriguez ’08 and Sasha Sickles ’09. According to Kate Greenberg, Fine Arts Department Chair, “The exhibition was designed to acknowledge the wonderful work our alumni are doing now, and to celebrate the alumni role in the development of the arts program here at Ranney. She adds, “Teaching is a long-term commitment to a student that goes far beyond the day they graduate. Inviting the alumni back gives Ranney an opportunity to continue to support its students in their college and professional lives, and it gives current students exposure to the talent and ability of alumni. Bringing together alumni and current students is one of the richest and most meaningful kinds of educational exchanges.”

The evening prior, an Alumni Art Exhibition took place during Ranney’s “Welcome Back Cocktail Party.” Alumni along with current and past Ranney parents, faculty and friends enjoyed

Top row (left to right): Harland Ranney ’65, John Andrews ’72, Mark Andrews ’74 Bottom row (left to right): Helen Pike ’74, Elizabeth McCumsey-Buckley ’80, Heidi Rosenthal Davis ’80, Lisa Lett-Stulec ’80

(Left to right): Mrs. Margaret M. Mahon and Peter DeLisa Heather and Kyle Barr ’91

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(Left to right): Lisa Lett-Stulec ’80, Heidi Rosenthal Davis ’80, Elizabeth McCumsey-Buckley ’80

TALKING WITH

JOHN ANDREWS ’72

Ranney School had an opportunity to catch up with John Andrews, Class of 1972. Mr. Andrews is a successful and sought after graphic designer who operates a commercial production company specializing in animated commercials, TV series title animations and children’s television shows.

Describe your current position and how you became a designer.

I run a commercial production company called Kachew! (www.kachew.com). It’s part of Klasky Csupo, the studio that was the original animator of The Simpsons and created Nickelodeon shows including The Rugrats. My road into design and then production management started with my university training in theater arts and continued with my early professional training at an audio visual production company in Manhattan. This led to my seven-year stint working for a company that did a great deal of PBS production. This was all on-the-job training! How do you like living and working in Los Angeles?

I’m officially a southern California addict, having arrived here in 1998 after a couple of years of regular visits when I worked for MTV in New York. I enjoy the East Coast more now that it’s a place I visit to see family and friends and enjoy how much New York City’s quality of life, to my perception, has improved in the intervening years. Of course, I could no longer afford to live there! How many years did you attend Ranney School?

I was at Ranney eighth grade through graduation. Did your years at Ranney prepare you for college? Was there a big transition in terms of coming from a small school?

Ranney did a great job preparing me for college life and work. Of course, I felt a lot freer at progressive Brown University than I had at conservative Ranney School. But I also felt like the academic rigor at Ranney prepared me for freedom with personal responsibility. I had good work habits. These, of course, took a while to kick in at college. After all, it was the early 1970’s, and there was an awful lot of fun to be had. I got involved early with theater, music groups and other distractions that didn’t always lead to great grades. I took time off in the middle of my Brown years to form a rock band

and tour around the East Coast (including a visit to the Ranney School in the fall of 1974). Once I got that out of my system, I got back to school and back to work with renewed vigor. What is your fondest memory of Ranney?

I loved my faculty and friends at Ranney. The class was very small then and you tended to befriend people all through high school. My brother, Mark, who was two years younger had great friends, and I liked them as much as those in my class. Upperclassmen always seemed so incredibly cool to me, and I am still in love with various older women I admired as a freshman and sophomore! Your favorite class? Favorite activity?

I had great history classes with Dr. Searle and philosophy classes with science teacher Tom Miller. I enjoyed Kevin Quinn’s writing class, even though he pretty much thought of me as a “no talent.” I believe that the range of English grammar, literature and Latin classes I took throughout my time at Ranney made me a strong and confident writer right from the beginning of college. There were less activities available at Brown in those days but I edited “The Torch” back when the text was typed on an IBM Selectric and headlines were done with Letraset. I spent some fun weekends upstairs in the old high school building on deadline or rather a week behind deadline. Looking back, how would you describe your Ranney experience?

I think it was a time when school spirit was out of style and many of us were rebels. I think we had a bad attitude about some of the strict aspects of Ranney at the time, like uniforms and trim hair, but ultimately we all stayed because we liked each other and we liked the intimacy of the experience. Also, I lived in Holmdel, which at that point did not yet have its own high school!

How has your Ranney experience helped you in the real world?

I think Ranney treated us like adults and taught us early on how to talk to adults with politeness, respect and genuine interest. I have a very strong memory of always being treated like an adult and with great respect by the Ranney School faculty. Would you consider having some Ranney students intern at Kachew?

I am always open to working with an individual to define an internship, which can truly be of use in giving them exposure to possible career paths that match their interests. Would you consider informally mentoring some Ranney students?

Of course. Tell us about your career, current role and Emmy awards?

When I was at Alivin H. Perlmutter in the ’80s and early ’90s, I worked on several of Bill Moyer’s productions and many TV specials. I spent six years as Creative Consultant on the series Adam Smith’s Money World on WNET. I won three Emmys for Graphic Design in News and Documentary for the animated segments we created to explain and satirize current events in the world of business. From there, I went to MTV where I produced Beavis & Butt-head, Daria and Aeon Flux, among other shows, during the ’90s. Following the success of the Beavis & Butt-head movie and our new series Daria in 1997, I moved to Los Angeles and have worked ever since for Klasky Csupo affiliate Kachew!, overseeing all projects. We have done everything from opening titles for MTV’s The Osbournes to this year’s animated “healthy eating” segments for Sprout cable network’s pre-school series Noodle and Doodle. We also created Mr. Mucus for Mucinex! Every day I work with writers, character designers, animators and actors to create funny, stylish and sometimes outrageous animation. As a sideline these days, I am co-director of The Los Angeles Animation Festival, an event which combines competitions, panels and parties with a program of features and short films from around the world. You can learn more about it at www.laafest.com. COLUMNS

ranney school board of trustees

2010 – 2011

Daniel B. Goldberg, M.D. President

Ranney School Welcomes NEW BOARD MEMBERS Christopher Fitzmaurice

Marshall Knopf Senior Vice President

Christopher Fitzmaurice retired from Citigroup Global Markets, Inc. in 2006 where he served as Head of U.S. Interest Rate Trading from 2002 to 2006. He began his career at Salomon Brothers (the predecessor of Citigroup) in 1984 where he was Managing Director. During his tenure, he served on numerous industry committees, including the Primary Dealers Committee of the Bond Market Association, and the Trading Practices Committee of Tradeweb and BrokerTec. Mr. Fitzmaurice also held the position of Director of GovPx and EurexUS.

Jamie Price Vice President Josephine R. Esquivel Vice President Patricia Kurdyla Secretary Carol Martin Educational Development Advisor Brian Torpey, M.D. Strategic Planning Advisor Kristen Gerhard Tom Karagianakis

Since his retirement, Mr. Fitzmaurice has spent time and expertise serving the needs of many non-profit boards and committees, including those of Fordham University, in New York City, Mercy Center in Asbury Park, Apostles of the Sacred Heart in Hamden, Connecticut, and St. Catharine’s Parish in Spring Lake. At Ranney School, he played an important role in the school’s Strategic Planning process, serving on the Governance Sub-Committee. He and his wife, Alison, co-chair the Ranney Annual Fund Committee. Mr. Fitzmaurice received his B.S. from Fordham University’s College of Business Administration, with concentrations in Quantitative Methods and Finance. He resides in Spring Lake with his wife and their three children, Liam ’17, Shana ’19 and Tyge ’23.

Michael Oster Michael Jones, M.D.

Stephen Papetti Douglas Roberts Christopher Fitzmaurice Michael Jones, M.D.

COLUMNS

F ACADEMIC EXCE

Dr. Jones has served on several non-profit boards, among them the Board of Directors of the YMCA of Western Monmouth County, the Board of Trustees of CentraState Medical Foundation, the Advisory Board of the Children’s Hospital at Saint Peter’s University Hospital, and the Medical Advisory Board of Monmouth/Ocean County Paramedics (MONOC). Currently, he is Medical Director for the Englishtown/Manalapan First Aid Squad and President of Central Jersey Emergency Medicine Associates. This past year he served as a member of Ranney School’s Strategic Planning process on the Marketing Sub-Committee.

