Spring 2010 Bulletin by Rippowam Cisqua School

Spring 2010

Rippowam Cisqua School

Bulletin RCS Teachers

Living the Mission as

Lifelong Learners

Also In This Issue: Performing Arts at RCS Classroom & Library Renovations

1 Rippowam Cisqua School

Bulletin Spring 2010

Table of

Credits: Design: Peapod Design, New Canaan, CT Photography: Tim Coffey, Stamford, CT

Contents

Cover Story: Lifelong Learners

Board of Trustees

Executive Committee Robert P. Conway, Chair George D. Bianco, Vice Chair Maria G. Fields, Vice Chair William D. McLanahan, Treasurer Kerry F. Wilson, Secretary

Mission Statement The mission of Rippowam Cisqua School is to educate students to become independent thinkers, confident in their abilities and themselves. We are committed to a dynamic program of academics, the arts, and athletics, and support an engaged faculty to challenge students to discover and explore their talents to the fullest. Honesty, consideration, and respect for others are fundamental to Rippowam Cisqua. In an atmosphere that promotes intellectual curiosity and a lifelong love of learning, Rippowam Cisqua strives to instill in students a strong sense of connection to their community and to the larger world. We, as a school, recognize the common humanity of all people and teach understanding and respect for the differences among us.

Board Members Alexandria Stewart Altman Ralph J. Bernstein Robert S. Boyd ’75 Richard F. Breck ’81 Mark E. Brossman Neil J. Capolongo James A. Diamond Desta Lakew Philip S. Lawrence ’80 James B. Renwick ’63 Amanda Riegel Mark H. Rosenberg David E. Rubin Hatsy Vallar Ex Officio Matthew Nespole, Head of School Anna Lee, Parent Council Chair Deborah A. Hurrell, Chief Financial Officer Robert F. Whelan, Assistant Head of School for Institutional Advancement

15 Letter from the Cisqua Campus Letter from the Rippowam Campus Checking in with Head of School Matthew Nespole Master Teaching Grant Recipients Lifelong Learners The Play’s the Thing: Performing Arts at RCS RCS in Pictures 2009-2010 Classroom and Library Renovations The Community Coming Together to Fight Breast Cancer Building Lasting Friendships: Class of 2005 Catching Up with Lakeya Graves ’04 Young Alumni Gathering Class Notes In Memoriam

20 2 3 4 8 10 15 18 20 23 24 26 28 29 32

Letters from Division Heads

Letter from the

Cisqua Campus

Rippowam Campus

When I accepted the position as interim Division Head of the Cisqua Campus, I was filled with optimistic expectations. I certainly enjoyed my previous experience at RCS as a teacher and a Division Head and I expected that, even with the long hours and many meetings and school events I would be attending, this time around would also be rewarding and satisfying. It has been. It has also been a learning experience. I have learned that, although the parents and children have changed faces over the past six years, the School remains a vibrant community of faculty and students, excited to explore new ideas and to interact with one another in joyful and positive ways. I have learned that my job as Division Head still certainly involves visiting classrooms and interacting with students, but now much more time is spent focusing on the learning and growth of the faculty, new curriculum initiatives, and helping with explanations or solutions. More time is spent on fostering a school wide sense of community.

I am a learner, and working with a faculty recognized as a committed community of learners is an ideal place for me to be. I have been part of many conversations and reflections around numerous courses and workshops the teachers have attended and, in many cases, these have resulted in enhancements to our fine curriculum at Cisqua this year. With support from the administration, and awareness of new ideas from outside speakers and workshop attendees, one area of focus has been our early childhood curriculum with enhancements to our handwriting program, our phonemic awareness program, and our Investigations math program. We have had many conversations across and between grade levels concerning our writing program, the social studies content at each grade level, and math. We have added two Math Fair nights this year (for Kindergarten and Grade 1, and for Grades 2-4) to help parents better understand how the Investigations program promotes and solidifies understandings through games. I am pleased when parents come to me with questions about their children or about curriculum issues. Many of my parent conversations concern developmental issues and explanations of

how learning develops in various curriculum areas at certain developmental stages. Parents want to be assured their child has a successful academic and social experience at Cisqua. We help the children deal with age appropriate issues that arise; we support and encourage the students in their efforts to find solutions; and we help them take appropriate steps to become kind, responsible students, invested in learning. I have learned that cultivating a spirit of celebration and joy, and setting a supportive tone within the School, is essential and has been welcomed in this year of much change. My open-door policy for parents, faculty, and students; the morning greeting at the front door; visits to classrooms and after school clubs; and having lunch with students, are just some of the ways I have learned to show how much I care about the Cisqua community and its commitment to children. Recently I came across the quote, “If I’m only succeeding, I’m not learning.” I am thankful for the learning experience of teaching and leading in the area of education at RCS.

Marylea Franz Cisqua Division Head

At Rippowam Cisqua, teachers love to teach, but they also love to learn. Our mission statement reflects our desire to instill a love of learning in our students. We believe that our ability to inspire students to continually question, grow, and explore is critical to their development. Similarly, as teachers, we believe that modeling this philosophy is extremely important. In other words, we talk the talk, and walk the walk. Our faculty members are always looking for opportunities to learn, grow, and challenge themselves, both in and out of the classroom. One of the ways in which we chose to grow this year was in the implementation of our Character Counts Program. One of the hallmarks of the Rippowam Cisqua experience is the teachers’ collective effort to foster positive relationships between the children and the faculty and among the children themselves. In keeping with this idea, we felt that formal support of the social and emotional growth of our children would provide even greater opportunities to enhance the closeness we nurture each and every day. Our goal was

to instill a common language and expectations for behavior that would help develop an even stronger sense of community at the School. The faculty and administration engaged in numerous conversations and explored many options before settling on the Josephson Institute’s Character Counts Program, which emphasizes trustworthiness, respect, responsibility, fairness, caring, and citizenship. From the first day of implementing this new program, the faculty worked hard to adopt these tenets within the unique culture of our School. On both campuses, the values outlined above come to life in posters, artwork, assembly programs, student recognition, writing assignments, literature, and countless conversations among students and faculty. Our goal is to weave the principles of good character into all we do, and the results are impressive. A common language now forms the foundation for how we choose to treat one another each day. Students discuss the principles in the hallways; we hear from parents who are reinforcing, at home, the values taught in school; and the faculty meets regularly to explore ways of building on the positive results they have seen.

Through the development of the Character Counts Program at Rippowam Cisqua, we have learned a great deal about teaching, learning, and how to assist our students. We will continue to meet individually and in committees and solicit feedback from students, parents, teachers, and administrators to sustain the momentum of the progress we’ve made this year. We are proud to be helping our students understand that the development of their character is every bit as important as their development in other facets of our curriculum. So, what’s the next step? As I mentioned at the outset, we enjoy, and are committed to, the learning process. With open minds and hearts, we will continue to explore the educational needs of our students, model the love of lifelong learning, and grow even stronger as a community.

Bill Barrett Rippowam Division Head

Checking in with Head of School

formal character education program, Character Counts. We have added more time for math instruction at Cisqua and expanded math offerings at Ripp. We’ve also continued to foster faculty interaction across and among grade levels. In addition to working with faculty on our curriculum, I have spent considerable time working with the various standing committees of the Board of Trustees to determine the best strategy for implementing the School’s Long Range Strategic Plan. You will hear more about this in the coming months, and you will see some of the news about it in the pages of this magazine, as we begin to roll out our plans. I think the School community will be excited by most of our initiatives and will appreciate the work we are doing. I also spent a great deal of time evaluating candidates to be the next leader of the Cisqua campus. My administrative team, in tandem with a committee of parents, faculty, and staff, has supported me in an effort to find a leader who understands and embraces our mission and can lead our lower campus into the future. We were delighted to hire Paula Rosen, an exceptional educator and administrator who will join us as the Cisqua Division Head beginning in July. RCS What has the community been like?

