GAYNOR GAZETTE summer 2022
Stephen Gaynor School
THE GAYNOR GAZETTE IS PUBLISHED TWICE A YEAR BY: STEPHEN GAYNOR SCHOOL 148 WEST 90TH STREET, NEW YORK, NY 10024 T 212.787.7070 F 212.787.3312 WWW.STEPHENGAYNOR.ORG
Table of Contents SUMMER 2022
2021-2022 BOARD OF TRUSTEES BOARD OF TRUSTEES Megan Hogan – Chair Benjamin Hamilton – Vice Chair Hamburg Tang – Vice Chair Jay Kramer – Treasurer Jillian Marcus – Secretary Andrew Bast Kristine Baxter Hillary Blumberg Lorie Broser Patterson Chiweshe Grant Duers Carol Feinberg *Dr. Scott Gaynor – Head of School Oscar Gil Vollmer Henrietta Jones Steven Kobre Kristerfor Mastronardi Jonathan Neave Keech Combe Shetty, Trustee and President of Parents’ Association *Ex officio member TRUSTEES EMERITI Dr. Mary Fitzpatrick Jo Ann Gaynor Gordon Gaynor Yvette Siegel-Herzog – Co-Founder and Director of Education GAYNOR ADVISORY COUNCIL Andrew Bilzin Bill Caleo Chris Canavan Cara Chambers Elizabeth Mily Alyson Organek Josh Wiener Katy Williamson Editor: Deanna Ferrante Executive Editor: Mary-Lou Watkinson Assistant Editor: Megan Bostaph Editorial Design: Adriana J. Moreno Cover Art: Michael A. Hill Printing: 44interactive
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Read more about Gaynor Gala 2022 on page 8.
1 GAYNOR ON GAYNOR
18 CLASS PROJECTS
4 SUMMER CAMP
23 CLC GRADUATION
6 FIVE QUESTIONS WITH...
24 GRADUATION
8 GAYNOR GALA 2022
28 SPRING MUSICAL
IN 12 DIFFERENTIATION MIDDLE SCHOOL
30 PARENTING TOOLKIT
13
34 CELEBRATING 60 YEARS
EXECUTIVE FUNCTIONS
14 FIELD DAY
38 EARTH DAY
16 SMART FAIRE
40 ALUMNI UPDATE
On the Covers: In honor of Gaynor's 60th anniversary, we commissioned Michael A. Hill, a professional illustrator and artist based in the U.K., to create beautiful renderings of our North (front cover) and South (back cover) Buildings.
GAYNOR ON GAYNOR
1994. Mindy Stern and Sloan Shapiro were classroom teachers, Yosefa Kizelnik and Debra Adams made up half of our Speech and Language Department, Ruth Rachlin was our only art teacher, Joe Kaufman was our only math specialist and I was the bookkeeper. I shared a small office with our school administrative assistant,
Suzanne
Klewan.
Just
across the hall in our small brownstone on West 74th Street were the offices of our founders, visionaries, and school leaders, Dr. Miriam Michael and Yvette Siegel-Herzog. But it was July and the building was empty. I was left to figure out double entry accounting with large green ledger sheets and lots of pink erasers. So I went out and bought the school’s first PC computer and an accounting
a chain of events that helped thousands of students and their families find success. Mimi and Yvette
balanced
each
other
out like a clean general ledger statement. In those early years in a two-bedroom apartment with a handful of young learners, they developed their vision for how children should be taught. The combination of Mimi’s background in psychology and Yvette’s in special education was the foundation of our whole-child approach. They believed that in order for a child to learn, they must first believe in themselves and have the confidence to take risks in their learning. Teachers were trained to individualize their approach based on what each student needed and not just what the curriculum dictated.
package and threw out the paper ledgers. This
Every morning, prospective parents would meet
helped me balance the books that summer, but I
with Mimi to learn about the school. I was fortunate
still knew very little about what accounted for our
enough to sit in on many of those meetings in which
school’s success with children.
Mimi would share the school’s unique educational
As I wandered the empty building, I noticed the classrooms were small, the art and science rooms were in a basement, and the gym was the size of a classroom. It was a turn-of-the-century, single family, five-story brownstone that was converted to house Stephen Gaynor School in the early 1960s. I found it hard to imagine how this empty old building supported a thriving school. It wasn’t until I watched the school come alive that fall that I truly understood
philosophy. It was in these sessions that I heard firsthand about how our founders’ vision came to life. By asking parents a series of questions, Mimi was helping them understand their child’s strengths and academic challenges and how we could help them find success in the classroom. When asked about our curriculum, she would respond, “we don’t have one curriculum, we have many curriculums, one for each child.”
the magic of Gaynor. Children came to school
Next door, teachers would cram into Yvette’s office
happy and enthusiastic to start the day. Teachers
throughout the day to discuss children. I could hear
were engaging, well-trained, and supportive. That
Yvette asking questions about individual students to
September, it became very evident to me that this
get the teachers to think about the best approach
was a nurturing environment that inspired the love
for each child. This inquiry-based, supervisory model
of learning and challenged students to reach their
helped develop teachers’ ability to identify and
full academic potential.
respond to the needs of their students throughout
It didn’t take long to realize that the source of this magic came from the two offices across from me. Mimi and Yvette were close friends that met in graduate school. This chance meeting in an education class at New York University set off
SUMMER 2022
I started at Gaynor in the summer of
the school year and in the middle of a daily lesson. To this day, Yvette wants our teachers to be able to identify and meet each child’s individual needs. This later became known as diagnostic prescriptive instruction, but to Yvette it is just good childcentered teaching. SUMMER 2022
1
ADMINISTRATIVE TRANSITIONS Sixty years later this child-centered approach remains
school. As we kick-off our celebration of our school’s six
the hallmark of our curriculum. Over the years, we have
decades of success, we start with our gratitude to Mimi
incorporated the best evidence-based instruction in
and Yvette for instilling these values in all of us.
core academics and moved to our new state-of-the-art campus, but the real core of the program remains that the teacher teaches to the child. While we have grown significantly in size and in the number of students, our founders’ vision still permeates every aspect of the
Thankfully, I am no longer responsible for balancing the books and now have a skilled business office to handle all of our accounting needs, but most importantly, the vision of our founders remains the ledger that guides our work with children.
DR. SCOTT GAYNOR Head of School
ANNOUNCING SUE SORTINO'S RETIREMENT While this school year saw many beginnings, it also saw the closing of some chapters. Sue Sortino retired from Gaynor at the end of the 2021-22 school year. Sue had been an integral member of the Gaynor family for the past 8 years. After a long and successful career as a teacher and administrator at Columbia Grammar, Sue joined Gaynor
her. Regardless of the size of the audience, Sue was able
in 2014. The school had just experienced a substantial
to make everyone feel connected and included.
increase in students and staff as a result of our expansion into the South Building. One of the main priorities was to ensure that the culture of a small school that supports each child was instilled throughout this new and larger community. Sue was just the person for the job. She always led with her heart and was a champion of school spirit. Sue wore many hats at Gaynor, including director of student life, director of afterschool, DEI coordinator, and supervisor for the arts and athletics. Whether it was brandishing the spirit stick at a school assembly, running an employee DEI meeting, or cheering for our sports teams, Sue always had the gift to lift up those around
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GAYNOR GAZETTE
Our Co-Founder and Director of Education Yvette SiegelHerzog said, “Our dear Sue Sortino is quite a bambino, her 45 years of education have brought her a wisdom unattainable by many. A believer in equality, diversity, and inclusion is testament to her unshakeable belief in humanity. Her tone with children and parents alike was one of deep respect and belief in their ability to attain the highest points possible in their social, emotional, ethical, and moral development. Sue's voice will be heard for many decades to come.” Sue is and will always be a true Gaynor Gator!