Lawrence S. Sykoff, Ed.D. Head of School Ex-Officio

Dr. Jones is Chairman of the Department of Emergency Medicine at CentraState Medical Center in Freehold. He is board certified and Fellowship trained in Emergency Medicine, having received his doctorate from Howard University College of Medicine and completed his residency in Emergency Medicine at Howard University Hospital.

Dr. Jones and his wife, Tara, reside in Millstone Township with their two children, Siobhan ’21 and Gavin ’25.

Wishes Come

TRUE for a School Turning

FIFTY By Lynn Lucarelli, Director of Annual Fund

Sienna Lallemand ’24, Emilia Redman’23, Henry Alston ’25, Alexa Brown ’25, Jason Woska ’24, Akshay Mann ’23

For many, turning 50 is about making your mark in the world, connecting with friends and family, and seeing wishes come true. This was certainly the case for Ranney School on the occasion of its 50th birthday! Community members came together to commemorate the 50th milestone, and to reminisce about fond memories gathered over the years. The festivities took place October 20, 2010 on the athletic fields under a glorious blue sky with much to celebrate! The party was held Ranney-style with over 800 party-goers, birthday hats, celebratory noise makers and a tremendous cake adorned with a replica of the Ranney clock tower! Faculty, students, staff, administrators, alumni and members from the Board of Trustees, took time from their regular schedules to pause during the historic moment, and considered with amazement, how far Ranney has come in the last 50 years. One could certainly say that wishes for the school have come true since Mr. Ranney first opened its doors half a century ago. Ranney School has evolved into a premiere educational institution with a rich and fascinating history. New buildings stand proud on campus; cutting edge technology now drives teaching strategies; and innovative programs enhance the curriculum in all disciplines. Ranney School currently educates more minds, and nurtures more hearts, than ever before. Speaking to party-goers, Dr. Sykoff stated, “Mr. Ranney started this school with a dream, and 50 years later that dream has evolved, enhancing the lives of so many people. Today, we take a first step forward into the future with the unrelenting resolve to see the great Ranney mission thrive with pride and promise.” Everyone in Ranney School proudly celebrated Ranney’s rich and distinguished history and the position to which the school has been elevated to over the years. Remembering and relaying the Ranney story, then and now, were a variety of students including Alexander Roberts ’18 who said, “Celebrating 50 years of Ranney is important to all of us. Everyone

standing here in front of me, all the alumni, share my love of this school. If it’s your first year or if you are a Lifer at Ranney, it is still very special.”

Left to right: Alexander Roberts ’18, Dr. Lawrence S. Sykoff, Margaret Mahon

In addition, Ankur Govil ’18 shared, “Ranney School has come a long way, but this never would have been possible without guidance of great teachers. We celebrate Ranney’s 50th Birthday by being fortunate enough to see the changes the school has gone through.” It was a festive day to recognize Ranney’s many great accomplishments, to celebrate Ranney’s proud history, and to pause in anticipation of Ranney’s next halfcentury. The party concluded with everyone singing “Happy Birthday” and a traditional cutting of the cake, which was baked with love by Jack Caputo of Caputo’s Bakery in Long Branch, grandparent to Noah Ayers ’17 and Sophia Ayers ’22. Students enjoyed birthday cake back in the dining hall, and everyone left the party confident that Ranney School is prepared and well-positioned for another 50 years of educational excellence. With a new Strategic Plan in place, perhaps just a few more wishes are on the horizon, waiting to be fulfilled.

Emilia Redman ’23

Happy 50th Birthday, Ranney School! Pictured right: Noah Ayers ’17, Sophia Ayers ’22, Dr. Lawrence S. Sykoff

COLUMNS

Gale Quist ’66 writes: “Perhaps of interest to some, I have just added a 2580 watt solar photovoltaic system to my demonstration “green” home. It’s great to see the electric meter running BACKWARDS! The house is passive solar for free winter heating, super-insulated, and has an off-grid 24 volt refrigerator and countless other energy saving and environmentally friendly features. The new PV system is designed to provide all energy needs for the house over a year, using the local utility as a “battery” to average out times of higher electric generation and consumption. On December 26, 2010, Barbara & I will celebrate 40 years of marriage. By the way, we can be seen at a Ranney dance in one of the photos included in your 50th anniversary edition. I still work full-time as property manager of Dayspring, a retreat center in Germantown, Maryland, owned by Church of the Saviour. Barbara is teaching second grade, and plans to retire next July. Last summer we enjoyed a grand cross-country driving tour of national parks that included Yellowstone, Grand Tetons, the Badlands, and Mt. Rushmore. Along the way, we enjoyed a friend’s wedding in Detroit and visited a niece’s graduation from her medical residency in Billings, Montana. Blessings to all!”

1965 Harland Ranney ’65 writes: “After 30 years in insurance sales I am retired! I have been married to Mary Ann for 28 years and my son, William, lives and works in the Las Vegas area. I enjoyed seeing the Ranney campus during the recent Alumni and Fall Festival weekend, full of wonderful improvements and lots of happy faces! I restore vintage cars as a hope-or money pit. We travel to the San Diego area often to see my 98-yearold mother-in-law and also my relatives. Mary Ann is a pianist, so we attend many classical music programs and enjoy live theater as well – we keep very busy!”

1966 Ronald Beecher ’66 writes: “I am still in Chicago, working for a private equity firm. Hobbies are season tickets to the Lyric Opera, going to chamber music concerts, writing novels (looking for an agent – know any?) and caning chairs. My youngest daughter is getting married in December. I’ve re-connected through Facebook with some “kids” from my days at Ranney back in the 1960s and that has been very fun!” 46

COLUMNS

1967

Chris Schadler poses with her husband and dogs.

Chris (Gardella) Schadler ’66 tells us: “After ten years teaching at the University of New Hampshire, I continue to teach at Granite State College (been there since 1994) and I am also teaching Environmental Science, Anatomy and Physiology at a local high school. My research on the eastern coyote continues and I give presentations on coyotes and wolves throughout New England. I am also working on a book: Becoming Wolf: Coyote in the New England Landscape. My two children are grown, my sheep are fat, my dogs are healthy and my husband is wonderful. Life is good.”

Steve Gorsuch ’67 is Director of Broadcast Operations for the US Open Tennis Championships, in Flushing Meadows, New York, responsible for on-sight activities for all domestic and international broadcaster partners. His other position is Director of Golf Operations for CBS Sports. Steve also has his own consulting company, Ferguson Communications LLC, which services both the USTA and CBS. Gary Mininsohn ’67 writes: “Though certain Ranney professors tried their hardest to make me Class of ’68, against all odds, I managed to sneak out with the Class of ’67, along with Jim Lamb, Holly Hindle (who I still see when I am in the Tampa area), fellow American University alum Steve Gorsuch, Jerry Silver and a host of others. As for this Class of ’67 member, all is copasetic living

Elizabeth Russell is an Associate Professor of Medicine, Division of Rheumatology, at the University of Arkansas.

Gale Quist and wife Barbara enjoy “green” living in Maryland.

in the D.C. area, slaving away in the real-estate settlement business, playing some rugby for the Washington Poltroons (how can I not play for a team whose motto is SENILE FRAGILE HOSTILE and whose jersey has a yellow streak down the back)? I am a volunteer teacher of ESOL and working on my stand-up comedy.”

1968

Steve Gorsuch is the Director of Broadcast Operations for the U.S. Open.

Beth Rubin ’68 has been taking photographs for over 20 years and turned her passion for the arts into a professional career seven years ago. Beth is a member of the New Jersey Professional Photographers Association. She owns her own business, “Digital by Beth Photography.” Pictured here is her niece in one of her professional images.

1969

Beth Rubin’s niece poses for a photo.

Elizabeth (Barrett) Russell, M.D. ’69 writes: “I recently moved to Little Rock, Arkansas from Wisconsin. I am Associate Professor of Medicine/Division Rheumatology at the University of Arkansas for Medical Sciences. I see patients, teach a great deal, and am starting some novel research. I am Program Director for the Rheumatology Fellowship here and am enjoying the curriculum development that it entails. Out of work, I enjoy

lace making, sign language, dancing, gardening, reading and playing with my cats! Divorced five years, I do miss my children who are all out of state and we travel to see each other these days. My son Allen (26) is a violinist teaching in Milwaukee and he also composes and produces music. My daughter Meg (20) is a sophomore at the University of Wisconsin and is considering a major in art. My daughter Elise (22) is doing research at the University of Rochester in New York where she recently graduated Phi Beta Kappa and will soon be going to Malaysia on a Fulbright Scholarship. I recall my two years at Ranney fondly and hope to hear how friends from that time are doing. I particularly miss hearing from friends Judy Goldstein ’69 and Nick Cataldo ’71.”

