GAYNOR GAZETTE WINTER 2021
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 WINTER 2021
2020-2021 BOARD OF TRUSTEES BOARD OF TRUSTEES Grant Duers – President Ericka Leslie Horan – Vice President Hamburg Tang – Vice President Jay Kramer – Treasurer Jillian Neubauer – Secretary Andrew Bast Kristine Baxter Hillary Blumberg Lorie Broser Patterson Chiweshe Carol Feinberg *Dr. Scott Gaynor – Head of School Oscar Gil Vollmer Benjamin Hamilton *Megan Hogan – President of Parents’ Association Henrietta Jones Steven Kobre Elizabeth Mily Keech Combe Shetty *Yvette Siegel-Herzog – Co-Founder and Director of Education *Ex officio member TRUSTEES EMERITI Dr. Mary Fitzpatrick Jo Ann Gaynor Gordon Gaynor GAYNOR ADVISORY COUNCIL Chris Canavan Seth Kramer ’95 Kristerfor Mastronardi Aly Organek Josh Wiener
Editor: Deanna Ferrante Executive Editor: Mary-Lou Watkinson Editorial Design: Adriana J. Moreno Cover Art: Andrea Nelson and Sophie Yolowitz’s art students Printing: 44interactive
See more on Instagram @sgaynorschool
1 GAYNOR ON GAYNOR UPDATE 3 BOARD
GAYNOR PREPARED 22 HOW
ON FEELINGS 4 FOCUS
24 PA UPDATE
QUESTIONS WITH… 6 FIVE
LITERACY 25 RACIAL WITH VOGELSANG
VOTING AND EMOTIONS 8 DEMOCRACY,
27 ALUMNI UPDATE
12 If you are receiving duplicate copies of the Gaynor Gazette or would like additional copies, please contact the Advancement Office at 212.787.7070 x 1118
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19 PSYCHOLOGISTS' CORNER
HALLOWEEN
28 CLASS NOTES
STABLES 14 CLAREMONT
30 GAYNOR GIVES BACK
EQUITY 16 DIVERSITY, & INCLUSION
EVENTS 32 SCHOOL
On the Cover: Our cover is a collaborative work of art created by Blue and Orange Cluster students, representing how Gaynor makes them feel.
GAYNOR ON GAYNOR If you look into one of our classrooms
now I had actual evidence. I have
this year what will catch your
to admit that I had no intention of
attention isn’t the masks, hand
reading them as I placed them in
sanitizers, or desks six feet apart.
the category of historical artifact
What you will see is instruction
with very little relevance for the
steeped in the proven pedagogical (math)
years later.
and Hochman (writing).
Students will be actively engaged,
Every once in a while I would
challenged,
in
come across the dusty stack of
their work. Teachers will be actively
journals thinking one day when I
and
emboldened
encouraging students to take risks in their learning
have some time I am going to read them. However,
and rewarding them for their effort. This has always
it was a few weeks ago when a prospective Gaynor
been the foundation of our program and the key to
parent asked me why we use the Orton-Gillingham
unlocking our children’s success.
(OG) approach that sparked my interest. I was
While we have spent a great deal of our time, resources, and communications around battling the COVID pandemic, the core of our academic program has always remained at the center of our work. Our teachers have been remarkable in upholding the essential tenets of our program throughout the crisis. So let’s take a momentary break from COVID to focus on one of our core competencies at Gaynor: reading instruction.
visionary and daily beacon of remaining focused on what each individual child needs, walked into my office and placed a stack of journals on my desk. They were from the Orton Society spanning the 1960’s when Yvette and my grandmother Dr. Miriam Michael started Gaynor. Thirty years before our doors opened, neurologist Dr. Samuel T. Orton and educator and psychologist Anna developed
thrilled to get this question as we are the only school in the New York area that is certified by the Orton-Gillingham Academy as an accredited training program with over 25 of our faculty who have achieved the classroom certification level or higher. I responded to the question by stating that we have used this approach because it is the most evidence-based proven reading approach for struggling readers. Grounded in multisensory instruction, OG is a highly structured approach to
One day last year, Yvette Siegel, our founding
Gillingham
WINTER 2021
work we are doing almost sixty
approaches of Orton (reading), Stern
the
Orton-Gillingham
approach to reading instruction for students with "word-blindness," which would later become known as dyslexia. Yvette noted that I should hold on to the journals as they were reminders of the core of our instruction and the foundation of our reading
help build the sound/symbol relationship in order to develop fluent readers. But most importantly, we see the success of the OG approach every day in our classrooms. While I was pleased with my answer, I was curious if Dr. Orton’s and Ms. Gillingham’s findings had changed in all these years. My answer was readily awaiting me in the gift I received from Yvette. It didn’t take long for me to come across an issue entitled A History and Synopsis of Orton’s Contribution to the Theory and Identification of Reading Disability - The Orton-Gillingham Approach, which was originally published in 1966. In the section on The Method Used by Orton and Gillingham, the author writes:
program. I accepted the gift and promptly placed
In his instruction to teachers, Orton emphasized
them in the back of my closet. I had always been
the importance of day-by-day observations of
told that OG was our first reading approach, but
the pupil’s language difficulties, with flexible
WINTER 2021
1
GAYNOR ON GAYNOR adapt their instructions based on their understanding of the students' progress within a lesson. Our goal is to meet each child’s individual need in real time. Orton’s first principle is now what we refer to as our multi-sensory approach, which is not only found in our reading instruction, but also throughout all of our academic programs. The approach focuses on using all of our primary senses to stimulate brain activity and improve learning. This is essential for students who learn differently and depend on accessing different senses to optimize learning. The second premise supports our approach to teaching to mastery. Director of Lower Division Donna Logue often reminds teachers (and parents) about the need to review, revisit, and relearn. We are always emphasizing the relationship between new material and what was previously taught. The sequential approach of OG ensures that our students master the basic relationship between sounds and symbols to build confident, fluent procedures to meet individual needs, rather than a
readers. It was abundantly clear that the theories and
fixed formula or method of remedial work. He found
approaches developed by Orton and Gillingham and
two basic principles most useful:
adapted by our founders have not only withstood the
1.
