The Compass Spring/Summer 2019

THE

COMPASS A MAGAZINE FOR THE WINDWARD SCHOOL COMMUNITY

Spring/Summer 2019

Diane Kissner with returning alumni who participated in a Q&A panel

Championing the Windward Way Head of School Dr. John J. Russell’s 13 Years of Visionary Leadership

THE

COMPASS A MAGAZINE FOR THE WINDWARD SCHOOL COMMUNITY

Dr. John J. Russell Head of School Jonathan Rosenshine Associate Head of School Stephen R. Littell Assistant Head of School and Director of Finance and Operations Sandra Schwarz Director of Windward Teacher Training Institute Heather Pray Editor and Director of Communications

SPRING/SUMMER 2019

Board of Trustees 2018–19 Ellen Bowman President Timothy M. Jones 1st Vice President Susan C. Salice 2nd Vice President Mark A. Ellman Treasurer Mitchell J. Katz Secretary

Stephanie Huie Managing Editor and Associate Director of Digital Communications & Publications Contributing Writers Ellen Bowman, Stephanie Huie, Karen Kao, and Dr. John J. Russell Contributing Photographers Corey Bachman, Nicole Barletta, Christina DeFrancisco, Stephanie Huie, Donna Mueller, Al Pereira, and Jeff Zorabedian

Dana Canedy Arthur Ceria Thomas J. Coleman Elizabeth A. Crain Peter D’Avanzo George Davison Nicholas Finn David Friedland Alexander A. Gendzier Jeffrey Goldenberg Gregory D. Kennedy Stacy Kuhn Joseph Lorono Staci Marlowe Janice Meyer Denis O’Leary, III Jenny Price Maria Reed Eric Schwartz Jon Steingart Nicholas Van Amburg Patricia L. Wolff Devon S. Fredericks Trustee Emerita

Design The Blank Page, NYC

The Windward School

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The Compass is published twice a year by the School's Communications Office.

It is a magazine for The Windward School community.

Westchester Lower School 13 Windward Avenue White Plains, NY 10605 (914) 949-6968

Note: At The Windward School, a student's class year is the same as his/her high school graduation year.

Westchester Middle School 40 West Red Oak Lane White Plains, NY 10604 (914) 949-6968

Manhattan Lower & Middle Schools 212 East 93rd Street New York, NY 10128 (212) 222-8628

4 Championing the Windward Way

CONTENTS 2 3 4 14 16 18 24 26 28 30 36 38 39 40 42 43 44 46

From the Head of School From the President of the Board of Trustees Championing the Windward Way: Head of School Dr. John J. Russell’s 13 Years of Visionary Leadership Looking Ahead for Windward Writing the Next Chapter: Strategic Plan 2019 Progressing Academically, Growing Socially and Emotionally: An In-Depth Look at Student Support Faculty Profiles: Student Support Staff Faculty News & Milestones Reflections on My First Year by Karen Kao News Around the School Thank You Windward Parents Association Back-to-School Picnic Photos Ice Skating Party at Bryant Park Photos Leadership Donors Reception Photos Alumni Homecoming Photos Holiday Alumni Gathering Photos Alumni Profile – Anna Novogratz ’14: Inspired to Teach Special Education Alumni News & Notes

On the cover:

Dr. Russell at the Westchester Middle School campus

On this page:

Dr. Russell chatting with students at Westchester Middle School

Stay connected

thewindwardschool.org TheWindwardSchool TheWindwardSchool Windward_School

Spring/Summer 2019

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From the

Head of School

By Dr. John J. Russell Head of The Windward School

Dear Friends,

A

fter 13 years, I will be stepping down as Head of School to take on a new role as the Executive Director of The Windward Institute. I can state without the slightest equivocation that my time as Head of School has been the most rewarding of my entire 47 years as an educator.

I have been most fortunate to have worked with extremely talented, dedicated, and generous trustees. Without exception, Windward’s trustees have demonstrated a passion for the mission of the School that I have never seen in any other organization. As you can see in Board President Ellen Bowman’s letter on the next page, this level of commitment continues with the current board.