1970 Barbara Dunlap ’70 writes: “I am living in Fairfield Beach, Connecticut. I am an institutional equity trader at Williams Capital Group, one of the largest minority-owned brokerage firms.”

1971 Lynne (Rossbach) Schmidt ’71 is a State Eligibility Consultant for the state of Indiana’s Department of Family Resources. Most immediate on her mind is an upcoming 12-day trip to Southern Spain with her parents and niece.

COLUMNS

Ken Yokelson poses by one of his treasured toys.

1973 John Andrews, back-row and center, joins friends at Ranney Alumni Weekend 2010.

Deborah (Sacco) Mindnich ’71 is living on the North Shore of Boston and is married with two sons, Leland and Jonathan. She is working as a Psychiatric Clinical Nurse Specialist in a private practice at McLean Hospital. James Shepard-Kegl ’71 writes: “I now have two daughters, one son, and three grandsons. I continue to fly airplanes for a living and continue to coordinate sign language immersion workshops and training of deaf teachers in Nicaragua. I lectured (Deaf Education) in Iceland during all that volcanic disruption in April.”

1972 John Garrett Andrews ’72 writes: “I am looking forward to attending our 40th reunion in October of 2012! I will be stalking old friends and helping to gather the group. Are we all getting by, moving past our prime earning years and remembering the good old days? How about this: I now have my first child, a fouryear-old named Harry and a great wife of five years, Patty. I will be 70 when Harry is 18! Wish me good luck and a continued paycheck. Oh, and I am still playing guitar.” Gilbert S. Johnson ’72 tells just a few tidbits: “In February 2007, I was elected President & CEO of College Savings 48

COLUMNS

Gil Johnson and his bride, Heather Arthurs, smile for the camera on their wedding day.

Bank in Princeton, New Jersey. College Savings Bank is a national provider of tax advantaged section 529 products, such as FDIC insured certificates of deposit. Prior to this, I was Chief Financial and Chief Operating Officer of the bank. It is certainly an interesting time for the banking sector. In addition, I celebrated my two-year marriage on October 17 to Heather Arthurs.” Barry Presser ’72 writes: “I currently live in White Plains after living in Westchester since 1982. I am a professional drum teacher and performer. I have been married 15 years and have two step-sons, ages 25 and 29.”

Kenneth Yokelson ’73 tells us Yokelson Associates Architects celebrated its 20th year in 2010. Although 2010 has been horrible, the firm will survive. Ken celebrated his 25th wedding anniversary this past September. He and Sharon are doing well. His son, Jonathan, is 16 now and has his driver’s license! Ken has had to add to his toy collection - in addition to his classic 1958 Triumph TR3-A, he purchased (cheap!) a 1964 triple black convertible Ford Thunderbird from the estate of a neighbor (only the second owner). Now Sharon joins him on cruises with her own ride. His one garage; so many toys.

1974 Marc LeVine ’74 writes: “After having spent over 30 years in the field of Human Resources, including time as Associate Director of Human Resources for New Jersey Press, former owner of Asbury Park Press, The Home News & Tribune, NJ101.5 and a number of other holdings, I recently transitioned in another field – Social Media. My role at RiaEnjolie, Inc, (www.RiaEnjolie.com) is that of Director of Social Media. I absolutely love it! I survived Esophageal Cancer, which was diagnosed in November of 2004 and operated on in February of 2005. Almost six years out of chemo and surgery, I feel terrific. I am one of the fortune ones and thank God for that. My two sons, Steven and Sean, are grown and both out of the house. Steven (29) is an Entertainment

Helen Pike, far right, joins friends, including former Head of School Margaret Mahon (third from left).

Chris Hill, far left, and family, Joyce, Mike and Greg, pose for a family portrait.

Publicist in Los Angeles and Sean (24) graduated college and married Curtis ’72 and Clinton ’75 Pollen’s niece, Winonah Webster. Sean and Winonah both work in the social services field near their home in Walpole, New Hampshire. My wife Betsy (a former Ranney substitute teacher) of 32 years and I are now empty nesters enjoying life and spending some time with former classmates Marty Anton ’74, Mike Kellner ’76, Linda (Berry) Kellner ’77 and some more of our old gang. We also have been staying in touch with many others on Facebook. Facebook has done for the Ranney School what about 25 non-Facebook years could never accomplish – it has put many of us back together again to stay in touch. Last fall, I finished up another stint on the Freehold Borough Council. I served as a Councilman from 1990 to 1997 and again from 2005 until 2009. I served as Council President in 2009. I continue to chair and serve on several town committees, and returning to Council service again one day is something I have not ruled out. Hello to anybody who remembers me, and I hope all is well.”

1976

Valter H. Must ’74 says: “I’ve been happily married to Ilve Eva Must since 1979. I have four boys: Kristjan, decorated U.S. Navy Nuclear Submarine Corp; Markus, graduate of Washington & Lee University; Andrus, graduate of Gettysburg University; and Erik, currently at Northeastern University. I am an attorney member of Rothstein, Mandell, Strohm, Must & Halm in Lakewood, New Jersey.

I’ve been president of Lakewood Estonian Association, Lakewood Estonian Evangelical Lutheran Church, Lakewood Rotary Club and the Ocean County Bar Association. I am currently municipal prosecutor in Lakewood and Manchester Townships. I primarily do civil litigation and am a certified civil trial attorney.” Helen-Chantal Pike ’74 tells us: “I was thrilled to catch up with John ’72 and Mark ’74 Andrews at the 50th anniversary weekend! Can we Skype in more alumni for the next one? I’m lecturing on Versions of Censorship and Freedom of Expression at Fordham-Lincoln Center and have started preliminary work editing a monograph on Asbury Park’s musical heritage. It’s planned to go with the traveling exhibit from the Smithsonian that arrives in March 2011: New Harmonies: Celebrating American Roots Music. Visit me at www.HelenPike.com.”

1975 Carol (Hartvigsen) Marion ’75 writes: “My oldest daughter is a junior at the University of Richmond, majoring in biology and my younger daughter is in her second year of the five year architecture program at Virginia Tech. I recently joined the Office of Advancement at The United Methodist Homes as Church Relations Director.” Don Neil ’75 is living in Milford, Ohio and is currently a Major Projects Representative working for 3M Company in the Electrical Markets Division.

Andrea (Cooper) Bevington ’76 lives in the rapidly gentrifying Echo Park neighborhood of Los Angeles, California where she can see Dodger Stadium fireworks from her front porch and still occasionally hears gunfire on a summer’s eve. Despite her best intentions, she is the Director of Marketing for a health care company. Prior to moving to the West Coast, she spent ten years in Chicago, where she received an MA from Northwestern. She is a diehard music lover and an avid, but dreadful tennis player, and is looking forward to her upcoming trip to Reykjavik in December. She invites former classmates to find her on Facebook. Bonnie (Franco) Setton ’76 is living in Brooklyn, New York and is very busy with family and community. She has eight fabulous children, four of whom are married, and 13 grandkids. Bonnie would love to hear from classmates and can’t believe that it has been so many years! Please say hello to Bonnie at: Bonniesetton@gmail.com. Chris Hill ’76 writes: “I am married to Joyce and have two boys. Mike is a senior at Carnegie Mellon in Pittsburgh, Pennsylvania and Greg is a sophomore at Lehigh in Bethlehem, Pennsylvania. We live in Glenside, near Philadelphia. I worked for Conrail for 20 years then retired to help Joyce run the family business: Summer Day Camp for children ages 4-12. I spent a lot of time head coaching soccer teams both at the club COLUMNS

and at the high school level and bicycling (which I don’t do enough of)! I graduated from MIT in 1980 (Civil Eng/Transportation) and from Drexel (MBA) in 1998.”

1977

Julie Saypoff is hard at work in her art studio.

Yvette M. Janvier is the Medical Director of Children’s Specialized Hospital in Toms River.

