Stephen Gaynor School Gazette - Summer 2023

GAYNOR GAZETTE

Stephen Gaynor School SUMMER

THE GAYNOR GAZETTE IS PUBLISHED TWICE A YEAR BY:

STEPHEN GAYNOR SCHOOL

148 WEST 90TH STREET, NEW YORK, NY 10024

T 212.787.7070

WWW.STEPHENGAYNOR.ORG

2022-2023 BOARD OF TRUSTEES

BOARD OF TRUSTEES

Megan Hogan – Chair

Benjamin Hamilton – Vice Chair

Hamburg Tang – Vice Chair

Kristerfor Mastronardi – Treasurer

Jillian Marcus – Secretary

Andrew Bast

Kristine Baxter

Andrew Bilzin

Hillary Blumberg

Lorie Broser

Grant Duers

*Dr. Scott Gaynor – Head of School

Oscar Gil Vollmer

Steven Kobre

Jonathan Neave

Keech Combe Shetty, Trustee and President of Parents’ Association

Katy Williamson

*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

Bill Caleo

Chris Canavan

Cara Chambers

Linda Hsu

Elizabeth Mily

Beth Pristaw

Alyson Organek

Josh Wiener

Editor: Deanna Ferrante

Executive Editor: Megan Bostaph

Editorial Design: We Can Design That

Printing: 44interactive

We pride ourselves on being a mission driven school — a statement that is easy to make but harder to back up. How do we demonstrate what this statement implies, and how does our mission come to life daily at Gaynor? In reviewing our mission statement, I took the opportunity to select some key phrases, listed in bold below, that exemplify what it means when I state that Gaynor lives its mission.

STEPHEN GAYNOR SCHOOL MISSION STATEMENT

A pioneer in special education, Stephen Gaynor School is an independent Pre-K, Lower, and Middle School for bright students with learning differences. Founded in 1962, Stephen Gaynor School provides a highly individualized educational program in a rich, rigorous, and nurturing environment in which students gain the skills and confidence necessary to learn, grow and reach their full potential

Pioneer

When we think of pioneers, an explorer or settler comes to mind, someone blazing a trail with unforeseen challenges for others to follow in their path. This is precisely what my grandmother, Miriam Michael and her dear friend Yvette Siegel-Herzog did when they decided to found Stephen Gaynor School over sixty years ago. The field of special education was in its infancy. The Individuals with Disabilities Act granting children the right to a fair and appropriate education would not be passed by Congress until a decade later. Before there was any formal research on the subject, these two women believed that children with learning differences could reach their full potential with the proper support. Stephen Gaynor School was one of the first schools in New York City to serve children with learning differences. Mimi and Yvette were pioneers in the field of learning differences, blazing a path for others to follow. This vision has guided our path and built the great school that stands today.

Highly Individualized

Our faculty are trained to provide diagnostic prescriptive instruction, which is a fancy way of saying we teach to the child. As you have heard me say many times, we don’t have one curriculum; we have 380 curriculums, one for each child. It is the job of the teachers and specialists to identify how the child learns and monitor in the moment if

the child understands the material. Lessons are designed to allow for individualization, but the teacher gauges the student’s understanding, mastery, and ability to express their knowledge of the concept or skill being taught. Adjusting on the fly is essential to providing a diagnostic prescriptive lesson. This dynamic relationship allows our students to be challenged in just the right way.

Rich, Rigorous and Nurturing Environment

Rich and rigorous may at first appear to contradict nurturing environment. We believe in, and teach to, our students' potential. We strive to challenge our students in areas in which they are strong and support their developing skills. Teachers deliver lessons that stretch our students and provide the scaffolding and support to ensure they are successful. Combined with this approach, we nurture our students in a way that gives them enough support but asks them to stretch their minds. This growth mindset empowers our students to believe they can improve through hard work and persistence. Our teachers set high expectations for our students and provide the scaffolding to enable them to meet with success.

Reach their Full Potential

We believe in our students’ innate intelligence, and our job is to unlock that potential. Our graduates leave Gaynor with the skills to perform at their next school and the knowledge about who they are as learners and how to advocate for themselves. This combination of skills and self-awareness is essential for reaching one’s true potential. The highly individualized, rich, rigorous and nurturing environment fosters students’ academic and personal growth.

We will re-evaluate our mission in the coming year to ensure it continues to meet our founders’ pioneering vision. This is an opportunity to confirm our essential work and embrace any opportunities to update our mission. After all, isn’t that what it means to have a growth mindset and truly live Mimi and Yvette’s prized mission?

DR. SCOTT GAYNOR Head of School

GAYNOR ON GAYNOR

Chris Meyer Five Questions With...

From the townhouse on West 74th to Gaynor today, Chris Meyer has witnessed many milestones in Gaynor’s history. And what better time than the 60th anniversary of Gaynor’s founding to ask about his journey at the school? He joined the faculty in 1997 and has been in the Blue Cluster ever since!

What was your journey into teaching and how did you find yourself at Gaynor?

Teaching was a career change for me. After college I started working for an educational media company in marketing, and worked my way up to head of marketing for the publishing division. I spent a lot of time traveling around, doing trade shows, meeting with teachers and administrators. Then my dad, who was a dentist, retired from a successful dental practice and went back to school to get a degree in special education. While he was going through his program, just talking about it with him got me interested. So then I went to Hunter and got my masters, and I got into Gaynor by kind of a fluke really. I was talking about [student teaching] in class and another classmate overheard my conversation and said, I'm student teaching at this school and there's an opening, why don't you call the head of school and do an interview? So I did and then I got in. It was a lucky, lucky break.

How have you seen the school grow and change during the time you’ve been here?

When I started, we were in a five story brownstone and my room was probably 25% the size of this room! Of course I see how there’s been change in the size of the building, the technology, we have smart boards and Chromebooks. Back then, we had a chalkboard and one iMac for the whole group including me to share and, you know, ten kids and two teachers jammed into a small space makes it tough. I mean there were maybe 98 kids in the school back then and 13 teachers. So we've definitely gotten bigger. But I don’t think it's changed the essence of the school. It's still got that small community vibe that it always kind of had, and I think it's important to maintain that effort. Our size has not taken that away, we haven't become an impersonal institution. It's still a real community and a place of warmth and friendliness and camaraderie and collegiality.

GAYNOR

What keeps you coming back to work every day?

I think Gaynor is a great school. I love the mission and the curriculum that we teach, I love the way we teach, I feel like we're always looking for new ways to do things and trying things out, but there's also a lot of consistency in the way we approach education here. I like the people I work with, the Blue Cluster’s a really talented, really good group of people. I just really like working with these people and the kids are just great, I mean it's just fun. It’s a fun job, I enjoy the job and I've never felt the need to leave, I’ve never felt the desire to go anywhere else. I mean, I commute an hour and a half each way at this point, because I moved further out east in the last 26 years but it doesn’t matter. I enjoy it.

You were in the first cohort of the new Senior Educator Program. Why did you decide to do the program?

Well, I liked the sound of it. I think they were still developing it and figuring out what it was going to be when they presented it, but I thought it was interesting that they were doing this, that they were providing this kind of further education opportunity. I liked the idea of working with [school leaders] in that kind of setting and I thought that it would be interesting to learn new things, kind of freshen my way of doing things, maybe seeing a different perspective on how to teach, some different approaches. And I also felt that being here for as long as I’ve been here, it would be kind of an example to be part of the inaugural year of the program to support it, and maybe other people down the road will [be inspired to do it too].

I've enjoyed the experience. As someone who's always worked with the Blue Cluster, it’s great to be able to meet with my mentee who works in Silver and just get a better sense of what's going on in the lower clusters; how they teach, what their kids are like, what their program is like, and to see the trajectory of where the kids are going to go just by having conversations about what they're doing. I hope it's been meaningful for my mentee, but definitely it's been a very interesting and an eye-opening experience.

