GAYNOR GAZETTE WINTER 2022
Red Cluster Heroes!
Be Your Favorite Hero Day
Stephen Gaynor School
Spirit Week Assembly
Pink and White Day
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
Table of Contents WINTER 2022
WWW.STEPHENGAYNOR.ORG 2021-2022 BOARD OF TRUSTEES BOARD OF TRUSTEES Megan Hogan – Chair Benjamin Hamilton – Vice Chair Hamburg Tang – Vice Chair Jay Kramer – Treasurer Jillian Marcus – Secretary Andrew Bast Kristine Baxter Hillary Blumberg Lorie Broser Patterson Chiweshe Grant Duers *Dr. Scott Gaynor – Head of School Oscar Gil Vollmer Benjamin Hamilton Henrietta Jones Steven Kobre Kristerfor Mastronardi 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 Andrew Bilzin Bill Caleo Chris Canavan Cara Chambers Elizabeth Mily John Neave Alyson Organek Josh Wiener
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1 GAYNOR ON GAYNOR PLAN 2 STRATEGIC WRAP UP / PREVIEW EDUCATOR 3 SENIOR PROGRAM
4 FIVE QUESTIONS WITH... 6 COMMUNITY LEARNING CENTER 7
SPIRIT WEEK
8
CLASSROOM PROJECTS
TEACHER MODEL 12 CO-LEAD
14 PSYCHOLOGY UPDATE Stay Connected with Gaynor! Follow us on Facebook, Twitter and Instagram © 2022 Stephen Gaynor School, All Rights Reserved
BREAKFAST 15 PA MY WAY
16 LEARNING DIFFERENTLY 10 YEAR 18 EC ANNIVERSARY VISIT FROM 23 AGOV. NEWSOM LAND 24 LENAPE ACKNOWLEDGEMENT 25 WINTER CONCERTS 26 ALUMNI REUNION 27 ALUMNI UPDATE 28 SMART THINKING 30 PHOTOGRAPHY UPDATE 31 READING UPDATE 32 SPORTS UPDATE
GAYNOR ON GAYNOR
visited Gaynor this fall, he was surprised by what he experienced when interacting with our students. As a child with dyslexia, he lived in fear of going to school. Governor Newsom’s main goal was to hide in the back of the classroom and avoid ever having to read out loud. Even today, with
with making a child feel comfortable, Ms. Siegel could truly assess their academic needs. Many parents noted that the feedback they received from Ms. Siegel was the first time they understood their child’s academic challenges and true potential.
all his success in business and politics,
This spirited approach was also
he is still fearful of reading in public. But
the foundation for how Ms. Siegel
when the governor took questions in our
trains teachers. Her inquiry based
Performing Arts Center, he could not believe how confident
approach always begins with asking the teacher about
our students were. His presentation was designed to boost
the child. How do they feel about being a student,
up young struggling readers, but our students’ self-esteem
where do they find joy, and how can the teacher tap
was present from the start. How is it that our students are
into these interests? While not every subject needs
more confident in their reading than the governor of the
to be entertaining for a student, it must be engaging.
most populous state in the country?
Humor was one strategy Ms. Siegel modeled with ease,
As we close out the fifth decade since the opening of Stephen Gaynor School and prepare to celebrate our sixtieth anniversary, we recognize our founders
but a smile, animated gesture or lilt in her voice were all part of her teaching toolbox. Learning from the best, our teachers are always
where
looking for opportunities to connect with our
children can find the joy of learning.
students in order to spark the joy of learning.
My grandmother Dr. Miriam Michael
When children feel good about themselves,
and Yvette Siegel-Herzog believed
they are more willing to take risks in their
that children learn best when they
learning. A willingness to fail in the moment
feel good about themselves. Over
enables a student to challenge themselves
the years, I have shared stories about
and have the confidence that if they are
how these two visionaries built a school
wrong, they are resilient enough to try
around the whole child. I have heard Ms.
again. Governor Newsom didn’t find
Siegel state on countless occasions that
joy inside the classroom and wishes
we first build a child’s self-esteem, and
he could have attended a school like
for
creating
a
school
then the real learning can begin. Laughter was one of the key ingredients to not only their relationship with one other, but how to teach. You would always hear roars of laughter emanating from Dr. Michael’s and Ms. Siegel’s offices. And if the two of them were in the same room there were not enough layers of sheetrock to stop the howls of joy from filling
WINTER 2022
When California Governor Gavin Newsom
Gaynor. He playfully jokes about those years, but he is very clear that it wasn’t funny for him to wait in fear of having to read out loud. At Gaynor, there is no back row and every child is celebrated for who they are. That day, our students confidently raised their hands, proud of who they were as students and excited to learn from the Governor.
the hallways. Ms. Siegel’s sense of humor stretched to all aspects of her work. When seeing an anxious child during an initial interview, she would put them at ease by asking them a silly question or even putting on a funny disguise. Starting
DR. SCOTT GAYNOR Head of School
WINTER 2022
1
STRATEGIC PLAN WRAP UP / PREVIEW
Gaynor’s Strategic Plan: In Every Ending, There is a New Beginning
T
he process of strategic planning is like
Students - Chaired by PA President and Trustee
the Design Cycle used by students at
Keech Combe Shetty and Director of Lower
Gaynor. Each strategic planning iteration is
Division Donna Logue
informed by the plans that have come before it, and is an effort to look towards Gaynor’s future and “think big” about where the school might be in the next five to ten years.
Director of Admissions Juliana May Faculty and Staff - Chaired by Trustee Kristy
While the school has grown much over the past six decades, the community remains committed to the vision set forth by Co-Founders Dr. Miriam Michael and Yvette Siegel-Herzog. Their
Baxter and Assistant Head of School Jill Thompson Board of Trustees - Chaired by Trustee Benjamin Hamilton and Chief Financial Officer Ellen Lee
dedication to an individualized curriculum for
Each of these pillars is tasked with ensuring that
each of Gaynor’s students continues to resonate.
the 2022-2027 plan is viewed through the lens of
The school is currently at the tail end of the 2017-
Diversity, Equity, and Inclusion. The goals for the
2021 Strategic Plan and has much to show for the
next strategic plan will include specific DEI-related
initiatives conceived during the planning process
initiatives, but the subcommittees will also view all
begun five years ago.
proposed goals through a DEI lens.
Key achievements of the 2017-21 plan:
The steering committee is composed of Trustee
•
Backwards Design has been implemented across subjects and clusters
•
•
Creation of the Senior Educator Program, and
An
expanded
and
reconceived
As
Director of Communications Deanna Ferrante, and
Communications
Associate
Mary-Lou
Watkinson. Subcommittees will look to include goals centered around the curriculum, professional
Service
Learning Curriculum •
Andrew Bast, Head of School Dr. Scott Gaynor, Assistant Director of Advancement Emily Barnes,
piloting of the Co-Lead Teacher Model
development and education of our constituencies, recruitment and outreach, and the resources
Establishment of an annual State of the
needed to implement the plan successfully.
School presentation by school leadership and
Over the coming months, the Strategic Planning
members of the Board of Trustees
leadership team will look to involve a wide range
the
school
acknowledges
these
accomplishments, it will not rest on its laurels. The leadership team for the 2022-2027 Strategic Plan has been meeting this fall, and has convened subcommittees focused on four pillars:
2
Families - Chaired by Trustee Jillian Marcus and
GAYNOR GAZETTE
of constituents in this process, including parents, alumni, teachers, staff, and trustees. The plan will be researched and written this academic year, to be completed in the summer of 2022.
SENIOR EDUCATOR PROGRAM
First Cohort of Senior Educator Program Celebrates their Graduation The Senior Educator Program was conceived through
Ms. Logue said the first cohort is a very talented group of
Gaynor’s 2017-2021 strategic plan, which highlighted
educators who are dedicated to truly reaching children in
a need to focus on retaining great educators and
every area.
developing long-term career paths that support the school’s overall curriculum goals. The three-year Senior Educator Program, currently taught by Assistant Head of School Jill Thompson and Director of Lower Division Donna Logue, covers three areas of study: understanding individual learning differences, curriculum development, and organizational citizenship.