Julie Joy (Fishkind) Saypoff ’77 A contemporary abstract artist, Julie recently received accolades at a dedication ceremony for the sculpture she created for the Millburn Public Library. Entitled “Inspiration,” the sculpture is copper and depicts a stack of books adorned with flowing wire words such as “Read,” “Imagine” and “Reach.” Douglas Jacoby ’77 and his work with IBTM continues to flourish. 2010 teaching trips included Haiti, El Salvador, Costa Rica, England, Ireland, Scotland, Switzerland, the Ukraine, Israel, Romania, Canada, Mexico, Trinidad, and the Virgin Islands. Douglas has also published his 20th book (Harvest House), with two more on the way in 2011. The kids are now 16, 19, and 22 – their eldest just starting a Masters in chemistry at Georgia Tech. Visit him at www.douglasjacoby.com.

1978 Theresa (Bryant) Burns ’78 tells us: “My brother, Geoff Bryant ’75, became a grandfather recently to Dezmond Sacha Harmony! We are all very excited. I have three children: Jonathan (23), who has graduated from college and is working at RBS in Stamford; Christopher (21), who is a junior mechanical engineering student at Villanova University; and Amanda who is a freshman at Fairfield University. This makes us official empty nesters, except for our two Golden Retrievers!” Peter Kouten ’78 writes: “After Ranney, I decided to put off college for a few years and served in the United States Marine Corps. My travels ended at Parris Island, South Carolina, and when I moved to Charleston, I attended the College of Charleston (BS in Business Administration). I received my MBA from The Citadel and JD from Charleston School of Law. My wife, Callie, and I enjoy island living on Johns Island between downtown Charleston and Kiawah Island. We have three children, Peter, Jr., John, and Madeline. Peter is studying pre-med

2011 EVENTS JANUARY

FEBRUARY

MARCH

6 College Alumni Luncheon

9 Lower School Family Math Night

Upper School Ceramics and Printmaking Exhibition

10 All Division Instrumental Concert

1 Upper School Cum Laude Society Induction Ceremony

7-8 Panther Classic Basketball Tournament 8

Admissions Open House

11 RSPA “Rock the Runway” Family Fashion Show 16 Middle and Upper School Tri-M® Dance Recital

14 Upper School Winter Coffeehouse

24 Alumni Regional Reception in Washington D.C.

20 Lower School Night at the Ranney Museum

26 Admissions and Summer Programs Open House

Middle School in the Spotlight

27 All Division Vocal Recital and Art Exhibition

5 Pacific Encore Opera Performance with Upper School Chorus 10 Annual Alumni Reception in New York City 18

24-26 Middle and Upper School Spring Musical 25 Faculty vs. Seniors Basketball Game 26 Summer Programs Open House 31

COLUMNS

RSPA Parent-Child Dance

Lower School Science Fair

John Wesson ’79 writes: “I recently turned 49, and currently live bayside in Mantoloking, New Jersey, the town where I was raised. My partner of almost ten years and I enjoy travelling and local activities here in New Jersey. In my 26th year as a stock broker, I work for a firm that caters to the “independent broker,” and have a small office in Point Pleasant Beach, New Jersey. Recent volatility in the market has been very challenging, yet rewarding at the same time, and I still love my work. I guess the good math program at Ranney paid off. I enjoy seeing Doug Roberts ’79 on CNBC and hearing his smart commentary. I keep in touch with Shereen (Farber) Haas ’79 who was so kind to me when I started at Ranney in the middle of the fifth grade. I am very grateful to still have my parents who made the wise decision to send me to Ranney. I will be forever grateful. Being one of the few Ranney graduates who

did not attend college full-time, I seemed to have garnered enough education to enter into the work force a year following graduation. Much of my time is devoted to the care of my parents, especially my dad, but as more time avails in the future, I entertain the thought of taking some college courses in things that I now know would really be of interest. My best regards to the Class of 1979!”

APRIL

MAY

JUNE

1 Reading for Ranney Day at Barnes and Noble

4-6 RSPA Spring Garden Sale

1 Volunteer Recognition Breakfast

5-6

2 Athletics Hall of Fame Induction and Sports Convocation

at the College of Charleston; John and Madeline attend Bishop England High School.”

1979 Yvette M. Janvier, M.D. ’79 writes: “I have been Medical Director of Children’s Specialized Hospital in Toms River, New Jersey since it opened in 1992. I am a physician, board certified in Pediatrics and Neurodevelopmental Disabilities, with a sub board in Developmental Behavioral Pediatrics. My professional area of focus is working with children and families affected by autism. I sit on the New Jersey Governor’s Council on Autism. I also sit on the Interagency Coordinating Council on Autism of the National Institute of Health. My team at Children’s Specialized Hospital is working on a new research project to identify autism in underserved New Jersey cities. My son, Stefan, is 25 years old. He lives and works in Washington, DC. He graduated from William and Mary in 2009 with an MBA in Finance. I am passionate about continuing to improve my equestrian skills. My horse, Charlie, and I enjoy taking trail rides in places like Gettysburg.”

2 Middle School Forensics Festival 4

Upper School College Fair

7 Upper School Honor Societies Induction Ceremony 28

RSPA Spring General Meeting

Upper School AP Studio Art Exhibition 29

Middle School Cavalcade

30 RSPA Family Community Service Event

Lower School Parents’ Teas

9 15th Annual Ranney Golf and Tennis Classic (rescheduled from October 2010) 14 24th Annual RSPA Panther Ball – All Aboard the Orient Express, An International Evening 17 Middle School Tri-M® Honor Society Induction Ceremony Middle and Upper School Spring Concert

Karen Zaletel ’79 has been busy pursuing numerous endeavors, including running for Congress under the Green Tea Patriots Party in the 6th Congressional District. Karen recently visited the Rockefeller Estate in KyKuit, Disney World and Hollywood Studios. She had fun attending a Joan Baez concert and the Max Weinberg benefit concert fundraiser. She even auditioned for American Idol and The King and I! Karen offers a friendly wish to all her Ranney friends: “May we all stay and look forever young!”

3 Spring at the Shore Alumni Reception 10 Fifth Grade Crossing the Lawn Ceremony 14 Eighth Grade Promotion Ceremony 15

Senior Celebration Dinner

17 Upper School Commencement Ceremony

18 Upper School Honors Convocation 19

Senior Farewell Ceremony

24 Faculty and Staff Honors Dinner COLUMNS

AT&T in Middletown as a Computer Systems Engineer in Optical Fiber Transport, and on weekends I do photography for an independent pro-wrestling promotion based in central New Jersey, National Wrestling Superstars.”

Joe Hafif ’80

a lot of baseball and tennis, as well as piano and upright bass, while her daughter spends a lot of time with Hilary Kramer’s children, Cholene and Timothy, pose for a picture. ballet and horseback riding. She and her family recently travelled to Paris with her mother, and are looking Jennifer Arnold-Delgado ’80 tells us: “I forward to spending Thanksgiving with really enjoyed seeing Heidi Davis ’80 her sisters Alex (Keller) Calabrese ’79 and Liz Buckley ’80 at the Ranney Fall and Jenny Keller ’82. Reunion. Heidi gave my daughter, Wrenna, the rundown on what it is like for a Diane (Sommers) Baker ’81 writes: “I woman to work in corporate America. am living in the Harrisburg, Pennsylvania Wrenna promptly left for her winter surf area with my two teenage daughters, season, California and NS Oahu. She Kristen and Trisha. When not tending to taught children at Summertime Surf my band geek mom duties, I enjoy spending Camp in Monmouth County, and I have time with my horse, Calvin.” to say, that is my greatest accomplishment. Mathew Urbanski ’81 writes: “I am a I have a child who loves to help the next Principal at Michael Van Valkenburgh generation get out on the water. All my Associates Landscape Architects in NYC kids are doing really fine, just keep doing where I have been for 21 years. Over my pictures, doing my songs. I would the last decade, I have been very busy have to say that Ranney School prepares with several large public projects in the you really well for high altitudes. Like City and surrounding area. Several have someone on the beach said to me, “Do opened recently, including a new section it for the love of it.” That’s all there is to of Hudson River Park, Teardrop Park in it. It is a pleasure to see the direction the Battery Park City, Pier C Park in Hoboken, school has taken thanks to the clarity of Union Square Park and the first phase of thinking of Dr. Sykoff.” the 85-acre Brooklyn Bridge Park. I live Joe Hafif ’80 is living near Atlanta, in Park Slope, Brooklyn with my lovely Georgia and is in the insurance business. wife, Erin Cowhey, and son Benjamin. My parents still live in Holmdel and are retired. I try to find time to co-manage with my father, a specialty plant nursery Corinne Keller ’81 lives in New York we started about 20 years ago as a hobby City and Connecticut with her husband farm in Holmdel.” Stuart, son Henry (12), daughter Claire (8), adopted cat Serafina (she thinks one-year-old), and bearded dragon Ed (age unknown). She retired as a partner Mark Engel ’82 writes: “I am living in at PricewaterhouseCoopers when her West Long Branch, New Jersey with my children were younger, and is now the wife, Melanie, married 17 years with CFO of a small nonprofit. Her son plays a 12-year-old son Matthew. I work for