What are you up to when you’re not at Gaynor?

I live in the basement of the building with all the other teachers, you know, plugged into the wall, [laughing]. Actually, we got a dog just before spring break, we got a puppy that’s about five months old. And so most of our time now has been spent with the dog. So I go home and we play with the dog and we go for a walk and we go to puppy classes on Saturdays. Right now it's been about the dog. Also the spring is a great time; we like to garden and I like to spend time outside going on hikes, getting a little bit of nature, we like to go to the beach and stuff like that. I'm looking forward to more of that if the dog permits me!

SPIRIT WEEK SPIRIT WEEK

Spirit Week, traditionally held in February, is an opportunity for students to showcase their school spirit, while showing off their creativity!

GAYNOR GAZETTE

Strategic Plan Update

In the fall of 2022, the Stephen Gaynor School Board of Trustees approved the strategic plan for 2022-2027. The plan was the culmination of a year’s work by over 40 members of the Gaynor community, including faculty, staff, parents, trustees, grandparents, former parents, and alumni. Even in the short time since the plan was released, there has been significant progress toward addressing several of the goals laid out in the report.

The overall plan focuses on two overarching themes for future strategic initiatives: strengthening core competencies and broadening the school’s reach.

Strengthening Core Competencies

At Gaynor, the child is at the center of all curriculum development and professional learning. The school is also dedicated to creating and maintaining a community of belonging in which everyone’s identity is valued, respected and heard. Over the summer, in preparation for the 2023-2024 year, faculty and administrative leaders are targeting several of the goals in the strategic plan:

• One goal of the plan is to ensure that as students move through their tenure at Gaynor, they are provided with the information skills and executive functioning skills necessary for their future success in school and in life. This summer, the Blue Cluster information skills and executive skills project will develop a scope and sequence, along with lesson plans and practice activities to be implemented beginning in the fall. Starting with the Blue Cluster, this project will serve as a model for future projects in the Intermediate, Lower, and Early Childhood Divisions to develop the scope and implementation plan of information and executive functions skill development.

• Over the summer, Silver and Green Cluster faculty and administrators will work on social studies and history projects to analyze overarching areas of need in the Intermediate Division and expand the global studies to include non-European societies and regions. This project serves the goal of addressing the need to include diversity, equity, and inclusion (DEI) goals across the curriculum. Furthering the goal of diversifying the curriculum, project leaders will collaborate with the new DEI Director on summer curriculum projects. In addition, DEI workshops to support a DEI lens in curriculum development are scheduled for the Summer Institute in August.

• Over the course of five years, the plan includes the goal for all students to gain a foundation in social emotional tools and strategies that promote a healthy self-concept, problem solving skills, and a collaborative learning community. The Social Emotional Learning (SEL) Project will build upon our existing SEL curriculum with a combination of teaching RULER tools and working on social skills, friendship, and developmental target skills.

Broadening Our Reach

As a recognized and respected leader in special education, Stephen Gaynor School will undertake several initiatives designed to broaden the school’s reach to prospective families, faculty and staff, and the wider community as part of the strategic plan. The first step was to hire two key leaders to bring these ideas to fruition. Starting in July 2023, Gaynor will welcome a new Director of Outreach and Innovation and a Director of Diversity, Equity, and Inclusion. You can read more about both staff members in the following pages.

Scan code to access the full Strategic Plan

6 GAYNOR GAZETTE

Meet the New Members of Gaynor’s Leadership Team Emily Barnes,

Director of Outreach and Innovation

This summer, Emily Barnes will become Gaynor’s first Director of Outreach and Innovation, following a thorough and competitive search.

Ms. Barnes has been an integral member of the Gaynor community since 2016 as the Assistant Director of Advancement, where she has been responsible for managing all aspects of the Annual Fund. Under her leadership, the Annual Fund has increased significantly both in dollars raised for the school as well as community participation. With her guidance, parent ambassadors have grown to play a fundamental role in educating the Gaynor community about its function as the fundraising priority of the school. Ms. Barnes also served as a key member of the steering committee for the 20222027 Strategic Plan.

Prior to her tenure at Gaynor, she served as the Director of Development & Community Relations at DAIS (Domestic Abuse Intervention Services) in Madison, Wisconsin. In her role, Ms. Barnes worked to strategically advance the organization’s mission through development, public relations, and outreach. During her tenure, she grew annual fundraising by 400 percent, introduced effective branding and messaging strategies, and was an integral part of the team that completed a $10.4 million capital campaign for a new shelter and facility to serve victims of domestic violence.

She holds a master’s degree in nonprofit management from the Robert F. Wagner Graduate School of Public Service at New York University and a bachelor’s degree in Journalism from The Pennsylvania State University.

The creation of the Director of Innovation and Outreach is a direct result of the 2022 – 2027 Strategic Plan. In her new role, Ms. Barnes will be focusing on finding opportunities to extend our faculty’s professional expertise as well as the school’s reputation as a leader in the field of special education. She will report to Head of School Dr. Scott Gaynor, and will partner with school leaders, trustees, and external organizations to advance specific aspects of the school’s 2022-2027 Strategic Plan, including those associated with diversifying and expanding enrollment pipelines, developing mission-aligned auxiliary programs, and enhancing opportunities for external audiences to gain from Gaynor’s long-standing expertise and leadership.

Dr. Gaynor said, “I am excited for Emily Barnes to begin her tenure as our new Director of Outreach and Innovation. The creation of this position reflects a critical moment for Gaynor in which it can advance its mission in new and innovative ways, and Emily is uniquely positioned to succeed in this role.”

Stella Heyliger-Mulatu, Director of Diversity, Equity, and Inclusion

After a comprehensive search, Stephen Gaynor School will be welcoming Stella Heyliger-Mulatu as the inaugural Director of Diversity, Equity, and Inclusion. She will report to Head of School Dr. Scott Gaynor and will be tasked with advancing Gaynor’s DEI initiatives to support students and families within the school and in the greater community.

Ms. Mulatu comes to Gaynor from The Town School where she most recently served as a first grade Co-Head Teacher. Ms. Mulatu also serves as an Area Captain for Councilwoman Kristin Richardson Jordan’s District 9 City Council Office. Prior to working at Town, Ms. Mulatu taught first grade at The Children’s Storefront School in Harlem, NYC. She also served as Program Coordinator and Summer Camp Director for the Hawassa Children’s Project, an orphan-care center in Hawassa, Ethiopia, where she lived for almost two years. Ms. Mulatu holds a B.A. in Africana Studies from Vassar College and an M.S.Ed. in Early Childhood Special Education from Hunter College.

In her nine-year tenure at The Town School, Ms. Mulatu led, designed and advocated for DEI initiatives that aligned the school more closely with its mission, and enhanced the academic, social and emotional experience of its students, faculty and families. She used a critical DEI lens to examine and expand upon existing school programs, as well as spearheaded new initiatives, with the goal of affirming and celebrating the

diverse identities that make up the school community. These programs and initiatives provided her the opportunity to collaborate closely with administrators, faculty, parents, caregivers, and students with the goal of fostering a more equitable and inclusive school community for all.

Ms. Mulatu was struck by the sense of community at Gaynor, and said, “When I walked into the Gaynor school building I immediately sensed the warmth, kindness, and openness of the school community. I also sensed a collective desire to take actionable steps towards achieving the school’s DEI goals. What inspires me most about working at Gaynor is collaborating with a community that is already so deeply rooted in the values of equity and inclusion, evidenced by how expertly the school serves its neurodiverse student population. Gaynor is ready to deepen its commitment to those values, and it is my honor to support that initiative.”

Dr. Gaynor said, “We are excited to welcome Ms. Mulatu into our community. We reviewed a strong pool of candidates and believe Stella has the skills, passion and drive to help lead Gaynor forward with our strategic DEI goals. Our community has worked openly and diligently to build a solid foundation for the successful addition of a Director of DEI. I am excited to have Stella joining our team to support our efforts in fostering students who are future global citizens.”