ADMINISTRATIVE TRANSITIONS
ADMISSIONS OFFICE UPDATE Gaynor’s
Director
of
as enrollment at Gaynor grew during her tenure. She
Juliana
May
said, “The groundwork Juliana laid for the future of
retired from Stephen Gaynor
admissions will never be forgotten, and will serve as
School at the end of the
a model for the future. We will miss the footprint of
2021-22 school year.
her remarkable presence.” Everyone at Gaynor wishes
Admissions
Juliana joined Gaynor as
Juliana much joy and relaxation in retirement.
the associate director of
Amy Warden, most recently the
admissions in the summer
director of The Brick Church
of 2012 after working in
School, will be joining Gaynor
the Admissions Office of the Ethical Culture Fieldston
this summer to head the
School. It did not take long to realize that her talent
Admissions Office as director
for admissions was remarkable, and within two years
of
she was appointed to run the admissions department.
Amy is an accomplished early
Juliana had the unique combination of professionalism
childhood
and warmth that is at the core of Gaynor's mission.
began her tenure at Brick as
These were the key ingredients that would lead the
the associate director and has
buildout of the admissions department to meet growing
served as director of the school for the past three years.
demand. It was at this time that the school had acquired
During her tenure at Brick, an early childhood school
the Claremont Stables (now the South Building), and
on the Upper East Side, Amy focused on developing a
was expanding the student body to include a new early
dedicated social-emotional curriculum, fine tuning the
childhood program and larger middle school.
school’s approach to literacy, and supporting the school’s
Juliana’s strong organizational skills helped structure the
enrollment
management.
educator
—
she
commitment to diversity, equity, inclusion and belonging.
new department, including adding new staff positions
In addition to her obvious professional qualifications,
and moving the entire admissions process online. Most
Amy brings a unique perspective to her role as the
importantly, her engaging communication skills helped
parent of Audrey, a student in Gaynor’s Red Cluster.
to project the school's individualized program, and her
Amy credits Gaynor with “changing the trajectory” of
caring approach built strong connections with potential
her daughter’s life, and is looking forward to supporting
students and parents. Parents always remark that their
the school’s efforts to bring the same transformational
first impression of Gaynor through admissions correlates
experience to other children.
beautifully
with
the
rich,
rigorous,
and
nurturing
environment they experience once they are enrolled in the school. Juliana has left a lasting mark on Gaynor's admissions department and all the children who get to walk through the doors each day.
Head
of
School
Dr.
Scott
Gaynor
said,
"Over
the past six decades, Stephen Gaynor School’s individualized curriculum has unlocked the potential of thousands of students with language-based learning differences. I am looking forward to Amy building
Co-Founder and Director of Education Yvette Siegel-
upon all that has already been accomplished during
Herzog said that Juliana’s empathy, perspective, and
Juliana’s tenure."
organizational skill served the Admissions Office well
SUMMER 2022
3
SUMMER CAMP AT GAYNOR
4
GAYNOR GAZETTE
Whether they were learning about the letter C or getting some vitamin C out in the sun, Gaynor students had a blast at this year's summer camp! Students in our Early Childhood and Lower School enjoyed a variety of summer activities and maintained important reading and other academic skills (including dedicated Orton-Gillingham instruction) in our unique environment led by Gaynor faculty.
PHOTOGRAPHY UPDATE
STUDENTS STUDY INCLUSION AND GRAFFITI IN PHOTOGRAPHY Students in Photography Teacher Jessica Ressler’s
impaired community,” Ms. Ressler said. “They were
class worked hard this spring learning new concepts
so mature and so engaged, and really so empathetic
and putting them into practice to create their
and thoughtful in the selection of their materials
own masterpieces.
and design.”
In the Silver Cluster, students worked on a unit about
Yellow Cluster students participated in a comprehensive
inclusion. They learned about Louis Braille, a French
multi-day lesson on graffiti. Graffiti is a form of visual
educator who was blinded at the age of three. He
communication created in public places.
worked to create a touch system for reading and writing for the visually impaired community, known as Braille.
“They learned about graffiti artists and designed their own digital pieces using a new app we started using this
took
year called Procreate,” Ms. Ressler said. “Once I printed
photos and then used tactile material to make their
them out, they got the opportunity to use actual spray
photographs accessible to the blind and/or vision
bottles filled with paint.”
“Thinking
from
an
inclusive
lens,
students
SUMMER 2022
5
FIVE QUESTIONS WITH...
Five Questions With...
Jackie Smith
Walking around the halls of Gaynor, you may see Jackie Smith’s smiling face once, twice, or even three times! That’s because in her seven and a half years at the school, Jackie has taken on various roles in the community. Along with teaching science, she also serves as the assistant athletics director and has helped develop Gaynor’s diversity, equity and inclusion curriculum. We sat down with Jackie for the latest installment of our “Five Questions With…” series to discuss what started her career in education, and what she enjoys the most about teaching.
What was your journey into teaching like? When I was an undergrad, I was actually premed. I was going to be a doctor. I was a neuroscience major, so I wanted to study the brain. Then just to be extra sure that I wanted to be a doctor, I took a gap year and worked in a doctor’s office. I found myself playing in the waiting room with the children more often than I was treating them in the back. So that’s what motivated me to get my degree in teaching, and I’ve been in love ever since. We have the best job in the world.
What do you enjoy about teaching at Gaynor and being a teacher? I think what I enjoy most about teaching at Gaynor are the kids. I think the demographic of kids — the learning profiles that we teach — are extraordinary. I’ve never met more hilarious kids in my life. I find a way to laugh every day with my students, and that’s so important to me. And seeing them thrive, especially through these last few years, has been an honor to witness. What I like most about my job is two things. The first thing is probably the answer that everyone gives: the people that we work with. This community in particular is so strong, and I love that we’re all motivated to achieve similar goals. We’re all so passionate, and I don’t think that I could find another place where everyone I work with is on the same page. What I love about teaching specifically is the creativity. Every batch of students and every lesson is different. Being able to problem solve and flex my creative muscles is such a joy. It’s also the most difficult part of the job, but when you have a lesson that is creative and you put your heart and soul into it, and it goes well and the kids are engaged and they’ve learned something — that’s the same feeling I get when I eat chocolate chip cookie dough ice cream. 6
GAYNOR GAZETTE
FIVE QUESTIONS WITH...
I know you’re involved in many different areas of Gaynor. What drives you to want to be involved? I guess it’s my passions both as a former athlete, because I’m assistant athletic director, and as a Black person in the world that have really led to the connections I’ve made outside of teaching science. I swam through my freshman year of college, and leaving the sport was really difficult for me. It was a loss of identity, but I found that piece of myself in joining the athletics program. In regards to my work in DEI, one of the most important parts in any job is to feel safe. Fostering a diverse, inclusive, and equitable environment is key to that. Through this work, everyone in the community can be seen and heard, and I’m grateful to Gaynor for hearing the needs of marginalized communities, and taking action to respect and appreciate the needs of our diverse communities.
Do you have a favorite student story? Last year, I was podded with Ms. Pincus and Mr. Tedesco in Yellow Cluster. We were practicing telling jokes as part of exercising our pragmatic language during snack time (dad jokes galore). And one day, a student comes in and says, ‘Ms. Smith, did you bring your Windex today?’ And I said, ‘No, why?’ And he said, ‘Cause your science lessons are looking a little dusty!’ And that is my favorite student moment. For the record my science lessons are almost always on point.
What’s your passion? I feel like my passion is laughing. I never stuck to one activity. I don’t have hobbies, but everything I do I try to laugh – I’m a laugher.
SUMMER 2022
7
GAYNOR GALA
Celebrating 60 Years and Imagining the Future at Gaynor Gala 2022 On May 23, the Gaynor community joined together in person at Pier Sixty, Chelsea Piers, for Gaynor Gala 2022. Pier Sixty was an apt location for the Gala this year, as the school celebrated its 60th anniversary.
8
GAYNOR GAZETTE
GAYNOR GALA He continued, “But she did more than that. She said something really specific to me, she said, ‘The skills you will be given in this school will allow you to go anywhere and do anything with your life.’ And at the time I was a second grader. And not just any second grader, but as my parents said, I was a second grader who had truly profound dyslexia.” Now that he is finishing his first year of college, Joaquin said, “Those words ring true. I mean, I learned so much. I learned how to read. I learned how to write, I’m alright at math. I learned patience, I learned how to communicate with teachers, how to communicate with peers. I learned how to make friends. I learned to love the process of learning. I learned to learn. And I learned the
G
massive
of
self
advocacy.”