Matthew Nespole

Our parent body has been warm and welcoming. They want to be true partners in their children’s education. Our efforts to be open to questions and timely in our responses have strengthened the important bond between family and school and the overall commitment to our mission. MN

How have you enjoyed your first 200 days at RCS? RCS

MN I have found my early days here to be exciting. Since my arrival in July, I’ve had the opportunity to support our faculty in their ongoing efforts to create and build on a curriculum that encourages our students to think critically and strive to reach their fullest potential. I have been able to connect with our families by participating in numerous Parent Council meetings, having one-on-one meetings

with parents, and hosting a number of school-wide events. I have also had the opportunity to work closely with students. I have served as a substitute teacher in seventh and eighth grade history and was so impressed with the kids’ thoughtful questioning. At Cisqua, I’ve worked with Kindergarteners as they explored addition and subtraction using a discovery-based approach. Everyone in the community has welcomed me warmly, and each and every day I work to meet their needs and live up to their expectations.

What is the main focus of your attention as Head of School? RCS

MN While this year has been a year of discovery and observation, I have also been presented with numerous opportunities for growth. I have concentrated a large part of my focus on working with faculty to further strengthen the curriculum. We have made multiple enhancements to an already exceptional program on both campuses. For example, on each campus, we have instituted the

One advantage of being new is the opportunity to ask questions. I’ve found, on multiple fronts, that when I ask a question about our program and policies, people are very receptive and willing to make adjustments that are in the best interest of our students. To me, this highlights the passion of our community and the willingness we have to build on the strengths of Rippowam Cisqua and our program while maintaining a commitment to its core mission and philosophy.

Tell me a little bit about the student body. RCS

MN The children of Rippowam Cisqua are amazing. They are curious, hardworking, and truly excited to come to school. One of my favorite activities is greeting our young people at the start of each day. They are smiling as they walk in the front doors on both campuses, and it makes me smile as well.

I have always made it a priority to spend time in classrooms, and in my first year it has been essential for me to watch our talented teachers work with the children. During a recent visit to a seventh grade math class, I watched small groups of students working together to review questions on an assessment. The students were explaining to one another how to factor terms with multiple variables correctly. Not only was I impressed with the children’s ability to articulate the process for finding the answers, but I was equally impressed with the children’s clearly apparent desire to make sure that every member of the small group

understood the process. That is our mission in action — young people working in groups and independently engaged in critical thinking. Yes, the children of Rippowam Cisqua are bright; but equally important is the fact that they are caring individuals. These two characteristics are hallmarks of Rippowam Cisqua and will ensure that our graduates will make the world a better place.

How has RCS compared to your expectations? RCS

Perhaps what has exceeded my expectations the most is the fact that there is such tremendous energy and enthusiasm geared toward making our School a successful place. Rather than creating new energy, I really just have to sustain it. This is demonstrated in so many ways. From our faculty, I have seen a commitment to professional growth and, at virtually every grade level, I have seen our curriculum enhanced based on their contributions. I have had the great fortune

Checking in with Matt Nespole continued…

to observe the commitment of our parent body supporting our efforts on a daily basis. I see it in the Auction Office, which is next door to my office, as the parent volunteers have worked tirelessly to create an exciting, fun-filled evening, the proceeds of which will directly benefit the School. From our students, I have seen it in the way they have embraced their learning experience. I have also been thankful for the commitment and support that our entire community has shown to our Annual Fund efforts this year. While there are countless rubrics one can use to determine how successful we are, I have been humbled by the generosity shown to the Annual Fund from past and current parents, alumni, grandparents, and friends. To date, participation is up 10% overall versus last year, which saw record setting participation. Even more exciting is that our alumni participation, as of April 1st, is almost triple last year’s. It is so inspiring to see our Alumni embracing our School in this way. RCS Have you discovered anything unexpected about the School? MN

Every day I learn something new. One of the most amazing aspects of my job is the fact that I engage in such a broad range of tasks and activities. During a conversation I had recently with a parent, she talked about the fact that “there are so many facets to life at school

that it must be a challenge to keep your hands wrapped around it all.” In many ways she was right, however I am pleased with how quickly I have developed relationships with the senior administration. We are a team leading the School, so I don’t have to wrap my hands around it all. We tackle it together, which enables us to go further, reach higher, and do more. Schools are complex institutions where each decision, even ones that appear small, can have a dramatic effect on an array of people. When we are working together, we have a better chance of understanding how our choices will impact the entire School community, and this understanding ultimately makes our decision-making process stronger. I have also been impressed by the role that Rippowam Cisqua plays in the Bedford community. We are perceived as an educational leader and have seen an increasing number of families from the greater Westchester and Northern Fairfield County communities asking for information and making appointments for tours. Our highly successful Foundations of Education lecture series has brought hundreds of people from the neighboring communities through the halls at Cisqua. They have listened to informative lectures, asked questions and, in many cases, come back to learn more about the School. A new role I have as the Head of School, which I didn’t have in my previous job as an Assistant Head, is the opportunity to

“For the upcoming year, we have allocated more than $1.4 million for need-based financial aid grants, which we hope to award to the families of children who we believe can be successful in our program regardless of their ability to pay tuition.”

Planning for Rippowam Cisqua’s

work with Debbie Hurrell, our CFO, and the Board of Trustees, to develop and finalize the School budget. I was impressed with the process for handling our finances, the growth we were able to achieve in what has been a challenging time, and the financial support we get from our community. This is such a testament to the commitment of our extended RCS family, including current and past students and families, to our School and mission. I was also delighted by the amount we are able to give back. We are committed to making a Rippowam Cisqua education available to a broad segment of the surrounding community. For the upcoming year, we have allocated more than $1.4 million for needbased financial aid grants, which we hope to award to the families of children who we believe can be successful in our program regardless of their ability to pay tuition.

Would you like to leave our readers with any other thoughts? RCS

MN On countless occasions I have tried to share with members of our School community how touched I was to be given the opportunity to lead this School. I have been inspired by the efforts of the faculty, the staff, the students, the parents, and the Board of Trustees to help Jennifer, me, and our three children feel welcome. Bedford is our home, and we look forward to it being that way for many years to come.

Remembering Rippowam Cisqua in your estate planning helps assure a brighter tomorrow for the School. The 1917 Society was established in memory of Rippowam Cisqua’s earliest leaders and the year of the School’s founding; it honors those alumni, faculty, parents, and friends who have chosen to ensure the future of RCS by providing for the School in their estates and/or by establishing planned gift arrangements that benefit RCS and themselves. All donors, whether through a bequest provision or a life income arrangement, are automatically granted membership in the 1917 Society. You can remember Rippowam Cisqua through a simple provision in your estate. Whether giving through your will, living trust, life insurance policy, or qualified retirement plan, you should make your designation for “Trustees of Rippowam Cisqua School, a charitable and educational institution in Bedford, New York.”

1917 Society

For more information, please contact Bob Whelan, Assistant Head of School for Institutional Advancement, at bob_whelan@rcsny.org or 914-244-1291.

The

Master Teaching Grant Recipients The Master Teaching Fund was established in 1991 by RCS alumni in honor of the School’s retired master teachers. The goal of this endowed fund is to support the professional and personal development of today’s teachers and administrators. At the fall 2009 meeting of the RCS Alumni Association, ten teachers were approved for Master Teaching Fund grants.

To help support the Master Teaching Fund Endowment, please send your donations to: Advancement Office Rippowam Cisqua School PO Box 488 Bedford, New York 10506 Please make checks payable to Rippowam Cisqua School and identify “MTF” as the fund designation on the bottom left line of your check. If you have additional questions, please contact Bob Whelan, Assistant Head of School for Institutional Advancement, at 914-244-1291 or bob_whelan@rcsny.org.

Recipient of the Nicholas Bluestone Award Penny Cataldo Director of CAT/ After School Programs

Each year, the RCS Alumni Association Board of Directors designates one grant as the Nicholas Bluestone Grant. This designation honors Nicholas Bluestone ’94. The purpose of this special designation is to serve as a perpetual remembrance of Nick’s love of RCS and his interest in the Arts. A major consideration in awarding the Nicholas Bluestone Grant is that the applicant seeks funding support for a journey of discovery. Penny is using her grant to finance a volunteer program for her and her family with the National Park Service. During their volunteer time they will participate in educational workshops and explore the park to which they are assigned.