Rebecca Felt, Director of Intermediate Division

Rebecca Felt has been named the next Director of Intermediate Division, succeeding Michelle Fox. Ms. Felt has been at Gaynor since 2013, most recently as a Head Teacher in the Blue Cluster. She holds a BA in Public Policy from Hobart and William Smith Colleges and an M.S.Ed. in Childhood General/Special Education from Bank Street College of Education. In addition to her Head Teacher role, Ms. Felt has immersed herself in many areas at Gaynor. She was a member of the inaugural Senior Educator Cohort and currently serves as a mentor in the pilot mentor program. Most recently, she worked with Assistant Head of School Jill Thompson to design and implement the Executive Functioning After School Program. This experience built upon her interest in supporting students to develop greater metacognition about their learning process and learn strategies and habits to strengthen their skills.

The Director of Intermediate Division has the primary responsibility for students in the Silver and Green Clusters. The Intermediate Division serves as a bridge between the Lower and Upper Divisions, and children in this age group experience great changes academically, socially, emotionally and physically. The Director, along with the expert educators in the Intermediate Division, is responsible for helping students along the path to becoming teenagers and young adults, and collaborates with

all Division Directors to ensure that there is coherent progression as students transition between divisions.

According to Ms. Felt, “After ten years in the classroom, I look forward to joining the Leadership Team as the Director of Intermediate Division. Having spent most of my career working with graduates at the end of their Gaynor journey, I am excited to work with students, educators, and families in the Intermediate Division. Students at this stage in their Gaynor career are becoming more independent and developing greater metacognitive skills. They are learning to advocate and navigate the world as young people. It is an exciting developmental stage for students and their families as they prepare for the Upper Division and the next steps in their education. I bring my knowledge of Gaynor student pathways to this role and am excited to serve as a bridge between the Lower and Upper Divisions.”

Head of School Dr. Scott Gaynor said, “It has been rewarding to see Rebecca grow as a teacher in the classroom while seeking opportunities to expand her leadership experiences at Gaynor. Rebecca exemplifies our academic focus on preparing students for their next school while supporting their social/emotional needs, and she brings with her a passion for our child-centered mission and the skill set to best lead our Intermediate Division.”

BOARD OF TRUSTEES BIDS FAREWELL TO HAMBURG TANG

gathering at the end of the school year, trustees and administrators came together on the rooftop deck at the home of Board Chair Megan Hogan to thank Hamburg for his service and wish him well.

Members of the Board of Trustees, Advisory Council, and Gaynor administrators gathered to thank Hamburg Tang (center) for his invaluable contributions to the school.

When Hamburg Tang was named to the Board of Trustees in 2015, no one could have predicted the immense impact he would have on the school over the following eight years. Hamburg is the parent of Gaynor alumni Tyler, Class of 2018, and Morgan, Class of 2021, and most recently served as the Vice Chair of the Board of Trustees and Chair of the Advancement Committee of the Board.

Hamburg shepherded the school through two capital campaigns, and most recently co-chaired The Legacy Campaign along with Hillary Blumberg The Legacy Campaign ended in 2022, and raised over $18 million over five years for the Performing Arts Center and building the endowment. Hamburg also served on the Families Committee for the 20222027 Strategic Plan.

While those formal titles and roles are impressive, Hamburg’s influence and impact reaches far beyond his prescribed Board responsibilities. At a farewell

Head of School Dr. Scott Gaynor said, “Working with Hamburg over the years in numerous capacities has been an honor and a pleasure. His expertise, leadership and extensive availability have helped to make Gaynor a great institution. He has been involved in all aspects of our advancement efforts, ensuring that our community understands our needs and, most importantly, hears a passionate voice about, ‘Why Gaynor?’ Hamburg’s efforts have helped build buildings, support equitable access to families, and ensured a financially stable future for our school. He has left big shoes to fill but a roadmap for others to follow.”

Trustee Lorie Broser said, “Hamburg’s enthusiastic support and contributions, especially in the area of advancement, have been transformative for the school. He has also brought an elegance and professionalism to his work that is uniquely his own and will be truly missed.”

Trustee Kristy Baxter Rein echoed those sentiments, saying, “Hamburg, thank you for the dedication, integrity, energy, honesty, and heart that you have brought to this special school over the years.”

Sari Perrino, Director of Advancement, encapsulated Hamburg’s tenure on the board, saying, “The most recent campaign that Hamburg chaired was named The Legacy Campaign. It could have been named for Hamburg himself, since he has left an indelible legacy for future generations of Gaynor students and families.”

Thank you, Hamburg, for your service to Stephen Gaynor School!

New Yellow Cluster Clubs Explore Community Service, Art, Music, and More!

This year, the Yellow Cluster began incorporating elective clubs for the first time. Students in Yellow Cluster are aged 9-11, and the Yellow Cluster is the final cluster in the Lower Division. The idea behind Yellow Cluster clubs was to provide students with additional opportunities to explore their interests and passions while doing so in a learning environment. This year, students could participate in one of four clubs focused on community service, art, chorus, or gaming.

Director of Lower Division Donna Logue led the Yellow Cluster Community Service Club. The Community Service Club was involved in many different community-focused events during the school year. Club members assisted during Gaynor’s traditional Thanksgiving Food Drive in November. Additionally, the students coordinated and led a coat drive for Win (Women in Need) that took place during Day of Service in January, and helped organize donated items for the Ronald McDonald House Pantry Drive that took place in May (see photo). The Community Service Club gave participants the opportunity to learn more about giving back to their community, and the importance of helping people in need, as well as the responsibility of taking care of those around us.

The Art Club allowed students to have more time in the art room and to carry out their independent work. As Lower School Art Teacher Sophia Saad said, “The art room for the Lower School is a place to help students develop their interest in art, and express themselves

through a different lens. We aim to help them to build their artistic confidence through art projects, whether they’re independent or guided.”

The Yellow Cluster Chorus expanded the opportunity for students to sing together and prepare them for possible future participation in the Upper Division Chorus. Music Specialist Michael Piedmont conceived of the Yellow Cluster Chorus as a way to help create a bridge between the Lower Division and Upper Division. Though Yellow Cluster students sing in the Winter Concert, the club focused on developing a wider skillset by teaching participants to read music and understand rhythm, skills they will need in Upper Division Chorus. The Yellow Cluster Chorus gave their first performance at Relatives and Special Friends Day in April.

The fourth Yellow Cluster club is Gaming with Technology Teacher Joel Levin. In this club, students not only played games, but also participated in game design. During club meetings, the students learned about physical hand games, pen and paper games, computer games, and even outdoor games. This helped the students understand what goes into each type of game, and allowed them to compare them and learn how they differ from each other not only in structure but development.

The clubs were a great way for Yellow Cluster students to engage with the community and explore their passions alongside their peers, and we are excited to see how the clubs develop in the coming school year!

Athletics Update

by Pat Fitzgerald, DirectorofAthletics

The Gaynor athletics spring season kicked off when we returned from spring break for co-ed softball and track and field.

The softball team was led by Wade Kornegay, Stef Sainato, and David Muchnick throughout the season. The team played in the MCAL league for the first time and finished the season in the semifinals vs. Mary McDowell. The coaches saw evident improvement throughout the season as the kids came to work and play to the best of their abilities with high energy and school pride.

Track was led by Brendan Stackhouse, Michael Busani, Caroline Sugg, Jessica Neagle, Nora Massie, Jason Martinez, and David Muchnick. All the coaches played a part in leading the team with various skills, drills, techniques, and help with performance. This spring season, the team had an opportunity to compete in the AIPSL Invitational Meet at Soundview Park in the Bronx.

We are all very proud of Gaynor interscholastic athletes as they have continued to represent Gaynor with class, integrity, and high character during games or practice, and continue to push themselves and support one another as a strong community!