He concluded by saying, “I really just wanted to say a uests walked the red carpet to enter Gaynor Gala
heartfelt thank you to all the teachers who helped me
2022 and were greeted by beautiful, large-scale portraits
throughout the years at Gaynor and are still helping
of Co-Founders Dr. Miriam Michael and Yvette Siegel-
students. And a sincere thank you to Yvette Siegel and
Herzog, and colorful balloons representing Gaynor’s
Dr. Gaynor, because without you, there would not be a
clusters. Upon entering the event space, Gaynor parents
place where every child can learn to love learning.”
were encouraged to find their children’s names attached to beaded bracelets (many of which were made by the students themselves), and began the evening with drinks, hors d’oeuvres, and buffet stations.
Joaquin then introduced Head of School Dr. Scott Gaynor, who relayed a story about a recent visit to Cornell University, and in particular to a bench donated in honor of the school’s namesake, Stephen Gaynor.
Soon thereafter, hosts Kelly Ripa, Mark Consuelos, and
Stephen passed away in 1961, when he was a first year
Joaquin Consuelos ‘17 took the stage to welcome guests
student at Cornell. When Mimi and Yvette started the
to the event. The three shared memories of Joaquin’s
school in 1962, they named it in Stephen’s honor.
journey before, during, and after his time at Stephen Gaynor School, and expressed their gratitude for the faculty and staff who provided Joaquin with the tools he needed to thrive in high school and now at college. (The Photos: Brett Deutsch Photography
strength
next morning, Kelly joined her co-host Ryan Seacrest on LIVE with Kelly and Ryan to speak about the event and her family's gratitude to Gaynor.)
Dr. Gaynor still has a watch worn by his uncle Stephen, and said, “On our 60th anniversary, I am proud to wear Stephen’s watch and represent in some small way the legacy of his name on our beloved school. We all have our journey that brought us here tonight. I am so grateful that Mimi, Yvette, and Stephen have built a bench big enough for all of us. In our 60 year history, this school
Joaquin shared one of his core memories from his time
has allowed thousands of students to reach their true
at Gaynor, saying, “My first few months at Gaynor I was
potential and go on to find success in school and in life.
a little bit of a troublemaker, and I had found myself in
Thank you for joining us tonight in celebrating 60 years
some trouble as a troublemaker does, and one of my
of success, one child at a time.”
teachers, who I went on to have a long educational relationship with, pulled me aside and explained to me why what I did was wrong, and she was right.”
In his remarks, Dr. Gaynor thanked the Gala Co-Chairs, Nicole Coslov and Charly Jett Silver, for their time SUMMER 2022
9
GAYNOR GALA
and leadership in making the event a success. He also expressed his gratitude to Gaynor’s faculty and staff for bringing Mimi and Yvette’s vision to life every day in the school’s classrooms. After a sweet and uplifting video celebrating Gaynor’s 60th “birthday,” which included a very special appearance by Co-Founder and Director of Education Yvette SiegelHerzog, the live auction began. The funds raised this year will be used to support the school’s endowment, helping to provide long-term financial security and a perpetual source of revenue for Gaynor. The endowment helps Gaynor create a steady stream of support for financial aid, faculty and specialist salaries, and will help to keep Gaynor affordable for generations of students to come. The impact of dollars invested in the endowment today is magnified over time and will help secure the financial future of the school. While Yvette was not at the event in person, she shared some sentiments with Dr. Gaynor, saying, “We ancient sages know a thing or two. We do not discard what came before. We build on the strengths that stood the test of time. Yes, I am and shall remain in your midst. Sixty 10 GAYNOR GAZETTE
GAYNOR GALA years of caring. Sixty years and I still owe you a debt. All of you, those who came before you, and those who will follow in your footsteps. You shaped my existence and added meaning to my survival.” This
year’s
live
auctioneer
was
Charles Antin, and attendees donated generously during the live auction. A burst of confetti appropriately signaled the successful closure of The Legacy Campaign as the auction and event donations well exceeded the school’s goals. Dr. Gaynor said, “I am blown away by the generosity in the room tonight, and we want to thank each and every one of you for giving so enthusiastically. We started The Legacy Campaign five years ago with the goal of raising $16 million to complete the Performing Arts Center (PAC), which we did in 2020, and to grow the endowment. And with all of your help, we have surpassed our goal and collectively have raised over $18 million total during these five years for which $12 million was used to build the PAC and the remaining funds will go directly to the endowment.” He extended a special thank you to Hamburg Tang and Hillary Blumberg for co-chairing The Legacy Campaign and bringing it to a successful conclusion. Following the live auction, guests
Photos: Brett Deutsch Photography
laughed along with comedian Colin Quinn, as they commiserated over the joys and challenges of outdoor dining in New York City during the pandemic (watch out for that bike lane!). Following Colin Quinn’s set, the venue filled with the sounds of New Orleans as the Preservation Hall Jazz Band closed out the evening and had the entire room second-lining along with them.
Facing page, top to bottom: Gala Co-Chairs Charly Jett Silver and Nicole Coslov with Head of School Dr. Scott Gaynor; attendees celebrating 60 years; Comedian Colin Quinn. This page, top to bottom: The Preservation Hall Jazz Band; cheering the successful closure of the Legacy Campaign with confetti.
We would like to sincerely thank all of our generous sponsors, individuals and businesses alike, who supported Stephen Gaynor School and Gaynor Gala 2022. SUMMER 2022
11
TO KILL A MOCKINGBIRD
To Kill a Mockingbird: A Peek At Differentiation In The Blue Cluster class for discussion. By giving them the freedom to pick up on what’s interesting to them, they’re finding different things, and we’re able to weave all of that into the discussion.” In Ms. Buckles’ class, students worked on building their background knowledge before diving into the reading. They learned about the different dialect and vocabulary used, as well as the time period of the book (the Great Depression), the area (Alabama), and Jim Crow era laws. “I wanted to bolster them as much as I possibly could before we even began,” Ms. As students move up through the clusters at Stephen Gaynor School, what they learn becomes more complex and progresses to match their age and maturity as they prepare for high school and beyond. However, one thing remains constant: the individualized approach to each child’s education. In Middle School, one example is how different reading groups experience To Kill A Mockingbird by Harper Lee. The book explores the themes of loss of innocence, courage, and bravery. Blue Cluster Head Teachers Adalake Barnwell and Jody Buckles both read the novel with their students. Both said they use techniques such as annotating, playing the audiobook, and utilizing visuals to help students navigate the text. “We’re hoping to help the kids at this phase move into analyzing literature more deeply,” Ms. Barnwell said. “We have a routine in class where we’ll take one really rich passage and read it three times with different colored pens (for vocabulary, literary connections, and author’s
Buckles said. “Then, once we established all of that, that’s when we got into it.” Looking around her room, images of characters from the book are taped all along the whiteboards. This is because her group of students consists of many visual learners. “I started to notice pretty quickly that my students really needed some visuals to help them better understand what’s happening in the story,” she said. “Once we got a graphic novel of the book for everyone, they started to reference it more, and there were a lot of, ‘aha’ kind of moments in the classroom like, ‘oh, I see who that is and what’s going on.’” Ms. Barnwell said that while they do focus on the literary side of things, such as looking at motifs and symbolism, she also wants her students to take into account the social-historical-human nature part. “That’s what I most want them to understand,” she said. “Let’s look at these people and all the ways that racism is functioning and coming together in the trial.”
voice). This is my way of breaking down for the kids what
Ms. Buckles agreed and mentioned that the current Blue
process they should eventually be taking.”
Cluster diversity, equity, and inclusion curriculum ties
Ms. Barnwell said, “In homework, the kids’ job is to find one quote that stood out to them and bring that to the 12
GAYNOR GAZETTE
in well with the novel, saying, “It feeds into this so well because we can take from there what we’ve learned about race or identity or things of the same nature.”