Lisa Adorno

Michael Florio

Nina Schreiber

JPK teacher

Grades 5, 6, & 8 Math teacher Woodshop teacher Technical Director Michael is nurturing a lifelong passion by using his grant money to buy himself a digital camera with “all the trimmings.”

Dean of Curriculum, Rippowam Campus Director of ISC Grade 7 Study Skills Nina’s grant is allowing her to travel across the country to the San Francisco area.

Kate Davis

Dick Lillis

Ridley Sperling ’93

Kindergarten teacher

Grades 5, 6, & 8 Latin teacher Grade 9 History teacher Dick’s grant money was used to purchase an Amazon Kindle and book fund. He also bought a laptop computer and printer.

Administrative Dean Grades 7 & 8 English teacher Grade 9 Thesis & Writing Workshop Rippowam Sports Coach Ridley is extending an already planned trip to Spain by using her grant money to finance a few extra days to visit the historically rich city of Grenada.

Liz Della Vecchia

Keith Robellard

Lainie Zades

SPK teacher

Music Director, Rippowam Campus Keith is taking the opportunity offered by the Master Teaching Fund grant to record a CD with either classical or original music.

Grades 1 – 4 Music teacher Grades 3 – 4 Chorus Lainie’s grant has made the repair of a very old and much beloved violin a reality. It is also keeping her and her family immersed in culture by enjoying a series of operas over the course of the year.

Lisa has chosen to use her grant money to attend a number of Bank Street College workshops in order to update her practices and to open herself up to new perspectives. She is also hoping to gain a broader vision of curriculum and possibly look into some leadership courses.

Kate’s love of travel is being funded by her grant as she travels to Spain, beginning in Madrid and ending in Barcelona. Her intention is to absorb all the richness the country has to offer as she explores the art and cultural traditions there.

Liz has chosen to buy a laptop and printer with her grant money. She also plans to attend the NAIS Summer Institute for Leadership to fulfill a longtime personal goal.

One in a series of articles highlighting the Long Range Strategic Plan in action. For more information, go to the RCS Community page on www.rcsny.org.

Lifelong Learners Rippowam Cisqua’s mission statement refers to fostering “an atmosphere that promotes intellectual curiosity and a lifelong love of learning.” These qualities are as much in evidence for our faculty as for our students, as staff on both campuses continually pursue intellectual exploration and professional growth. During the course of the last school year, and throughout the summer, sixty six of our educators took advantage of formal training opportunities in their fields. Since September 2009, thirty two teachers and staff have pursued further professional development. This translates to fully one third of our teachers taking advantage of opportunities to continue learning during this school year alone. Topics have included: ~ integrating technology into the 21st century classroom ~ fostering emergent literacy in early childhood ~ teaching expository writing across the curriculum ~ best practices in handwriting instruction ~ balancing conceptual mathematical instruction with mastery of fast computation ~ strengthening ways to foster a positive community and growth of character ~ learning to teach to the strengths of multiple intelligences in an integrated classroom

In addition to conferences and visits to peer schools, a disciplined commitment to in-school professional growth and development opportunities at RCS, where teachers teach each other, has been particularly noteworthy. Multiple times each term, teachers can be found in a classroom before the school day, or during a scheduled faculty meeting, learning from each other. Head of School, Matthew Nespole, pointed out the noteworthy makeup of the educators in such classrooms — teachers ranging in experience from two years to more than twenty two years. “Seeing a room full of teachers as learners, here on their own time at 7:30 on a Friday morning, is the hallmark of a true learning community — it is that genuine spirit of inquiry that makes RCS such a remarkable place.” While pursuing individual growth, staff have also been continuously mindful of sharing and integrating their learning and classroom practice with colleagues. RCS educators strive for “horizontal integration” — curriculum consistency across a grade level — and “vertical

Lifelong Learners continued…

integration”— curriculum continuity between grade levels. Through this continuous process of cross-fertilization, the institutional benefit of each individual piece of staff learning is multiplied exponentially. How has all this professional development found expression in the classroom? In myriad ways — so many that covering how it plays out in the entire curriculum is impossible in an article of any reasonable length. Instead, consider how the introduction of a single piece of technology — the SMARTBoard — has worked its way through many realms of instruction, thanks to the continuous process of creative innovation pushed forward by faculty. [see inset] The RCS Math program, which by design is constantly changing and adapting is also

a strong example of the roll-out of learning on both campuses. The hands-on, investigative, conceptual approach to math, which has been characteristic of the Cisqua campus, has been extended in significant ways to the Rippowam campus, making the transition to the more algorithm-driven courses in higher math smoother. By the same token, Cisqua students have been given increased practice with calculation through the FASTTMATH program, to provide them with an earlier opportunity to achieve automaticity with math facts. Both initiatives required cross-training between grades and campuses within the math program. Concurrently, the integration of math into other areas of study — notably science and social studies — has been facilitated by reintroducing the SMATH program at

Cisqua. For example, data collected with third and fourth graders on various inherited traits (Do you have a cleft chin? Can you roll your tongue?) have been integrated into math lessons on representing data, fractions, and percentages. The graphing capabilities of SMATH work particularly well with SMARTBoards, not surprisingly, now in use with all math classes between fourth and ninth grades. As a result, crossdiscipline and grade teams have had to work together to ensure vertical and horizontal integration. As a second example of continual learning, take a look at the RCS Early Childhood Program and the learning that has taken place as the program evolves. In the Early Childhood wing the teachers are dedicated to the children’s learning [continued on pg. 14]

the resources of the web, where dynamic videos are readily available. Her colleague Dan Kollmer concurs, and adds that the SMARTBoard has made preparation much more efficient. Instead of having to hurriedly redraw diagrams between classes or during the lesson, for instance, he is free to remain continuously engaged with students — checking for understanding, and extending and adapting content as the need and opportunity arises.

Chris Perry, Rippowam Campus

Bringing SMARTBoards to Rippowam Cisqua SMARTBoards connect a blackboard-size screen to the full functionality of a computer, including the internet. Besides the countless possibilities for vivid graphic presentations of material, it is fully interactive for students as well as teachers. There are unexpected benefits as well. “One of the great things about using the SMARTBoard is that it means I’m rarely turning my back on the class,” notes Rippowam math teacher Mike Florio, “which makes for that much more eye contact, more feedback in both directions, and interaction with the class in a more effective way. They’re eager to get up and

Michael Florio, Rippowam Campus

present, to use the technology.” In addition, notes colleague Paul Ragonesi, “It expands the classroom experience — it’s not just in your room. The board brings the world to the classroom.” Teachers are finding that integrating lesson planning with the technology also enhances the process of differentiating lessons for specific students and classes. It also facilitates sharing with colleagues. Rippowam campus history teacher and RCS alum, Josh Deitch ’98, points out that SMARTBoards mean that notetaking can be modeled and practiced interactively in the classroom, an efficient and engaging way to teach this important skill. Having the graphic and pictorial resources of the internet a click away is a boon, particularly for visually oriented learners. The twin goals of effective differentiation of instruction and making lessons multi-sensory in meaningful ways are both advanced by teachers trained to take full advantage of all that the SMARTBoard offers. Cisqua science teacher Tanis Moore sees a wealth of advantages in using the SMARTBoard, particularly in enhancing comprehension of spatial relationships and motion. When it comes to demonstrating how planets and moons actually move, for instance, nothing beats

Kimberly Fox, Cisqua Campus

Josh Deitch ’98, Rippowam Campus

All of this outlines the tremendous benefit of having SMART technology in the classroom; what it doesn’t touch on, however, are the lengths that faculty have gone in order to integrate the technology into the curriculum. What began as technology in a handful of classrooms, with limited knowledge from a teaching and learning standpoint, has become an indispensible tool in widespread use throughout the School. Learning to use the technology has become a key initiative on both campuses and has required multiple sessions and types of training. Training has included both in-classroom work as well as crosscampus/cross-faculty training; it has been a true team effort.