Go Gators!

GAYNOR GAZETTE

Photos: Jon Neave

From Dorothea Lange to Degas: Green Cluster Researches Prominent Artists

In January, Green Cluster Room 703 held an artist research project gallery walk. Each student researched an important artist from the past to learn more about their life and work. After taking comprehensive notes, drafting outlines, and writing a multi-paragraph research essay, students then created a piece of art that represented their artist. For their gallery walk, they invited both peers and staff to stop by the classroom and hear from the students as each of them gave a brief presentation with a few facts about their artist. Co-Teacher Zoe Carril has a background in art history; this project was inspired by her desire for the students to learn more about famous artists, while also strengthening their writing skills.

The students went through the process of taking notes by first using colored tape to highlight important information about their artist in the book they were using to do their research. This helped the students connect different themes to different colors and aided their information-gathering process, which would then help them in creating an outline for their essay. After the transition to creating an outline, the students also spent time discussing thesis statements, and how they help state the purpose of their essay. As Co-Teacher Alyssa Tucker noted, this was the students’ first time writing a true thesis statement, so the project helped them grow as writers and start delving into more robust writing structures.

The students were very invested in the project and the art that they were going to be making. Ms. Carril said, “I was really impressed when I asked, ‘Does anyone need help brainstorming or want to talk about ideas?’ and every student knew what they wanted to do.” Ms. Tucker added that a few of the students even mentioned to her that during winter break their parents had taken them to an exhibit or museum that featured a piece of art from their artist, or that some students had taken home their essays over the break to show their extended family during the holidays. The co-teachers were so proud of their students, and saw that the students were proud of themselves too. They were excited to have the gallery walk and be able to show their peers in the Green Cluster and other clusters the work that they had done, and it allowed them to really feel pride in what they can do.

PROJECT

Orange and Yellow Clusters Re-Shape the Play Deck

In March, Orange and Yellow Cluster students put their knowledge of geometric shapes to the test. Taking place over the span of a few weeks, the two clusters worked on a project combining math and technology, in which they proposed an imaginary new design for the Stephen Gaynor School play deck. The hook for the project was “Congratulations! Your cluster was chosen by Dr. Gaynor to redesign the play deck! Use your knowledge of geometry to choose the perfect equipment that will fit in this space.”

The students started the project by calculating the area and perimeter of the playdeck to determine the limits of the space in which they were working, and make sure that their designs would fit. The structures needed to be composed of different 3D shapes such as spheres, cones, rectangular prisms, cylinders, etc. Students created their designs using the shapes in Google Slides, and placed the designs on top of an aerial photo of the playdeck, to see how the structures would fit within the space.

The project was conceptualized by Math Specialist Rachel Arbesfeld and Science Teacher/Technology Integrator Molli Grady, who had done a similar project with geometry students last year. Ms. Arbesfeld explained that she and Ms. Grady wanted the project to combine math and technology as well as have practical applications, so students could see how geometry operates in the real world, and how they can use their skills and knowledge outside of the classroom.

Some popular features of the proposed new equipment were ball pits and climbing walls, and other designs included obstacle courses, stepping stones, and even a bowling alley. However, students also needed to keep in mind practicality, and what would be safe for all students who attend Gaynor to use. Students presented their projects to their classrooms first, then the “finalists” were chosen who would pitch their ideas to Head of School Dr. Scott Gaynor. Some of the finalists’ designs are featured here!

After the students’ presentations, Dr. Gaynor said, “I am really impressed with your understanding of geometry and shapes and how they fit together. I found a lot of the elements you used were artistic and thoughtful, and complemented the space that exists on the playdeck. I love that you incorporated the existing equipment and there was an element of flexibility in each of your proposals. There's something for everybody who uses the play deck, so that is really thoughtful.”

On Sunday, May 21, nearly 800 members of the Gaynor community unleashed their inner child at the Spring Carnival. Current students and their families mingled with faculty and staff, alumni, and incoming families, and enjoyed a variety of fun activities.

The stage was set as participants entered the North Building lobby, which featured a DJ, stilt walkers, and giant balloon arches. Children and adults walked wide-eyed through the buildings, exploring the giant inflatable wipeout station in the gym, the face painters in the North Building Cafeteria, and the carnival games on the playdeck. Those who visited the Field House found inflatable slides and bounce houses, and the Performing Arts Center featured LED games. Visitors to the South Building Lobby could even ride a virtual roller coaster!

It was a day of fun, games, and togetherness for the entire community!

SEEN AROUND CAMPUS Project Cicero

This year, families and staff collected 46 boxes (approximately 4,100 books) for the Project Cicero Book Drive — two boxes more than last year’s drive, making this year’s donation the most the school has ever collected! Librarian Dionne De Lancy is obviously over the moon about the new books delivered to children in under-resourced NYC schools. Thanks to all who made this success possible.

May the Fourth

On May 4, or, May the Fourth, Ms. Book, Mr. Sainato and their advisory wished everyone a Happy Star Wars Day by dressing as characters from the movies while Ms. Book wielded her lightsaber like a true Jedi!

Pink Cluster Yummy Pizzeria and Bakery

On April 14, the Pink Cluster invited faculty, staff, and fellow students to their Yummy Pizzeria and Bakery! What a fun, multisensory way to learn about their greater community and get some math practice at the same time.

Green Cluster Feudal

System

During the spring semester, Green Cluster Room 701 learned about the feudal system in Western Europe during the Middle Ages and what it was like to live in a castle or manor during that time. Students culminated the unit by working in groups to create their own manor or castle in the SMART Lab.

Reading Challenge

Thanks to Cam’s mom (Purple Cluster) for donating special edition March Madness basketballs to celebrate the students’ successful completion of the 2023 reading challenge!

Field Trip to Trail’s End

In May, Green Cluster students had an overnight field trip to Trail’s End Camp! Students spent their trip doing activities such as zip lining, kickball, and a scavenger hunt. They even had a cookout for dinner, complete with s’mores.

Earth Day

In honor of Earth Day, Gaynor classes took to the parks for a day of experiential learning. Shout out to the talented science team for planning the various multisensory activities in a setting that promotes creativity and physical and mental health!

100 days of school!

Gaynor celebrated 100 days of school in March!

CELEBRATING THE STRENGTHS AND SUPPORTING THE CHALLENGES OF KIDS WITH ADHD: THE DISRUPTORS

Sometimes, what makes us different and challenges us also brings us together. On April 11, over 200 members of the Gaynor community (parents of current, past, and future students, alumni, students, faculty and staff, and friends) joined together in the Yvette Siegel-Herzog Performing Arts Center for a special screening of the documentary on ADHD, The Disruptors. The screening was followed by a panel discussion led by Head of School Dr. Scott Gaynor, and featured Dr. Roy Boorady, Senior Child and Adolescent Psychiatrist at the Child Mind Institute; Dr. Amy Margolis, Associate Professor of Medical Psychology and Director of the Environment, Brain, and Behavior Lab at Columbia University Irving Medical Center; and Jill Thompson, Assistant Head of School at Stephen Gaynor School. The film and the panel discussion had the audience nodding their heads in recognition as the stories and experiences resonated with those in the room.

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed — and widely misunderstood — neurological conditions in the world today, affecting nearly ten percent of children in the U.S. and a rising number of adults. The Disruptors documentary features interviews with prominent figures who have been diagnosed with ADHD and who describe both the challenges and advantages of ADHD. It also follows several families through their daily lives as they navigate the difficulties, and the surprising triumphs, of living with ADHD. The film helps debunk the most harmful myths surrounding ADHD, and examines the flip side of this trait — ultimately offering a revelatory understanding of the diagnosis, and real hope for millions of kids, families and adults with ADHD.