Training for the simultaneous association
of visual, auditory, and kinesthetic language
test of time, but continue to be the gold standard for teaching reading.
stimuli — in reading cases, tracing and sounding
I am proud that almost a century later and in the midst
the visually presented word and maintaining
of a pandemic, our teachers have remained true to the
consistent directions by following the letters
original approach of Orton, Gillingham, Michael, and
with the fingers during the sound synthesis of
Siegel. Our founding leaders still guide us today.
syllables and words (Orton. 1928). 2. Finding such units as the child can use without difficulty in the field of his particular disability and directing the training towards developing the process of fusing these smaller units into larger and more complex wholes (Orton. 1937). I was pleasantly reminded that what our founding visionaries adopted at Gaynor back in 1962 is still the heart of our reading program today. Orton referred to teachers needing to be flexible in their instruction in order to meet the individual needs of the student. Our teachers are well trained in being diagnostic prescriptive instructors. This means that they continually monitor and
2
GAYNOR GAZETTE
DR. SCOTT GAYNOR Head of School
BOARD OF TRUSTEES UPDATE
BOARD UPDATE Dear Gaynor Families, Over the past several months, the Board of Trustees has been working closely with the school’s leadership team to support our community during this unprecedented time. The Trustees have been inspired by the extraordinary creativity, effort, and thoughtfulness our faculty and staff have brought to onground instruction this fall. Jane and I have been very impressed with our daughter Anna’s onground experience this fall, and have been equally impressed as the school transitioned to distance learning after Thanksgiving. While the pandemic’s impact remains unclear through the remainder of the academic year, one thing is certain: Gaynor faculty and staff will continue working every day to ensure the best possible learning environment for every single Gaynor student. The Trustees are also acutely aware of the tremendous challenges our families have faced during the pandemic. In December, we launched an Annual Fund Challenge by committing $150,000 and challenging our community to match these funds. Donations to the Annual Fund bolster the faculty and specialists by supporting extensive professional development, and they support the school’s ability to provide financial aid to ensure that tuition is never a deterrent for any student. I am cautiously optimistic that the spring semester will bring welcome news and hope for a return to a more traditional school as we look toward the 2021-22 school year. In the meantime, I am continually grateful for the flexibility and dedication of our school leadership, faculty, staff, and families as we navigate this pandemic environment. With warmth,
Grant Duers President, Board of Trustees
WINTER 2021
3
FOCUS ON FEELINGS
Focus on Feelings: Teaching Important Lessons for an Unprecedented Back-to-School Experience Social emotional learning, or SEL, helps children and
In Head Teacher Sarah Lewis and Assistant Teacher
adults understand and manage their emotions, set and
Kaylee Huntley's Orange 1 class, students made self
achieve goals, feel and show empathy for others, establish
portraits to show what they looked like with their masks
and maintain positive relationships, and make responsible
on and off. They drew themselves on folded paper. When
decisions, according to the Collaborative for Academic,
the paper was folded up, they had a mask on, but when
Social, and Emotional Learning (CASEL).
it was pulled down, they had their masks off. The class
With the pandemic causing our daily lives to look different, and with the emotions surrounding a very different back-
spent time discussing how wearing masks can affect the viewing of facial expressions.
to-school experience, SEL is especially important to help
Head Teacher Nicole Goldman and Assistant Teacher
students feel more at ease and help them learn.
Taylor Deedy's Green 2 class participated in a classroom
Kids have a hard time learning when they are stressed
scavenger hunt and various getting-to-know-you activities.
or anxious, so performing daily SEL activities helps them
Students created their own Gaynor pride mask chains
to relax so they can then focus on academics. When
using green and white beads and discussed how masks
students returned to school in the fall, teachers made
hide emotions and could make it hard for people to see
sure to incorporate social emotional learning activities
how someone is truly feeling.
into their classroom routines.
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GAYNOR GAZETTE
FOCUS ON FEELINGS
Upon returning onground in August, teachers focused on social emotional learning and helping students adjust to a "new normal" in school, while still making valuable classroom connections.
Taking the time to build classroom relationships and
Students in Head Teacher Casey Adler and Assistant
helping students understand and manage their emotions
Teacher Reshmi Nair's Silver 1 class played board games
was important to set them up for success throughout
together to bond with each other.
the new school year. Head Teacher Sara Curwin and Assistant Teacher Chryzl Goco's, Green 1 class participated with Green 2 in the Green Greek Olympics. The classes competed on the Great Lawn in Central Park and played Evolution Rock/ Paper/Scissors, Switch, Standing Long Jump, and Beach Flags. “The students had a fun time competing and eating
Both remote and onground students played games, such as Battleship, Guess Who, and Headbanz. The focus on social emotional learning was particularly important with the planned move to distance learning from Thanksgiving through Winter Break. The strong relationships and practice in managing emotions was essential to continuing those relationships in a remote environment.
lunch together at the park,” Ms. Goldman said.
WINTER 2021
5
FIVE QUESTIONS WITH...
Five Questions With...
Dionne De Lancy Although Librarian Dionne De Lancy isn’t physically in the school’s library this year, that’s not stopping her from helping students at Gaynor foster a love of reading. Starting her librarianship career at the New York Public Library, Ms. De Lancy decided she wanted to try something new. After working at a charter school for a time, she joined Gaynor in September 2013 and quickly became a part of the fabric of the school. We sat down with Ms. De Lancy for the latest installment of our “Five Questions With…” series to learn more about how she started working at Gaynor and what she loves most about being the school’s librarian.
How did you find yourself at Gaynor? Before Gaynor, I worked at a charter school, and that school was going through some transitions, so I decided to seek some other opportunities. I saw that Gaynor had a position open, and I read about the school, and I liked what I read — checking out their website and reading about the school, how it was started and everything. I decided to apply, and the rest is history.
What made you decide to be a school librarian? I used to work at the New York Public Library before, so I started out in public librarianship, which I really loved. But after a while, I just wanted to do something a little different. I thought I would try a school, because while working in the New York Public Library, I also worked with schools in my region. I had a good relationship with a lot of the teachers and the students who would come with their classes for scheduled appointments, but also kids in the community schools that would come and use the libraries in the neighborhoods in which I worked. I just wanted to see what working in a school would be like, so I decided to try that. 6
GAYNOR GAZETTE
FIVE QUESTIONS WITH...
What’s your favorite part of your job? My favorite part... I love introducing kids to books. I love getting them excited about reading. I love knowing that they enjoyed something I shared with them. I love reading to them. I’ve introduced a lot of kids here at Gaynor to Anansi’s stories, which come from Ghana. They love them. I told them about how my dad used to tell us stories. He was a great storyteller. He loved the Anansi stories, so that was my introduction to those stories. When I found them in a book, I was so excited and wanted to share them with the kids here at Gaynor, and a lot of them love Anansi the Spider stories because of their introduction to it here, so that makes me feel really good. When they ask about it or they want more — I love that.
What has changed at Gaynor over the years, and what has stayed the same? Definitely what has changed at Gaynor is diversity among the staff and students. I like to see that some of our classes now have a mix of children from many different backgrounds, and I think that’s really so important for all of us to be around people who may be different from us so that we can share ourselves with them and they can share themselves with us. What has stayed the same is the environment. One of the reasons why I stayed at Gaynor is that the environment is just so caring and nurturing and really special. Everyone works so hard for the common goal of giving each student exactly what they need to learn and grow and do their best. I’ve never been at a place quite like Gaynor that really just takes pride in specializing down to the most minute detail for each child. I’m really glad that that has stayed the same, because I think it’s what makes Gaynor stand out from everyone else.