1980

1981

1982

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Hilary Kramer ’82 writes: “I am the editor of two investment newsletters and an editorialist at Forbes. I am commentating on CNBC, CNN and “The Nightly Business Report” on PBS. I wrote a book in 2008, Ahead of the Curve and my follow-up book, The Little Book of Getting Rich From Big Government will be published by Wiley in January of 2012. I had a baby last December and he is already 10 months old. His big sister just turned five. She was in Ranney’s Summer Program last summer and stayed with her grandparents in Holmdel. She loved the program and is looking forward to next year.” Beth (Siprelle) Rine ’82 tells us: “Phil and I celebrated our 26th wedding anniversary, my son and daughter-in-law gave us a beautiful grandson. Anyone on Facebook? Friend request me ... Look forward to hearing from you! God will not take you where His grace cannot keep you!”

1983 Maria Dotolo Raffaella ’83 writes: ”Hello to all … I’m on my honeymoon! Catch ya when we return!” Christine Yetka ’83 tells us: “I have two children; Brittney (25) and Harrison (16). I have been living in Manasquan for the last 15 years. I’m self employed as a Software Consultant for the construction industry. I will be a grandmother in a few weeks; my daughter, Brittney, is expecting her first baby December 5th.”

1984 Marci Alboher ’84 writes: “Last year was filled with exciting happenings. I got married in September and began a new job in October. After ten years as a freelance journalist, I joined Civic Ventures (encore.org), a non-profit think tank spearheading the idea of encore careers – work in the second half of life that combines continued income

1987

From left: James Burgstahler, Brittney Braverman, Christine Yetka and Harrison Braverman

Amy Kurdyla Uroskie and her husband Jonathan, are pictured with children Amanda, Kathryn, Thomas and Margot.

with social purpose. I speak around the country about these issues and will be writing a book on encore careers this year. I spend a lot of time with Ranney classmates Beth Fishman ’84 and Carrie Lane ’85, and have reconnected with several other Ranney alumni on Facebook.”

1985

Alex Kazhdan ’84 is married with four kids and is living in Los Angeles. Gretchen Larson-Skoog ’84 writes: “I am a licensed Clinical Psychologist in private practice part-time in Chicago. I am married to Mark Skoog and have one child, a son, Sean-age seven. We live in the city and enjoy all the fun things that Chicago has to offer.”

Andrew Heitner’s son, Mateo

Noelle Daniels ’85 lives in Phoenix, Arizona, is mother to a 21-month-old son Gavin, and works as a Physician’s Assistant in Internal Medicine. Lauri (Epstein) Belmuth ’85 writes: “I am married to Jack Belmuth and have two sons Ben and Daniel. I live in Sandy Hook, Connecticut and my current email is Lauri@Belmuth.com.” Susan Tomlinson ’85 is an Associate Professor of English at the University of Massachusetts (Boston). She lives in Cambridge, Massachusetts.

Dorothy McCann ’87 tells us: “Our son, Kilian, turned one in September and our older son, Thaddeus, started pre-school. We are adjusting to life in the burbs after leaving Manhattan (where I had lived ever since graduating Ranney) and moving to Bronxville last summer. Love having a garage but hate shoveling the driveway! Working full-time as an attorney in private practice and chasing Kilian and Thaddeus keeps me pretty busy!”

1988 Andrew Heitner ’88 writes: “I moved to Miami from Boston almost six years ago and have a four-year-old son. My firm, Alcon Partners, works in private equity, primarily on leveraged buy-outs and growth equity investments in mid-sized companies. For recreation and sport, I do a bit of cycling, mostly local but before my son, several riding trips to Italy, the Rockies, and the Cascades.” Amy (Kurdyla) Uroskie ’88 and her husband Jonathan brought their children Amanda (12), Kathryn (10), Thomas (7) and Margot (3) to Shrewsbury to welcome their new cousin Teddy, son of Phillip Kurdyla ’94 and his wife, Mary Alice. Amy and her family have been living in Beverly, Massachusetts for eight years but travel back to Monmouth County often to visit family and fellow Ranney Alumni. Amy congratulates Ranney School on its 50th Anniversary.

Marci Alboher ’84

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1990 Elena CulpDavis ’90 married Andrew Davis in June of 2001. They have two pug dogs, Commander and Captain. Elena has been a teacher for 16 years and in 2006, she was honored with the Governor’s Teacher Recognition Program. Elana Culp-Davis and husband Andrew

Kanchan Patel and husband Hitesh pose with children Rohan, Aryan and Tara for a family portrait.

Robin Socol-Stella ’90 writes: “I live in Red Bank with my husband and five-year-old daughter, Francesca. I teach at Brookdale Community College and work as an education consultant.” Lisa Wolfson Copeland ’90 lives in Scarsdale, New York with her husband Jordan and three sons (ages 8, 4 and 1). She is an active volunteer for the League of Women Voters, the Junior League, Family Services of Westchester and her local PTA and neighborhood association, serving in a number of leadership and board positions. Lisa plays tennis competitively and enjoys cooking and baking in her spare time.

1991

Hadassah (Schiff) Zami ’95, Shoshana Schiff ’91, Max Schiff ’93 and Sonya Schiff Linton ’96

Jenna Napurano Hedden’s children, twins Matthew and Darren along with Andrew and Luci

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Kanchan “KC” (Govil) Patel ’91 writes: “I am enjoying life with my husband, Hitesh, and three children (Rohan, 6; Aryan, 4; and Tara, 2) in Somerset. Hitesh and I run a medical practice in Edison, and love keeping in touch with fellow classmates and other Ranney alumni, especially on Facebook (isn’t technology great). I visited the Ranney campus last spring for the 50 Years of Ranney Visions and Voices performances and was just blown away by how much has changed there in the last 19 years! My nephews are now students in the Lower School, and between their updates and publications like Columns that I get from you guys, it’s nice to watch how Ranney School is growing.”

David Walter Greason ’91 tells us: “The Board of Trustees confirmed my promotion to Associate Professor of History in March at Ursinus College, and my new book, The Path to Freedom: Black Families in New Jersey, was published in August. My book tour will travel across the United States as well as internationally over the next two years. I currently serve as the Treasurer of the Society for American City and Regional Planning Historians and am the Pennsylvania representative to the Membership Committee of the Organization of American Historians.” Shoshana Schiff ’91 says: “I live in Montville, New Jersey with my husband, Warren, my seven-year-old son, Michael, and my six-year-old daughter Rachel. I am a partner with the law firm Trenk, DiPasquale, Webster, Della Fera and Sodono in West Orange, New Jersey and I specialize in bankruptcy law.”

1992 A’ndrea Van Schoick, D.V.M. ’92 is currently employed by the FDA’s Center for Veterinary Medicine. She received the Center’s Outstanding New Reviewer award in June. A veterinarian, A’ndrea has a busy locum tenens clinical practice outside of the FDA. She is currently the President and speaker Co-Chair of the District of Columbia Academy of Veterinary Medicine, Co-President for Cornell University’s Class of 1996, and serves as an at-large director on the board of the Cornell Club of Washington, DC. She has enjoyed re-connecting with Ranney classmates on Facebook, and looks forward to hearing from old friends!

1993 Nader Bakhos ’93 writes: “After six years in Boston, we moved back home to New Jersey in August so my wife, Lisa, and I could start our medical practices. I am an orthopedic surgeon in Eatontown who practices out of Riverview Medical Center. My wife is a pediatrician who works in the emergency room at Jersey Shore Medical Center. We just moved into our new home in Ocean Township, New Jersey. We have a two-year-old daughter, Julia, who is enjoying her new play room.”