“A lot of the discussions were about the philosophy of grading, and giving children feedback that would help them to improve, understand strategies that work for them, and make them more aware,” she said. Ms. Logue noted that the cohort felt cohesive because every member worked with students in the Upper
Two cohorts of experienced and qualified candidates
Division. Their conversations were exciting for Ms. Logue,
were selected to enroll in the program, which involves two
and eventually transformed into their final project, which
multi-week courses per year. The first cohort graduated
was developing a grading system.
at the end of February. The last course they took in the program was a mentorship course taught by Head of School Dr. Scott Gaynor.
“The final project for them was very organic,” she said, “because they clearly were trying to come up with a philosophy of grading that was true to the Gaynor spirit
The mentoring course is meant to be theoretical and
of recognizing where each child is, acknowledging their
practical, so the students get opportunities to learn the
progress, and presenting a realistic picture of where they
theory around mentoring while also implementing it.
are on a continuum.”
“It really focuses on having the opportunity to learn what
The second cohort is halfway through their classes, and
makes a great mentor, and also allows them to support
they are currently taking a course with Ms. Thompson
curriculum initiatives,” Ms. Thompson said.
on Universal Design for Learning.
The first cohort of Gaynor's Senior Educator Program graduated this February. From left to right: Chris Meyer, Rebecca Felt, Erica Kasindorf, Adalake Barnwell, and Cristina Fabricant. WINTER 2022
3
FIVE QUESTIONS WITH...
Five Questions With...
Brendan Stackhouse The Performing Arts is a valued part of each child’s education
at Gaynor, but one teacher doesn’t just leave the acting to the stage. Blue Cluster Head Teacher Brendan Stackhouse started his career in directing and choreography before finding his way to Gaynor, and he loves incorporating his strengths from those fields into his English lessons. We sat down with Brendan for the latest installment of our “Five Questions With…” series to learn more about how he moved from the world of theater to education, and how he is still able to fulfill his passion for the arts while being in the classroom.
What did you do before becoming a teacher? I originally went to school for Arts Administration, so I technically have a business degree. I worked in a few Broadway general management offices before switching to the freelance directing/choreography world. I would go all over and direct and choreograph plays and musicals for theatre companies, schools, and youth programs.
How did you find yourself at Gaynor? It's the weirdest backwards series of successive doors, but I was directing a production of Company that I happened to cast Abby Shuppy in. I didn't know her before that, but she's a very talented performer, and I loved her vibe! At that same time, there was a vacancy on the Gaynor musical team, so she asked me if I would join her and work on the show. I absolutely fell in love with the students in the musical and the overall culture of the school: everyone seemed so happy, and the mission of the school resonated with me as my mother is a career special education teacher. I applied for an assistant teacher job, and they took a chance on me that I am eternally grateful for. Now, six years later, I'm a head teacher having the time of my life. I call Abby my "fairy godmother," because she brought me in and still champions and mentors me. The mentorship and collaboration that exists in the theatrical world is pretty much the same as it is here, which is just amazing. 4
GAYNOR GAZETTE
BRENDAN STACKHOUSE
Why teach English? In my mind, English and theatre pretty much go hand in hand, and then add in the need, especially with our population of students, for visual representation of literature, and it's a no brainer for me. It plays to my strengths. Why just read The Giver, when we can use our role play skills coupled with the author's language to experience it dramatically? The opportunities to infuse theatre and text and movement with literature makes the day so wonderfully exciting, and has also allowed me to see genuine progress and breakthroughs in my students.
How are you able to fulfill your passion for the arts? I'm very fortunate that a lot of the work I was doing before I switched to teaching has been flexible and accommodating to my teaching schedule. Right now, I'm attached to and working on developing a few brand-new musicals, so those writing teams have been very gracious and work around my job. Ultimately, I get to be choosier about the theatre projects I sign onto outside of school, because they're not my main source of income. I also have my English classes and the school musical, which are both ways to keep my passion going during the school day.
Do you have a favorite student story? I had a student in my homeroom my first year as a head teacher who had some pretty significant reading struggles that manifested in a lot of other areas of his life, but he had a brilliantly creative mind for engineering, art, and design. We did Mary Poppins as the school musical that year and were struggling on how to make a lot of the scenic and magic elements happen. In the interest of using the Design Cycle, I pitched these problems to my homeroom class, and this student completely ran with it. By the end of that week, he set up a meeting with the musical directors to explain what he needed to execute his vision and then divided my classroom into teams to make it happen. He truly came alive throughout that process and for me, it was an eye opening lesson in really getting a holistic view of a child. I know it's incredibly cliche, but you never know what lies below the surface of a kid or what makes them “tick,” especially in an environment like Gaynor where the neurodiversity piece plays such a
BONUS QUESTIONS! What gets you out of bed in the morning? My alarm. (I'm kidding!) The fact that I can work with my wonderful students and colleagues in such an incredibly collaborative way is really an honor and privilege that gets me up in the morning.
What do you like to do when you aren’t at Gaynor? I really love to cook and try new recipes. If I wasn't teaching or doing theatre, I'd probably consider being one of those fancy private chefs for parties and events.
What’s something people wouldn’t know/ expect about you? I played football for 10 years (And wasn't terrible?). I also LOVE the Peanuts comic strip. I think it's the greatest work of art ever created.
huge role in our overall community. WINTER 2022
5
COMMUNITY LEARNING CENTER
The Community Learning Center Continues to Thrive “CLC has helped so many
PS 84 students improve their reading skills. Each student’s capacity for learning is valued, and each success is reinforced." Dina Peck former CLC parent The Community Learning Center (CLC) is a free after
neighboring public school students! Now more than ever,
school reading program for first and second graders in
our community needs us, and we are there for them.”
New York City public schools that was started in 2007 by Lower Division Director Donna Logue and is now co-directed by Educational Evaluation Associate for Admissions Kate Adlin and Reading Specialist Kristi Evans. Typically, small group instruction takes place in-person, but the program was forced to shift to a modified
virtual
model
in
2020. Now, for the 2021-22 school year, seven Gaynor teachers are providing the much-needed
support
to
approximately 30 first- and second-grade students from PS 84 and PS 166. Prior to this school year, many firstgrade students had never attended school in person due to the pandemic. Many second graders are in the same position, and had not been in school in person since pre-K. This is a critical year to provide intervention to those who missed out on precious learning opportunities due to COVID-19, school closures, and a hybrid teaching model. Ms. Adlin said, “Not even a global pandemic will stop Gaynor from providing free reading instruction to
6
GAYNOR GAZETTE
According to Ms. Evans, “PS 84 and PS 166 have joined forces with the CLC once again, and we have figured out how to maximize the number of students we can reach. All students work virtually in small groups, and much like the Stephen Gaynor School model, each child gets what they need.” She continued, “Some work better at school, so they are supervised by teaching staff and provided with devices, headphones, and a space that is conducive to learning. Others return home and work best with the support of parents or other family members.” Ms. Adlin agreed, saying, “The most remarkable thing is that despite what is happening in our local and greater community, attendance has been terrific, and teachers have reported that the CLC is still one of the most fun parts of their afternoon. We look forward to the day when we can hold our groups inperson once again, but in the meantime, we will do all we can to support those around us and provide very worthy students with the extra boost they need and deserve.”