Ms. De Lancy's Book Recommendations: What do you like to do in your spare time when you’re not at the school? What I’ve been doing lately is I like to walk in the park. I enjoy yoga. I enjoy listening to audiobooks, as well as reading, but I find that I do more listening now because I feel like I’m so busy with everything, that the way for me to get some reading in now is just to listen to a book while I’m doing something else. Pre-COVID, I liked going to concerts, Broadway shows, and movies.
Because of Winn-Dixie by Katie Dicamillo Wonder by R.J. Palacio Anansi books The Day You Begin by Jacqueline Woodson
WINTER 2021
7
DEMOCRACY, VOTING & EMOTIONS
Democracy, Voting, and Emotions: How Gaynor Prepared Students for Election Day As Election Day approached, students at Gaynor learned about presidents, the responsibilities of citizens, and strategies to manage their emotions. In Early Childhood, students practiced their own form of voting on issues that are important in the classroom, such as options for activities. Classes also plan to discuss Presidents Day beginning in late January and early February. The discussions and activities focus on the historical significance of the presidents we celebrate, as well as presidential responsibilities and an introduction to laws, focusing on laws students are familiar with, such as those surrounding safety. Early
Childhood
Rebecca
Director
Jurow
said
teachings leading up to the 2020 election changed a bit given the circumstances. “This election year was different from previous elections in so many ways, and our approach was a little different as a result,” Ms. Jurow said. “Our focus in these fraught times is on the civic responsibility of voting, making your one selection, having your voice heard, and advocacy.” In the Red Cluster, one class explored the idea of elections in the U.S. by discussing why all Americans have the right to vote, and how this fundamental always
been
right
has
not
possible
for
different groups in our society. The class also discussed the importance of eligible citizens taking the time to cast a vote for candidates or on propositions for important legislation.
8
GAYNOR GAZETTE
DEMOCRACY, VOTING & EMOTIONS
Having recently earned a class party, the students decided to have a vote on what type of party they wanted to have through a simulation of the in-person election process. Students checked in with poll workers — the teachers — and received their ballots. They then filled them out and received an “I voted” sticker. Before revealing the results, the class discussed how to respectfully respond to the outcome. They discussed how some might feel happy while others might feel disappointed, and that both emotions are OK — what is important is handling the results in a way that is respectful of everyone in the community. After counting all the votes, the winning party was a movie with a snack party. An Orange Cluster class also held an election to vote on which mascot should teach their “Power of Words” unit, which discusses the meaning and impact of words. The
class
learned
about
what
a
government is and explored the three branches of the U.S. government. The class then discussed elections and participated in an election to vote for a new “Power of Words” mascot. Students met the two candidates, Sabrina the Sloth and Ollie the Ostrich, and learned some of their “Power of Words” character traits. After counting the ballots, Sabrina the Sloth was victorious, and all students were happy to have a new mascot. Silver and Green Cluster students continued to learn about democracy by taking a deeper look into presidential campaigns and elections. One Silver Cluster class learned about the democratic process and the active role we should take in our democracy as citizens. Students then switched roles from voters to officials running for office. Each student was assigned a government position to run for and wrote a campaign speech, which they presented to the class to gain voters. The project finished on November 3 when they had their class elections. In the Green Cluster, one class analyzed political campaign posters. Students had a gallery walk of some iconic posters through the years. After reflecting on the images, they posted their reactions and observations of designs, symbols, and artists’ intent with sticky notes, and then responded to their classmates’ observations.
WINTER 2021
9
DEMOCRACY, VOTING & EMOTIONS
In one Silver Cluster class, students were assigned a government position to run for. They wrote a campaign speech, which they presented to their class to gain voters, and then held an election.
In the Blue Cluster, students learned about what a
Department worked to make sure students have the
democracy is, what it means to be a citizen, and the
resources they need to cope.
rights and responsibilities of a citizen.
Students
also
learned
about
the
The team created guidelines and shared tools with
spread
of
misinformation and how to evaluate a source to
teachers to help with classroom discussions about the election, and to provide a safe space for students
determine if it is reliable. Upper
Division
Karamanoglou
to
Director said,
Christine
“This
have
these
discussions.
They
also
utilized RULER techniques, such as the Mood Meter and Blueprint, which
is
provide strategies for empathy
essential because as information
and conflict resolution.
has moved to online sources, it is important for our students,
Director of Psychology Clare
especially, to know that these
Cosentino said it was important
are not all reliable sources. In
to have these conversations
addition, it is also important
before an election so on the days
for them to know that despite
following, teachers could remind
what is being said in the political
students of these conversations,
world, mainstream news is not fake
as well as how to have respect
news, but all news sources have a
and empathy, and how to regulate
bias. Their job is to be able to recognize both, and there are specific ways to look for that information.”
their emotions. “We want to empower kids to communicate and create a classroom environment where all voices can be
An election can bring out many different emotions
heard,” she said. “We want to teach them empathy and
and can be a stressful time given all of the unknowns.
perspective taking. This really takes us back to the values
Children are also sensitive to the powerful emotions
of our school. We want to create a space where students
that surround an election, and Gaynor’s Psychology
can respect one another, even if they have a difference of opinion.”
10 GAYNOR GAZETTE
“Finding gratitude for things large and small has helped me retain perspective, and I am grateful that at Gaynor our children support and help one another every day in the classroom— a reflection of the kindness of our whole community.” —Gaynor Parent
THANK YOU TO THE HUNDREDS OF DONORS WHO HAVE ALREADY SUPPORTED THE ANNUAL FUND THIS YEAR. THERE IS STILL TIME TO GIVE. PLEASE MAKE YOUR DONATION TODAY AT WWW.STEPHENGAYNOR.ORG/DONATE
HALLOWEEN
We Witch You a Happy Halloween! Halloween is known as a time of pumpkins and candy, as well as costumes that let you become someone else for a day. However, except for the Early Childhood program, students at Gaynor have been unable to wear costumes to school since it was established in 1962. This year has been unlike any other, and a group of Yellow Cluster students successfully petitioned Lower School Director Donna Logue and Head of School Dr. Scott Gaynor to lift the ban on Halloween costumes for this year only. On the Friday before Halloween, Gaynor students came to school decked out in their spooky best. Check out some of the awesome costumes!