After the film screening, Dr. Gaynor kicked off the panel discussion by posing his first question: “Everyone in the room tonight has some understanding of ADHD or might know someone with it, or maybe even their own child might have it. For me, I feel this movie has helped me learn even more about the diagnosis. Why is this movie important to you?”

Assistant Head of School Jill Thompson responded, “Because I work with children with ADHD. Here at Gaynor, part of our mission is that, unless you understand these children, you cannot create an individualized lesson plan or instructional plan for them. So it’s really important to truly understand what are some of the symptoms of ADHD, and what are some of the strategies and techniques that support students with ADHD. So that’s why this movie is important, and I hope everyone at our school gets an opportunity to view the movie and really get a deeper understanding of how our students’ brains work and how they learn.”

GAYNOR GAZETTE 20

Dr. Amy Margolis, who appears in the documentary, said, “It was an exciting process to be part of the film. I think it’s incredibly important to hear shared experiences, and for me, that was how they got me interested. When [the filmmakers] told me that they were going to follow families and really take a deep dive and look at kids from different social strata and kids with different challenges, I really was engaged and excited that maybe we could make something that would help people who struggle to parent their kids to have a shared experience, or for the kids themselves to see the film and see that they're not alone.”

“As somebody who loves movies, I’m so glad they actually made a documentary [about ADHD],” said Dr. Roy Boorady. He continued by saying that most of the movies that have characters with ADHD are fictionalized, like the Percy Jackson series. “But to

have a documentary, people can see themselves in the movie in a way that’s much more relaxed. I think it is educational for the parents themselves, but it is also a way to connect with your child by watching a film or movie and then talking about it with them afterward.”

The panelists discussed the issues surrounding medication for ADHD, and how medication is one component of a larger, comprehensive approach to treating ADHD. The panelists all agreed that medication can have positive impacts, but that it should be paired with other components to support children and adults with ADHD.

This event was more than just a screening and a panel discussion; it was an opportunity for the members of the audience to feel seen, to recognize their experiences in those of others, and to better understand the challenges and strengths of the ADHD brain.

Names, Not Numbers Project Returns to Gaynor

During a year-long elective class, a group of nine Blue Cluster students worked together in partnership with the organization Names, Not Numbers to create an informative film on the Holocaust, interviewing 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. This is the second year Stephen Gaynor School has participated in this project.

In addition to learning about the Holocaust and the individual stories of survivors, students learned interview skills and techniques from Gaynor parent Sian EdwardsBeal, a producer, writer, and director. Ms. EdwardsBeal emphasized the importance of research before an interview, and ways to help the interviewee remain comfortable when speaking about an emotional topic such as this one. The students also learned how to use professional film equipment, how to frame and capture moments on film, and how to track a film for editing.

Student Declan K. said, “It’s important to tell the story about what happened in the Holocaust, because there are still a lot of people out there that don’t believe that it happened, and it’s super important to know so that something like this doesn’t happen again.”

This year’s documentary from Gaynor shares stories from Yvonne Pfeffer Dubinsky, who escaped from Germany with her family and went through France to Algeria, and Asher J. Matathias, who was born during the Holocaust in a cave in Greece. While the film is not visually graphic, it does tell the story of incredible hardship and challenge, and family separation.

The students also expressed their gratitude for being able to speak with these survivors, especially as they are the last generation to have the privilege to hear these stories first-hand. Student Serena A. said, “Being a part of the last generation, I think it’s very special and important, and I think even if there’s a lot of books and movies it’s still really important to be learning about it.” Eliana M. added, “I feel really happy that I can spread awareness about the Holocaust and share their stories with future generations.”

Director of Upper Division Christine Karamanoglou reinforced the importance of this project to the students, saying, “Most importantly, you are advocates and you are allies. Your participation in this project allows these stories to be preserved.”

To close the documentary, the survivors each gave a final message:

“I urgently ask you to stand very strong against all of those who say they alone should have power, and they alone should make decisions about everything while others suffer and are marginalized,” Ms. Dubinsky said. “Whether you’re Jewish or not, just stand strong against antisemitism, which is so prevalent today both in our own country and elsewhere. Stay strong in your beliefs. Believe in what is right, what you know in your conscience is right. That is the most important thing.”

Mr. Matathias’s message was, “To live first. When you think of the alternative, life is much better. To be optimistic. To be hopeful. To give is another lesson. Remember Anne Frank? She said, give. Give whatever you can. Nobody has gotten poor from giving! And if you cannot give [material things], give kindness. Just be kind. So, I say to you, please, please don’t lose sight of humanity.”

Seeing Double

Yellow Cluster students in Photography Teacher

Jessica Ressler’s class learned about traditional film photography while creating these amazing floral portraits! After practicing their photography skills by taking photos in the community garden, the students used Snapseed, an editing software, to simulate the double exposure effect that can be created when using film.

Unconventional Masterpieces

Throughout the course of the spring semester, Intermediate and Upper Division Art Specialist Jim Sperber gave the students the confidence and creativity to paint… without brushes! Mr. Sperber described the project, saying, “By removing the brushes it levels the playing field and adds a new challenge to the painting process. It also opens up the concepts of ‘what else can I paint with?’ which often leads to the joyous celebration of getting into it with your hands and fingers.” The students have used other utensils such as forks, bottle caps, or spatulas, experimented with drip paintings, and arguably most popular, finger painted!

Mr. Sperber added, “This process also leads itself to the concept that art does not have to be completed right away or in one sitting; that you can return to it, build upon it and make it better over time. Hopefully this metaphor crosses over into many aspects of life, including writing, friendships, sports, etc.”

Peter and the Wolf: A Journey of Music and Movement in the Red Cluster

On a Friday afternoon in March, Pink and Red Cluster students sat cross-legged on the floor of the North Building cafeteria, each with a small cup of popcorn in their hands as the lights were lowered and a very special video presentation began with a narrator’s voice and the trill of a flute. The world premiere of the Red Cluster’s video of Peter and the Wolf had begun!

The video was the result of a four-month-long effort on the part of the Red Cluster students, who invited their younger classmates from the Pink Cluster to enjoy the show. The film stars members of the Red Cluster as they take on the characters of the piece, each of whom is represented by a different instrument.

The students were filmed performing the actions and emotions of each character in front of a green screen. Music Teacher Michael Piedmont explained, “I was looking toward the kinesthetic, the moving of the body to retain information and better remember the lesson.”

Mr. Piedmont’s use of kinesthetic activities to teach music begins in the Pink Cluster with a lesson on the Carnival of the Animals by French composer Camille Saint-Saëns. He described the piece as, “a musical tone poem where each one of the pieces represents an animal, and that gets the kids interested in the orchestra.”

He explained, “The Carnival of the Animals is the students’ first exploration into being filmed moving to music in front of a green screen, then picking fun backgrounds like an aquarium or the savannah. Usually, when you move your body, and you are in a production that you can physically see, you’re going to retain that information. And it really holds true. When I told this year’s Red Cluster that they were going to be invited to this year’s Pink Cluster Carnival of the Animals presentation, they all remembered what animals they were in the year prior, and they remembered the instruments, the music, and even the composer’s name.”

Mr. Piedmont described Sergei Prokofiev’s Peter and the Wolf as, “the next step, because it takes all of that moving to music, but then it has that full narrative since it is telling the story of the characters and each character is represented by a different instrument in the orchestra.” The students filmed the sequences throughout the fall semester in front of a green screen, and then their performances were superimposed onto backgrounds to make the story come to life.

The audience at the world premiere sat rapt with attention, and reacted with joy at the sight of the bird and the duck, giggled at the sight of one of their classmates pretending to be the grandfather with his cane, and were quietly wary of the wolf and the hunters. It was an experience they are sure to remember.

Relatives and Special Friends Day 2023

On April 28, approximately 600 guests got a chance to “look under the hood” of Stephen Gaynor School during the school’s traditional Relatives and Special Friends Day. From impressive alumni panelists to engaging classroom visits, the goal was to showcase Gaynor’s mission at work.