Johnny Petrillo’s photography was also featured in the 2010 Ranney Alumni Art Exhibition.

Sara Petrillo’s art work was featured in the 2010 Ranney Alumni Art Exhibition.

Danny Chiang ’93 tells us: “I am a pediatric dentist and practice with my wife, Rose Ann, who is also a pediatric dentist. We have our own practice in Englishtown, New Jersey. We have been married since 2005. We have two children. Our son, Jonah, is two years and nine months. Our daughter, Sienna, is 11 months. I have recently been back in touch with Asaad Samra ’93 and Victor Kong ’93.” Jenna (Napurano) Hedden ’93 writes: “I just had twins on July 3. Matthew Frank and Darren Joseph joined their four-year-old brother Andrew and two-year-old sister, Luci. I have a baby equipment rental company called For Shore Baby and I work as a Speech Language Pathologist part-time.”

sister Amy Kurdyla Uroskie ’88 and her husband, Jonathan Uroskie, M.D., of Beverly, Massachusettes, along with their children, Amanda (12), Kathryn (9), Thomas (7) and Margot (3). Ranney Board of Trustees member Patricia Kurdyla and her husband, Theodore, are the proud grandparents and could not be any happier! Phillip was inducted into the Ranney School Athletic Hall of Fame in May, 2010. Perhaps Teddy will become a future Panther Cub.

1995 Nate Ravitz ’95 is the deputy editor for ESPN.com Fantasy and co-hosts the Fantasy Focus baseball and football podcasts. One of sport’s best known fantasy analysts, he has the most downloaded podcast on the internet. Nate welcomed the Jonas Brothers onto the podcast this past May.

1996

Max Schiff ’93 lives in San Diego, California with his wife, Anita, and their two-year-old son, Noah. Max is an M.D./ Ph.D. and does research at the Salk Institute for Biological Studies.

1994 Phillip Kurdyla ’94 and his wife, Mary Alice of Shrewsbury, New Jersey, welcomed their first child, Theodore Michael, on May 15, 2010. On hand to welcome the new baby was Phillip’s

Sara Petrillo ’94 attended Georgetown University, graduating in 1998, followed by Tulane Medical School in 2003. She is currently a radiologist in Washington, D.C. but continues to make art a part of her life. Her artwork, along with her siblings’ John ’96 and Dana ’00, was featured at the Ranney School Alumni Art Exhibition during Alumni Weekend in October.

Philip Kurdyla and his wife Mary pictured with their first child, Theodore Michael.

Johnny Petrillo ’96 attended Carnegie Mellon University, graduating in 2000, and continued his education at Brown receiving his MA in History in 2004. He is currently an instructor for Ocean Classroom Foundation, which is an experiential educational organization that provides programs of sea education and adventure for the youth of America aboard the schooners Westward, Spirit of Massachusetts and Harvey Gamage. Johnny’s photographs, which document life in the Caribbean and on board the ship were featured at Ranney School’s Alumni Art Exhibition in October.

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Kate Roffler’s art was featured in the 2010 Ranney Alumni Art Show.

Dana Petrillo’s art work was also featured in the 2010 Ranney Alumni Art Exhition.

Sonya (Schiff) Linton ’96 lives in Durham, North Carolina, with her husband, Kit, their six-year-old daughter, Viola, and their two-year-old son, Henry. Sonya is an attorney.

studies in Architecture. Kate exhibited works in several shows, including the Young Memphian Art Show, Advanced Sculpture Installation and Junior/Senior Art Shows.

1998

2000

Noraan Sadik ’98 writes: “I saw the light and left life as a corporate lawyer a few months ago. I’m currently focusing on a number of different creative endeavors, including working as a television personality, appearing in print media and writing a book! I also plan to find my way back to singing. We’ll see where this new life takes me. I’m sure I’ll have more to share down the road!”

Dana Petrillo-Schippers ’00 attended Georgetown University, where she graduated cum laude in 2004 with a double major in English with a concentration in creative writing, and studio art with a concentration in painting. In 2007, she graduated from the Boston University School of Law, and in 2009, she married Adam Schippers. She now lives in Boston where she practices health-care law at Gargiulo/Rudnick LLP. Her artwork was also featured in the Ranney Alumni Art Exhibition.

1999 Marissa Congemi ’99 tells us: “I recently got engaged to Greig MacIntyre while on vacation in Niagara Falls. I am currently living in Hoboken, New Jersey but we are getting married in Monmouth County in April 2012.” Kate Roffler ’99 was recently featured as an artist at the Ranney Alumni Art Exhibition. Kate studied Art History and Studio Art during her time at Rhodes College in Memphis, Tenesssee. While at Rhodes, she concentrated her Art History studies in Antiques and Studio Art

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2001 Jaci Hassine ’01 is living in New York City and works as a Senior Manager at Nickelodeon Ad Sales. Charlie Kromann ’01 tells us: “I have been playing professional golf on the mini-tours for the past five years, spending six months in Orlando, Florida, and six months in Millstone, New Jersey. When I’m in New Jersey, I spend my time caddying at Eagle Oaks Golf Club as

well as playing in various tournaments around the metropolitan area, as well as New England and the Carolinas. In addition to my golf, I am very involved in my parents’ Thoroughbred horse breeding and racing operation as well as farm maintenance alongside my father. The summer race meet at Monmouth Park is always one of the highlights of my year. My winter is spent playing tournaments on the Florida Pro Golf Tour, as well as the Hooters and Moonlight tours.” Daren Tedeschi ’01 left the Federal Reserve Bank of New York’s Emerging Markets and International Affairs Division this past August to begin an MBA program at Columbia University where he joins fellow graduates Jason Chekofsky ’01, now in his second year, and Scott Kaufman ’01, in the Executive MBA program.

2002 Ilene Grossman ’02 tells us: “I was just promoted to Senior Accountant at Sirius XM Radio and am still keeping up with my acting and singing in the Broadwaybound musical, Hereafter. We did a showcase of six performances in New York City and two in Ranney School’s Panther Hall, and will continue to do more in the near future.”

Alicia Jampol ’02 was engaged on August 26, 2010 to the love of her life, David Maltz. They met online in July 2008 and both moved to Boston from the tri-state area to attend graduate school. They will be getting married at the Hyatt Regency Cambridge in Cambridge, Massachusetts on May 22, 2011.

2003 Dana Bueb ’03 graduated from Drexel University (Philadelphia) where she received a Bachelor of Science degree in design and merchandising. She is a distribution analyst for Five Below Inc. (Philadelphia). Her fiancé, Brian Borochin, graduated from East Stroudsburg Senior High School, Dingmans Ferry, Pennsylvania, and Drexel University, Philadelphia, where he received a Bachelor of Science degree in information systems. He is a financial systems analyst with Comcast Corporation (Philadelphia). An April 2012 wedding is planned. Denise Julian ’03 is currently the Assistant Varsity Rowing Coach at Drexel University in Philadelphia, Pennsylvania. She is also working on her Masters in Sports Management and is a certified personal trainer and strength and conditioning coach.

2004 Lauren Betesh ’04 tells us: “I have been preparing for the LSAT, working in commercial real estate and writing. I recently pitched my first story and it was picked up and published on the front pages of The West Side Spirit and Our Town, two local NYC newspapers. It was very exciting!” Mary Carnesale ’04 is currently in New York in a doctoral program for clinical psychology at the Ferkauf Graduate School of Psychology, Albert Einstein College of Medicine at Yeshiva University. Margo Chaly ’04 says: “By day, I continue working full-time as an Analyst at Chartis in downtown Manhattan. By night, I’m a 1L at Seton Hall Law. My schedule is certainly challenging, but I’m really enjoying being a student again, meeting new people, and taking on the law!” Rohit Nagpal ’04 works for Citadel Investment Group in Chicago. Chris Payne ’04 tells us: “After graduating Ranney in 2004, I attended Elon University in North Carolina. Through my studies, I was fortunate enough to attend the University of St. Andrews in Scotland for a semester study abroad program. Here, I focused my studies on medieval Scottish history, as well as culture and politics in the late Roman Empire. I

returned to Elon at the conclusion of my program in St. Andrews and completed my undergraduate program in 2008, earning a BA in history with a minor in economics. Alongside my degree, I earned a teaching license for the state of North Carolina, leading towards a profession in education following graduation. I was hired for a teaching position in the History department of Carrboro High School within the Chapel Hill – Carrboro City School System in Chapel Hill, North Carolina. Here, I taught Civics and Economics and AP World History for two years. Following my time in North Carolina, my desire to return to New Jersey led me to contact Dr. Sykoff regarding open positions within the History Department at Ranney. I applied for and was appointed to a position within Ranney’s History Department in September 2010.” Fares Samra ’04 tells us: “I’m a third year medical student now, practically living in the hospital wards and taking care of patients. The hours are brutal, but the work is great. I wouldn’t want to be doing anything else. I have to decide what I want to specialize in by the end of this academic year, and then begins the next wave of applying for the next step. We’ll see how it goes.”