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GAYNOR GAZETTE
HALLOWEEN
WINTER 2021
13
CLAREMONT STABLES
From Stallions to Students: Ten Years After the Purchase of Claremont Stables
T
he Claremont Riding Academy trained thousands of riders over more than a century of operation, and was well known to residents of the city. Opened in 1892, it featured floors
connected with ramps to house and train horses. According to the New York City Landmarks Preservation Commission’s designation in 1990, “The Claremont Stables was designed in the then-popular Romanesque Revival style by Frank A. Rooke. The three large round-arched openings at the ground story reflect the functions of the interior: an elevator entrance at the west, originally for taking carriages to upper floors for storage; a large arched door for horse traffic at the center; and at the east, the stable offices, reached by a short flight of steps, behind which are the ramps which enable the horses to reach their stalls.” In April 2007, after years of declining business and financial stressors, the Claremont Riding Academy closed its doors for good, leaving the historic Claremont Stables building on 89th Street with an uncertain future. At the time of the closing, local press and residents lamented the loss, and wondered what was to become of the landmark building. In 2010, Stephen Gaynor School announced the purchase of the building to house the Early Childhood Program and Middle School. Acquiring the building added more than 65,000 square feet of new space adjacent to the existing location — a truly remarkable opportunity given the limitations of Manhattan real estate. In a 2010 Gazette article announcing the development, Trustee Carol Feinberg was thanked for her leadership in the effort to acquire the stables. At that time, she remarked, “The purchase of the historic Claremont Riding Academy is a monumental move forward for Stephen Gaynor School.” Over the past 10 years, Gaynor has brought new life to the site, including state-of-the-art SMART and science labs, a rooftop Field
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GAYNOR GAZETTE
CLAREMONT STABLES
Chris Hondros/Getty Images News via Getty Images
New York Daily News Archive via Getty Images
House, spaces designed and dedicated to the arts and to Early Childhood learners, and in 2018, the completion of a nearly 300seat Performing Arts Center. While many architectural elements were saved, including the historic facade and the incorporation of horseshoes into the stairwell steps, the original wood structures inside the building had to be removed because they were, as one source put it, “imbued with the smell of more than a century’s worth of manure.” From training horses and riders to educating a new generation of Gaynor students, the building has become indispensable to Stephen Gaynor School, and the school itself has become an integral chapter in the history of the Claremont Stables.
Sources: Roberts, Sam. “Paul Novograd, Who Owned Manhattan's Last Public Livery, Dies at 73.” The New York Times, The New York Times, 28 Mar. 2017, www.nytimes.com/2017/03/27/nyregion/ paul-novograd-dead-ran-claremont-riding-academy-inmanhattan.html Nir, Sarah Maslin. “Putting a Classroom Where Stables Once Stood.” The New York Times, The New York Times, 14 Dec. 2010, cityroom.blogs.nytimes.com/2010/12/14/putting-a-classroomwhere-stables-once-stood/ Hope, Bradley. “Luxury Units Set to Rise Where Horses Once Trotted.” The Sun, 28 Feb. 2008, https://www.nysun.com/ real-estate/luxury-units-set-to-rise-where-horses-oncetrotted/71989/ New York City Landmarks Preservation Commission Designation, August 14, 1990. http://s-media.nyc.gov/agencies/lpc/lp/1658.pdf WINTER 2021
15
DIVERSITY, EQUITY & INCLUSION
Advancing Diversity, Equity, and Inclusion Through Gaynor’s Racial Literacy Curriculum
A
s the new school year begins, our community
The pre-made lessons were then shared with every
continues to reflect on the impact of the racial
teacher so they could incorporate them into their
and social injustices that remain at the forefront
classrooms. There are 10 lessons, and teachers will teach
of our nation, and to brainstorm ways to incorporate teachings on these issues into the classroom.
one a month for the entire school year. While the lessons are complete with instructions and
Over the summer, a team of educators worked to create
resources, each one has the flexibility for teachers to
a Diversity, Equity, and Inclusion curriculum that would
modify it and make it their own in order to best fit their
be incorporated at Gaynor beginning this fall.
students' needs, as each class at Gaynor is different.
The team included Librarian Dionne De Lancy, Assistant
Ms. De Lancy said, “I think in a way it’s giving our teachers
Teacher Jenine Gaynor, Head Teacher Audrey Schaefer,
confidence to do the work. Sometimes people are
and Science Specialist Jacqueline Smith.
unsure about what to say or what to do. Everyone wants
“We were tasked with 'Gaynorizing' a racial literacy curriculum for our students,” Ms. De Lancy said. “Because these social issues are so huge, we decided we want to focus solely on racial literacy for this school year.” The curriculum was divided into four different categories, also known as bands, for classes to work on throughout the year. The bands are: identity, respect, social justice, and combating inequality. The team used resources from Pollyanna and Teaching Tolerance, as well as their own knowledge and research on the topics. They then blended all of these together to create curriculum maps and units for each topic, differentiated by cluster. These units include goals, essential questions, activities, and more.
16
GAYNOR GAZETTE
to do the right thing, so I think this gives teachers the confidence to do it and to know that we are a resource for them to reach out to if they have questions.” Ms. Gaynor said the curriculum helps provide the right resources to faculty in order to help them be the allies they want to be and support Gaynor’s students and staff of color. “I think the resources that we put together are what they’ve been wanting for a long time, and we kind of quenched their thirst,” she said. “We also created this curriculum in the sense that wherever we are, we can still move with this curriculum. If we ever had to pivot to distance learning again, our curriculum fits that space as well, and whatever space we’re in, the curriculum will move along just the same at Gaynor.”
DIVERSITY, EQUITY & INCLUSION
An example of this flexibility can be seen in the
more empathetic and understanding when they go out
Instructional Library, created by Ms. Gaynor, that will
into the community, and helps minimize the amount of
have appropriate books for each cluster. This digital
microaggressions and racial injustices.
resource showcases different books that can be used in the lessons, with each cover having a link to a read aloud of that book.
“For me, the whole point of this is for our school, our community, to be proactive and not reactive,” she said. “Last May, when George Floyd was murdered, we really
While the curriculum is new to Gaynor, the idea behind
felt the need to come together as a community, but I
it and the desire to teach students to be change makers
don’t know if we had the tools to know how exactly,
has been around for a while.
and I don’t know if we had the language to have those
Ms. Schaefer said that Gaynor faculty and staff had been calling for resources, and this spring the fire was sparked under them to create the curriculum over the summer. The curriculum also helps to model real life by showing that learning and growing is not a one-time process, but something that happens over the course of a lifetime. Ms. Schaefer said, “It’s exciting that this is happening all the way from kindergarten through eighth grade, and it’s happening year after year after year and just building upon itself. It makes the students observant and ready to engage in those conversations that need to be had, but it also showcases that this is a lifelong process, and no one has one lesson and all of a sudden they understand everything about racial and social justice issues.” Ms. Smith said having both teachers and students
conversations both with each other and with our kids. So our goal with this curriculum is to have it embedded into our community, have these conversations in explicit ways, so that we’re pushing each other and our students to talk about this. Then, when an instance of racial injustice comes up, it’s not, ‘Oh my goodness, what do we do?’ It’s, ‘OK, we know where this is coming from, let’s talk about it, and how do we act accordingly?’” Each cluster participated in a virtual assembly where the curriculum was introduced and explained. Deeper discussions then continued in each pod. While the curriculum has been created and presented, the team is determined to consistently work on it to expand and improve the curriculum every year. In the words of Ms. Smith, “We still have work to do!”
engaging in a curriculum like this helps everyone to be WINTER 2021
17
DIVERSITY, EQUITY & INCLUSION
Opening Ears, Minds, and Hearts to Diversity, Equity, and Inclusion Each year, the Gaynor Employee Diversity, Equity and
•
“We are all here for connection. As humans, we are
Inclusion Committee (EDEIC) chooses a community
social beings and desire to be included. In order
values theme. For the past two years, the theme
to create a more inclusive global community, we
was “Courageous Conversations,” highlighting the
need to be vulnerable by listening to and thinking
difficult conversations we all need to have as we work
of others. Only when we are actively listening and
toward supporting and celebrating each individual in
practicing empathy, can we open our hearts to create
our community.
inclusivity.” — Jacqueline Smith, Science Specialist
This year, after discussion, the EDEIC chose the theme
•
“Briefly, this year’s theme means: having a curiosity
of “Open Ears, Open Minds, Open Hearts.” This theme
to learn about, embrace, and honor our diversity.” —
builds upon the “Courageous Conversations” idea,
Dionne De Lancy, Librarian
encouraging the entire community to discuss issues of diversity, equity, and inclusion (DEI) in an inclusive and supportive way.