Lifelong Learners continued…

through block play. The multi-faceted learning that takes place through both standard “big” blocks and hollow blocks has proved vital to learning in the Early Childhood setting. Recently, the teachers in both Junior Prekindergarten and Senior Prekindergarten have participated in a variety of workshops that integrate standard and hollow block construction into the classroom. Niki Karanasos, an SPK teacher, shared that “the hollow blocks make for an incredibly rich combination of structured activity and creative play. It calls on such a variety of skills-communication and social skills, planning, spatial relations, gross and fine motor, and imaginative play. The collaboration process really helps build a sense of community in the classroom.” Liz Della Vecchia, SPK teacher, is also enthusiastic about how guided block play develops quantitative reasoning in organic ways, even with something as seemingly ordinary as the block clean up routine. Blocks are sorted by shape and stacked in groups of five. Children progress toward secure one-to-one correspondence in counting and are introduced to the concept of counting by fives. This is a small yet important example of how a child’s experience can be strengthened when educators are willing to model the exercise of stepping outside one’s comfort zone in order to identify new ways to teach and learn.

The Play’s the Thing: Performing Arts at Rippowam Cisqua

“In my many years of working with teachers, I was especially impressed with the commitment that the Rippowam Cisqua faculty made to thinking critically about their work, reflecting on their practices, and remaining open to continuous learning. They clearly exhibited a high level of using the habits of mind as they worked to improve their curriculum.” – Bena Kallick, educational consultant and author of Learning and Leading with Habits of Mind While the aforementioned examples provide a momentary snapshot from a narrow range of disciplines, the universal commitment to continued professional growth within the RCS faculty over the last twenty months has led to exciting developments in systematizing handwriting instruction in preschool, enhancing phonemic awareness

instruction in kindergarten, expanded initiatives in writing instruction throughout the middle school, and many other areas of growth. As the RCS mission notes, “we support an engaged faculty to challenge students to discover and explore their talents to the fullest.” The RCS faculty is indeed living the mission.

The educational philosophy at RCS is built on the three cornerstones of Academics, Arts, and Athletics. The Arts provide our students with the opportunity to sharpen their creative thinking skills and express their viewpoints in inventive ways. As is routinely reported in the media, the ability to think outside the box is widely viewed as a critical life skill for success in the twenty first century, and cultivating that thought process in elementary and middle school is essential.

Rippowam Cisqua School has an extensive history of outstanding theatrical performances. Many of you might remember watching your child walk out onto the stage as a Cisqua student for the first time, wearing a planet costume or a pioneer outfit; or perhaps you remember your own first taste of the performing arts as a student here. What you probably didn’t realize was that those first tentative steps onto the stage provide the foundation for a much larger mosaic designed to teach students how to be confident public speakers, while at the same time, contributing to each students’ individual and academic development.

The performing arts curriculum at RCS affords an opportunity for students to take intellectual risks, to try, and to fail, in a safe environment. Every student, regardless of his or her experience or background, is encouraged to step outside his or her comfort zone in a creative way. While they might be at ease raising their hands in class or excelling on the athletic field, the stage pushes students to perform in front of a larger group, a skill that will serve them well throughout their lives. Experiencing success in this arena at a young age can be exhilarating, and yet equally important, experiencing discomfort and regrouping in a supportive environment afterwards can be easier at the age of six or twelve than it is at sixteen or twenty.

Performing Arts at Rippowam Cisqua continued…

The earlier children begin this process, the most likely it is to become a habit for them. RCS has one of the more comprehensive performing arts programs among the School’s peer group. Students are required to participate in the performing arts through sixth grade. The mandated curriculum culminates in a musical in which every sixth grade student is required to participate. In most cases that role is on stage, under the lights, in front of a crowded Rippowam Playhouse. There are several elective performance opportunities at RCS as well. In fact, RCS stages more theatrical performances

Building creativity to understand innovation The popular Allied Arts program invites students in Grades Seven through Nine to explore their creative interests. The broad array of classes ensures that each child has the opportunity to develop his or her unique artistic talent — be it visual, musical, or performing arts. As their creativity matures, students begin to understand how to express themselves more effectively. A sample of performing arts offerings includes: Beauty and the Beast, 2010

“It’s a great opportunity for young singers to get more experience, and learn about harmony and choreography.”

than any other area middle school. Opportunities include the fifth grade performance of Shakespeare or Gilbert & Sullivan; the sixth grade musical (this year’s performance was a dazzling version of Aladdin, Jr.); the seventh through ninth grade musical (this year’s program will be Beauty and the Beast); Revels, the allschool holiday celebration of the winter solstice; the winter concert featuring the fifth and sixth grade chorus, bands, and jazz band; and junior varsity and varsity acting as part of the Grades 7-9 Allied Arts program (see inset featuring the Allied Arts Program). Paul Perez was named head of the performing arts department on the Rippowam campus three years ago and has brought a fresh perspective. “There is a real sense of ownership of the arts at RCS that I haven’t seen cultivated at other schools.” Mr. Perez, however, is not content for the program to rest on its laurels. His aspirations include offering even more performance opportunities for students in the future, including the prospect of a Glee Club. “It’s a great opportunity for young singers to get more experience, and learn about harmony and choreography.” In addition, Mr. Perez hopes to take many of these performing arts programs on the road in order to

Once On This Island, 2009

Guys ‘n Dolls, 2008

Revelry, 2002

You’re a Good Man Charlie Brown, 2005

Acting Chorus Dance Debate Instrumental music Jazz Band

Storytelling Strings Theatre Theatrical set design Wind Ensemble

showcase our students’ skills for the greater community. Finally, he is also looking forward to spending more time on the Cisqua campus, where he can work with teachers to further integrate performance elements taking place in the elementary grades into the middle school curriculum, and to begin to get to know his future students. He sees a natural progression towards mastery within the arts that is akin to vertical approaches in academic subjects such as math and science. Mr. Perez’s enthusiasm for performing arts at RCS is infectious.

Frank Merriwell, 2003

Perhaps most importantly, no prior experience or specific skill set is required to be involved in the program. According to Mr. Perez, he’d much rather teach a student who is willing to try and not be afraid to fail than someone with obvious talent who wants to play it safe. In the end, this approach produces empowered students, who are confident in their abilities and willing to share their ideas and take creative risks. What could be more “Rippowam Cisqua” than that? Aladdin, 2010

Cisqua Grandparents Day

Winter Concert

RCS in Pictures

2009-10 Fall Installation of Matthew Nespole as the 16th Head of Rippowam Cisqua School

Tipi Day

Revels

Rippowam Grandparents Day

21 One in a series of updates on Rippowam Cisqua’s Long Range Strategic Plan initiatives

Long Range Strategic Plan

Classroom & Library Renovations

The library will be transformed into a true hub for teaching and learning on the Cisqua Campus — a magnificently lit space centered around books, but one which will incorporate technology and multiple instructional spaces to dramatically improve the library experience for the RCS community.

Cisqua Campus Library and the Fifth and Sixth Grade Wing

In the fall of 2007 the Board of Trustees at Rippowam Cisqua School began the process of developing a Long Range Strategic Plan. The guiding principle was the School mission, and a commitment to embrace each individual child in an academically challenging, yet supportive, environment. The result of this School-wide initiative was Planning for Excellence in the 21st Century, a Strategic Plan for Rippowam Cisqua School, which serves as the roadmap to advance the School’s mission. The Strategic Plan identified three major areas of focus: People, Program, and Place. People – faculty, students, parents, and alumni – are a key asset of our institution and the plan identifies strategies to support these constituents through professional development opportunities, financial aid initiatives, and community building efforts. Program encompasses the RCS curriculum and how the School might most effectively prepare our students for life in an ever-expanding world. Place concentrates on the environment in which we teach our children, and the two campuses that we call home.

Library Renovation

Classroom Renovations The eight new classrooms will be designed to incorporate the latest technology while addressing the flexible instructional needs of the innovative RCS curriculum. The classrooms will also be designed to facilitate the rich interactions between teachers and students that are hallmarks of the RCS educational model.