EXECUTIVE FUNCTIONING
Beyond the Classroom: Honing Student Executive Functioning Skills
to high school. The class gives more intensive support for students who struggle with executive functioning within a small group environment.” The curriculum was built on the foundation of Sarah Ward’s
360
Thinking
Curriculum
for
Independent
Executive
Function
Skills
Developing and
then
In January, the Blue Cluster introduced an executive
“Gaynorized.” Ms. Ward’s work was discussed during a fall
functioning
more
parent talk by Ms. Thompson and Director of Psychology
explicit support for students who have executive
Dr. Clare Cosentino, specifically focusing on the “Get
function challenges.
Ready*Do*Done” model, which has students begin a task
after
school
class
to
provide
The class, taught by Head Teacher Rebecca Felt and Assistant Teacher Catherine Thomas, met two times a
by visualizing the end product, and then planning out the rest of the columns based on reaching that goal.
week and focused on skills to help prepare students for
Ms. Felt said, “We used some of Sarah Ward’s materials
high school, higher education, and beyond.
in terms of thinking about after school time in 15-minute
Executive functions are a set of processes that have to do with managing oneself and one’s resources in order to achieve a goal. The processes include sustained attention, working memory, inhibition, shifting from one task to another, initiating tasks, self monitoring,
increments and adding in the commute time, or adding in how long it typically takes to get ready to then go. Most kids can say, ‘Oh, I have soccer practice after school,’ but they might be late for soccer practice every single time because they don’t think about the steps to get there.”
abstract reasoning, categorization, planning, and
She said she feels really committed to working
organization.
with students on these skills, because she knows
Assistant Head of School Jill Thompson said, “It came about primarily based on need, and seeing that some of our students did require more
from experience how frustrating it can be to struggle with executive functioning. “Executive functioning is an area where I struggled as a student, and
of that explicit instruction, and
it’s support I wish I had in middle
sometimes one-to-one support
school, because I really had to
around executive function skills. We particularly saw
figure out a lot of this on my
the need in wanting to
own,” Ms. Felt said. “They’re
give students with these
definitely
challenges
are
an
additional
life
skills
important
that to
work on.”
push to help them feel more prepared for high school, and
The program will be expanded
that’s why we started with the Blue Cluster.”
really
next year with an added class in Green Cluster. The skills will be scaffolded
While executive functioning skills are built into the
to address where students are developmentally, but
curriculum at Gaynor, this class helps to provide more
still with the goal of giving them time, support, and
explicit instruction, ongoing support, and practice for
explicit instruction.
students who need it.
“I think we have a lot of really smart students, and students
Ms. Felt said that executive functioning isn’t just an
for whom the barrier of time management and knowing
important academic skill, but it’s also an important life skill.
where their resources are and breaking down projects
“There’s a lot of content students learn in middle school,
can be really frustrating,” Ms. Felt said, “so having a class
but probably the most important things that a middle
that focuses on these types of skills can be helpful for
schooler learns are student skills that they can then apply
students to really unlock their true potential.” SUMMER 2022
13
FIELD DAY
STUDENTS GET UP AND MOVING FOR FIELD DAY
Photography: Da Ping Luo
Gaynor students had a blast at this year’s Field Day! Although only one day was held outside due to bad weather, the Physical Education team created fun activities that had students smiling and engaged the entire time. Potato sack races, kickball, and ultimate catch were just some of the games students participated in. Both the Green and White teams put forth great effort, but the White team ultimately walked away victorious. It was a Field Day to remember, so check out our students in action! 14
GAYNOR GAZETTE
SUMMER 2022
15
SMART FAIRE
Fostering Creativity at the SMART Faire In April, the Technology Department hosted its annual SMART Faire for all students, faculty and staff. The allday event held in the Yvette Siegel-Herzog Performing Arts Center highlighted just some of the innovative technologies students and faculty members can use for classroom projects. Attendees were welcomed to explore a variety of interactive stations, including: •
Coding with Sphero
•
3D Design and Printing
•
Chain Reactions
•
DEI in inventions
•
Weather/Energy and the Environment
•
Live Green Screen Demo
•
Podcasting
Blue Cluster students also held presentations on coding a game, building ham radios and smartphones, and historical board games. The entire community showed up to experience, create, and immerse themselves in this unique event.
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GAYNOR GAZETTE
SMART FAIRE
SUMMER 2022
17
CLASS PROJECTS
NAMES, NOT NUMBERS D
uring a year-long elective class, Blue Cluster students both learned about the Holocaust and
shared the stories of survivors through the creation of a documentary. A group of ten Blue Cluster students worked together in partnership with the organization Names, Not Numbers to
equipment, how to frame and capture moments on film,
create an informative film on the Holocaust, interviewing
and how to track a film for editing.
two survivors. Names, Not Numbers is an organization that works with schools all over the country to facilitate interviews and film Holocaust survivors for posterity. Student Brady T. said, “Meeting a survivor in person
Director of the Upper Division Christine Karamanoglou said, “It was an impactful and emotional project. A week or so later, we were lucky to be able to show the documentary to all of the students in the Blue, Green,
is really a hands-on approach, because you get to see
and Silver Clusters. After viewing the film, students were
it from an actual person who lived it, not an expert
able to ask the Blue Cluster student filmmakers questions
behind a computer. I’m not saying you can’t listen to
about the documentary-making process.”
those people, because they do predominantly know what they’re talking about, but these people lived through it.” Gaynor's documentary shares the stories of two survivors: Esther Geizhals, who lost many of her family members in concentration camps, and Yvette Siegel-Herzog, who escaped Germany and went on to co-found the Stephen Gaynor School. While the film is not visually graphic, it does tell the story of incomprehensible loss. Student Madeline Y. said, “It’s an honor to talk to someone who’s a survivor of the Holocaust. I feel that I learned a lot, and I hope people learn not to discriminate against others because of their race, ethnicity, gender, religion, or anything like that, because hating can lead to such a bigger thing.”
Closing out the documentary, the survivors gave one last message to those watching. “My message to the new generation: we should tolerate people,” Ms. Geizhals said. “We should love everybody around you. Eliminate the word ‘hate’ from your vocabulary — you don’t need it. If you don’t like somebody, move on. You’ll have a better connection with the next person. And don’t judge anybody by the way they look or the way they talk. We’re all human beings, we all have the same blood.” Ms. Siegel said, “There’s a way to bring peace and understanding, and it’s not with war and better or stronger weapons. It’s your voices that have to scream it. It’s your deeds that have to do it. And I have faith that all of you are going to be on that train that brings
In addition to learning about the Holocaust and the
success to humanity, and to one human being honoring
individual stories of survivors, students learned interview
and respecting another human being. Remember, that’s
skills and techniques, how to use professional film
something you all have to fight for.”
18
GAYNOR GAZETTE
CLASS PROJECTS
This Way to the MTA! Purple Cluster Explores !
Purple Cluster students in the Willow Room became MTA
subway brings together all different kinds of people,” Ms.
experts as they continued their study of transportation
Fell said.
with one of New York’s oldest modes of travel: the subway!
Students also used skills practiced in language, such
Head Teacher Rachel Fell said the transportation unit was
as comparing and contrasting old subway tokens and
created after she asked students what they wanted to learn
MetroCards to try to understand why commuters use
this year. A majority of the responses were transportation,
MetroCards now. They learned about the mosaic artwork
so she designed integrated units with the overarching
in subways, and how art can bring people joy while they
social studies goal of having students understand the
are on their commute.
importance of these vehicles to their city community. The students had learned all about the garbage trucks they see outside of school in a previous unit, so it was time to move onto a mode of transportation used by many commuters. “We set out to learn why subways are important for New York City, and how they are used every day,” she said. “Who rides them, and how do we pay for them?”