Stephen Gaynor School is dedicated to promoting and advocating for diversity and inclusion within our school community. We celebrate many types of
Head of School Dr. Scott Gaynor said, “As we prioritize
diversity including ethnicity, race, socioeconomic status,
DEI work at Gaynor, we all need to listen, respond,
ability, religion, sexual orientation, family configuration,
support, and take action. Hearing from a range of our
language,
constituents has been essential to my understanding of
committed to fostering an inclusive environment that
the current climate and steps we need to take to move
supports and celebrates each individual in our school
forward together. We are all role models for our students.
community, while ensuring that the values of inclusion
As such, we need to be open to the views of others
and diversity are infused in all aspects of the school for
without judgement or bias.” He continued, “Caring for
students of all ages.
one another opens our capacity to change. It is through this lens that we can create a more diverse, equitable, and inclusive community.” We asked some of the members of the EDEIC to share what this year’s theme means to them: •
“Open Ears, Open Minds, Open Hearts is a touchstone for us. It is a reminder of the pathway to take in order to be the courageous, empathetic, informed community members we would want to be.” — Sue Sortino, Director of Student Life
•
“I think it means that when you listen to other perspectives more than you speak, either listen to someone else or listen to what your truth is, you are able to share with others. Once you can share and listen openly, there is vast room for growth. And growth leads to actions that ensure justice and equity for all!” — Meredith Akins, Drama Teacher
18
GAYNOR GAZETTE
gender,
and
adoption
status.
We
are
PSYCHOLOGISTS' CORNER
Supporting Families Through A Pandemic: By Clare Cosentino, Ph.D., Lauren Levenson, Ph.D., Marc Guttman, Psy.D., and Shayna Nash, Psy.D.
Introduction When the COVID-19 pandemic first brought our lives to a complete halt and school abruptly moved to distance learning in March 2020, the Psychology Department mobilized to provide support groups for Gaynor families. We partnered with the Division Directors to hold a series of evening talks for parents within each cluster. This provided an ongoing forum to support families, discuss concerns, and come together as a community on behalf of our children. This article provides an overview of the many topics of discussion, the strategies that were identified to support the transition to distance learning, the subsequent return to onground school in the fall, and the children’s adjustment to this “new normal.”
Supporting Families During Distance Learning One of the most important elements of a successful
but parental oversight is critical to help children make
distance learning experience is maintaining structure
good choices and learn healthy digital etiquette and
and focusing on healthy living while learning remotely.
citizenship. Unsupervised (group) online connections
While we hope that distance learning soon becomes
with young children are not age-appropriate and
a relic of this unusual time, these tips are also helpful
can be hurtful to children’s social development and
for creating homework and study routines when we are
peer relationships.
fully onground.
There are also benefits to boredom, though students
We find that it is important to maintain routines at
may not recognize these at first. “Downtime” helps kids
night and in the morning, to have students get dressed
get in touch with their authentic selves and develops
and ready on time for online school, and to create a
self-motivation. It helps kids deal with uncomfortable
designated workspace. It is useful to have students be
feelings and strengthens problem-solving skills. It even
involved in setting up, organizing, and maintaining their
boosts creativity by encouraging kids to find different
remote classroom space. Developing and displaying
ways to entertain themselves.
your student’s daily schedule is key to managing time. Schedules should include break times and designated offscreen times.
These are difficult times for everyone, and it is important for parents and kids to maintain agency over what they can control and try to let go of those things outside
Scheduling social time with friends, either socially
their control. It’s important to connect to things you and
distanced in person or virtually, is important to students’
your children enjoy doing, and to be realistic and kind
mental health. Children are eager to stay connected,
to yourself.
WINTER 2021
19
PSYCHOLOGISTS' CORNER
Supporting The Return To Onground School & Adjusting to the New Normal The return to onground school in September brought opportunities for increased socialization and bonding with teachers and fellow students, but it also brought new challenges for teaching and learning onground during a pandemic. The parent-school partnership became more important than ever to help keep the community safe. The school spent months creating policies, procedures, and physical changes to the campus to prepare for safe onground learning. Parents and students needed to reinforce those policies (such as mask wearing and social distancing), and to be understanding of the difficulties teachers and specialists face teaching in this new environment. Onground learning is essential to developing relationships and forming connections between students and teachers, and students and their peers. Teachers and specialists are better able to assess where students are academically, and to identify academic needs and where students require focused support. Of course, it is much easier to create social opportunities for students within pods, and it was also necessary to find ways to allow remote and onground students to interact with one another in informal ways. Happily, we have found that through the fall semester, our students felt safe and supported in school. They adjusted well and have made deep connections with their teachers and fostered friendships with their peers. As the semester progressed, the school began to expand the pod model to broaden social connections and allow for more tailored academic groupings.
Helping Families Navigate Emotions During The Pandemic Parents, students, and educators are struggling with the disruption of routines and anxiety about the consequences of living through these difficult times. We all need extra empathy and support. It is important to take a step back and reflect on what outcomes we really want for our children. Healthy relationships, meaning, and fulfillment should be crucial goals of schooling. The schools that embrace these tenets seem to be the most successful in reaching students and their families during distance learning and during onground learning in this new environment. It is important for parents to encourage their children to talk about their feelings and normalize their feelings of anxiety or worry. You can model talking about the fact that everyone experiences uncomfortable feelings, and some of the ways that you have found to problem-solve and manage your own feelings. Anxiety can be hard to “read” in children and teens. Symptoms of anxiety in this age group can include: reluctance/ refusal to go to school, headaches/stomach aches/changes in appetite, increased irritability/being “on edge”/panic symptoms/shortness of breath, oppositional, more defiant behaviors, dysregulated behaviors/emotional outbursts, and difficulty sleeping. For most children, feelings of anxiety will dissipate over time as they get back into their school routines. Partner with your teachers, Division Director, and school psychologist to support your child's adjustment to school, whether onground or remote.