During the first half of the 2009-2010 school year, the Board of Trustees, in partnership with the Administration, unanimously approved a plan to make the first initiatives in the RCS Campus Master Plan a reality. These involve the design, renovation, and construction of an expanded Cisqua Campus Library and eight classrooms serving students in grades five through nine on the fifth and sixth grade classroom wing of the Rippowam Campus. Both projects will be completed in advance of the opening of school in the fall of 2010. These two initiatives were identified in large part because of their broad reaching impact on People, Program, and Place as well as each project’s strategic importance in the Campus Master Plan. To clarify a bit on each:

While the heart and soul of a school are indeed its people and program, the physical environment has the ability to enhance all aspects of the School mission. To that end, the goal of shaping the ideal learning environment was identified as a core priority in the Strategic Plan. In the fall of 2008, a Campus Master Planning firm was retained to conduct a comprehensive planning exercise — a

process that incorporated input from faculty, staff, students, and parents, through interviews and data from the 2008 Parent Survey, in an effort to help our community most effectively chart a course for our facilities. The end result is a document that identifies facilities enhancements that will serve to support teaching and learning on both campuses in the years to come.

~ The Cisqua Library is, appropriately, at the center of the elementary campus. It directly supports teaching and learning through materials and technology, and serves as a gateway to the development of new ideas. Expansion of the library facility will provide a more engaging, technologically advanced environment in which younger students can learn, a place for teachers to exchange ideas, and an important space for the RCS community to gather.

Classroom and Library Renovations continued…

~ Fifth/Sixth Grade Homerooms and Seventh-Ninth Grade Math Classrooms As the entry point to the middle school, the fifth and sixth grade classrooms, and the two math classrooms on that wing, serve as an important platform where Rippowam campus students begin a more complex educational journey. Providing fifth and sixth grade teachers with the space and tools to be able to offer the most appropriate programming, at a critical moment in the lives of our students, will serve as a vital offering to the entire middle school.

Project Timeline

The architectural firm of Butler, Rogers, and Baskett was chosen by the Board of Trustees to design the new library and classrooms. They have been working with the support and guidance of a small committee, comprised of members of the Board and the administration, to realize the full potential of these spaces. Undertaking this project marks an important moment in time for Rippowam Cisqua School — a concrete next step that serves as a reflection of a deep commitment from all corners of our community. This effort will serve as a visible commitment of support for the exceptional teaching and learning that is a hallmark of our School, and careful planning that will hold us in good stead for years to come.

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Fall 2007

The Board begins development of a Long Range Strategic Plan.

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Spring 2008

Planning for Excellence in the 21st Century, a Strategic Plan for Rippowam Cisqua School, which serves as the roadmap to advance our mission, is completed.

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Fall 2008

RCS Board engages in search for Campus Master Planning firm.

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January 2009

Murphy, Burnham, and Buttrick, Campus Master Planning firm, is retained to conduct a comprehensive, planning exercise to help our community most effectively chart a course for our facilities.

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June 2009

Campus Master Plan is approved by RCS Board of Trustees.

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November 2009 The Board unanimously approves a plan to design, renovate, and build an expanded Cisqua Campus Library and eight classrooms on the Fifth and Sixth Grade Classroom Wing on the Rippowam Campus.

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December 2009

Architecture firm, Butler, Rogers, and Baskett, are chosen to design the new library and classrooms. First meeting of the Classroom & Library Project committee takes place with the designers.

✓ ✓ ✓

January 2010

Design development begins.

February 2010

Final concept is approved.

April 2010

Design presentations for RCS community.

June 2010

Construction begins.

August 2010

Construction is completed.

September 2010 Classes begin in the new facility.

RCS Auction — Live Love Laugh gymnasiums, cutting edge bidding technology, and a lively (and wildly successful!) live Auction, but the evening will ultimately be defined by the energy, vibrancy, and spirit that nearly 80% of RCS families poured into this event to make it a truly remarkable fundraiser for Rippowam Cisqua School.

On the night of April 24th, over 350 guests entered the world of the Live Love Laugh Auction on the Rippowam Campus. Live Love Laugh will be remembered for many things — stunning visuals that transformed both

Auction Chair Stephanie Small spent over a year working closely with a talented team of committed parents who were focused on the task of creating a successful fundraising event that simultaneously enhanced the sense of community at RCS. Motivated by the depth of commitment and care that the

RCS faculty and staff demonstrate daily on behalf of our students, parent volunteers exceeded every conceivable expectation. Choosing one highlight would be a challenge — but one of the many noteworthy moments came toward the end of the live Auction when, in less than five minutes, RCS families raised their paddles to contribute an astounding $225,000 toward the Classroom and Library renovation project. Thanks to Stephanie and the countless volunteers whose commitment for the School made this a spectacular event. Its positive impact will be felt by the RCS community for years to come.

The Community Coming Together

To Fight Breast Cancer Spotlight On Parent Council Initiatives

On Saturday, December 5, 2009, Tanis Moore, Cisqua Science Teacher, and a group of more than twenty enthusiastic faculty members boarded a bus to New York City for an evening of fun and camaraderie. They were headed to “Busting Out,” a fundraiser for the Breast Institute at Northern Westchester Hospital, organized by Tanis and her son Sean.

After Tanis’s very positive experience as a patient at the Breast Institute in late 2008, she and Sean were inspired to bring family and friends together to celebrate life, and to support the diagnostic technology and surgical talent present in our own community. They planned “Busting Out,” a dance party/benefit to raise funds for less fortunate neighbors who are unable to afford the luxury of such care.

evening as well as the contributions from those who could not be there. They were especially thankful for the support from the RCS community. Not only was the faculty there in force, but the bus was graciously provided by the Parent Council and a delicious cake was donated by Bill Lacourciere, RCS Food Service. The care and commitment of the RCS community was felt that evening.

As DJ for the night, Sean spun a collection of old favorites from Frankie Valli and the Four Seasons to Motown to The Beatles to Elvis. The place was hopping and everyone was dancing up a storm. The RCS group loved having the opportunity to see each other outside the classroom, meet new people, and compare dance moves but, more importantly, to come together as part of a larger group for such an important cause.

In addition to the generosity of the RCS community, the group also received donations from Belizzi and Connie’s Bakery, two local Mt. Kisco businesses. The result of everybody’s generosity amounted to nearly $5,700, and all of that money goes towards mammograms and breast cancer care for the underserved in our neighboring towns. “Busting Out” was truly an event about strengthening our community.

Tanis and Sean were overwhelmed by the generosity of the people who attended the

Thanks to all who made it a night to remember!

“Not only was the faculty there in force, but the bus was graciously provided by the Parent Council and a delicious cake was donated by Bill Lacourciere, RCS Food Service. The care and commitment of the RCS community was felt that evening.”

Building Lasting Friendships

Class of 2005

Here are some outtakes from our conversation: RCS What was your most memorable experience at RCS? ’05 It’s hard to remember; it seems so long ago! I think it was the first day of our trip to Greece. That was one of the best days of my life so far. We were all together and we were in the most amazing place in the world. We spent a week touring Greece and Rome. We had the opportunity to see the places that we had been studying all year… and we also had a lot of fun. Our whole ninth grade class was there, and we were all so close. The guys and the girls. We were so lucky. We also had some memorable experiences during the school year when we were in ninth grade. I remember we loved hanging out in the ninth grade lounge. That was great. Oh, and playing kickball in the bathroom — do you remember that? Ninth grade was really an incredible year. Because half our class had left after eighth grade, those of us who stayed got to be really close.

than just Physics. I looked for the same environment in high school and college where I would feel comfortable and know everyone.

How was your high school experience? Were you well prepared? RCS

’05 We were really well prepared. Rippowam was so much harder than high school. Well, that’s not entirely true. It was harder at first for some of us. It was great that a couple of us went to high school together, but we’re glad we didn’t all go together. It would have changed things. When we were in high school, even though some of us lived near each other, we didn’t spend all our time together. We made new friends but still kept in touch.