Head of School Dr. Scott Gaynor welcomed special guests from around the country and as far away as Sweden and Denmark to the event, saying, “It's really hard to encapsulate what a Gaynor education is in the short amount of time that you're here, but we hope as you walk through the halls, as you see some of the great work that our children are doing, as you see some of our teachers working with our children, that you get a little taste for what’s special about Gaynor and how we really take pride in individualizing the education for every single child who walks through our doors.”

The morning session featured a panel discussion with Zia Uehling ’19 and Charlie Manzano ’19, and Holly Rosen ’18 and Aaron Kuper ’20 joined the afternoon session. Charlie joined Gaynor in the Early Childhood program and will be attending Wesleyan University in the fall. When asked about skills he learned at Gaynor that he still uses today, he said, “Because Gaynor taught me to accept my own differences, I learned to accept other people's differences.

What I liked about Gaynor is it really encouraged us to have these difficult conversations about diversity, equity, and inclusion and how we all have these different backgrounds and perspectives and cultural identities, but our diversity is not what makes us weaker, it's what makes us stronger and it's what brings us together.”

Following the formal program in the Performing Arts Center, the guests spread throughout the school as they visited their Gaynor students to see their classrooms, meet their teachers, and find out a bit about what they had been working on every day. Students across the buildings were beaming with pride as they demonstrated their work, the skills they have built, and their love of learning.

“Because Gaynor taught me to accept my own differences, I learned to accept other people's differences... Our diversity is not what makes us weaker, it's what makes us stronger and it's what brings us together.”

— Charlie Manzano ’19

Student Ingenuity Shines at the S M A F A I R E R T

This year’s SMART Faire not only featured projects that were made at school during class, but many students also brought their own technological masterpieces from home to share with the Gaynor community! Facilitated by the Technology Department, The SMART Faire exhibition is a year-long culmination of student projects.

These projects integrate lessons across a variety of subjects including math, social studies, science, and technology. Students learn to establish goals, creatively solve problems, complete projects on time, and share their accomplishments with their community.

Yellow Cluster Map: The Yellow Cluster printed a large-scale map of the United States, and using both 3D-printed and clay landmarks, created their own map of important monuments scattered throughout the country.

Gaynor Films Station: Students had been working on various film projects throughout the year, such as a documentary, a play, animated films, and more. They showcased their films on multiple Chromebooks during the Faire, for visitors’ viewing pleasure!

CoSpaces: CoSpaces is a coding app that the Green Cluster learned, and each class created their own game and animations to be displayed at the Faire.

GAYNOR

Signs for each project: The signs that displayed the name of each station were inspired by subway entrance signs seen all around our home of NYC! Every sign was created by Blue Cluster student, Peter M., who has a graphics design book on subway signs. He made sure to follow the color scheme and specific font needed for true authenticity!

3D Printing: Students often use 3D printing for their projects at school, but many students also 3D print projects at home! Some brought their favorite creations to the SMART Faire to show to their friends and teachers.

Medieval Castle: The castle was a SMART Jr. project from the Purple and Pink Clusters. After spending the semester learning about simple machines (such as the pulley system) and the use of shapes in design, they made their very own Gator Castle!

Robots: Students made the robots at home, and brought them to the school to let others control them and go through a course that they had designed.

College Bound

Gaynor graduates will be matriculating at the following colleges and universities in Fall 2023. Students pictured visited Gaynor this spring!

Charlotte Thompson School of Visual Arts NYC 2027

Blaise Denson Lehigh University 2027

Charlie Manzano Wesleyan University 2027

Holly Rosen Georgetown University 2027

Sammy Rosen High Point University in North Carolina 2027

Preparing for “Life After Gaynor”

team along with the students and their families.

An individualized approach to classroom instruction is one of the hallmarks of Stephen Gaynor School. This concept of individualization also permeates all aspects of the student experience, including the placement process — the task of assisting students and families in identifying and applying to appropriate ongoing schools to ensure each child’s continued educational development and success. The placement process actually begins long before a student’s last year at Gaynor.

Determining the right time, right school and right grade to enter when a student leaves Gaynor is customized to each individual student and family’s needs and preferences. Gaynor’s Placement Office, led by Erica Kasindorf, is the main point of contact for families as they move through the transition process.

Ms. Kasindorf says, “We meet with every individual family to start to have conversations about the placement process. We usually start off with a survey that we send to the family to get a feel for what the student and the family are thinking, and what the family values, because that is a really important part of this process.”

A variety of elements impact a student’s path along the placement process, including their age and what grade they expect to enter, skills and work habits, academic progress, social-emotional readiness, personal and family values, hobbies and interests, and the level of academic support they may need at their next school. The placement office, teachers and specialists, division directors, and Head of School Dr. Scott Gaynor and Assistant Head of School Jill Thompson work as a

If students are going to transition to their next schools after the Blue Cluster, most will have one to three semesters of Transition Class, which prepares students for the placement process and allows them to build self awareness, practice interview skills, and practice writing application questions. Blue Cluster students and those who will transition before entering the Blue Cluster will also take part in graduation groups or transition groups, run by members of the psychology department and the placement team. The goal of these groups is to provide students with a forum to process their emotions and role-play scenarios around leaving Gaynor and entering a new community.

The placement process truly is a team effort, bringing together the student, their family, the Placement Office, and faculty and staff members to find the best path forward for each student. The members of the Class of 2023 know they are not alone in the process. When asked the most helpful thing her parents did for her during the placement process, Sammy H. said, “The most helpful thing my parents did during this process is that they supported my decisions and gave me a say during this process.” Her classmate, Peter M., agreed, saying “My parents gave me so much help during the application process... They guided me through it every step of the way, even when it was difficult. I could not have done it without them.”

You're a Good Man, Charlie Brown

Months of hard work and singing together culminated in amazing performances on May 18 and 19 of this year’s spring musical, “You’re a Good Man, Charlie Brown.” The Yvette Siegel-Herzog Performing Arts Center rang with laughter, cheers, and applause as the cast and crew brought the audience on a journey celebrating the highs and lows of childhood.

“You’re a Good Man, Charlie Brown” brings to life the beloved characters from Charles M. Schulz’s iconic comic strip, “Peanuts.” Set in the familiar world of Charlie Brown and his friends, this heartwarming production captures the essence of childhood with humor, charm, and a touch of introspection.

The production was directed by Meredith Akins, Abby Shuppy, Brendan Stackhouse, and Michael Piedmont

Ms. Akins, Ms. Shuppy, and Mr. Stackhouse choreographed the numbers. The music directors were Mr. Piedmont and Ms. Shuppy. In addition to the students in the cast and crew, the production featured an orchestra of Gaynor faculty, staff, and friends, directed by Mr. Piedmont, who also played the keyboard and conducted.

Photos: Da Ping Luo

MUSICAL

During rehearsals, the cast was treated to a special visit from Broadway, TV, and film actor BD Wong. BD, a Gaynor alumni parent, played Linus during the musical’s Broadway run in 1999. He shared how watching the students brought back fond memories for him from his time performing in and directing the show in previous performances, and shared that his experience as Linus was what made him want to become a parent (his son was born soon after the show ended its run). He added that this emotional connection was what made him so enthusiastic to see the students perform and help them connect to the show like he did.

The students then asked BD some prepared questions, such as how he memorizes lines, what it’s like to be a professional actor, and his experiences as an Asian actor. He enthusiastically answered, giving them some tricks, tips, and advice for how they could perform their best, but also reminded them to have fun exploring their characters and being on stage.