20 GAYNOR GAZETTE
PSYCHOLOGISTS' CORNER When a child’s emotions spike, how can a parent find their best self and react appropriately? It’s important to respond to the signals your children may be sending, though that may seem counterintuitive at times. For example, when children/adolescents send out classic “avoid” signals (like yelling and angry facial expressions), this is actually a signal to approach them to deal with their emotions head on. Marc Brackett, research psychologist and the founding director of the Yale Center for Emotional Intelligence, says, “This can be very difficult. When adults are under stress, our instinctive biological response is to fight, flee, or freeze. Many parents get easily activated and triggered by their kids. The kid throws something, the kid is crying, the kid is screaming, ‘I hate you!’ and all of a sudden you're triggered. In these moments, take a deep breath and try to replace ‘fight or flight’ with ‘stay and help.’” When both parent and child are emotionally activated, it’s very hard to problem solve. Give yourself some space to collect yourself or breathe before responding to your child. That space allows you to choose your response, and therein lies growth and freedom. Still, it is critical to circle back and attend to your child. Give yourself permission to feel, fail, and forgive. Remember, there is no such thing as an “ideal” family or parent/child relationship. During these conversations with your child, try to have a curious mindset about emotions. If you are able to use nonjudgemental curiosity about your child’s emotions, and empathize without shaming or minimizing their feelings, you can begin to find real understanding.
Check in on the Mood Meter (RULER) The Mood Meter is one of the “anchors of Emotional Intelligence” in the RULER program. It helps people develop the core RULER skills: Recognizing, Understanding, Labeling,
Expressing,
and
Regulating
emotions. The Yale Center for Emotional Intelligence describes it as follows: The
Mood
Meter
develops
emotional
intelligence over time. Learning to identify and label emotions is a critical step toward cultivating emotional intelligence. Using the Mood Meter can help you become more mindful
of
how
your
emotions
change
throughout the day and how your emotions in turn affect your actions. The Mood Meter helps with: •
Recognizing: What’s going on in your body right now? What are you thinking/feeling?
•
Understanding: I’m curious about what leads you to feel this way.
•
Labeling: Can you think of a specific feeling word? Where do you think this is on the Mood Meter?
•
Expressing: Would you like to talk now or later? I wonder how you can express your feelings while also acknowledging and respecting the feelings of others?
•
Regulating: Is there anything I can do to support you right now?
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21
HOW GAYNOR PREPARED
Remaining ‘Gaynor Strong’ in Times of Adversity Before faculty, staff, and students could return onground at Gaynor in September, the school made several significant adjustments to ensure everyone’s safety. The Gaynor community started utilizing the Ruvna Symptom Tracker app to make sure they were approved to enter the school. The approval screen is checked at the door upon arrival, and then students wash their hands at the outdoor hand washing stations. Classrooms also look a bit different this year, as every space was converted in order to keep pods socially distanced, including the Performing Arts Center and the Field House. Although some things changed, the sense of community in the school has remained the same. Take a look into some of the parts of Gaynor that look a bit different this year!
22 GAYNOR GAZETTE
HOW GAYNOR PREPARED
WINTER 2021 23
PA UPDATE
PA UPDATE The Parents’ Association has focused on many efforts this fall — showing gratitude to faculty and staff for their tireless efforts, keeping us all connected with activities, and promoting diversity, equity, and inclusion initiatives. According to Parents’ Association President Megan Hogan, “From the moment we started distance learning last year, [Gaynor faculty and staff] have stayed focused, consistent, and haven't looked back for a second. They are doing a tremendous amount of work in the classroom, ensuring our children stay engaged over Zoom, and are making many personal sacrifices to educate students. In other words, they give much of themselves each and every day.” The PA Leadership kicked off the thank yous by encouraging families to join them in a “gratitude pledge” to Gaynor’s faculty, specialists, staff, and administrators. Over 225 parents committed to reaching out at least once a month just to say thank you and show their gratitude. The Parents’ Association’s Faculty and Staff Appreciation Committee, Co-Chaired by Robin Geisler and Tim Mulvaney, also found a tangible way to honor Gaynor faculty and staff with an appreciation grab-and-go breakfast on November 18. According to the email sent to all faculty and staff, “Although we are unable to gather together as a community this year to host our traditional potluck breakfast, we still want to take a moment to reflect on the herculean efforts each and every one of you has accomplished. It is a privilege to have you educating, guiding, and supporting our children throughout the year.” The Parents’ Association also continued their commitment to supporting Gaynor’s efforts in diversity, equity, and inclusion (DEI). On September 29, the PA hosted an online presentation titled, “Advancing Diversity, Equity, and Inclusion Through Gaynor’s Racial Literacy Curriculum.” The presentation featured Dr. Scott Gaynor, Head of School, and Ms. Hogan, as well as members of the Employee Diversity, Equity, and Inclusion Committee (EDEIC), which includes Director of Student Life Sue Sortino, Librarian Dionne De Lancy, Assistant Teacher Jenine Gaynor, Head Teacher Audrey Schaefer, and Science Specialist Jacqueline Smith. On December 15, the Parents' Association Diversity, Equity, and Inclusion (DEI) Committee invited the community to join Monique Vogelsang, Curriculum Specialist with Pollyanna, for a presentation titled, "Racial Literacy 101: Connecting the Classroom to Home Through the Power of Language." This fall, Ms. Vogelsang worked with the EDEIC to help define and launch its Racial Literacy Curriculum. She worked closely with Gaynor faculty and staff to help carefully and thoughtfully develop this curriculum, and the PA's DEI Committee was thrilled to have Monique join forces with the parent community to help expand their racial literacy and provide tools for navigating future conversations about race at home.
24 GAYNOR GAZETTE
RACIAL LITERACY WITH VOGELSANG
Parents Explore Racial Literacy Issues with Pollyanna’s Monique Vogelsang On Tuesday, December 15, Gaynor parents, faculty,
“Tonight’s presentation is really in response to a lot of
and staff tuned in to a special Diversity, Equity, and
reach out that I think all of us [in the Parents’ Association]
Inclusion webinar.
received after our introduction a couple of months ago
The Parents’ Association Diversity, Equity, and Inclusion (DEI) Committee, co-chaired by Kathy Yang and Nina Norwood,
invited
Pollyanna
Curriculum
Specialist
Monique Vogelsang to help the parent community
to say, ‘I really want to make sure I’m connecting the dots between what my student is learning in school and what we want to talk about during dinner or the weekends,’” she said.
expand their racial literacy and provide tools for
After her introduction, Ms. Vogelsang joined the webinar
navigating future conversations about race at home.
and greeted the Gaynor community. She gave an overview
The
presentation
was
titled
“Racial
Literacy
101:
of what to expect from the evening and the goals.
Connecting the Classroom to Home Through the Power
“We’re here because of your children and because we’re
of Language,” and 50 people tuned in on Zoom to watch
really aiming to keep students and equity at the center
Ms. Vogelsang’s presentation and discussion.
of what we do,” she said. She explained that her remarks
This isn’t Ms. Vogelsang’s first time working with Gaynor on DEI initiatives. This fall, she worked closely with Gaynor faculty and staff to help carefully and thoughtfully develop Gaynor’s Racial Literacy
would be “anchored in the idea of racial literacy, the importance of expanding our awareness, thinking about the language that’s being used at school, [and] how to bridge the conversation from school to home.”