RCS Who are some of the teachers that you look for when you are on campus? ’05 There are lots of teachers we like to see. We always look for Mr. Duveen and Ms. Swan, Ms. Levinson and Mrs. Perry, Ms. Messinger, and, of course, Mr. Barrett and Coach Meyers. There are a few teachers who have left that we miss seeing — Mr. Campbell, Ms. Palazzo, and Mr. Cushman. RCS What do you think has enabled you to stay so close all these years? ’05 I don’t know. We were definitely lucky. It was really ninth grade. All of the guys who stayed for ninth grade are still friends. That was an amazing year. All of

“We come back to RCS every Thanksgiving and play football on the field. It’s great. Mr. Barrett expects us now, and he comes out and throws the ball around with

When you look back on your time at RCS, what did you like most about the environment? RCS

The teachers, definitely the teachers. They treated us like friends; we got to know them really well. By the end of ninth grade, I felt like I could talk to them about anything, and it was easy to participate in class because we felt so comfortable. The teachers had known us our whole lives. We would see them everywhere — at the store, and around town. Some of the teachers were even our friends’ mothers: Mrs. Laird and Mrs. Sperry (Della Vecchia). It was always great seeing our friends’ moms in the halls at school. We really loved RCS, and we were all so comfortable there, and we learned a lot. One of my favorite classes was 8th grade Physics with Mr. Duveen. He definitely taught us so much more

us...We still feel comfortable at Rippowam.”

’05

On a cold day in January, RCS caught up with four graduates from the class of 2005. Charlie Joyce, Will Weld, Peter Quinn, and Alec Cummings are part of a larger group of eight friends (the other four include Andrew Laird, Charlie Lovering, Porter Sperry, and James Staley) who met on the Cisqua campus in the early 1990s. Despite the fact that they went on to attend different high schools and now attend different colleges — including Georgetown University, Lafayette College, St. Lawrence College, and the University of Vermont — they remain as close now as they were in ninth grade. In fact, the four we interviewed said that their closeness is a direct result of their time at RCS and, in particular, their ninth grade capstone experience.

RCS Do you come back to RCS often? What do you do when you are here? ’05 We come back to RCS every Thanksgiving and play football on the field. It’s great. Mr. Barrett expects us now, and he comes out and throws the ball around with us. He says he knows it’s Thanksgiving when he sees us on the field. We still feel comfortable at Rippowam. We also like to come back and play basketball. We’re going to head over to the gym when we’re done here and shoot some baskets. Then we’ll go and find some of our old teachers.

our parents were really welcoming, and we could go to anyone’s house. The Lairds’ house was the best. Mrs. Laird always had the best food, she even let us make bacon at night. She was very cool. RCS

So what’s up next?

’05 At the end of this week, a few of us are headed up to the University of Vermont to ski up there. We love visiting each other at school.

Catching Up with

Lakeya Graves ’04 Lakeya in Ghana

RCS recently spoke with Lakeya Graves ’04 and literally had to catch up with her because her life always seems to be moving at warp speed. In spite of this (or maybe because of it), Lakeya is grounded and fully aware of what anchors her and where she got her start. Here’s what Lakeya had to say:

It’s been six years since you finished your ninth grade year at Rippowam Cisqua. What have you been doing since then? RCS

After Ripp, I went to The Masters School beginning in tenth grade. It turned out to be the perfect fit for me. I was a boarder, which was a great experience. I actually think going to Masters as a boarder was the best decision I have made in my life so far. I am still very connected to my friends there. It prepared me really well for college; I grew more independent and learned the importance of time management. RCS really prepared me well for Masters. In fact, tenth grade was actually easy for me academically, which gave me the opportunity to get involved and do a lot outside the classroom in my first year there. My experience as a ninth grader at Ripp taught me that I can do anything. So, when I wanted to join a club, or be part of an organization, and was told it was something you couldn’t do until you were a senior, I didn’t let it stop me. I did so well in tenth grade that I earned the Underclassman Athletic Scholar Award based on my GPA and my athletic involvement. It was a pleasant, and completely unexpected, surprise. The work got tougher in eleventh and twelfth grade, but I already had a solid foundation. LG

RCS

Tenth grade was easy?

Yes. I feel that I owe all of my current success to my experience at Ripp. It taught me to be outspoken and that my opinion counts. It exposed me to so many things I wouldn’t have otherwise been exposed to. For example, when I was put into the position of having to tie a kimono, my memories of my first grade performance, where I had to tie a kimono, came back and I was able to do it so easily. It surprised the others around me! The opportunity to go to school with kids who are so different from me gave me a wider perspective. Only a small percentage of my friends from my hometown have gone on to college. I feel fortunate. I can talk to anyone about anything and feel confident. The other thing that I think helped was the athletic program at Ripp. Not only did I acquire great athletic skills — I played on the field hockey and lacrosse teams throughout my high school years — but I also learned how to be part of a team. Those are skills that I’ve already brought to the jobs that I’ve had. As a ninth grader, I was captain of varsity field hockey, basketball, and lacrosse. I was also president of the ninth grade class. I had so many leadership opportunities as a ninth grader at Ripp. I knew being able to go to RCS was a luxury that my friends couldn’t afford, and I took full advantage of it. My mom was instrumental in that as well. I watched her learn from her mistakes, and she was a good role model for me on how to learn and move on.

RCS So, tell me a little more about what you remember about RCS.

LG I went to RCS for eleven years. I started in SPK where I had Mrs. Sperry (Della Vecchia). She was like a second mom to me and I stayed in touch with her throughout my years at RCS. I had to travel on the bus one hour each way to get to school every day, often with a long stop over at Cisqua. The ride was long, but I would read or sleep to make it go by quickly. I loved all my teachers. The teachers were all human and caring, and they took an interest in our lives. They knew we had other responsibilities and they respected that.

I also loved the school spirit. We all went to the games to cheer our friends on. Now in college, at Bentley, I still go to all the games. Even if I’m not on the team, I can support them. The teachers taught me that I have a voice and opinion, and they heard me. It was a great experience. I loved ninth grade. There were seventeen kids in my class, and we were like a family. I am so glad I stayed. My ninth grade experience at Ripp really helped prepare me for Masters and then college.

RCS So, what did you do after Masters?

RCS You just got back from Ghana. What did you do there?

LG I had a plan, which was to go to the Fashion Institute of Technology and major in retail management, but when I was looking at colleges with a friend in and around Boston, we stopped at Bentley College’s Open House, and I fell in love. It was perfect for me — the program, the energy, and the people. I applied Early Decision, got in, and that was it. I am so happy. It has fulfilled all my expectations. It is business oriented, and I am actively working toward my goals of getting business experience and a good job after college. Bentley has a 97% placement rate within six months after graduation.

LG Yes, I just spent ten days in Ghana with Bentley. It was an incredible experience. We went over to visit The Mmofra Trom Center (www.bentley.edu/ghana). Bentley works closely with the center near Somanya, Ghana to provide services to children whose parents have died of AIDS in the surrounding villages. We visited the school and had the opportunity to teach for a few days. We got to travel to other parts of Ghana, where we met more affluent high school and college students. We also traveled to the U. S. Embassy to determine ways in which we can help. Sustainability is important in Ghana. It isn’t enough to donate money; we need to help them find ways to support themselves. I think the current generation of college students there is going to help. They all have a service mentality and, while they want to be successful, they want to be able to help their people and their country. It was an incredible experience, and I hope I can continue to be a contributor to the center and to Ghana once I’ve established my career.