“This also brought in some geometry, as students learned how smaller parts can make a full picture,” Ms. Fell said. “They learned direction words such as uptown and downtown, and we also practiced sequencing language to discuss how to get on and off the train.” The class finished their study of subways by reading Subway Story by Julia Sarcone-Roach, where a subway car is reused to be a coral reef. The students each came
During this multisensory and cross-curricular project,
up with creative ways that their subway car would be
students used various skills to help them complete each
reused into museums, stores, and restaurants.
activity. They used the math skill of sorting to divide different kinds of train lines by colors, numbers, or letters. Students used careful observation skills to see what they noticed about the platform and parts of the subway, using that information to build their own subway station out of recycled materials.
“They all still love playing with their trains,” Ms. Fell said. “They have been so excited about this unit and have developed such an
“We also read a book called I Am the Subway by Kim
appreciation for such
Hyo-eun and translated by Deborah Smith, and Last
an important part of
Stop on Market Street written by Matt de la Peña and
our city.”
illustrated by Christian Robinson to understand how the SUMMER 2022
19
CLASS PROJECTS
Red Empire State – Red Cluster visited the Empire State Building
Red Grand Central – Red Cluster visited Grand Central Station
Green Gilder Lehrman – Green Cluster visited the Gilder Lehrman Institute of American History
Blue Cluster City Cruise – Blue Cluster Boat Trip 20 GAYNOR GAZETTE
Green Courthouse – Green Cluster visited New York’s Criminal Courthouse
CLASS PROJECTS
Implementing Charters in the Early Childhood and Lower Divisions By Dr. Lauren Levenson Since RULER’s implementation at Gaynor, we have been finding creative ways to incorporate anchor tools into the classroom in developmentally appropriate and unique ways. Developed by the Center for Emotional Intelligence at Yale, RULER is a social-emotional program that helps students learn how to cope with their feelings, make decisions, and get along with others. Anchor tools are designed to enhance the emotional intelligence of the school community and include things such as the Mood Meter, Meta-Moments, and Charters. During Social Emotional Learning
lessons
that
I
to
Pink
taught
the
through Yellow Clusters, students spent the first semester thinking about what it means to be a community member and how a positive emotional climate in the classroom can
support
Each
class
learning. created
a
classroom Charter that uniquely represented the community,
emotions,
and responsibilities students and teachers wanted to establish together. The Charter is a particularly important
how they want to feel, they were then able to collectively reflect on the feeling words of their classmates, and work collaboratively by voting on which words ultimately represented how the students want to feel at school. The Charter creates a sense of community and ownership in how students want to feel and how they want their peers to feel, as they were fully involved in the creation from start to finish. For many students, creating a Charter was a time to practice voting, to work on collaboration, and to compromise. It also allowed students to practice problem solving, as they needed to remain flexible when deciding which words best represented how they wanted to feel at school.
tool as it builds and sustains positive emotional climates
Once
by creating agreed-upon norms for how people want to
brainstormed ways in which they could help each other
feel, as well as how they can help each other to experience
to feel those emotions at school. While not all the
those feelings.
ideas made it on the Charter, these conversations were
Creating a classroom Charter was differentiated for each class and cluster but ultimately aimed to answer two main questions: 1. How would we like to feel in school? 2. How will we help each other and ourselves to experience these feelings? As the students all went through the process of identifying
students
selected
their
feeling
words,
they
critical in establishing the role of empathy, both in social relationships and at school. Finally, our students had the opportunity to suggest designs for the Charter or submit their individual creations for their classmates to vote on. Students were encouraged to pick a design reflective of their classroom community and one that would bring them joy! We are extremely proud of our students who continue to grow and challenge themselves through SEL work every day. SUMMER 2022
21
CLASS PROJECTS
Science, Crime, and Imagination: A Green Cluster Unit In Forensics
As Green Cluster students walked into the SMART Lab
the mock crime scene activity, and he helped Ms. Grady
one fine April day, they witnessed quite a scene. Bins
to make this year’s a success.
were toppled over with the contents strewn about, footprints covered the floor, and the beloved robot was missing. All of this could mean only one thing: a crime had taken place!
“There are so many pieces to the puzzle when it comes to crime scene investigation, so students learn that there is often more than meets the eye,” Ms. Grady said. “Forensics science is a real application of biology, chemistry, and
… At least that’s what Science Teacher and Technology
even physics! This unit incorporates hard science and
Integrator Molli Grady wanted them to think. As part
provides an engaging way to use it practically.”
of a culminating project for their forensics unit, she had students participate in a mock crime scene investigation to uncover who had stolen the robot.
Prior to the investigation, students learned about and practiced various skills necessary to solve a crime. These
skills
included
fingerprinting,
handwriting
“A crime was committed in our SMART Lab, and the
analysis, hair and fiber analysis, shoe print analysis, and
Gaynor Forensics Team was called in to assess the scene,
chromatography. Ms. Grady said this multisensory and
collect and analyze evidence, and reveal who committed
multidisciplinary activity teaches students that forensics
the crime,” Ms. Grady said. “The crime? A stolen robot!
is not the same as in television shows, and there are many
They used their investigative skills, along with alibis and
parts that go into solving a crime.
motives of four suspects, to find out ‘whodunnit!’”
“When we complete our labs, the information is very
The Green Cluster’s forensics unit shows students
specific,” she said. “The culminating project puts
the importance of thinking critically and of careful
it all together for the students to experience what
observation in an interesting and engaging way. Science
real life forensics scientists do and apply all that they
Teacher Andrew Prasarn previously worked to perfect
have learned.”
22 GAYNOR GAZETTE
CLC GRADUATION
Community Learning Center Hosts Graduation The Community Learning Center hosted its first in-person event of the year this June to celebrate all the students have achieved. The Community Learning Center (CLC) is a free, after school reading program for first and second graders in New York City public schools that was started in 2007 by Lower Division Director Donna Logue and is now co-directed by Educational Evaluation Associate for Admissions Kate Adlin and Reading Specialist Kristi Evans. For the 2021-22 school year, seven Gaynor teachers provided support to approximately 30 first- and second-grade students from PS 84 and PS 166. Ms. Adlin said, “These children have been working virtually all year with CLC, and this is the first time the teachers and students are meeting in person.” The graduation ceremony was held in the Early Childhood Garden, and the smiles on the students’ faces showed just how proud they were of their progress.
SUMMER 2022 23
Celebrating the Class of 2022
T he
Class of 2022 enjoyed a two-day celebration of
The Class of 2022.
their time at Gaynor beginning with a Graduate/
Zoë Vorisek '11.
New Alumni Breakfast on June 16, followed with a formal graduation ceremony on June 17 at the W83 Ministry Center on the Upper West Side. One theme in particular was clear throughout each of the speeches — that of advocating for yourself and fighting for what you believe in. Board of Trustees Chair Megan Hogan, mother to Jackson in the Yellow Cluster, welcomed the graduates, family, friends, and faculty members to the ceremony. She said, “With all its warmth, support and caring faculty and staff, Gaynor has been a second home to not just Jackson but to us as his parents. In thinking about all the impact you’ve made during your time at Gaynor, I gained
continue to advocate for themselves and for causes
a great deal of comfort about Jackson and what it will
they believe in. To the parents in particular, she said,
feel like for my family four years from now.”
“As we prepare to leave this school, my message to all
Head of School Dr. Scott Gaynor introduced student speakers Gabriel Soriano and Joseph Haller, both of whom had inspiring words for their fellow students and the audience.
the parents listening is that…you are the parent that advocates for your child every day and in every way. You, as their parent, are their first teacher. You reinforce their self-esteem. You bolster them to go forward, to move on, to tackle the next challenge and to embrace the next
Traci Lester, parent of graduating student Hailey,
opportunity. You are that parent. And you’ve done it
encouraged her fellow parents and the graduates to
because they are graduating today.”