Curriculum. With the guidance of Ms. Vogelsang, and
She then went on to read Gaynor’s mission statement
informed by Pollyanna and other expert sources, Gaynor
and DEI statement, saying that the idea of recognizing
launched the curriculum in September.
and creating a diverse and inclusive environment is
The evening began with Head of School Dr. Scott Gaynor
embedded in these statements.
saying a few words before introducing PA President
“The language is there,” Ms. Vogelsang said. “I think this
Megan Hogan.
is something that we’re aiming to cultivate. Promoting,
“Your attendance tonight is a wonderful example of the importance of the community effort in making sure that DEI work stays at the forefront, and that we continue to take action and make progress,” Dr. Gaynor said. Ms. Hogan then talked about the importance of the evening and introduced Ms. Vogelsang.
advocating, and celebrating as part of what we’re doing in the classroom, which is really sound pedagogy. This is all part of the work of diversity, equity, and inclusion, and I would say racial literacy is a core tenet of that.” During
the
presentation,
Ms.
Vogelsang
reviewed
language and frameworks that promote racial equity.
WINTER 2021 25
RACIAL LITERACY WITH VOGELSANG
She discussed what racial literacy is, why there is a need
“When people don’t see color, they don’t see me,” she
to enhance our racial literacy/awareness, what is and is
said. “It seems to diminish my identity by someone
not race, and seeing things with a "both/and" lens.
saying, ‘Well I don’t think of you as Black.’ Well I do, so
Ms. Vogelsang then talked about racial literacy in the classroom, and bridging the gap between what’s discussed in the classroom and at home. “I will say there’s not one way to have a conversation about race and/or racism, there are many ways,” she said. “I think there are many ways to affirm our children, our students for who they are, and sometimes there are ways that don’t affirm them, and sometimes there are conversations that can cause harm. In that way, we have to think about how we have these conversations in a way that’s anchored in a shared humanity and recognizes our differences ultimately as strengths.” She gave a few different approaches, as well as resources both for adults and children. One resource for children was Lee & Low Books, which is the largest multicultural publisher in the United States. Books are broken down by grade level and cultures, and are recommended as a good source for building an at-home library. After the presentation, Ms. Vogelsang went through a few different scenarios and opened the floor up for
it’s important for you to make sure that as you think about your perception of me, that my perception actually comes first, which is asking me questions about how I perceive my identity, how I identify, what those identifying characteristics are, what those impacts are on me, as opposed to saying, ‘I don’t see gender, I don’t see color, so what’s the
“There’s not one way to have a conversation about race and/ or racism, there are many ways.” –Monique Vogelsang
big deal?’” Closing out the webinar, Ms. Vogelsang said ultimately, the goal of this work is to enhance awareness, to teach love of self and others, and to approach and see the world and ourselves with complexity, nuance, and depth. “I think language is a big piece of this, and the language we use can promote exclusion, unfortunately, or promote inclusion, and really the goal in our racial literacy program
group discussion, as well as a Q&A.
is to employ a nuanced, intersectional, positive, racially
One scenario asked if anyone would say something to an
the three big things I keep in mind for my values are to
adult who says something problematic such as, “I don’t
cultivate truth, cultivate a sense of community, and as
see color,” or “Racism is a thing of the past.”
much as possible, cultivate a sense of joy.”
Ms. Hogan said that she would educate the person on the harm that comes with those words. 26 GAYNOR GAZETTE
diverse, and rehumanizing lens,” she said. “The work I do,
ALUMNI UPDATE
Alumni Update Meet Gaynor Alumna and Faculty Member Hannah Jupiter ’00
Alumna Hannah Jupiter ’00 recently found herself back at Gaynor, but this time not as a student. After five years of teaching in the art department at the Churchill School and Center, Ms. Jupiter is excited to return to Gaynor, a school that helped her grow. We sat down and asked her a few questions about her time as a student, as well as her hobbies and art. 1. What has it been like to be back at Gaynor? How has the school changed and how has it stayed the same? The school still holds the same values from when I was a student. The teachers and staff are an extremely dedicated team and have the students' best interest in mind. When I was a student, I was in the Upper West Side townhouse location, a small' intimate building. It’s great to see all the space and new resources that are available to the students and staff now. During this time, it is an honor to be a part of the Stephen Gaynor School community. Everyone has adapted and adjusted in these difficult times together. So far it has been a smooth transition jumping on board in the middle of the school year. 2. What is your favorite Gaynor memory? One of my favorite Gaynor memories would have to be in my first year at Stephen Gaynor School. My homeroom had a family of caterpillars, and we watched them spin cocoons and turn into monarch butterflies. We released the butterflies at the end of one day in front of the building and watched them fly away. I remember being so fascinated by the process of how things can grow and transform. I still remember holding the butterfly on my finger and watching it fly away. It probably flew across the street into Central Park! 3. Do you have any hobbies? I have a strong passion for art, animals, and nature. I try to explore a new national park each year and a museum once a month when I have the time. Of course, I cannot forget to mention my two dogs — I take them everywhere I go!
4. What is the medium of art you work with? I am a mixed media artist, primarily collage. Throughout the year I collect books, magazines, and different papers and collage them with different paint, epoxy, glitter, or whatever is laying around the house. It is important in my work to try something, and I often experiment with an unknown material or an approach I may not have tried before to keep things fresh and challenge myself. 5. What does it mean to you to be working at Gaynor? What is the most meaningful or helpful thing Gaynor taught you? Stephen Gaynor School made learning an enjoyable experience for me, and I am grateful for my learning experience. I still consider myself a student of the world. We never stop learning, and we all continue to learn, no matter what age we are in life. I hope I can inspire Gaynor students to carry their creativity through all different areas in their life, and that art can be fun and not just a “perfect picture” you see in a museum. 6. What have you been up to since graduating from Gaynor? I received my Bachelor of Fine Arts from Adelphi University. Shortly after, I started a small business teaching art programs in nursing homes and teaching art to high school and middle school students at the Churchill School and Center. 7. What is your advice to future Gaynor alumni? Being a Stephen Gaynor School student is a really awesome experience! Do one thing a day that makes you smile, and when you’re not doing the things that make you smile, try your best to have a positive outlook. Everything is a little more interesting with some paint on it! WINTER 2021 27
ALUMNI UPDATE/CLASS NOTES
Class Notes Jolie Van Keuren ’14 Jolie started Gaynor in the fourth grade and was the first class to start in the Middle School when it opened in the South Building. She credits Gaynor with making an enormous impact on her life. After high school she was accepted to Ringling College of Art and Design's Computer Animation program. Upon realizing her interest in 2D animation and her desire to work for TV shows like “Family Guy” or “Rick and Morty,” she transferred into the Vancouver Film Schools’ animation program. Her final project is an animated film showing what it is like to have a learning difference like hers (dyslexia/ language-based learning difference) and will feature Gaynor.