SPIRIT WEEK WEEK SPIRIT
CLASSROOM PROJECTS
Pieces of Me: Red Cluster Explores Identity Red Cluster students explored what makes them who they are this fall, discovering how they are unique but also similar to others. As part of the first pillar in their DEI curriculum, students explored identities by discussing different aspects that make up a person, such as faith/beliefs, family structure, gender expression, race, and interests. Following their learning, students created a puzzle of six different pieces to represent themselves. Once complete, the puzzles were placed in the North Building Cafeteria for the Red Cluster Puzzle Showcase. Head Teacher Joyce Macedo said, “Given that each individual’s identity is something to be proud of and important to share with others, we wanted to invite our friends at Gaynor to our showcase.” Puzzles were displayed on walls and tables grouped by homeroom, and each Red Cluster class walked around the space to view them. Students also completed a worksheet to help them identify what they have in common with their classmates, as well as what makes them different. Outside visitors to the gallery walk were also invited to create their own identity puzzles to be put on display with those of students. 8
GAYNOR GAZETTE
CLASSROOM PROJECTS
Greeking Out: Green Cluster Students Explore Ancient Artifacts at the Met A group of Green Cluster students stepped outside
Gaynor’s
doors
to
explore
the
Metropolitan Museum of Art as part of their study on Ancient Greece. Head Teacher Nicole Goldman and Assistant Teacher Jordan Segal’s class took a field trip to the museum to observe Ancient Greek artifacts
and
artwork.
The
class
walked
through two exhibits that contained Greek and Roman art, as well as European sculptures and decorative arts. “The students went on a scavenger hunt to explore Ancient Greek artifacts and sculptures, so they could learn more details about Greek culture,” Ms. Goldman said. “The students had many interesting questions and observations that we will continue to explore throughout the rest of our Ancient Greece curriculum.” After exploring, the students had the chance to be a Greek artist and sketch a sculpture of their choice. Following their trip around the Met, the students were able to play on the aptly-named Ancient Playground in Central Park. “It was such a wonderful day for 701,” Ms. Goldman said. “It was exciting to go on a field trip again.”
A Silver Cluster Exploration of Identity, Culture, and Stereotypes Silver Cluster students learned about themselves and broke down stereotypes to finish out their first social studies unit of the school year. In Head Teacher Avigail Hirschfield and Assistant Teacher Sage Fuller’s class, students took a deep dive into their own identities and cultures, while also learning more about diverse cultures within the Gaynor community.
2. I am _____________ and…. For each of these sentence starters, they had to select one aspect of their identity and complete the sentence stem. Ms. Hirschfield said, “The students of 606 absolutely blew the project out of the park, and the results were so beautiful!”
To culminate the unit, students learned about the concept of stereotypes. From there, they worked to break stereotypes. “Each student selected one stereotype that is commonly associated with one aspect of their identity, and actively broke that stereotype,” Ms. Hirschfield said. “All the while, the students also worked to embrace aspects of their identity that they are proud of!” To help their students complete this complex project, Ms. Hirschfield and Ms. Fuller gave them two sentence starters to complete. 1. I am _____________, but….. WINTER 2022
9
CLASSROOM PROJECTS
Keep on Truckin’: EC Students Explore Garbage Trucks Purple Cluster students donned their vests and boarded
In literacy, students read books about what garbage
their trucks to clean the streets of New York City. At least
trucks do and learned new vocabulary associated with
that’s what they pretended to do as the last activity in
parts of a garbage truck and their function. In math,
their study of garbage trucks.
students learned about shapes and figured out what
At the beginning of the school year, Head Teacher Rachel Fell said she asked her students what they wanted
for the wheels, and a smaller
majority of the responses being
rectangle for the cab.
transportation.
In science, the class watched a
“They would often share tales of
video about the SIMs recycling
seeing the garbage truck outside
center in Brooklyn to learn where
of school, so I thought it would be
the recycling goes, as well as
a great place to start,” Ms. Fell said.
sorted recycling and trash to help the garbage collectors.
This led to the creation of an
Students
integrated unit on garbage trucks, combines
all
areas
with
a
social studies goal of understanding something about the world around us — garbage trucks — but it also incorporated literacy, math, science, and art to lead to
10 GAYNOR GAZETTE
saw
pictures
importance of reducing our
academics to help aid in students’
deeper understanding and further engagement.
also
of landfills, and learned the
of
exploration of a subject. The unit started
construct their own trucks, using a bigger rectangle for the body, circles on the bottom
to learn about this year, with the
which
shapes make up a truck. Students used this knowledge to
trash, as well as visuals about what would happen if garbage didn’t get collected and how that would impact our community. And in social studies, students observed garbage collection in the community and watched a video of the garbage being collected outside of the school.
CLASSROOM PROJECTS To culminate the unit, the class made all the pieces to act out a garbage truck’s journey. They used recycled boxes to create their own garbage truck, which they painted and added details to by carefully observing where everything was on a picture of a truck. They each made their own New York City Department of Sanitation vests, and then carefully added the letters in the correct order. They all had a turn to be a driver in the cab, throw the garbage into the hopper, and pass it to each other. Ms. Fell said the main purpose of the unit was for students to develop a deeper understanding of and appreciation for something they see everyday and might take for granted. The multisensory unit also helped students develop a deeper personal connection to their part in taking care of the community as they think about making garbage and recycling. She said, “This unit started with the students’ interests to support their engagement but grew into something that gave us all, including me, a deeper appreciation for and awareness of something so important to our community.”
Silver Cluster Students Express Their Gratitude to Co-Founder Yvette Siegel-Herzog This fall, the students in Room 505 brainstormed all
classes are not too long and not too short. Thank you for
of the reasons they love Stephen Gaynor School. They
founding our school.”
then wrote individual letters to Yvette Siegel-Herzog, Gaynor’s Co-Founder and Director of Education. They then met Ms. Siegel virtually to share their letters with her, and to thank her for founding the school. To show their thankfulness for Stephen Gaynor School, Room 505 crafted messages to send to Ms. Siegel to express their gratitude. Working closely with speech and language pathologist, Taylor Deedy, students were able to express both verbally and in written form their feelings that
Stephen
Gaynor
Julia C. wanted to let Ms. Siegel know that, “I enjoy that each and every one of us is different and unique and are allowed to be creative. I also feel supported because I get the learning that I need to be smarter. Gaynor meets me at my individual level and helps me in that way.” Alexa S. wrote, “Stephen Gaynor School is a good school for kids who have learning challenges. The teachers are really nice! Gaynor has extra support with challenging subjects. Gaynor also celebrates
School
uniqueness and differences. I get
provides a calm, inclusive, and safe
to see all my friends and it’s easy
environment to learn and thrive.
for me to learn.”
Jack B. wrote that Stephen Gaynor
The students were fortunate to
School is, “a good school because
have Ms. Siegel virtually visit
it helps kids who have learning
their
challenges. Also the classes are
class,
so
each
student
could personally thank her for
smaller so it’s easier to learn.”
founding the school by reading
In his letter to Ms. Siegel, Nicholas
their compositions to her. Some
B. said, “I love Gaynor because
common themes were that they
teachers understand me. I love Gaynor because I get
felt understood by their teachers, supported in smaller
the help that I need. I have a lot of good friends. I learn
classes, enjoy their friendships and are being taught at
while having fun. I get to hang out with my friends. The
their individual level. WINTER 2022
11
Teaching Collaboratively: The Co-Lead Teacher Model This year, a new classroom model was introduced to a
The Pink Cluster class is run by Co-Lead Teachers
select few classrooms at Gaynor.
Megan Scanlon and Morgan Conlon, both of whom are
The Co-Lead Teacher Model involves two experienced teachers working together in the same classroom. They plan lessons together and teach together to support
in their fifth year of teaching at Gaynor. This position felt like a perfect fit for them, as they are close friends outside of Gaynor as well.
the diverse academic and social-emotional needs of
Ms. Conlon said the pair heard about the co-lead model
their students.
last year, and it just made sense as they were already
According to Understood.org, studies show that
planning their lessons together.
co-teaching can successfully meet the needs of all
“We did everything together. Even though we were
learners when the co-teachers have ample time to
in two different classrooms, we planned every lesson
build a trusting relationship with one another, have
together, and we always collaborated. So we figured
shared planning time, and each have the chance to use
why not do it in the same room,” she said. “We also
their expertise in the classroom.
thought that because we have such a great relationship
There are currently two Co-Lead Teacher Model classrooms, one in the Pink Cluster and one in the
both professionally and socially, we could be good role models of how this can be done successfully.”