24 GAYNOR GAZETTE
GRADUATION
Alumni speaker Zoë Vorisek graduated from Gaynor in the Class of 2011, attended Dwight School, and is now attending Harvard College. She was certified as an Emergency Medical Technician the summer before her freshman year at college, and took two years off school to work full time as an EMT in New York City during the COVID-19 pandemic. In her remarks to the graduates, Vorisek talked about the importance of never giving up, and of finding resilience in the face of adversity. She told the graduates, “There are many tools my Gaynor education gave me, but the two most important tools to me are self-advocacy and resilience.” She continued, “There have been several times throughout my life where I was told I couldn’t do something, which encouraged me to write a children’s book for kids who have learning disabilities in high school. The Early Childhood Program students at Gaynor helped illustrate the book and the basic message was that with hard work you can do anything you set your mind to. I know personally how Gaynor’s personalized learning approach Students prepare to move their tassels to indicate their successful graduation. Board of Trustees Chair Megan Hogan; Joseph Haller's student speech. SUMMER 2022 25
has given us the tools we need to be successful outside
Dr. Gaynor said, “While William Jay Gaynor has no relation
of this nurturing environment.”
to our school, his unapologetic approach to fighting for
As he invited the graduates to walk across the stage to receive their diplomas, Dr. Gaynor recalled a recent march against gun violence in which Gaynor students
what he believed in relates directly to what you have achieved and we hope you aspire to after you graduate from Stephen Gaynor School.”
and faculty participated. Prior to the march, they met in
Dr. Gaynor called particular attention to the graduates’
front of the William Jay Gaynor memorial in Cadman Park,
self advocacy work, their strong bonds as peers and
Brooklyn. While William Jay Gaynor had no connection
friends, their dedication to diversity, equity and inclusion,
with Stephen Gaynor the person or to Stephen Gaynor
and their commitment to taking action for the things they
School, his dedication to causes he believed in exemplified
care about, whether that be, “advocating for animals, the
the characteristics of many Gaynor students.
environment, or fighting to make our communities safe.”
William Jay Gaynor was a Brooklyn attorney, New York
The ceremony was live streamed for those who were
Supreme Court Justice, and was elected to one term as
unable to attend in person.
NY Mayor in 1909. According to Dr. Gaynor, William Jay was an independent thinker who was willing to fight the corruption that plagued Tammany Hall at the time. 26 GAYNOR GAZETTE
Photos: Brett Deutsch Photography
GRADUATION
2022 Award Winners
The Class of 2022 will be matriculating at the following schools this fall:
President’s Education Award
Bay Ridge Prep
Cassie Ball
The Beacon School
Comptroller Community Service Award Savannah Randle Graham Lindsay
Brewster Academy Cheshire Academy Churchill Community School
Attorney General Letitia James Triple C Award
Dublin School
Thailandi Tanis
Dwight School
Meg Rauenhorst
Ethical Culture Fieldston School The Leffell School
Gale Brewer City Council Award for Math and Science Grant Bennett
Gordon Gaynor Award Scarlett Neubauer
Grace Church School Little Red Elisabeth Irwin (LREI) Mary McDowell Friends School More House School The Pennington School Poly Prep Country Day School
Class Representatives
Proctor Academy
Cassie Ball
SAR Academy
Iris Johnson
Trinity-Pawling School
Meg Rauenhorst
Yeshiva Prep High School
Thailandi Tanis Madeline York
York Preparatory School SUMMER 2022 27
MUSICAL
“I’ve always been… SHY!” Blue Cluster
competing for the hand of Prince
Piedmont. Ms. Akins, Ms. Shuppy,
student Lily Beal belted out, vine-
Dauntless,
and Mr Stackhouse choreographed
covered brown dress flowing as
mother
she portrayed her role of Princess
declared he must marry a "true"
Winnifred the Woebegone. This May,
princess before anyone else in the
the Performing Arts Center came
kingdom can marry. In order to
alive again with the sights and sounds
prove that Winnifred is not worthy,
of live theater from the performance
Aggravain devises a plan to test
of this year’s Spring Musical, Once
Winnifred’s sensitivity by placing a
Upon A Mattress.
pea under 20 mattresses.
The musical tells the story of The
The production was directed by
Princess and the Pea – or rather, the
Meredith
true story. Winnifred is a brash girl
Brendan Stackhouse, and Michael
28 GAYNOR GAZETTE
whose Queen
Akins,
domineering
Aggravain
Abby
has
the numbers. The musical directors were Mr. Piedmont and Ms. Shuppy. Mr. Piedmont said he was happy for all the students who participated in this year’s musical. “Every member of the cast and crew worked so hard on this show,” he said, “and I am very grateful to have had the opportunity
Shuppy,
to see their hard work pay off.”
Ms. Akins said, “We were like a drama club made up of people who not only cared about a finished product, but also the process,” she said. “Each person knew that they were part of a larger picture. We got to share a part of ourselves, and hopefully we inspired someone else to take creative risks in their own life!” Ms. Shuppy congratulated the cast and crew for an extraordinary process. “The students overcame many obstacles as we transitioned back to performing for a live audience,” she said. “They did a tremendous job bringing the stage to life.” Mr. Stackhouse said, "It’s always rewarding to see our students work outside of the academic realm, but this year was particularly rewarding because of the COVIDrelated challenges the students had to overcome. Clearly their hard work paid off because the show was so warmly received by the Gaynor Community.”
ENSEMBLE:
CAST LIST: Zac Glassman – Minstrel
Ava Gillies – Lady Rowena
Blake Silverstein – Jester
Calvin Hills – Sir Harry
Liv Olesen – Princess #12
Lily Beal – Princess Winnifred the Woebegone
Shaun Miller – Wizard Nick Hamm – Prince Dauntless the Drab
Cassie Ball – Lady Beatrice Iris Johnson – 1st Lady
Madeleine Coffey – Lady Larken
Elisabeth Roe – 2nd Lady
Zoe Sweeney – Queen Aggravain
Chace Roebling – 1st Knight
Gunnar Smith – King
Sadie Silver – 2nd Knight
Gillian Cohen, Story Cutler, Josiah Davis, Valentina Estudillo-Newman, Gabby Haus, Adele Himmelberg, Nour Karoui, Tova Kozuch-Mulvaney, Alex Mastronardi, Alexandra Sokolower, Eliza Talbot STAGE CREW: Emily Colten (Stage Manager), Kit Freeman (Stage Manager), Alexa Zeccardi
Molly Quinn – Lady Lucille SUMMER 2022 29
PARENTING TOOLKIT SERIES Q&A
Creating the Parenting Toolkit Series The Parenting Toolkit Series is an eight-week interactive
the best in the children through tools that the parents
workshop in the fall that has been held for many years.
could learn that the teachers were already employing to
Led by Director of Psychology Dr. Clare Cosentino and
focus on positive behaviors.
Director of Early Childhood Rebecca Jurow, it is geared toward parents of children aged three to ten to help
How did you come up with the topics? How do you
them explore valuable tools and techniques to foster
go about gathering the information and materials for
positive behavior in children at home.
each talk? Are there resources you use?
We sat down with Dr. Cosentino to discuss how the toolkit
Dr. Alan Kazdin at the Yale Child Study Center is really
series started, and why it is such a valuable resource to
the grandfather of positive behavioral
the parent community.
management developed
How did the idea for this workshop series come about? Did you see a need in the parent community? When I started here, I was really blown away by the teachers, and the Early Childhood Program in particular. I felt as though I learned more from them, to some extent, than I learned from my supervisors at Columbia Presbyterian where I had interned and trained. I thought that there was a lot to learn around some of the behavioral management strategies that were being used in the classroom. We also felt that at the preschool level, the idea of a homeschool partnership was so critical, and that what we were doing so effectively in school could and should be utilized at home so that the children felt the consistency in the approach. So the goal of it was really to bring out
30 GAYNOR GAZETTE
a
techniques.
He
course
the
called
Kazdin Method, and these are standard methods in behavioral management
for
children,
particularly positive strategies. So what I did was took from his work, which is evidence-based and has a whole body of research behind it, and developed a course for our parents. As far as resources, there’s Alan Kazdin and his course, and then also his book, so I really used his work. The other thing I did to illustrate some of his techniques is I videotaped clips of our teachers implementing different strategies with our students, and I embedded them in our lectures. Parents got to hear about Kazdin’s work, they got to see how the teachers were implementing them, and then I’d give them homework to practice at home.