Jacob Llaurador Brody ’04 Jacob’s time at Gaynor allowed him to process how he learns, and the encouragement he received helped him develop as a student and an artist. After attending Gaynor, he went on to graduate from Vassar College in 2018 with a Bachelor of Arts in Studio Art, with a focus in Photography and Philosophy. Since graduation he has worked as a commercial photographer and fine art printer. This October, he released his second photo book, "HARD HAT." The book depicts how urban development has informed his creative practice. "HARD HAT," as well as prints of his work, are available to view at www.jlbrody.org.
Ryan Ehrlich ’15 Ryan is currently living in Washington, D.C., and is a sophomore at American University, where he is pursuing a double major in Secondary Education and History. During his limited free time, Ryan is very active in the D.C. political activism scene. One of the best gifts that Gaynor gave to Ryan is the ability to advocate for himself. This has allowed him to create close relationships with his professors, which will hopefully result in internships and jobs in the near future. Especially while taking classes online, Ryan points out that the ability to advocate for himself has made the process much less intimidating.
28 GAYNOR GAZETTE
ALUMNI UPDATE/CLASS NOTES
Leah Mark ’05 Leah has made headlines since graduating from Gaynor. She went to York Preparatory School, where she served as Yearbook Editor In Chief during her senior year. She studied broadcast journalism at Quinnipiac University and graduated cum laude with multiple honors. Leah could not have gotten through four intense years of college without the self-confidence she gained during her years at Gaynor. After graduating college, she moved to Washington, D.C., and worked as a production assistant for NBC 4 D.C. She then moved back to New York and worked as a producer for Mic.com, covering the 2016 election and Trump presidency. Leah currently works as a video producer for HuffPost, where she covers politics and breaking news. In March 2018, Leah married her husband Ryan at the Metropolitan Club.
Boman Modine '98 Boman loved his time at Gaynor. He shared that Gaynor was the first school that understood how to adapt to education with his learning differences and changed them from a perceived hindrance into something that he celebrates. Gaynor acclimated him to new learning styles that worked for him, and he became more confident learning in a group setting. It was because of Gaynor that Boman learned to read and then write, which remains his favorite educational experience of his life. Boman is currently a filmmaker living in California. Additionally, he and his wife Sara recently welcomed their first son, Avery. Boman looks forward to visiting Gaynor in the future when things are back to normal.
Tigist Smith ’15 Tigist started at Gaynor in the second grade and said she really enjoyed her experience at Gaynor. While at the school, she played every sport offered to her from volleyball to softball to basketball, just to name a few. Not only did Tigist find her love for sports at Gaynor, she also found that her amazing teachers gave her the tools she needed to succeed. Today, Tigist attends Mount Saint Vincent’s and is pursuing a degree in Business Administration with a minor in Sports Marketing. She’s also a member of the school’s basketball team. Tigist says that she still stays in touch with many of her Gaynor friends, and that some of the “best years of her life” were at Gaynor.
WINTER 2021 29
GAYNOR GIVES BACK
Gaynor Gives Back In order to carry on the Stephen Gaynor School value to raise awareness of our local and global communities, each year Gaynor observes a Day of Service to support a global cause or a local community in need to teach students the importance of giving back. This year, we’ve initiated Gaynor Gives Back, a series of stories shared by members of our community that celebrates the many ways one can give back and the difference it can make not only in one's own life but in others' lives. To kick off this initiative, we reached out to our wonderful alumni community to ask them how and why they continue to give back after leaving Gaynor.
Jackson Potter ’09 The reason I give back and do everything I can to assist and help others is because I've been leant a helping hand so many times in life: whether at Gaynor in regard to my learning differences, UCLA while writing my thesis, or simply in my day-to-day life by family, friends, and fellow New Yorkers. This holiday season I'm proud to have participated in a turkey meal giveaway at work where we were able to give out just over one thousand Thanksgiving meals to New Yorkers in need. Additionally, I'm preparing a toy and coat drive at work for those that may find themselves in need of a little assistance or support. At the end of the day, it's important to do your part, because we live in an uncertain time, and you never know when you may need to turn to someone for help. Also, it feels good to help someone else out!
Daniela Marton ’12 I initiated my own community service project to aid rural schools in Uruguay, South America — a country I consider to be my second home as my mother was born and raised there. Uruguay faces difficulties educating children in rural areas because of the limited educational resources. Knowing that I wanted to help, I identified two schools that were most in need of microscopes, computers, clothes, and toys. Through extensive outreach, networking, and establishing fundraisers and donation centers, I was able to procure the resources needed for the schools. Being able to hand-deliver the supplies to both schools and witnessing their sincere gratitude was the best part. Community service has always been a strong passion of mine. Knowing that I’m able to make a small difference in a person’s life is an incredible concept that I recommend to all.
30 GAYNOR GAZETTE
GAYNOR GIVES BACK
Nick Kenner ’90 From late March through June of 2020, I decided to have Just Salad partner with Mount Sinai to deliver 10,000 meals per week. We donated over a million dollars' worth of food to local NYC hospitals. Local hospitals wanted our help, and we wanted nothing more than to help our local healthcare heroes. The entire Just Salad company rallied around this decision — it gave us purpose in a time of confusion. Great companies make great decisions in critical times. The economic ramifications of this decision are little in the scheme of things, but the work we did during this time will live on in the soul of this company and the individuals that made this happen, forever. (Nick Kenner is the founder and CEO of Just Salad.)
Todd Feltman, Ph .D. ’86 I have been an educator for approximately 23 years. I am fortunate to have memorable experiences as a Gaynor student, and although I only attended for two years, it helped me become a well-rounded pedagogue and school administrator. I give back to the community through teaching, coaching, and building relationships with my students. I am passionate about educating the whole child, and I believe every student has the power to make the world a better place. They need the right guidance, engagement, and motivation. I wrote an interactive handbook, Mentoring My Elementary and Middle School Students to Become Powerful Navigators of Success to guide and support children and young adults. Giving back is an important value in my life.
Andrew Ferrante ’20 I do community service through Scouting as a fun activity and a way to give back to my community. For example, once a year I help clean up the local waterways by picking up garbage, and I participate in the annual Thanksgiving food drive. I am a Den Chief in the Boy Scouts, which means I help lead the younger Scouts. This year, I completed my Eagle Scout project, which was to build 10-15 nest boxes in the park near my house to help regrow the bird population. Through this project, I led a group of Scouts to build and install the nest boxes. By May, I was excited to see that almost all of the nest boxes had inhabitants. I have found if we all work together, small efforts can make a big difference in our community and our world.
WINTER 2021
31
SCHOOL EVENTS
First Day of School
Parents' Association Appreciation Breakfast
Thanksgiving Food Drive
32 GAYNOR GAZETTE
SCHOOL EVENTS
Mad Science Halloween Show
Milk and Cookies with Ms. DeLancy
Presidential Inauguration
WINTER 2021 33
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