Robert McCoid ’03 received a BFA from the Rhode Island School of Design. He studied in Berlin; spent a semester away at the San Francisco Art Institute, and enrolled in language courses at Brown University. He previously worked for the International Sculpture Center. Robert is now on track toward obtaining an MA from Christie’s Education while refining a thesis that critiques Christo Javacheff’s preparatory sketches. Presently, he splits his time between interning for the Livet Reichard Company and archiving the estate of the late artists, William S. Dutterer.

Lauren Betesh having fun in a NYC taxi and during a recent trip to Greece.

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2005 Nicole Anderson ’05 spent a year living in Morocco, where she taught English and studied Arabic, after graduating from American University in May 2009. She is currently working on her MA in Arab Studies at Georgetown University. Nicole was married in April 2010 and is living in Washington, D.C.

Nicole Anderson and her husband were married in April 2010.

Vincent Gamuzza ’05 tells us: “I am currently a second year optometry student at the Puerto Rico College of Optometry. I am founder and president of the Orientation Committee at our school, which helps college seniors transition to our optometry school. I am also the Lead Optics Tutor for theoretical, geometric and physical optics class. I still live in Holmdel, New Jersey and I am an optometric apprentice at Pearle Vision in Eatontown and also at Ultimate Eye Care in Brooklyn, New York. When I’m not at school or interning, I work as a swing manager for South Brunswick McDonald’s. So far I’m loving life and look forward to coming back to Ranney to see old friends.” Ryan Salinas ’05 graduated from Yale University in the spring of 2009 with a B.S/M.S in Molecular Biophysics and Biochemistry. He is now on the West Coast as a second-year medical student in San Francisco, California, where

Erin Wilkus in South Africa

everything is organic, and it’s never too hot, yet the nearest good pizza is 3,000 miles away. Gregory Sparer ’05 tells us: “I graduated NYU College of Arts & Science in 2009 with a BA in Politics. I spent a semester in undergrad studying abroad in Florence, Italy. I am now in my second year of law school at Brooklyn Law School, and live in Brooklyn. I recently completed a summer internship with the Union County Prosecutors Office, in the Sex Crimes Unit.”

2006 Richard Bellis ’06 tells us: “In May, I graduated summa cum laude from Vassar College and spent a relaxing summer at home, lifeguarding hopefully for the last time. At the beginning of October, I started working in the production department at the nonfiction publisher Palgrave Macmillan in New York City.” Margaret Morton ’06 is Production Manager of a new musical, I Got Fired: A Revenge Musical, which premiered the 2010 New York Musical Theater Festival in October. John L. Pontolillo ’06 was recently accepted to St. George’s School of Medicine for January 2011. Erin Wilkus ’06 has completed her work in South Africa as a 2010 Davis Projects for Peace grant recipient. Erin led a project building a new language Resource Center in partnership with Tshulu Trust in a Venda community of South Africa.

2007 Jeff Cochran ’07 writes: “I’m in my fourth year at Stevens Institute of Technology (Hoboken), and I am looking to graduate with a BS in Computer Science and an MS in Video Game and Simulations Development. I’m taking classes in Artificial Intelligence, Interactive Computer Graphics, Concurrent Programming, and Game Development. After college, I hope to work developing augmented reality video games, which is an offshoot of virtual reality. After Greg Sparer, fifth from left, join Dr. and Mrs. Lawrence Sykoff and fellow alumni during October 2010 Fall Festival weekend.

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pre-med student at Lehigh University and continuing her passion in the medical field. Lastly, I’d like to thank Ranney School for all the knowledge and support that was given to me through my time there – and till this day, whenever I return, I am always welcomed with open arms!” Courtney Leigh Siebert ’07 will graduate this year from Bucknell University with a degree in computer science. She is engaged to Ryan Schellhorn, (2010 Bucknell grad), and an August 2011 wedding is planned. She traveled around the world during her spring 2010 semester with Semester at Sea. Kate Fitzgerald’s art was featured in the 2010 Alumni Art Exhibition.

battling breast cancer for years, my mother (Mary Marsden-Cochran) passed away peacefully surrounded by our family at our house on April 20, 2010. She was a blessing to all the lives that she touched and will be sorely missed. In my free time, I visit my girlfriend in Brooklyn, relax and have philosophical debates with my friends, and come up with (in my opinion) million-dollar inventions, which I’ll get around to building eventually.” Kate Fitzgerald ’07 is a senior at Princeton University, pursuing a major in chemical engineering and a minor in engineering biology. She is the president of Club Swimming and a member of Orange Key (campus tour service), the sorority Kappa Kappa Gamma, and the Cap and Gown Club (one of the eating clubs at Princeton). While Kate is not pursuing a degree in visual arts, she continues to take both visual arts and art history classes. Her art work was recently featured at the Ranney Alumni Exhibition. Anskar Fosse ’07 writes: “At the moment, I am well into my senior year at Gettysburg, and I am busy trying to figure out what the next step is. Also, I am currently an Undergraduate Fellow at the Eisenhower Institute, a center for leadership and public policy at Gettysburg College. Through this involvement, I will be going to New Zealand over my upcoming winter break in order to present a

paper at a conference. I will be talking about the research that I did with a professor on Iranian film director, Mohsen Makhmalbaf.” Neal Patel ’07 writes: “I left Ranney and went to Rutgers University where I attended classes for a year then transferred to a school in India, where they offered me a chance to take classes that will benefit me, my studies, and prep for the USMLE. I am currently in India, attending Manipal University: Kasturba Medical College International Center (KMCIC). Actually, I am in my second semester of med school and plan on graduating here February 2012 and coming back home to take my USMLE.” Sagar Shah ’07 writes: “I’d like to start off by saying, enjoy every minute that you spend in college. I am a senior that will be graduating next semester; it is unbelievable that my time at Bryant University has almost come to an end. It feels like yesterday I was telling my friends and professors from Ranney that I am going to miss everyone and now another four years of my life have gone by! I am currently working for Northwestern Mutual Financial Network. I enjoy the fact that I can impact people’s lives in numerous ways. My family and I are doing very well. My parents are hard working and due to their love and nurture - I have become the individual that I am now. My sister, Millie ’08, is a

2008 Alisa Doctor ’08 writes: “As a junior at the University of Miami, I am a marketing major with a double minor in sports administration and finance. I hold positions as both the Fundraising Chair and Community Service Chair for my sorority, Lambda Theta Alpha Latin Sorority, Incorporated, which is a minority sorority that is Latin by tradition, but Not by Definition. In October 2010, I was the Event Coordinator for the 6th Annual Walk for Myeloma, which was started six years ago by my sorority sister after her father was diagnosed with Multiple Myeloma. This semester, I was also inducted into Rho Lambda, which is the National Sorority Leadership Recognition Society. I am also an intern with the Tournament of Champions Inc., which will be hosting, with Nike Basketball, the 17th Annual Dr. Martin Luther King Jr. Holiday Basketball Classic in January 2011.” Anna Rose Johnson ’08 is studying abroad in Spain. Anna Rose ran the Boston Marathon last year and is studying in Alcalá de Henares through Tuft’s program Tufts-in-Madrid semester program (fall semester).

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2009 Jesse Feldmus ’09 writes: “Bard has been great so far this year! I’m taking really interesting classes in the departments in which I’ll be moderating into next semester, Art History and Environmental/Urban Studies. I have enjoyed serving as the layout editor for Bard’s only student paper, ‘The Free Press’. That has been time consuming, yet certainly rewarding. Other than that, time is going by really quickly, it’s rather scary!”