Orange Cluster. The model takes two experienced head
The pilot groups met with Early Childhood Director
teachers and puts them together in one classroom,
Rebecca Jurow and Lower Division Director Donna
increasing the experience level for primary teachers,
Logue twice during Summer Institute to learn about
and is one of the key initiatives from the current
the six different co-lead approaches. Gaynor’s co-lead
Strategic Plan.
teachers were tasked with testing out all six in order to
Head of School Dr. Scott Gaynor said, “This model
see which ones work best for the students.
will shift the accountability of student outcomes back
“Within all of these approaches, we’re able to observe
into the classroom with teachers, and allows for the
the kids more,” Ms. Conlon said, “and that helped us
expansion of educator professional development during
learn about the kids quicker and earlier, because one of
the school year, as there will be more release time with
us could sit back and take notes. I think in that regard,
two experienced teachers in the room.”
that’s a positive for the kids.”
Candidates needed to be experienced head teachers
Ms. Scanlon said some positive aspects for the teachers
in order to be considered for the position, but they
include less stress, worry, and pressure. The stress of
received training along the way to help them learn and
planning is also lessened by having two lead teachers,
navigate the co-lead model.
as well as having two people to handle communications with parents and other staff members.
12
GAYNOR GAZETTE
Ms. Conlon chimed in, saying, “Conferences, sports — just knowing that if you forget to say something or a parent asks a question you don’t know, your co-lead teacher will jump in and help you.” Another benefit they have found is what they are modeling for their students. Being co-leads and being equals in terms of position, their students are seeing what it looks like to collaborate and be respectful to your peers, as well as teamwork, every day.
THE SIX CO-LEAD APPROACHES One teach, one observe – one teacher serves as the primary instructor, while the other is observing students’ learning and collecting data. Station teaching – the class is divided into three or more groups and the classroom has multiple learning centers.
“I think overall the co-lead model is what you make of it,” Ms. Scanlon said. “The head teacher-assistant teacher model is
Parallel teaching – the team splits
just as important and could be just as positive, and it has been
the class into two groups and each
very positive for both of us in the years past. But this new
teacher teaches the same information
model is pretty cool, and we feel very lucky to be part of it.”
at the same time.
In the Orange Cluster, Jaclyn Dobish and Jacqueline Kolbert run the other co-lead classroom. Similarly to Ms. Conlon and Ms. Scanlon, Ms. Dobish and Ms. Kolbert are also close outside of school. Ms. Dobish said that because both she and Ms. Kolbert have
Alternative teaching – one teacher instructs most of the class and the other teacher teaches an alternate or modified version of the lesson to a smaller group of students.
a lot of experience as head teachers, it only enhances what they are able to do in the classroom. Ms. Kolbert seconded this, saying, “We’re able to differentiate more, and in the past we’ve had very different leveled classes, so because we come
Team teaching – both teachers are in the room at the same time but take turns teaching the whole class.
from the same background but are teaching in different ways, we’re really able to differentiate our lessons.”
One teach, one assist – one teacher
Ms. Kolbert said she thinks one of the best parts has been
teaches a full group lesson, while
being able to teach two lessons at once using the parallel
the other teacher roams and helps
teaching approach. In parallel teaching, the team splits the
individual students.
class into two groups, and each teacher teaches the same information simultaneously. “When we did our mapping skills unit, something that usually takes us three weeks took one week,” she said. “Jackie did a read-aloud about a mapping topic, and I did the technology part of it. It didn’t matter which lesson went first, so some students went into the break out room and some stayed in the main classroom, and then we switched.” Ms. Dobish said the classroom flow has felt natural, and that the students have responded well to it. Gaynor is looking forward to expanding the Co-Lead Teacher Model in the 2022-2023 school year. Pink Cluster Co-Lead Teachers Megan Scanlon (left) and Morgan Conlon (right). Orange Cluster Co-Lead Teachers Jaclyn Dobish (left) and Jacqueline Kolbert (right).
13
PSYCHOLOGY UPDATE
SUPPORTING EXECUTIVE FUNCTIONS AT HOME
This fall, Director of Psychology Dr. Clare Cosentino
All of these are accomplished through the “Get
and Assistant Head of School Jill Thompson gave a
Ready*Do*Done” model, consisting of three color-
parent talk that provided practical strategies for building
coded columns: a yellow “get ready,” a green “do,” and
executive functioning skills in children at home.
a red “done.”
Executive functioning is a set of processes that have to
Dr. Cosentino explained that all tasks have three phases.
do with managing oneself and one’s resources in order
“The red ‘done’ column signals to students to imagine
to achieve a goal.
what something will look like in the end, and it also helps
Ms. Thompson said, “Simply stated, executive functioning helps us decide what we will attend to, helps us decide and recall what we choose to accomplish, helps us to manage and organize our behavior and belongings, and to prioritize. It allows us to work efficiently by managing our emotions and monitoring our cognitions, and it enables us to persist with tasks towards completion.” Dr. Cosentino discussed the traits of individuals with executive functioning deficits. These included a reduced visual imagery to see the future, limited self-talk,
them visualize when to stop. The green ‘do’ column signals to students what to do, helps remind them to pre-plan, and then initiates or gets them going on the task. The yellow ‘get ready’ column reminds students to slow down and to identify and gather the materials they need.” These steps are executed backwards, having students start with visualizing the “done” column, and then planning out the rest of the columns based on the final product or goal.
disorganized planning, reduced sustained attention, and
Through this method, students learn to see themselves as
a limited or absent ability to clearly envision what their
agents of action for the future goal being contemplated.
future selves might look like when they carry out a routine.
They integrate by thinking about the time, materials, and
During the webinar, the pair introduced the 360 Thinking curriculum for developing independent executive function skills, created by Sarah Ward. The curriculum helps students learn situational awareness — or how to stop and
action steps to complete future tasks, develop the ability to see and sense the passage of time, and develop the capacity to self-monitor and adjust their performance towards task completion.
read the room — and creates forethought of an end result,
To learn more about the 360 Thinking curriculum and
which helps students see themselves in the future.
how to use it in your home, visit efpractice.com.
14
GAYNOR GAZETTE
PA BREAKFAST MY WAY
Breakfast My Way:
Sharing Food and Conversation with the PA The Parents’ Association Diversity, Equity, and Inclusion
At the breakfast, PA President Keech Combe Shetty
Committee hosted the first “Breakfast My Way” event for
welcomed the participants and expressed how excited she
Gaynor parents on Tuesday, December 14.
was to have parents meeting one another in person again.
The event was held in the EC Garden, and is a new way
Oscar introduced his family’s breakfast tradition saying,
for the parent community to come together, get to know
“I grew up in Venezuela, a beautiful country, where our
each other better, and to try different breakfast traditions
traditional breakfast was arepas, coffee, and natural fruit
from other parents. The PA hopes to host a breakfast
juices. People have them any time of the day; it’s our
every month.
sandwich substitute. We have a family tradition of having
This inaugural meeting featured coffee and arepas, a
them on Fridays at home in New York.”
traditional Venezuelan meal, and was hosted by Gaynor
Cinthia Gil then demonstrated how to assemble arepas in
parent and Board Member Oscar Gil, father of Cristina in
the traditional way, and everyone got a chance to make
the Blue Cluster.
their own. WINTER 2022
15
LEARNING (TO THRIVE) DIFFERENTLY
Learning (to Thrive) Differently: Gaynor Faculty and Staff Share Their Stories Awareness
Green Cluster Head Teacher Jenna Konstantine said
Month in October is a time to celebrate the people within
she experienced symptoms of combined ADHD that
the walls of schools like Gaynor, where students with
affected her throughout her life, however, she was not
learning differences are able to grow and thrive. Gaynor
diagnosed until she was an adult.