PARENTING TOOLKIT SERIES Q&A
Why do you think these workshops are beneficial for
want to see? We focus on the positive opposite, which
the Gaynor parent community?
is: We don’t focus on what you don’t want, we focus on
It gives them a window into the classroom in a
what you do want. We don’t focus on what a child can’t
very particular way, which is showing them what the teachers are doing
do, we focus on what a child can do, and we build and shape that. Punishment does not teach a child what to do, it only
to be effective in teaching
teaches them what they
children behavioral
can’t do. Praise and
expectations and
positive reinforcement
behavior change. It
gives you an infinite
allows parents in our
range of options with
community to utilize
a child. Punishment
the same techniques
really
that are effective in the
limits
options
classroom. And the nice
your
when
it’s
used exclusively.
thing is, it gives parents a forum to talk about challenges they’re having and talk about day-to-day difficulties, and then we brainstorm not only with Rebecca and me but also with the whole cohort of parents, and share ideas and exchange methods and exchange creative solutions. What do you enjoy the most about the Parenting Toolkit Series? I love videotaping our teachers, because I think they're
PARENTING TOOLKIT SERIES SCHEDULE:
awesome. I love collaborating with Rebecca and working with parents. It’s a wonderful forum and such a vibrant
•
A,B,C’s of Behavior
community. People have so many ideas, and are so open and receptive and willing to talk about things that can sometimes feel difficult to acknowledge.
•
How to Get Children to Listen
•
Using Tactful Praise and Scheduling Good Habits
What is something you want people to know about the Parenting Toolkit Series? That the techniques are effective even with adolescents.
•
just walk in and start a behavior checklist. You have to look carefully at the context in which a behavior occurs, what you may or may not be doing to inadvertently
Parenting Tools to Reinforce Positive Behaviors
These techniques are tried and true, and they really do work, and you have to utilize them effectively. You can’t
Introduction: Understanding the
•
How to Use Planned Ignoring
•
Developing an Effective Behavior Plan
•
How to Set Effective Limits
•
Playground Etiquette and Managing
reinforce the thing that you don’t want. Parents have to look at what they’re doing or not doing to set their child up for success. The bottom line is how do you set your
Behavior Outside the Home
child up for success? How do you think proactively and intentionally to teach and emphasize the behaviors you SUMMER 2022
31
PARENTS ASSOCIATION UPDATE
Parents’ Association Update by Tia Murkison, Director of Alumni and Parent Engagement
The
another
Over the spring, the PA was able to bring back two
successful year! This year, the PA was under the
Parents’
Association
very special events for the Gaynor community. At
new leadership of Keech Combe Shetty, parent
the end of April, Gaynor welcomed back the in-
to Lokaya in the Orange Cluster. Keech was full of
person Scholastic Book Fair, in which students
creative ideas that helped lead to many in-person
were able to come down to the gym over two days
firsts for the PA and parent community.
to shop with their classrooms and families.
Keech's mission this year as PA president was to
In conjunction with the Book Fair, the PA invited
continue to build and strengthen bonds among
three authors to come in person to speak with
Gaynor
engagement,
students about their recent books and the world
participation, and encouraging every member
of reading. Susannah Aziz spoke with our students
in the parent community to try to get involved in
in the Red through Yellow Clusters, David Ouimet
some way. Thanks to Keech's continuous positivity,
spoke with the Silver through Blue Clusters, and
and with the support of the PA Leadership Team
our very own Pink Cluster parent Nandana Sen
and PA Committee members, there were numerous
spoke with our students in the Purple and Pink
successful
Clusters. The students were so excited to celebrate
families
by
events,
has
promoting
parent
had
presentations,
and
thoughtful parent touch points throughout the year.
the Book Fair and meet these influential authors.
One important focus of the PA this year, together
Finally, the PA ended the school year on a high
with the school, was the diversity, equity, and
note, coming together to craft and assemble
inclusion mission and initiatives. In the fall, there
homemade gifts for faculty and staff as an end-
were several DEI parent sessions with Martha
of-year appreciation gift. The PA also continues
Haakmat
During
the tradition of chalk decorating the sidewalks
these sessions, parents were able to participate
from
Haakmat
Consulting.
outside each entrance for the students, faculty,
in Martha's interactive workshops, and were
and staff to see as they leave the building for the
introduced to the work Gaynor is doing in the
start of summer.
DEI realm, and also learned how to understand, identify, and interrupt microaggressions.
The PA is truly grateful for every single parent who volunteered and participated in any way this year.
In addition to all the DEI groundwork that was
Whether it was in a big or small way, you helped
established, the PA DEI Committee launched a new
make this year a success. There are already a few
breakfast event series called Breakfast My Way.
new PA and school-wide events planned for next
The first breakfast was hosted by Gaynor Trustee
year that the PA is excited to share. We hope our
Oscar Gil featuring his Venezuelan traditions. Adey
parent community will do their part by getting
Fisseha shared her Ethiopian culture next, and the
involved, volunteering, and participating where
final breakfast was hosted by Maria Sheinin, where
they can to ensure the 2022-2023 school year
parents celebrated her Ukrainian background.
will be just as great!
The purpose of these breakfasts were to highlight a different member of the Gaynor Community and have them share with all of us what they traditionally have for breakfast. The PA looks forward to continuing this series next school year.
32 GAYNOR GAZETTE
Wishing you a wonderful and restful summer!
FACULTY AND STAFF APPRECIATION WEEK
A Week of Celebrating Gaynor Faculty and Staff Each year the Parents’ Association
building
sidewalk
available in the EC Garden, featuring
plans a week of events to show
decorations. Volunteers “chalked
treats such as candy, cookies, and a
appreciation
homemade fruit crumble.
to
Gaynor’s
by
inspiring
staff,
the walk” with words of thanks
administrators, and educators for
and encouragement to help start
their dedication and commitment
everyone’s day off on a sweet note.
to helping unlock each student’s potential. The week is always filled with special treats put together by the Faculty and Staff Appreciation Week Committee and generous parent
volunteers.
This
year’s
events took place the week of Monday, May 2, to Friday, May 6. On Monday morning, faculty and staff
were
welcomed
into
the
To close out the week, free coffee and doughnuts from the Glazed &
Tuesday was wellness day. Faculty
Confused food truck were available
and staff headed down to the EC
in the morning, along with digital
Garden to enter the “Zen Tent.”
and hand-written thank you notes
They
from the PA.
received
10-minute
mini
massages along with some light refreshments of various snacks and infused waters.
Thank you to our parent community for making the week special, and thank you to our faculty and staff
A catered lunch from Honeybrains
for embodying Gaynor’s mission
was provided on Wednesday, and
every day!
on Thursday a snack buffet was
SUMMER 2022 33
GAYNOR'S 60TH ANNIVERSARY
A Legacy of Love: 60 Years of Outstanding Education at Gaynor How one friendship turned into a vision that has created a place of belonging for generations of children
If
you could travel back in time and visit Gaynor’s first
In 1962, Stephen Gaynor School grew out of a friendship
main location, a townhouse on West 74th Street,
between two visionaries — Dr. Miriam Michael, a
the first thing you would notice is the spiral staircase —
psychologist, and Yvette Siegel-Herzog, an educator –
it is the landmark everyone remembers from that special
who met as students at New York University. Though the
place. Next you would notice the students, laughing
field of special education was in its infancy at the time,
and smiling as they move from class to class. You would
the friends saw the need to establish a school for bright
notice teachers and specialists, crafting lessons to help
students with learning challenges. Incorrectly labeled as
their students learn in the way that suits them best. And
“slow learners,” these students were often caught in a
while the classrooms would be missing SmartBoards
cycle of academic failure and low self-esteem.
and laptops, and there would be far fewer students and faculty, you would see the dedication to our mission of individualized education shining as brightly then as it does today. 34 GAYNOR GAZETTE
Thus, the pair created a school where the students could thrive, pioneering the individualized, multi-sensory teaching approach used today. In 1962, they enrolled their
GAYNOR'S 60TH ANNIVERSARY
Students pose on the iconic
74th Street spiral staircase.
Yvette Siegel-Herzog and Dr.