Cast List:

Lily Beal - Lucy Part 2

Will Bertinelli - Pig Pen

Lila Bishins - Peppermint Patty

Maddy Coffey - Linus Part 2

Gillian Cohen - Floyd

Madelina Defex - Shermy

Simone Giagrande - Ethan

Ava Gillies - Sally Part 3

Zac Glassman - Schroeder Part 2

Gabby Haus - Schroeder Part 1

Grace Kansfield - Little Red Headed Girl

Rhea Kottakis - Snoopy Part 1

Tova Kozuch-Mulvaney - Marcy

Emily Lee - Lydia

Yael Levy - Poochie

Charlie Lewing - Schroeder Part 3

Bella Lieberman - Snoopy Part 2

Mili Neave - Truffles

Molly Quinn - Lucy Part 1

Elisabeth Roe - Sally Part 1

Henry Romero-Gibbs - Andy

Alexia Round - Peggy Jean

Jojo Sanborn - Sally Part 2

Blake Silverstein - Charlie Brown

Alex Sokolower - Linus Part 1

Sammy Sperber - Linus Part 3

Zoe Sweeney - Lucy Part 3

Eliza Talbot - Belle

Leah Valitt - Eudora

Stage Managers - Emily Colten, Kit Freeman, Jared Tineo

CONGRATULATIONS TO THE CLASS OF 2023

Members of the Class of 2023 are now officially Gaynor alumni, after a Graduate Breakfast and Graduation Ceremony celebrating their accomplishments and their time at Gaynor.

On June 15, graduating Gaynor students were celebrated at the traditional Graduate Breakfast in the Yvette Siegel-Herzog Performing Arts Center. Graduates and their parents mingled with Gaynor faculty and staff for a morning of reminiscing and looking forward. Among the speakers was Sirena Beard-Galati ’15, who told the assembled guests, “I can’t tell you how many people I have met who are conventional learners that wished they had a Stephen Gaynor School education! We are all so fortunate to be standing in this institution that supports and encourages our learning differences and recognizes us as any other person. Our differences make us unique and irreplaceable, and that is the fabric of humanity.”

On June 16, the Class of 2023 and their guests gathered at the W83 Ministry Center on the Upper West Side for their formal graduation ceremony. Each speaker touched on the importance of community, and how being able to rely on others shaped their experience at Gaynor and helped them feel at home with those who they knew understood their struggles.

Board of Trustees Chair Megan Hogan, mother to Jackson in the Silver Cluster, welcomed the graduates, families, friends, and faculty members to the ceremony. She spoke about how much Gaynor means to her as a parent, and the importance of the support that the graduates have received not only from the faculty and staff, but also from their parents and family members. Head of School Dr. Scott Gaynor introduced student speaker Khair Parris, who shared that his speech was centered around what many students struggled with before they came to Gaynor: spelling. He created an acrostic poem of “GAYNOR” by assigning a word he felt represented the school and the community to each letter.

G - gratitude

A - authenticity

Y - saying yes

N - nobility

O - opportunity

R - resilience

Khair’s final message to the graduating class was one of inspiration and looking toward the future. “Even though leaving Gaynor is a bittersweet moment, I am overwhelmingly proud to look back on our achievements and see how we have all progressed and become better people. As we take our next steps, I hope what you have learned at Gaynor will always stay with you. Congratulations Class of 2023! Cras Es Noster. The future is ours!”

Katya Duenas, parent of Gaynor alum Lucia ’15 and graduating student Juan Diego, reflected on the community that she has found as a Gaynor parent. Her family started their journey at Gaynor in a state of fear and anxiety, but soon found a place of safety. She said, “With four kids you can imagine how many different schools and communities we have been a part of. I can honestly say that out of all the schools my children have attended, Gaynor has provided the warmest and safest home for my family for the past ten years.”

Alumni speaker Adam Schaffer is a member of the Class of 1996, attended Dwight School, and went on to study Economics at New York University. Today, he

works at JPMorgan Chase in Corporate Development and leads Business Development and Strategic Partnerships in the Small Business Space.

Adam spoke to the graduates about the importance of finding their own path when they encounter roadblocks and academic “traffic jams” as students with learning differences. He said that before coming to Gaynor, “I didn’t want to participate in class and could see myself becoming an outsider as I was not keeping up with my classmates. I was in need of a better option that would equip me with the right skills and tools, but we were not sure what those were. Fortunately, [my parents and I] found Gaynor at the exact right time, providing a path of individualized study and multi-sensory learning.” He attributed his success in the business field to the tools and skills he learned and refined during his time at Gaynor.

Adam had a few final words of advice for the graduating class: “You have been given a gift — the ability to weave through traffic and find the destination faster and smarter than everyone else. Be confident and be strong and push the limits — nothing good comes easy.”

Gaynor parent Katya Duenas.

Khair Parris delivering his speech.

As he invited the graduates to walk across the stage to receive their diplomas, Dr. Gaynor reflected on how difficult it can be for students to advocate for themselves to receive the support and tools they need to be successful. He shared that he had joined Blue Cluster students for an activity as they practiced advocating for themselves in their next school, and how impressed he was by their confidence in asking for their accommodations.

Dr. Gaynor also spoke about the rise of technology in education, particularly access to artificial intelligence, and how he sees this as an additional tool for Gaynor students. “When used appropriately, it can remove some of the barriers that can hold back a student with learning differences," he said. "Just like a calculator or spell check is a tool we regularly use today, AI technology can allow our students to focus on the essential question of an assignment and use their critical thinking to show off their true potential.”

Dr. Gaynor finished his speech with encouraging words for the graduates, saying, “Technology may change our schools and workplace, but advocacy is a life skill that sets our graduates apart. Graduates, these

accommodations do not define you, they just enable you to be the best you."

As the Class of 2023 bids farewell to Gaynor, they carry with them their unique educational journey and the unbreakable bonds they formed with their classmates and teachers.

2023 Award Winners

PRESIDENT’S EDUCATION AWARD

Emily Colten

COMPTROLLER COMMUNITY SERVICE AWARD

Elisabeth Roe

ATTORNEY GENERAL TRIPLE C AWARD

Juan Diego Dammert

Eliana Mankoff

GALE BREWER CITY COUNCIL AWARD FOR MATH AND SCIENCE

Lily Beal

GORDON GAYNOR AWARD

Calvin Hills

Elena Russo

CLASS REPRESENTATIVES

Lily Beal, Juan Diego Dammert, Sammy Hoffman, Emily Lee, Sadie Silver

THE CLASS OF 2023 WILL BE MATRICULATING AT THE FOLLOWING SCHOOLS THIS FALL:

Aaron School

Bay Ridge Prep

Briarcliff Public School

The Churchill School and Center

Dwight School

Eagle Hill School

Fordham Preparatory School

Forman School

Frank Sinatra School of the Arts

The Gow School

Humanities Preparatory Academy

Fiorello H. LaGuardia High School of Music

and Art and Performing Arts

Lawrence School

LREI

Mary McDowell Friends School

The Masters School

NYC Museum School

Northfield Mount Hermon

Quad Preparatory School

The Ramaz School

Trevor Day School

Westchester Public School

The Windward School

Winston Preparatory School

Yeshiva Prep High School

York Prep School

Photos: Brett Deutsch Photography

Blue Cluster Students Have a Monumental Trip!

In late April, the Blue Cluster once again traveled to Washington, DC. After taking a break due to COVID-19, the annual overnight trip was back this year. Traditionally, during the trip students visit iconic monuments and museums, while also having fun experiencing new things with their peers. As Director of Upper Division Christine Karamanoglou said, “The students had a fun time and were able to spend time with old friends while also making new ones on the trip. As one graduating student said, ‘I got to spend time with kids I never did before.’”

The schedule was packed full of activities that would be both exciting and educational for the students. Once everyone arrived in DC, their first stop was the Smithsonian National Museum of American History. The students were particularly interested in the exhibit about World War II, as they had studied it in history class. Another big draw was the exhibit showcasing artifacts from entertainment and pop culture from the past 150 years. The exhibit had items such as Dorothy’s ruby slippers from The Wizard of Oz, Prince’s guitar, and C-3PO and R2-D2 from the

Star Wars franchise. Later that evening, the entire group headed to the Lincoln Monument and the reflecting pool.