Learning
Difference/Learning
Disability
graduates are successful in their future professions, including many who have become teachers, specialists, and educational administrators. That students with learning differences grow up to become educators should come as no surprise. Many adults with learning differences reference their educational journey with inspiring them to become educators. The same is true for current Gaynor faculty and staff members. We asked for volunteers to share their experiences with learning differences, and what advice they might give to current Gaynor students and parents.
She said that she felt like a confident learner in school, but struggled with executive functions such as time management and organization. “I constantly interrupted other people and couldn’t figure out why I couldn’t make myself stop,” Jenna said. “I was one of those students who would leave things at school or leave things at home, and my parents had to drop things off almost every single day.” Today, Jenna uses timers to help keep herself on track and to monitor the passage of time, as well as creating lists and utilizing calendars to remember tasks. “I use a lot of labels. I keep things where I’m going to use them. I remind myself that having a messy desk doesn’t make me a bad person or a bad teacher,” she said. If she could go back, Jenna said she would tell her younger self, “Just because there are things that are harder for you to figure out, and just because there are things that take longer for you to do, doesn’t mean you are not trying your best, and it doesn’t mean that you’re a bad person or that you don’t care.” Something she often reminds herself, and something she hopes parents remember, is that many executive functions involve skills that need to be learned and practiced, and they can be just as difficult as solving a hard math problem. “Not putting a name and date on your paper, or forgetting to put a folder in your backpack, or having trouble planning a long-term project does not mean you
16
GAYNOR GAZETTE
LEARNING (TO THRIVE) DIFFERENTLY
are lazy. It means that there are different systems that
“I feel like I should have embraced my creativity,”
you need to work on,” she said.
she said. “Boost yourself up with your strengths and
In the Orange Cluster, Co-Lead Teacher Jaclyn Dobish grew up with ADHD and undiagnosed dyslexia. Jaclyn said growing up, her learning difference wasn’t fully acknowledged, and she wishes she had advocated for herself more. “I feel like I wish I had advocated as my young self and said, ‘This is so hard for me. You’re getting mad that I’m getting an 80 on my test that I should have gotten
extracurriculars, rather than harping on how hard it is to read. I would also tell myself to have a growth mindset.” Jacqueline said her parents and teachers built her up and encouraged her in the areas she did well in, which is something she recommends all parents do. “Embrace your child’s differences, promote positivity, build up their strengths, and remind them that putting in the work is worth it,” she said. Goodman
School
reading the test in itself was an
was not officially diagnosed with
accomplishment,’” she said.
ADHD until adulthood, because learning differences were not as
At Gaynor, Jaclyn not only teaches
well known or identified when she
her students strategies for tackling
was growing up.
academic and personal challenges, but
also
incorporates
Nurse
Emily
a 100 on, but sitting there and
those
“I wasn’t hyperactive, but I was
strategies into her own life.
inattentive,” Emily said. “It was very easy to ignore me because I
“I honestly say all the time that I’ve
was a girl and I was cooperative. It
become a better mathematician,
wasn’t until I was almost 30 when
I’ve become a better writer, I’ve
I was having organizational issues
become a better life-skill manager
at work that I went back to an
based off of everything I teach,” she
educational professional, and I was
said. “Finding out what works for
officially diagnosed. It made sense.”
you and not trying to do things the ‘cookie cutter’ way is something
When she became a new nurse, she
that has helped me.”
struggled with the organization and prioritizing skills the career requires.
Jaclyn’s Co-Lead Teacher Jacqueline Kolbert also shared what it was like for her growing up with learning
“I used to say to people, ‘I always see outside of the
differences. She was diagnosed with ADHD and dyslexia
box, and I have no problem troubleshooting and being
and “hated reading growing up.”
independent, but I can’t always see the box. I don’t know
“Now my favorite thing to teach is reading, because I had such a hard time learning to read, so I like making
what falls within my responsibility and what doesn’t,’” Emily said.
it fun and bringing in art and creativity to academic
Her number one tip for others who have learning
subjects,” she said. “It allows kids to shine in areas that
differences is to spend a lot of time getting to know
aren’t easy for them.”
yourself, your strengths, and the places you can improve.
Growing
toward
“Figure out what works for you individually, because
extracurriculars like art and music, because those were
up,
Jacqueline
gravitated
there’s no one right thing,” she said. “I think anything
areas in which she thrived. She advises students to
mindful, such as yoga or meditation, is extremely helpful,
focus on their strengths instead of their weaknesses, a
and just be patient with yourself. Don’t limit yourself in
mindset she wished she had adopted.
terms of what is possible.”
WINTER 2022
17
EC 10 YEAR ANNIVERSARY
Celebrating the Founding of the Early Childhood Program Many of Gaynor’s signature spaces and programs are the
Ms. Logue remembered, “Yvette’s dream was to open
realizations of Co-Founder and Director of Education
up an early childhood program so that we could reach
Yvette Siegel-Herzog’s dreams. The founding of the
children before they experienced the learning failure that
school itself in 1962 was a dream Yvette shared with Dr.
we see at Stephen Gaynor School. She wanted to know if
Miriam Michael, her Co-Founder. The recent completion
I would be interested in running the program.”
of the Performing Arts Center was another of those dreams, but one of her visions brought to life over a decade ago is now so integral to the life of the school that it is hard to imagine Stephen Gaynor School without it.
While she knew she was skilled at envisioning new programs, and making them run smoothly, Ms. Logue felt strongly that the school needed skilled early childhood educators to ensure this new venture would be successful
The Early Childhood (EC) Program is a unique and
in the long term. Still, she said, “When Yvette Siegel asks
innovative model of early intervention for students
you to do something with her, why wouldn't you do that,
with learning differences, ages three to six. It combines
right? You know, when a genius asks you to start something
traditional early childhood experiences with the most
from scratch, of course you take them up on that.”
effective methods in special education to help children mitigate learning challenges, make great strides in their educational, social, physical, and emotional development, and put them on the path to sustained academic success. This year marks the 10th anniversary of Gaynor’s Early Childhood Program, and we sat down with Director of Early Childhood Rebecca Jurow, Director of Lower Division Donna Logue, and Speech and Language Department Chair Jen Cohen. All three were key players in bringing Yvette’s vision to life. 18
GAYNOR GAZETTE
Ms. Siegel also already had the conceptualization that therapies would need to be a key component of the Early Childhood Program, and speech and language therapy would be the core of the therapy program. It was at this point that Jen Cohen entered the picture. According to Ms. Cohen, “Yvette and Donna called me, and I came in for an interview. I spent a little bit of time in the class, and then Donna and I sat and spoke, and it was a match made in heaven.”
Ms. Logue agreed. “I say it was kismet. I saw in Jen
Ms. Jurow with one of the very first Early
someone who I knew understood young children, and
Childhood classes.
who I knew understood what Gaynor was about. She had both of those pieces right away, and I felt like she was someone who could really partner with me, and that gut instinct from that meeting served to be very, very true. I
Lana Edelman, now Gaynor's Educational Evaluator for Admissions, touring the future EC space with a group of budding architects.
could not have done anything without Jen. And then Jen was the one who recommended Rebecca.” According to Ms. Cohen, she and Ms. Jurow had worked together for years, and when this initiative began, Ms. Cohen immediately thought of her. Ms. Jurow came in to meet with Ms. Logue for an interview, and Ms. Logue said, “It was a three-hour interview. We both cried.” “I saw in Rebecca someone who could run the program, and who also understood Gaynor,” Ms. Logue said. “Bringing in people from the outside of Gaynor was a risk because, as you know, Gaynor is a special place. We do things in a particular way, so a lot of my role was helping [the outside early childhood experts] to understand the Gaynor methodology, and what a Gaynor student would look like in the Pink Cluster, in the Intermediate Division, and ultimately in the Blue Cluster.”