Mimi Michael on one of their many European vacations together.
first class with five students, housed in a two-room Upper East Side apartment. Sixty years later, the school enrolls nearly 375 students from Early Childhood through Middle School in two buildings totaling 80,000 square feet. After sixty years, Michael’s and Siegel-Herzog’s vision has grown from an idea about a school that could help children with learning differences to one that has touched thousands of children. Dr. Miriam Michael, known affectionately as Mimi, left an indelible influence on Stephen Gaynor School and on special education in general. She passed away in 2017 at the age of 100. Yvette Siegel-Herzog has said, “Without Mimi by my side, our legacy to the future of children whose educational needs cried out for acknowledgement and understanding would not exist. When we realized that legions of bright and creative students were misunderstood educationally, emotionally, and socially, Mimi and I literally exploded onto the educational enclave, clamoring and insisting that our boys and girls had been neglected for far too
of fostering the joy of learning continues to impact the lives of children at Gaynor. Thank you Mimi, we will always remember what you have done for Stephen Gaynor School.”
long. Together, we developed our mission and dedicated
From the early days of the school’s founding, Yvette
our life’s work towards the creation of a community
Siegel-Herzog quickly became a gatekeeper of sorts
where the needs of children and their families were
with regard to finding “Gaynor kids.” She met for hours
recognized, dignified, and above all, acknowledged and
with each prospective student and family, to determine
remediated. Mimi’s shouting was louder than anyone’s.”
whether or not Stephen Gaynor School would be the
At a celebration of Dr. Michael’s life in 2018, Head of School Dr. Scott Gaynor said, “My grandmother’s legacy
right fit for each student’s educational and emotional journey. Although the school has changed dramatically since its founding in an East Side apartment, parents of SUMMER 2022 35
GAYNOR'S 60TH ANNIVERSARY
The 74th Street townhouse needed to pack a lot into a small space: The basement gym doubled as the stage for the school play, the PA met in the library space, and classrooms had little room for movement breaks. students from the 1960s through today will recognize
getting, and b) getting what he needs. To continue to
the individual attention paid to each child, from that
have the best teachers, taking care of the vulnerable,
intake interview through their entire tenure at Stephen
delicate, resilient, wonderful children that have been
Gaynor School.
entrusted to us. And above all that there is honesty
Yvette continues her daily commitment to ensure the school continues to provide the “highly individualized educational program” embedded in the school’s motto. When asked what keeps her coming back to work each day, Yvette replied, “My love for the school. In part it’s all the children I have right here under my nose. It is the stimulation of my colleagues. I would hate to feel “excessed” – I would hate to feel I am not doing something useful. One is tempted, but relaxation is only lovely for a short spell in the context of being useful.”
in the relationships between and among the staff, the children, and everyone associated with our program.” Because the institution has grown, with hundreds more students, faculty, staff, and administrators than the founders could have ever predicted, Yvette is no longer able to have a straight-line relationship with each and every Gaynor student. But, Yvette has said, “the better the intermediaries are, and the more they are on that wavelength of paving the way, the more the child will be able to accomplish what I envision. We are a good institution. Solid — the foundation is rock. And yet,
Yvette’s vision for the future is, “to continue the success
porous enough so that we can be open to innovation in
on which the school has been built thus far. To always
teaching, in thinking.”
make sure that every child is a) getting what we say he’s 36 GAYNOR GAZETTE
GAYNOR'S 60TH ANNIVERSARY
A BRIEF TIMELINE OF STEPHEN GAYNOR SCHOOL Gaynor is founded in an apartment
WHO IS STEPHEN GAYNOR?
on the Upper East Side by Yvette
1962
Siegel-Herzog and
Stephen Gaynor, the school’s namesake, was
Dr. Miriam Michael
Mimi’s son. He was a first year student at Cornell University in 1961 when he passed away in a car accident. When Mimi and Yvette started the school in 1962, they named it in Stephen’s honor.
The school moves into a
1964
townhouse on West
This spring, Dr. Gaynor headed to Cornell and found the bench dedicated to his uncle.
74th Street
Gaynor moves into the 37,000 square
2006
foot North Building on West 90th Street
The Early Childhood Program opens in the newlybuilt South Building
2011
on 89th Street
2012
The South Building opens to Middle School students
The Yvette SiegelHerzog Performing Arts Center is opened in the
2019
South Building
SUMMER 2022 37
EARTH DAY
An Out of This World Earth Day Celebration
Gaynor students got their hands dirty and enjoyed the great outdoors to honor Earth Day on April 22. The day featured a variety of activities designed in collaboration with the Science Department to connect them with the outdoors and help them become responsible stewards of the environment. The Willow Room in the Early Childhood Program had a very busy Earth Day. Head Teacher Rachel Fell said, “We planted grass seeds! Played with soil and seeds and made our own Earths out of recycled cardboard, model magic and paint sticks. We each made a promise of how we would take care of the Earth every day!” Pink,
Red
and
Orange
Clusters experienced their own “Natural Classroom” field trip in Central Park.
A
park
ranger facilitated various 38 GAYNOR GAZETTE
activities
EARTH DAY
connected to topics they would learn over the next few weeks, including birds (Pink Cluster), plants (Red Cluster), and animal habitats (Orange Cluster). Yellow Cluster students explored the rock forms of Central Park. On Summit Rock, they recorded data and hypothesized how the rocks got to Central Park and why they look the way they do. Science Department Chair Cristina Fabricant said, “This activity echoed their study of landforms, during which they learned about the three main types of rocks, the rock cycle, and the processes of weathering, erosion and deposition.” the right bins to use, and ways to help the environment. Silver Cluster students explored the biotic and abiotic
Head
aspects of Central Park. In groups, students organized
classrooms throughout the school to present and is so
various naturally-occurring items — such as rocks,
proud of her work!”
Teacher
Sabrina
Douge
said,
“She
visited
insects, trees, water, and man-made objects — into living and non-living categories. They explored how energy is
The Green Cluster conducted an exercise activity to
transferred throughout the Central Park ecosystem.
measure different levels of endurance in a variety of activities. They tracked their pulse at the end of each
Silver Cluster Student Bella L. independently
created
presentation about recycling. Her
presentation
students
how
recycle properly,
to
taught
activity to observe how their heart rate changed.
a Blue Cluster students explored nature nearby by doing a scavenger hunt throughout Central Park, appreciating nature, and exploring how humans create and use green spaces in our communities. SUMMER 2022 39
ALUMNI UPDATE
Reunited! Gaynor Class of 2020 Returns for In-Person Event For the first time in over two years,
pandemic, everyone thought they’d
would give to graduating Gaynor
the Class of 2020 reunited in person
be back after spring break, or within
students, many said to remember
on April 7 in the Yvette Siegel-
a few weeks, for certain. No one
the
Herzog Performing Arts Center. Over
could have predicted they would
organization, “trusting the process,”
40 members of the Class of 2020
graduate virtually and spend much
and advocating for themselves with
were in attendance, with even more
of the first year at their new schools
their teachers.
members joining remotely.
in a remote or hybrid environment.
skills
learned
at
Gaynor
—
Since the event was held in the
The mood was jubilant and nostalgic
After
the
Performing Arts Center, the alumni
as
in
alumni sat down for a more formal
had the chance to walk across the
attendance marveled at how grown
chat, sharing some of the successes
stage as Director of Upper Division
up they had become in two short
and challenges they experienced
Christine Karamanoglou read their
years, but it only took a few moments
over the past few years. Several
names, an experience they were
for everyone to fall right back into
students were on athletic teams and
not able to have during their virtual
animated conversations, as if they
active in theater, and many spoke of
graduation. Each received a gift
had never been interrupted.
their volunteer and service efforts
from Director of Alumni and Parent
in their communities and at their
Engagement Tia Murkison.
The
the
last
alumni
time
and
this
faculty
group
was
together in person was in March
some
time
mingling,
new schools.
The alumni did not want to leave at
2020. When the school moved to
When asked by Director of Placement
the end of the event and promised to
remote learning at the start of the
Erica Kasindorf what advice they
return to Gaynor to visit again soon.
40 GAYNOR GAZETTE
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