Sarena Rabinowitz showcased her art at the 2010 Alumni Art Exhibition.

from interning at Kaplan Gaunt DeSantis Architects for three years. In her architectural studies, Sarena has explored the juxtaposition of space and structure through the use of pattern and systematic organizations. Her work shows the concrete and abstract forms from which architecture can be created. She was a recent featured artist at the Ranney Alumni Art Exhibition.

Kristine Rodriguez shows her flair for art.

Alexander Marcus ’08 attends Fordham University’s Lincoln Center campus in New York City, New York, where he is majoring in political science and mentoring in history. He is the treasurer and founding member of the College Democrats of Lincoln Center and is spending his fall interning with Congresswoman Carolyn Maloney of New York’s 14th congressional district. He is also excited to be a proud uncle and godfather to his sister’s first daughter, Madeline Elizabeth Dorata. Sarena Rabinowitz ’08 is currently attending Pratt Institute School of Architecture in Brooklyn, New York and has gathered architectural experience 60

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Sasha Sickles ’09 tells us: “I have had a passion for creating art longer than I can remember. So far, I have had a life full of creative energy. I have taken art classes outside of school for more than ten years. I took every art class available at Ranney. My artwork was displayed at the Guild of the Arts, at Artist’s Days at Sickles Market, at Ranney for AP Art Studio, and at galleries in my present school, Ringling College of Art and Design. I am a sophomore majoring in Advertising Design and loving every second of it.” Sasha’s work was recently featured at the Ranney Alumni Art Exhibition.

Kristine Rodriguez ’08 is currently living and studying in the city of Providence, a junior at the Rhode Island School of Design. Although she is majoring in graphic design and is quite obsessed with typography, Kristine likes to dabble in anything that is creative. Most recently, she has done freelance work in graphic design, interior design, and has worked on several paintings. But regardless of what she is working on, Kristine continues to draw and doodle, never leaving home without her little red sketchbook and pen. Her art work was recently featured in the Ranney Alumni Art Exhibition. Jennifer Tendler ’08 is a junior at Colgate University and has been accepted into George Washington University’s Medical School through the Early Assurance Program. Jennifer, a chemistry major and religion minor, will begin the program at GW in September 2012. Sasha Sickles’ art was recently featured at the Ranney Alumni Art Exhibition.

2010 Ross Bernstein ’10 tells us: “In the first month of my college experience, I have taken advantage of the many resources and events at Monmouth University. I have recently and most excitedly started my own TV show. The show is entitled “Magic Live” and can be viewed on Hawk TV, which is channel 12 in the Tinton Falls, Long Branch, and Asbury Park area. What started out as a fun Capstone presentation and a hobby of mine for 10 years has blossomed into an amazing new experience for me at college.“

Matt Haines ’10 writes: “I’ve decided to take a redshirt year this year for the benefit of my lacrosse career. The D1 experience is what I expected, 6 am lifts, long practices, a lot of free stuff, and high expectations.” Jeremy Lessing ’10 has been awarded the Ted Engberg Conservation Scholarship by the Monmouth County Audubon Society. The scholarship was offered to high school graduates who will be continuing their education in college and will be studying conservation. Jeremy majored in environmental studies this fall at Middlebury College.

Veronica Maccia ’10 has been hired to put together a fall sports video for Muhlenberg’s homecoming, using the skills she learned at Ranney during her Digital Media class. John Zipp ’10 writes: “College is much more fun than I had expected. I’m having a great time, balancing between academics, swimming and having a social life. While I spend the majority of my time participating on a Division III team, I feel that it will be well worth it in the end. Finally fitting into my already busy schedule, my friend and I have a radio show once a week, where we are the best of the best.”

About the Contributors: Kate Greenberg is Chair of Ranney’s Fine Arts Department. A long-standing employee, Kate is a member of the Blue and White Lifer Society. She was awarded the Tufts University Outstanding Teacher Award in 2002 and was also designated as a recipient of the Lawrence S. Sykoff Faculty Fellowship Award in 2003. Barbara Levine is a member of the Fine Arts Department. Awarded the 2009 “Panther Prize,” Barbara’s commitment to the development of the “whole child” is seen through teaching, afterschool activities, special events, and dedication to Ranney’s Summer Program. Rebecca Sullivan is a Middle School Art Teacher. A recent addition to Ranney School staff, Rebecca coached soccer in the fall and is looking forward to coaching softball in the spring. She earned her BFA from Syracuse University and MFA from New Jersey City University. Robert Bowman is Director of Academic Affairs and Upper School Physics Teacher at Ranney. A graduate from Columbia University, Bob is committed to creating a hands-on and interactive academic environment, where teachers aid in bringing education to life before their students’ very eyes. David Fischer is Head of the Middle School. A Blue and White Lifer Society member recognized for ten or more years of dedicated service, David received the Lawrence S. Sykoff Faculty

Fellowship Award in 2008. Established by Dr. Lawrence Sykoff in 2003, the Fellowship Award recognizes a faculty member or administrator who has best led the charge of “Knowledge, Vision and Honor” throughout the school year. Melanie Litzinger is Associate Director of Summer Programs. With a Masters in Art from Monmouth University, Melanie is responsible for implementing quality programs and activities for children within the Ranney community and beyond. Bridget Looney is Lower School Curriculum Coordinator. A graduate from Columbia University with a Masters in Art, Bridget is dedicated to providing academic enrichment in an environment where each student is known and valued. Patricia Marshall is Head of the Lower School and Senior Administrator Director. A 2008 recipient of the Head of School Award for Outstanding Leadership, Patricia demonstrates extraordinary leadership, characterized by the highest standards of professional commitment. Tess Nielsen is Chair of Ranney’s Performing Arts Department. Director of the Tri-M® Music Honor Society and Upper School Chorus, Tess received the Head of School Award for Outstanding Leadership in 2010.

Paul Zanowski is Head of the Upper School. A graduate from the University of North Carolina with a Masters in Public Administration, Paul is dedicated to producing a positive impact on the lives of his students. Ave Maria Walwark is an Upper School art teacher and Yearbook Staff advisor. A 2009 recipient of the school’s Faculty Panther Prize, Ave Maria was recognized for her commitment to students in extracurricular activities. Lynn Lucarelli is the Director of the Annual Fund. With a B.S. in Education and Social Science from Lesley University in Cambridge, Massachusetts, her background includes over 15 years in the non-profit sector with a focus on fundraising and special events. Joseph M. Tweed is Assistant Head and Dean of College Guidance in the Upper School. He is also a History teacher and Varsity Lacrosse Coach who is committed to helping students become mature and responsible adults who embrace the motto of “Knowledge, Vision, Honor.” Thomas Moriau is Director of Athletics and Summer Programs, and Head Varsity Softball and Basketball Coach. A Blue and White Lifer Society member with 23 years of service, Tom is also a member of the Cum Laude Society, which recognizes excellence in teaching at secondary schools. He was awarded the Lawrence S. Sykoff Faculty Fellowship Award in 2005.

Tracy Mutchiga is the Associate Director for Special Events and Parent Relations, organizing all campus events and overseeing the Ranney School Parents’ Association. A graduate of Rutgers University – Cook College, Tracy received her B.A. in Journalism. Dr. Lawrence S. Sykoff became the third Head of Ranney School in 1993. Under his leadership, Ranney School has experienced unprecedented modernization and expansion, resulting in significant increases in enrollment, fiscal soundness, and national recognition of students and programs. Dr. Sykoff believes that the ultimate success of a Ranney student is the result of a simple yet powerful mission-promise … that every child is known and valued. He received his doctorate and master’s degree from the University of San Diego and bachelor’s degree from Baruch College. Megan Zakrzewski is the Associate Communications Editor. A Rider University graduate with a BA in Journalism and double minor in Advertising and Spanish, Megan specializes in athletic communications and is responsible for publishing Panther Tracks. She also writes news items for the web and press releases.

COLUMNS

F ACADEMIC EXCE

Nonprofit Org. U.S. Postage PAID Permit #186 Lakewood, NJ 08701

Ranney School

235 Hope Road Tinton Falls, NJ 07724

www.ranneyschool.org

Peter Bontempo â&#x20AC;&#x2122;13