WINTER 2022
19
The program was originally conceived as a standalone
School had purchased the former Claremont Stables
program; the students in Early Childhood would not
building, which was next to what is now known as the
automatically be granted admission to Gaynor. However,
North Building. Acquiring the building added more than
the founders of the EC learned early on that the students
65,000 square feet of new space adjacent to the existing
they accepted to the program needed the skills and
location — a truly remarkable opportunity given the
strategies a Gaynor education provides for longer than
limitations of Manhattan real estate. In a 2010 Gazette
just the EC years.
article announcing the development, Trustee Carol
“I think that what I've discovered is that a lot of the children that we accepted in Early Childhood would need explicit step-by-step multisensory instruction and strategies for a long time,” said Ms. Logue. “Gaynor’s never been about just learning how to read. It's always been about learning how to learn. That takes a lot of time.” At the time that the Early Childhood Program was in the conceptual stage, Head of School Dr. Scott Gaynor and Ms. Logue were scouting for locations for the program. They looked at many options, but none of them seemed to be the right fit. “I remember I was so sad at the thought that I was not going to be physically present at Stephen
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.”
“Gaynor’s never been about just learning how to read. It's always been about learning how to learn. That takes a lot of time.”
Gaynor School; that by taking on this
—Donna Logue
job, I wouldn’t be in the life of Gaynor, and I wouldn’t see Yvette,” Ms. Logue said. But Dr. Gaynor had a surprise in store for Ms. Logue when she returned from Winter Break in 2010. That January, unbeknownst to Ms. Logue at the time, Stephen Gaynor 20 GAYNOR GAZETTE
Feinberg was thanked for her leadership in the effort
“I
remember
coming
back
from
Winter Break the year we purchased the building, and Scott saying, ‘Come, I want to show you something. We found a place for your Early Childhood Program,’” said Ms. Logue. “He took me up to the OT Room in the North Building, and he pointed out the window, and he said, ‘Your Early Childhood Program is going to be there.’ And it took a while for it to sink in. I’m like, you mean in the horse stables?” He confirmed that it was indeed the
horse stables, and that now Ms. Logue and the team would need to figure out what to do with the space. Ms. Logue remembered, “I thought two things: one, thank goodness the [previous owners] had cleaned out all the manure, and two, I wasn't going to have to be away from
EC 10 YEAR ANNIVERSARY my home. We were really going to be part of Gaynor. And that was so wonderful. I am very grateful to the board members who had the vision and the courage to do the fundraising for the program.” The physical location of the Early Childhood Program is hugely important, according to Ms. Logue. “There's that continuity of Gaynor that we wouldn't have necessarily if we were physically separated, and I am also grateful for the generosity that Scott had in terms of time and other resources, and soliciting our feedback about what the ideal space would look like.” She
continued,
“Scott
really
had
that
architectural vision, and he could really imagine the spaces, and he could really interpret what we were saying.” Every member of the team was investing in getting the spaces right. According to Ms. Logue, “The leadership made us confident that our ideas were important, and that we needed to dig a little bit deeper to make those spaces as ideal as we could possibly get them.” Ms. Jurow agreed with Ms. Logue, and said, “It's funny
Ms. Jurow and an EC student engrossed in a good book. Then Assistant Teacher Nick Felt and Head Teacher Mary-Sutton Gonzalez brought the students from the original Willow, Casco, and Caraway EC Classrooms to tour the new spaces. All of the classrooms were named for horses who lived in the Claremont Stables.
that you say that, because I was thinking that your conversations with me made me feel that my opinion
drawing pictures to listening quietly during story time –
mattered, which was really incredibly generous.”
helps them become confident, independent learners. In
According to Ms. Logue, the blank slate the Claremont Stables provided allowed the physical space and the program to become inextricably intertwined. “The
a comfortable and enriching environment, children learn to follow directions, work together with their peers, and participate in exciting hands-on activities.
environment helps to shape the behavior and the
Ms. Jurow explained the Gaynor difference by saying,
program,” she said. “You know, before you change the
“Nobody else has the level of push-in and pull-out
kid, change the environment and see if that will [make a
support with occupational therapy and speech therapy.
difference]. So we were really dedicated to creating the
We also have [extremely qualified] teachers teaching in
best physical spaces that we could.”
preschool, and that often doesn't happen.”
When asked if the EC of today is what they might have
As with the Lower, Intermediate, and Upper Divisions, the
pictured ten years ago, Ms. Logue said, “By and large, it's
EC offers an individualized curriculum that allows students
what I expected. I think the thing that I didn't expect was
to work at their own pace, while still providing academic
how successful we were in identifying kids who would
challenges. Students have a full team of professionals —
eventually be labeled dyslexic. Or have some kind of
occupational therapists, speech-language pathologists,
similar learning disability. I didn't anticipate that we were
and classroom teachers — who work daily to address
catching them, we were really catching them.”
individual student needs.
Today’s Early Childhood Program is unique among EC
The faculty and specialists in the Early Childhood Program
programs in New York City. Everything children see,
provide comprehensive support for their students, and
hear, and do in the EC – from manipulating blocks and
they are always looking for ways to unlock each child’s WINTER 2022
21
EC 10 YEAR ANNIVERSARY
Dr. Scott Gaynor, Yvette SiegelHerzog, Dr. Miram Michael, and Trustee Carol Feinberg at the ribbon cutting ceremony for the South Building.
potential. According to Ms. Logue, “A child might have
they may grow out of a piece, right? But they still need
very low language, but with the right kind of language
the type of instruction that we give, and that's the reason
support like we provide at Gaynor, that language
why so many kids do end up staying with us for a while,"
might come and explode, and then you're going to see
said Ms. Logue. "We want to make sure kids get to the
intellectually a different kid.”
point where they can be independent learners. Where
But
sometimes
that
they understand the strategies that work for them, and
language
they can avail themselves of
does not come so easily, and in
those strategies.”
that case, the EC team looks for other ways for them to show what
Ms. Cohen said that one of the
they know. When the team gets
things
together to work with a child who
EC students is that they are so
might be a good fit for Gaynor,
accepting of one another and
they are primarily looking to see
one another’s differences. “I think
if the child responds to Gaynor’s
the teachers do an amazing job
positive behavioral approach.
right from Early Childhood [by
you might want a little fidget, but
I could make a connection with a
you don't need a little fidget. You
kid. And through that connection,
might need something else.” Ms. Edelman and Gaynor students checking out her future classroom space.
Finding that “just right” fit takes a lot of effort, and parents need to choose Gaynor, as well as Gaynor accepting their child. Not every parent is ready to accept that their young child needs the kind of support that Gaynor provides. “People are always hearing from other experts, ‘Oh, they'll grow out of it.’ And that may come, right? And 22 GAYNOR GAZETTE
Gaynor
what they need.’ [For example,]
the biggest piece for me, is whether
best effort?”
about
explaining that] ‘everybody gets
Ms. Logue said, “That was always
would the child give me their
unique
Ms. Logue agreed, “They expect everybody to be different, right?
And if someone is struggling with something, it’s like, ‘That's just Rebecca. That's just the way that she is.’ And then they move on from that, and they've learned that acceptance of people's differences at a very young age. They don't look at the differences as differences, they just look at that as ‘that's my friend.’”