The highlights of the trip were the National Museum of African American History and Culture, and the Potomac River cruise. The cruise included not only dinner with a view, but a dance party complete with a DJ on board.

The final stop before leaving DC was the Capitol Building. The tour included a stop at the Capitol Rotunda, which has been described as the Capitol's “symbolic and physical heart.” The students lined up for a group photo outside, complete with matching shirts, before getting on the bus to go home. Ms. Karamanoglou added, “I continue to be impressed with how much information our students take in and retain when they are experiencing something — quite a few conversations on the bus home were about the Rotunda.”

The overnight trip is always a great opportunity for Blue Cluster students to see what they have been learning about in class in real life, and bond together as a cluster.

Skate Night

In February, several hundred members of the Gaynor community gathered at Chelsea Piers for Gaynor’s traditional Skate Night— the first since 2019! Students, parents, faculty, and staff mingled on and off the ice, enjoyed dinner, and shopped for Gaynor gear.

How the Parents’ Association Accomplished More in 2022-2023

By Tia Murkison, Director of Alumni and Parent Engagement

The Parents’ Association has had another successful year under the leadership of Keech Combe Shetty, parent to Lokaya in the Yellow Cluster. In her second year as PA president, Keech inspired a sense of community and camaraderie that was much needed after our forced separation during the pandemic. Keech’s goal for the year was to collaborate more, gather more, host more events, create more support, and overall, provide more opportunities for us to become a stronger community together. It is safe to say that the PA certainly achieved all of her goals, and perhaps a few extra!

When Keech said she wanted more, the PA Leadership team, the PA Committees, and every single parent volunteer delivered. Spearheaded by Samantha Regan and Katy Williamson, this year’s Book Fair was the highest grossing and most attended Book Fair ever!

On December 1, students, parents, and faculty and staff gathered in the gym to shop for their favorite books. In addition to the actual Book Fair, the Book Fair Committee always puts together a group of coveted authors to present to our students. This year, they did not disappoint. With the help of parent Dana Raucher, author Chelsea Clinton visited the Purple through Silver Clusters on November 29, to read from two of her books and take questions from the students. It was such a treat to have a New York Times bestselling author speak with our students. And the author visits did not stop there! Author Alyson Gerber returned to Gaynor on December 6 to speak with the Green and Blue Clusters about her path to becoming a published author and the lessons she learned along the way. At the end of her presentation, Alyson stayed to sign books and gave inspiring words to any student that wanted it.

Back by popular demand this year was the Breakfast My Way event series! Breakfast My Way is an event sponsored by the Parents’ Association in partnership with the PA DEI Committee Chairs, to bring parents together to learn about the breakfast traditions, holidays, and cultures of their fellow Gaynor families.

This event has quickly turned into a Gaynor parent favorite and this year, the PA hosted five Breakfast My Way events that featured a whopping ten hosts. See page 41 for a recap!

The first week in May was Faculty and Staff Appreciation Week, and it’s no surprise that the FSAW Committee led by Committee Chairs Terry Gaw and Monique Sock went above and beyond to make our faculty and staff feel special all week long. Throughout the week faculty and staff were gifted with massages, an espresso bar from Joe’s Coffee, a catered lunch with dumplings and Chinese dishes served by parent volunteers, and ended the week with a potluck breakfast with food supplied by parent volunteers and a breakfast taco truck.

On June 2, members of the PA Leadership team, PA Committee members, and parents who helped volunteer throughout the year gathered for a Volunteer Appreciation Breakfast. Head of School Dr. Scott Gaynor joined the event and commended the PA for all they have accomplished this year and gave a very special shoutout to Keech for her service as PA President over the past two years. Keech was creative and was always thinking of new and innovative ways for the community to gather. In fact, we have Keech to thank for the Breakfast My Way event series!

Thank you Keech, we are forever grateful for your time, effort, and dedication to Gaynor.

The Parents' Association is looking for members in our community who would be interested in joining our PA or the PA Leadership Committee. Please email tmurkison@stephengaynor.org to let us know if you would like to help as we begin to plan for next year’s 2023-2024 Parents’ Association Committee and event schedule.

Finally, thank you to the entire Gaynor Parent Community for a successful year. None of this would be possible without your support!

BAGELS, DUMPLINGS, AND LATKES, OH MY!

Breakfast My Way is an event sponsored several times each year by the Parents’ Association to bring parents together to learn about the traditions, holidays, and cultures of their fellow Gaynor families. Here are all the ways we had breakfast this year!

OCTOBER

Akshay and Keech Shetty kicked off the breakfasts for the year with a celebration of Diwali, the Festival of Lights, which is India’s biggest and most important holiday of the year.

DECEMBER

Hosted by Adam and Daniella Pally and Sindy Liben, the second breakfast celebrated Hanukkah, also known as the Festival of Lights!

FEBRUARY

To celebrate Lunar New Year, host Tina Tseng made hundreds of homemade dumplings!

JUNE

The final breakfast of the year, hosted by Seth Rosen and Jacob Goertz, celebrated Pride Month and featured rainbow bagels!

APRIL

In April, Amira Annabi and her husband Lotfi Karoui hosted a breakfast celebrating Ramadan, Eid, and other Muslim traditions.

STUDENT SHOUT OUTS

Silver Cluster student Ella Fikai, a member of the Chelsea Piers Excel Silver Gymnastics competitive team, finished 10th all around at the NY State meet and 4th in Beam in her age category.

Chloe Doctoroff in the Orange Cluster competed at the Ninja League Tier 2 World Championships in Austin, TX, in April. Her journey to the World Championships began with her sister, Zoe, in the World Ninja League competition in New York City, and Chloe qualified to advance to the Northeast Regionals and then the World Championships.

Two of Blue Cluster student Jack Burstein’s photos were selected for the Art of Intuitive Photography’s 2023 annual gallery show.

Tess Sheridan in the Orange Cluster won first place in the Adaptive Sports Foundation’s Hartman Tribute Ski Race in Windham, NY, in February 2023.

Orange Cluster student Celeste Downend recently starred in the short film Unconditional, which has screened at the New York Shorts International Film Festival, the Garden State Film Festival and New York CineFest. The film was screened again over the summer at the Lighthouse International Film Festival.

Blue Cluster student William Bertinelli had a successful ski season on his Belleayre Mountain NYSEF Ski team, a Regional Olympic Development program. He qualified and competed against U14 athletes at the NY State Championships in the slalom, giant slalom, and super-G events, finishing in the top 25% of the state.

Valentina Ghessa-Hernandez in the Yellow Cluster was chosen to carry the banner of Las Lolitas in the 2022 National Puerto Rican Day Parade, and led the contingent for the entirety of the parade.

Yellow Cluster student Avalon Rubenstein is shining on the stage of the 92Y’s community theater performances. She played the role of middle Anna in Frozen, and of Flotsam in their production of The Little Mermaid.

Chaia Schechter in the Silver Cluster qualified for and competed in the NY State Gymnastics Championship at the Downstate Meet on May 14, 2023. She placed 25th in the Level 4 Junior C division.

Fun in the Sun on Field Day!

Fun in the Sun on Field Day!

For the first time since 2019, Gaynor’s Field Day returned to Randall’s Island! Students spent the day completing fun athletic activities in the sun. Despite the heat, everyone was full of energy as they played kickball and soccer, jumped over hurdles, and raced against each other in a life-sized game of tic-tac-toe! Both teams played their best, and the team wearing white came out victorious. A big shout out to the Physical Education team for their expert planning and endless enthusiasm.

Photos: Da Ping Luo

STEPHEN GAYNOR SCHOOL

148 WEST 90TH STREET

NEW YORK, NY 10024

WWW.STEPHENGAYNOR.ORG