Tell me about what you are doing at Bentley? RCS

LG I am a junior now, and I am very involved. I am pursuing a double major in Marketing and Liberal Arts with a concentration in Media Arts and Society and a minor in Service Learning. Giving back is really important to me, and this is how I can do my part. Outside of academics, I am president of the Step Squad (dance troupe). Step is something I started as a girl and picked up again at Masters. I was also the Fashion Show Coordinator for the Black United Body Cultural Group this year. This is a major event that is held twice a year. It was a major undertaking and a showcase event for the school. It was held during Parents Weekend, which gave us lots of exposure. It was a great experience organizing, running, and designing the event, and it was also a great venue for the school to expose others to our service learning opportunities and organizations. I am an RA in a sophomore dorm this year and I just found out I am going to be an RA in a freshman dorm next year, which should be a lot of fun. I also have two jobs at school — one as a computer help-desk assistant and the other as a campus police driver to help students who need extra assistance getting around campus. I do that once a week. The time management skills I learned at Masters have really served me well. I don’t always get enough sleep, but I am trying.

RCS

So what comes next?

LG Bentley matches students up with an internship as a freshman that can turn into a full-time job after you graduate. I have done my internship at Pitney Bowes for the last two years, and I love the company and the people I work with there. I am working towards a position there in event management. I think it will be a perfect fit with my skills and passions. RCS What do you remember most that would be meaningful to the current class of RCS students? LG Don’t accept no for an answer… you can do anything you want!

We’ll keep you posted on Lakeya and her achievements in future bulletins. If you’d like to reconnect with Lakeya yourself, e-mail her at: graves_lake@bentley.edu

Young Alumni

Alumni

Gathering

Class Notes

Help us keep in touch. Would you like to help connect with other Rippowam Cisqua alumni from your class for an upcoming reunion? Do you know of an RCS alum who might not be getting this magazine because we don’t have his or her address? For these and other alumni related issues, please contact us at alumni@rcsny.org or 914-244-1299. We’d love to hear from you!

December 17, 2009

We want to hear from you! For news, notes, and updates, please email alumni@rcsny.org.

A bit of news from Joan Weidlein Mudge: “For the past three years, my husband and I have been living in Lexington, KY, a small city we have come to truly enjoy. While I have continued to consult for Garrison Forest School where I worked for 36 years, I have had a chance to explore other avenues — like oil painting, which has become a passion (I knew I liked art with Mr. Woods all those years ago but never pursued it until now). We may be moving back to Baltimore, but the time we’ve spent in this marvelous mid-western/ southern town has been delightful — I highly recommend it to anyone as a place to visit or to live!” Anita de Bragança Stockbridge sent us a photograph (below) of the extended Stockbridge/Wardman family at the Bronx Zoo in September ’09, including Anita de Bragança Stockbridge ’62, Geordie Wardman ’84, wife and family (2 blond boys in the center making faces), Tiffany Wardman ’87 and various Stockbridge offspring.

Each year, our youngest alums (five years out and less), along with our current ninth graders, are invited to a gathering of fellow alums and teachers. This event has been graciously hosted for the past three years by current parents Shirley and George Bianco. It was also hosted in the past by past parents Susie and Cabot Lodge. The gathering takes place on the evening of Revels to allow the alums to honor the tradition of celebrating the Winter Solstice with the rest of the RCS community.

Anita and John are living in Bedford where John is the Town Historian. Anita is semi-retired having closed Eclectic Interiors after 40 years (her mother opened the store in 1969) but is still doing some decorating from home as well as various not-for-profit activities. Tiffany and Geordie are living and working in Bermuda. Tiffany is Public Relations Officer for the Bermuda Institute of Ocean Sciences and Geordie is COO of Guest Entertainment Management-Mexico (gemm.tv) and will be moving to Sayulita, Mexico in June. He has a wife, Kirsten, and two boys, Finn, 7 and Somers, 5.

Dudley Cunningham wrote to tell us that he is living in the Princeton area, with his lady and stepson, and is enjoying that amazing community. He is working at South Street Seaport Museum and has developed a living history program there. Dudley would love to hear from any schoolmates. His contact information is dudleyc100@aol.com or 443-553-1503.

Cynthia Branch Mas reports that she and her husband Paul live in Bedford in the Leroy’s old house right across from Rippowam. They have two children, Forrest Mas ’04, who is at St. Lawrence

Mas Family

University, and Sydney Mas ’07, who is at St. George’s School. Cynthia is a realtor at Renwick Sotheby’s International Realty with Jim Renwick ’63 as her boss and Missy Bowers Renwick ’70 and Cindy Whitman Swank ’76 as co-workers. Her husband Paul is a commercial real estate broker in NYC.

Michael Carucci says he has been “living the dream” in Mount Vernon, Alexandria, Virginia since 2002 with his wife, Martha Vazakas Carucci, and children: Isabella Dorothea (8), Michael Ben, Jr., (6) and Nicolò Alexander (2 1/2). He says he’s trying to stay in shape chasing the kids, playing occasional golf, and practicing Brazilian jiu-jitsu two or three times a week. Michael is working as Vice President of Business Development for a local business process management software company, HandySoft Global Corp.

Classnotes continued…

Marah Rosenberg writes: “Last year I presented a piece for FIGMENT* — a participatory art and culture event on Governors Island. It is a living room made out of grass.” (see photo below, Marah Rosenberg seated on the right.) David Wells ’76 and Anders Crofoot ’76

David Wells shared a photograph of himself with Anders Crofoot in New Zealand, November 2004.

Vanessa (Huggett) Hinds says: “This past year for me has been quite a busy and exciting one! I moved to Cambridge, Ontario, Canada in March of ’08 to live with my fiancé, Nathan, in a lovely home that he had just purchased. It’s been fun acclimating to life in a foreign country and getting to know his two young daughters, ages three and five. My older children, Emma, 16, and Jack, 11, have loved spending summers and VERY snowy Christmases here with us. Nathan and I were married last July, two months after the birth of our son, Andrew Saybrook Ewen! Andrew is nine months as I write this, and is an absolute doll and lights up each day for us. So... new marriage, new home, new baby, it’s become quite an exciting life! All my best to the class of ’82! It’s been wonderful catching up with so many of you recently and sharing good memories, hooray for Facebook!

Georgia Goodhue Reath ’94, Lindsay Dearborn Butters ’92 (reader), and mother of the groom Cecily Fowler Grand ’65.

Other Rippowam attendees: Randy Goodhue ’64, Sam Goodhue ’97, Angela Fowler ’70, Luke Fowler ’70, Joan Van Kleeck ’47, Win Fowler ’67, Jenny Heath ’91, Jessica Chatfield ’91, Jessica Rizzuti ’93, Mary Tilt ’92, Allie Feldman ’92, and Ashley Harrington. And Harry’s cousin Serre Murphy ’81 was there!

Christopher Wirth writes: “On January 1, 2009 my wife Melissa and I rang in the New Year with the birth of our son Zachary. What an amazing first year it has been. Work in the Wealth Management/ Financial Services industry has been very busy these past 18 months. All else is going well, and I would love to reconnect with the class of 1994.”

Grand Design (Cecily’s business) did the flowers for the wedding which were awesome!!!!!!

Dan Ryan writes: “My wife Char and I just moved back to Bedford in December. Both of us continue to work in the City and are adjusting to the commuting lifestyle.” Harry Grand wrote and told us he married Emily F. Stevens on September 12, 2009. Rippowam attendees were: In the wedding party from Rippowam: Best Man Jake Grand ’98, Angela Grand Cavallo ’91, Roo Reath ’93, Dan Ryan ’93,

19 Emily and Harry Grand ’93

Christian Macy and his wife LuAnne welcomed their first child, Nathaniel Everit, into their family on December 31st, 2009. You can find more information and catch up with Christian at http://xerotolerance.blogspot.com! Alex Burchetta writes: “I’m living in Aspen, CO working as a Deputy Sheriff and Medic with the Pitkin County Sheriff’s Office. In addition to working as a medic, I am the Medical Officer for Pitkin County where I oversee medical training and certifications for a number of people. In 2007 I was appointed to a Federal Disaster Medical Assistance Team (DMAT) out of San Diego, CA where I maintain a position in both emergency medicine and law enforcement. Things are great in my world and I hope everyone from the Class of 1994 is doing well!”