California Governor Discusses Dyslexia, New Book with Students Gaynor had a special guest speaker on December 9: California Governor Gavin Newsom. Gov. Newsom visited with Orange and Yellow Cluster students to talk about his new book, Ben and Emma’s Big Hit, as well as his experiences with dyslexia. The goal of his book is to let students with learning differences know that they are not alone. Gov. Newsom met students in the Performing Arts Center, where he talked to them about his job as governor, his life, and growing up with dyslexia. “I had a hard time spelling and reading,” he said. “I had to go to speech therapy. I had to learn to say ‘sss’ versus ‘th.’ The hard part is that I used to give up a lot, and sometimes I didn’t feel as smart, so I decided to write a book talking a little bit about my experience. I found that I was really good at sports, but that I wasn’t good in the classroom, so I wrote this book about my experience with dyslexia.” Students then asked Gov. Newsom to read his book, something that was unplanned as he told the audience that he was anxious about reading aloud. However, with encouragement from the students, he read the entire book. After reading he said, “The reality is, I’m still that kid even though I’m older, because dyslexia doesn’t go away. You just figure out ways to [compensate] — meaning you find strengths, not just weaknesses. This is the greatest thing that’s ever happened to you. I’ve found that all the smartest and best people are different. Make mistakes. Don’t give up on yourself. Don’t quit. I know it’s hard, but if you don’t give up, the sky's the limit.” To close out the talk, Gov. Newsom answered a few questions from students. He then took a picture with each class and signed copies of his book for students.
WINTER 2022 23
LENAPE LAND ACKNOWLEDGEMENT
BLUE CLUSTER CREATES LENAPE LAND ACKNOWLEDGEMENT Students in the Blue Cluster learned about the Lenape Tribe, whose people inhabited the island of Manhattan prior to their forced displacement during colonization. During a Town Hall in October 2021, Blue Cluster students discussed what Manhattan looked like in the year 1609, as well as the people who inhabited the land, including how the Lenape Tribe inhabited the land Stephen Gaynor School now sits upon. The
cluster
land
acknowledgement
then
decided
to
craft
statement,
a
which
recognizes indigenous peoples' presence and their connection with the land. This tied in to the Blue Cluster curriculum, because they spend the month of October learning about indigenous peoples around the world. Land acknowledgements are important in understanding the history behind the lands we reside on, and understanding our place in that history. After the Town Hall discussion, students worked individually, in small groups, or in their advisory class to make an acknowledgement statement and poster. The cluster then had a museum walk of all the posters to pick what they liked from each. From there, they took all the great ideas and curated them into one poster and statement. The statement honors the Lenape tribe, and has action steps we can all take to continue to further their legacy. The students’ work is now shown prominently on the school’s website for all visitors to see.
24 GAYNOR GAZETTE
“The Stephen Gaynor School honors the Indigenous People of the Lenape Tribe who lived on these lands before us. We recognize the forced displacement of the Indigenous People of Manhattan during colonization.”
GAYNOR STUDENTS SHOW WINTER SPIRIT THROUGH CONCERTS Gaynor students shined bright and provided some cheer in December with the Winter Concerts. The concerts were directed by Music Teacher Abby Shuppy, Music Teacher Michael Piedmont, and Drama Teacher Meredith Akins, who also wrote the skits. Each concert was performed and recorded in the Performing Arts Center, and the video was sent out to the Gaynor community. Pink, Red, Orange, and Yellow Cluster students performed songs such as “Put A Little Love In Your Heart” by Jackie DeShannon, and “I’d Like To Teach The World To Sing” by Roger Cook and Roger Greenaway. Yellow and Silver Cluster students performed songs such as “It’s You I Like” by Fred Rogers and “Ease On Down the Road” from The Wiz by Charlie Smalls. Special thank you to William Speedling, the Technology Department’s Technology Manager/Technology Integrator, for recording and editing the concerts.
WINTER 2022 25
ALUMNI REUNION
Reunited, and It Feels So Good: The Gaynor Class of ’21 Get Together
One of the hallmarks of Stephen Gaynor School is the community
Members of the Class of 2021 reunited
created within the school’s walls. While students move on from the
with one another and Gaynor teachers and
school and create communities elsewhere, Gaynor is always ready to
administrators.
welcome them back. Taking that sentiment, Director of Alumni and Parent Engagement Tia Murkison, Director of Placement Erica Kasindorf, and Upper Division Director Christine Karamanoglou worked together to plan a Class of ’21 Get Together. The event was hosted the evening of December 7 in the Yvette Siegel-Herzog Performing Arts Center. Thirteen alumni attended in person, and a few tuned in via Zoom. Some Blue Cluster faculty members also attended the event. The evening began with the alumni sharing updates on their lives with their old teachers. They also sent a video message to CoFounder and Director of Education Yvette Siegel-Herzog, along with a message to Gaynor’s Class of 2022 with words of advice. After catching up with one another, the alumni and teachers talked about what school is like now for the alumni, and how their schools differ from Gaynor. The event ended with the alums participating in Gaynor’s Winter Dance Challenge. 26 GAYNOR GAZETTE
ALUMNI UPDATE
ALUMNI UPDATE ALEX LEE ’98 DIRECTOR OF ALUMNI AND PARENT ENGAGEMENT TIA MURKISON SPOKE WITH ALEX TO DISCUSS HIS TIME AT GAYNOR AND HEAR MORE ABOUT WHAT HE IS UP TO NOW.
Alex Lee is a Gaynor alumnus from the Class of 1998.
The school was a catalyst for Alex, and he feels that he
He began attending Gaynor in the fall of 1993 and
would not be where he is today without Stephen Gaynor
believes that the five years he was able to spend in the
School and the amazing teachers he had. Gaynor didn’t
“beautiful townhouse with the funky bathrooms” was a
make him feel ashamed of his learning differences, and
tremendous influence on his life.
he said he is proud to have attended. The teachers
Alex said there are some similarities between his time at Gaynor, and Gaynor as it stands today, such as… Pizza Fridays! He also remembers current Math Specialist
taught him to accept others, and helped prepare him for the world. They also gave him passion, drive, and confidence, which helped guide him to his career.
Joseph Kaufman and current Blue Cluster Head Teacher
Alex works for the Cooper Square Committee and is a
Chris Meyer, as well as having similar smaller class sizes,
resiliency coordinator and housing organizer. He strives
which gave the ability to really get to know and connect
to make housing in New York City’s Lower East Side and
with the other students. In addition, he felt a sense of
East Village neighborhoods more affordable, durable,
privilege for the individualized attention he received
and liveable. He has compassion for others and believes
from his teachers during his time at Gaynor. He never
that it is extremely important to love what you do, which
took that for granted, because he knew that compared
is a major reason why he works in the nonprofit sector.
to some students in public school who were not getting the help they needed, he was learning every day how to succeed. Following his graduation from Gaynor, Alex went on to
Some final thoughts Alex shared that he believes ring true to the Gaynor experience are: 1.
and you try hard and persevere, eventually you will
York Preparatory School for high school, and then to the
get there.
University of Vermont for college, where he was able to self advocate thanks to the tips he learned at Gaynor. In both high school and college, he participated in sports, including basketball, track and field, and soccer. Alex heavily attributed his love and interest in sports to his
Patience is a virtue. If you want to achieve something
2.
There’s no “normal” out there. Gaynor made him feel confident that he is on the same “playing field” as everyone else.
time at Gaynor with former Physical Education Teacher
It was a pleasure talking to Alex, and he hopes his story
Rick Stackow, who took the students to Central Park and
will inspire other Gaynor alumni to share their stories
to Winston Preparatory School to play basketball.
and experiences. WINTER 2022 27
SMART THINKING
SMART THINKING IN THE SMART LAB The fifth floor of the South Building is home to one of Gaynor’s most unique spaces — the SMART Lab. The area brings together science, math, art, and technology to foster a variety of multidisciplinary and multi sensory projects, from video production to 3D printing. Some of the most creative projects at Gaynor have their origins in the SMART Lab. When Gaynor moved to the pod model last year, the SMART Lab itself was turned into a classroom, and while the physical space was not available to all students, the techniques and strategies of the SMART Lab were still used throughout the school. However, this year, the SMART Lab is back to its old self, and is welcoming students and their ingenuity. One of the key philosophies of the SMART Lab that has percolated throughout the school is the Design Cycle. At Gaynor, the Design Cycle is incorporated throughout the curriculum for students and also used by faculty to find creative solutions to problems in their classrooms. The four stages of the Design Cycle are, “investigate, design, create, and evaluate.” One of the strengths of the Design Cycle is that it is iterative — one is not expected to move through the process in a particular direction, and it is expected that the process will need to be repeated several times before a solution is reached.
When students are in the evaluation process, they decide if they have reached the result they originally desired. If not, they take their results, return to one of the previous steps, and perhaps start over again. The Design Cycle promotes a design-oriented mindset and flexible thinking and can be applied to art, science, math, reading, and other subjects. During their study of American History, Blue Cluster students in Head Teacher Erica Bentsen’s class were charged with making fun and informative board games that would teach players about what led to the Revolutionary War in a fun and interactive way. According to Technology Specialist Brian Russ, this project was a perfect example of the Design Cycle in action. “After designing and creating their games, they really had no idea how they would work, until they had a ‘test group’ play the games and provide feedback,” said Mr. Russ. Ms. Bentsen and Mr. Russ made sure to incorporate time for students to play all the other teams’ games and share constructive feedback on what worked and didn't work. Mr. Russ said, “What we saw, Ms. Bentsen and I, was that the group who made the game would have these organic ‘ah-ha’ moments seeing their game played in real life, which was a great learning experience for them. Many times, they couldn't even see the areas of weakness in their game design or instructions until it was actually being played.”
28 GAYNOR GAZETTE
SMART THINKING
He continued, “Ms. Bentsen had this really great idea
and climate, so they headed to the SMART Lab to
that as a way to incorporate the Design Cycle, we
create their own meteorologist reports on their “dream
would share ‘glows’ and ‘grows’ after playing each
weather.” Students wrote their own scripts, illustrated
other's games. So, students would say things like ‘the
their own backgrounds, and then filmed their reports on
game was really fun, but the one thing I think I would
the greenscreen. When the projects were completed,
change to make it even
they were able to watch
better is…’ Then the game
their weather reports come
designers would share what
to life using an augmented
they would like to do to
reality app.
improve their game in their
Several after school clubs and
next version.”
classes are also making use
Another Blue Cluster history
of the SMART Lab. Students
class
Indigenous
in the after school 3D Design
Tribes across what would
club are working together to
become the United States.
build a model city — learning
Students had to draw a
the skill of building their 3D
very large scale map of the
designs from scratch with
country by hand, and in small
the software and then 3D
groups
mapped
they
researched
printing their scaled down
particular tribes, highlighting elements of their cultures
models — combining urban planning, architecture, and
and pinpointing them on the map, which then became a
team building. Students in the digital/stop animation
bulletin board display.
club are making clay characters, filming scenes, learning
The SMART Lab isn’t just for the Intermediate and Upper Division. Orange Cluster students in Science Teacher
about special effects, and even designing their own movie posters.
Lindsey Rappaport’s class became meteorologists as
Mr. Russ is excited about the renewed energy in the
part of a greenscreen augmented-reality project. Ms.
SMART Lab, and is looking forward to even more
Rappaport’s students were learning all about weather
inventive projects this year.
WINTER 2022 29
PHOTOGRAPHY UPDATE
Photography Update
Yellow and Silver Cluster students in Photography Teacher Jessica Ressler’s class learned about Día de los Muertos, and about Mexican heritage and culture, in celebration of Hispanic Heritage Month this year. According to the Hispanic Heritage Month website, we celebrate Hispanic Heritage Month to recognize the achievements and contributions of Hispanic American champions who have inspired others to achieve success. Students created their own Nicho Dioramas filled with symbols related to both the holiday, as well as Mexican culture. Nichos are a type of folk art popular throughout Central and South America resembling dioramas. In Ms. Ressler’s photography and digital art classes, students went to the community garden and took images of marigolds, or cempasúchil as they are called in the ancient Aztec language of Nahuatl that is still spoken throughout parts of Central Mexico. These images served as backdrops to their nichos box. “Most of my classes also designed their own Alebrijes: brightly colored Mexican folk art sculptures of fantastical creatures,” Ms. Ressler said. “I also encouraged my classes to visit Rockefeller Center during the month to see the giant Alebrijes that were on display.”
30 GAYNOR GAZETTE
READING UPDATE
READING UPDATE
“It’s the idea that all words should be sight words, because you should be able to recognize them immediately,” said Ms. Shapiro. “Good readers and spellers can recognize a word immediately.” In the new approach, words are divided into two categories: those that follow one of the six syllable types and can be sounded out, and those with irregular spellings. High frequency words that are spelled regularly and can be sounded out are called “Flash Words,” because they are used often and students need to be able to read and spell them “in a flash.” Irregularly spelled words are called “Heart Words,” because some part of the word will need to be learned “by heart.”
Gaynor’s Reading Department is taking a new approach to teaching high frequency/sight words based on Orton-Gillingham instruction. The
Orton-Gillingham
Approach
Ms. Shapiro said students are having a great time sorting words into those parts they have to know “by heart,” which they put a heart around, and those they
(OG)
is
a
direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. Gaynor’s reading curriculum is based on the OG approach and individualized to meet each student’s needs. Gaynor’s Orton-Gillingham Instructional Program has been officially accredited by the Academy of OrtonGillingham Practitioners and Educators.
can know “in a flash,” since they know all of the sounds. “Previously we talked about the two types as red words and green words,” she said. “Green words are phonetically correct, and red words are the ones you can’t sound out. It didn’t really stick as much in the past, but the idea of the heart words and the flash words really resonates and makes it a little more concrete to them. Now students are requesting words they want to map out.”
Based on this instruction, Lower Division students are now using orthographic mapping to help them master high frequency/sight words such as “said,” “can,” and “was.” Orthographic mapping involves the formation of letter-sound connections to bind the spellings, pronunciations, and meanings of specific words in memory. Reading Chair Sloan Shapiro said orthographic mapping fits in well with the work they have already been doing, because it capitalizes on the letter-sound correspondence students have been building on a daily basis.
WINTER 2022
31
SPORTS UPDATE
The Return of Gaynor Athletics Written by Pat Fitzgerald, Athletics Director
Interscholastic athletics returned to Gaynor this school
team and proudly representing Stephen Gaynor School
year, giving students an opportunity to practice
outside the building!”
teamwork, work towards a goal, and move their bodies. The fall season saw the return of soccer, volleyball, and cross country. Both coaches and students were excited to get back to practices, games, and meets.
All the teams had a strong season, and the students showed great enthusiasm and dedication. The winter season focused on basketball. The boys’ basketball team was coached by James Melillo,
The soccer team was coached by Andrew Prasarn,
Andrew Prasarn, John Greco, and Matt Peters. The
Stefano Sainato, James Melillo, and John Greco.
girls’ basketball team was coached by Stefano
The volleyball team was coached by Mashawn Butler
Sainato, Wade Kornegay, Michael Busani, and Mary-
and Wade Kornegay. The cross country team was
Lou Watkinson.
coached by Brendan Stackhouse, Hannah Miller, and Mary-Lou Watkinson.
After the first game of the season for the girls' basketball team, Assistant Athletics Director Jacqueline Smith said,
Coach Prasarn said, “The highlight for the students
“The energy on the court was great! The referees took
might have been stepping on the bus for the first time
their time to teach the girls about the rules, so it could
and enjoying the camaraderie of traveling together as a
not have been a better first game for them!”
32 GAYNOR GAZETTE
Field trips are back! Red Cluster students took a trip to the High Line as part of their study of New York City.
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