Sadya Lashua writes: “After working in film and business for the past few years, I returned to school. I have now obtained a second bachelors degree in Nursing (BSN) from Pace University. I am currently enrolled as a graduate student there, studying to become a family nurse practitioner while working as an RN in New York State.” Tristan Perich says: “Greetings from somewhere in the mountains of Tennessee. Here’s a somewhat technical description of what’s new in my life:

David Fisher continues to farm in Western Massachusetts with his wife, Anna Maclay, and two children Leora, age 6, and Gabriel, age 2. David and Anna raise vegetables organically for a 200+ family CSA, exclusively using the power of four workhorses on their farm, Natural Roots (www.naturalroots.com). Last winter David logged with his horses to harvest the material used to build a traditional post and beam barn. 175 members of the community helped with the barn raising. This winter David has sharpened his blades and has been playing hockey and teaching his daughter to skate whenever spare time permits. Anna and David also play Zimbabwean Shona-style music in an emerging marimba band in their neighborhood.

Happy Menocal had her matador sketches featured in Interview Magazine (http://www.interviewmagazine.com/blogs/art/ 2009-12-18/happy-menocal-matadors-/)

Sam Spiegel released his first album NASA: Spirit of the Apollo to great acclaim and has been touring the world. Kayser Dixon ’94, Happy Menocal ’95, Nick Shoumatoff ’95, Alix Manoff ’97, Tim Schneider ’95, Giff Foley ’95, and Dede Dixon ’95 attended Sam’s concert in the lower west side in early 2009 (see photo below).

Last Fall I took a new piece of music on tour, porting an antique harpsichord around the country, and playing it alongside electronics, joined by Lesley Flanigan and her hand-built speaker instruments. I build my own electronics and have been composing music for them accompanied by traditional classical instruments. I also had my first solo show of my visual art in New York City at bitforms gallery. In the spring I’m coming out with a new “album,” 1-Bit Symphony, which I put in quotes because it’s not released as a normal CD. Instead, it’s a complete electronic circuit, handconstructed and packaged in a standard CD case, which plays a composition of mine back when you plug in headphones. In general, I’m living in New York City, working on my music and my art as much as I can. In 2007 I finished a master’s program in electronic art from NYU/Tisch.”

Marissa Gold is living in NYC and currently working as a fashion and beauty editor for AOL.

with a concentration in Architecture. I am currently working as a construction manager for Habitat for Humanity of Southeastern Connecticut and am living in New London, CT.”

Lakeya Graves tells us: “I am currently a Junior at Bentley University, double majoring in Marketing and Media Arts and Society with a minor in Service Learning. This past winter I took a two week trip with my international organizations class to Ghana, Africa to meet with a few non-governmental organizations who help the people of Ghana. I also worked at a boarding school for a few days while there to help build a new soccer field for the children.” (Please see the feature article on Lakeya on page 26)

Chris Hanson was named a first team All American in squash as a freshman at Dartmouth.

Current student, Pierce Cote (going to Westminster in the fall), Mark Swank ’07 (Westminster), Max Feidelson '08 (Taft), Slater Borgen ’08 (Westminster), Lina Basilaia ’08 (Pomfret), Alec Cote ’08 (Taft), Taylor Virtue ’08 (Westminster)

20 Giff Foley got engaged to long time girlfriend, Katy Leibold, of Seattle, Washinton (link: http://www.youtube.com/ watch?v=nARjNk1Fkuo).

Lindsey Kieffaber writes: “I graduated from Bryn Mawr College last May 09 with a dual degree in Philosophy and Urban Studies

Patrick Kennedy-Nolle, Charlie Wilson, Henry Bird

In Memoriam Palmer Douglas ’86 passed away on February 8th. John P. Renwick ’35, father of David Renwick ’65, James Renwick ’63, and John Renwick ’61 passed away on January 8th. Christopher L. Rives ’73 passed away on January 20th.

Upcoming Events

A few of the many reasons to support the

Please plan to join your fellow alums in New York City on Thursday, May 27, 2010.

RCS Annual Fund…

You must be 21 years of age or older to attend this event.

Alumni Day is Back! Saturday, June 5, 2010 If your graduation year ends in ’00 or ’05, please plan to join us on Saturday, June 5th on the Rippowam Campus for Alumni Day. Please email alumni@rcsny.org for more details.

Malcolm Brewster Barton, father of Brooks Barton, passed away on July 15th. Richard Fay, father of Wendy Fay ’74 and Larry Fay passed away in January. Ted Hawryluk, father of Paul Hawryluk ’85 passed away in 2009. Sarah Hazard, mother of Caroline Hazard ’84, Peter Hazard ’80, and Ellen Hazard ’78 passed away on September 28th. Oliver Hazard, father of Caroline Hazard ’84, Peter Hazard ’80, and Ellen Hazard ’78 passed away in 2009. Charity MacDonald, grandmother of Gordon MacDonald ’98, Malcolm MacDonald ’99, Paige MacDonald ’01, and Jamie MacDonald ’00 passed away in September 2009. George McTavey, husband of Sloan Wainwright ’73 passed away in December 2008. Anne Murphy, mother of Charles Murphy and Kenneth Murphy, passed away on January 5th.

Mentoring RCS Alumni Are you interested in mentoring RCS alumni? Does your company offer an internship program that you might like RCS alumni to be aware of? Ever consider speaking on an informational basis with RCS alumni about your particular professional field? Please contact alumni@rcsny.org

Two Ways to Reconnect with RCS Alumni Electronic Directory at www.rcsny.org There’s an electronic directory for Rippowam Cisqua Alumni through the password protected alumni page at www.rcsny.org. Reconnect with old friends and stay informed about alumni events. For more information, email alumni@rcsny.org

Eileen Shaw, mother of Brendan ’97 (who predeceased her), Erin ’94, Kaitlyn ’00, and Ryan ’91 passed away on February 27th.

Rippowam Cisqua School on

Nancy Starring, mother of Renée Janssen ’63 passed away in September 2009. Mrs. Starring was also very instrumental in building the original Cisqua School.

Did you know that you can find Rippowam Cisqua alumni on Facebook? Simply log on to Facebook and search for “The Official Rippowam Cisqua Alumni Group” and begin reconnecting with Rippowam Cisqua alumni today.

Dewey Yeager, father of Alexandra Gordevitch ’71, Tatiana Gordevitch ’75, and W. Dewees Yeager III passed away on February 8th.

Alumni Association Executive Committee Christopher Wirth ’94, Chair, Board of Trustees Ex-Officio Stephen Ohler ’66, Vice Chair Susannah Sard ’58, Secretary Richard Cahill ’92, Treasurer Meg Atkin ’76 Amy Parsons Bird ’76 Katie Prezzano Durfee ’82 Todd Friedman ’94 Sarah Joyce ’02 Philip Lawrence ’80 Anne Cady Keegan ’77 Thomas W. Keesee ’68 Cynthia Mas ’71 Cal O’Callaghan ’77 Nanette Foss Orr ’55 Alexander Reath ’93 Lisa Pagliaro Selz ’66 Ex-Officio Matthew Nespole, Head of School Robert F. Whelan, Assistant Head of School for Institutional Advancement

If you are interested in becoming involved with the Alumni Board, please email alumni@rcsny.org.

The Annual Fund is the School’s most important ongoing fundraising activity. Like most independent schools, tuition revenues at RCS do not cover the entire cost of running the School. Tuition provides approximately 81% of the annual operating budget with the Annual Fund supplying 8%. The School relies on this source of income in order to meet the essential needs of students and faculty. This year, the difference between tuition revenues and total operating expenses amounts to approximately $5,600 per child. Our Annual Fund goal this year is $1,200,000 and 100% community participation. Last year, we surpassed $1,200,000 and had almost 90% participation — remarkable results in a remarkable year — thanks to an incredibly engaged parent volunteer organization. If you would like to make a gift, please take a moment to fill out the enclosed pledge envelope and send it back to us with your contribution. If you have questions about the Annual Fund, please contact Susie Danziger at 914-244-1292 or susie_danziger@rcsny.org

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Rippowam Cisqua School P.O. Box 488, Bedford, New York 10506 Cisqua Campus: 914-244-1200 Rippowam Campus: 914-244-1250 www.rcsny.org