While the good deeds of the trustees often occur out of the public view, the excellence of Windward’s teachers and administrators is on display every day. I have been blessed to have worked with an extraordinary group of colleagues who generously shared their expertise with me. Over the years, The Compass has presented profiles of many of Windward’s talented and dedicated faculty. In truth, these faculty profiles cannot adequately capture the full extent of the extraordinary work that occurs in classrooms throughout our three campuses, but they do offer a glimpse of the faculty’s commitment and expertise. The signature programs of the School have also been highlighted in The Compass. In this issue, Windward’s comprehensive student support program that our guidance counselors and psychologists provide to support Windward students and their families is featured.

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The Compass Spring/Summer 2019

As usual, The Compass contains articles and notes about the post-Windward activities of our alumni. As I reflect on all the students that I have known over my 47 years, Windward alumni stand out for several reasons. They are out-of-the-box thinkers, resilient, empathic, and creative. In the profile of alumna Anna Novogratz ’14, all these characteristics are clearly evident.

In my first letter for The Compass, I referred to the promise that the future held for our school and our students. Over the years, trustees, parents, faculty, alumni, and students have striven diligently to realize that promise, but there is still much to be done. With the appointment of Jamie Williamson as the new Head of School, Windward will advance to new heights. Under his enlightened leadership, the extraordinary progress we have made in fulfilling our mission will continue. With Mr. Williamson leading the School, we can look to the future with clear focus, steadfast commitment, and an unwavering sense of purpose.

Sincerely,

John J. Russell, EdD Head of School

From the

President of the Board of Trustees

Dear Windward Community,

T

here are so many exciting things happening at Windward that it’s hard to know where to begin. The Board of Trustees is launching a new chapter in the history of Windward and for the future of literacy. After a year of engaging in a robust and detailed process, we have approved a new Strategic Plan, Writing the Next Chapter, which will guide Windward for the next five to seven years. As part of the Plan, we introduced a new vision for Windward: A world where every child with a language-based learning disability is empowered to achieve unlimited success – Difference is Power. You can view the updated values, strategies, goals, and more that will move Windward into its next chapter in this issue of The Compass and at thewindwardschool.org/strategicplan.

With the Strategic Plan as the guide, Windward also recently announced a new partnership with Haskins Laboratories. One of the partnership’s priorities will be to maintain the high success rate of our students while providing wider access to Windward’s expertise and research on proven ways to remediate language-based learning disabilities.

Additionally, the School is in the process of finalizing the purchase of property in White Plains to eventually relocate Westchester Lower School. This larger, state-of-the-art campus

will not only be home to The Windward Institute and the School’s administration offices, but it will also include more classrooms, a field, a playground, and gymnasium. Please stay tuned for more communications around this exciting opportunity.

Dr. Russell will lead the charge as Executive Director of the Institute, and the School will have an opportunity to make meaningful changes in the way language arts is taught in the United States and beyond.

The final piece of this new Strategic Plan is ensuring a smooth transition with the incoming Head of School, Jamie Williamson. Mr. Williamson is ready to lead Windward into the future, all the while maintaining its stellar reputation, and has been working tirelessly in his preparations for this role. I hope you share in the excitement of this broader vision for Windward, and you join me in personally welcome Mr. Williamson this fall.

Ellen Bowman President, Board of Trustees

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Championing the Head of School Dr. John J. Russell’s 13 Years of Visionary Leadership

Groundbreaking at the WTTI facility at the WMS campus in 2011

Prior to Windward, Dr. Russell served as a school administrator since the 1980s 4

The Compass Spring/Summer 2019

Dr. Russell at the 2018 Benefit

Windward Way

By Stephanie Huie, Associate Director of Digital Communications & Publications

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Save more lives, protect the sacred These unofficial words are at the heart of what The Windward School stands for—serving as many children with language-based learning disabilities as possible, while maintaining fidelity to research-based programs—and they have been the underlying mantra for Dr. John J. Russell in his contributions as Head of School for the past 13 years. Since his appointment in 2006, Dr. Russell has been at the forefront of Windward's expansion efforts, which have manifested in unprecedented growth in every capacity.

Student enrollment has nearly doubled, allowing more than 900 students the opportunity to experience Windward’s

This year, Windward’s physical footprint will enlarge

transformative and proven research-based program of

yet again when ground breaks on the 113,000-square-foot

instruction. The debut of Windward in Manhattan,

former March of Dimes headquarters at 1275 Mamaroneck

followed by the opening of its permanent campus in 2016,

Avenue. Once renovated, the building will serve as the new

broadened Windward’s geographic reach by establishing

location for the Westchester Lower School, making way

an Upper East Side location for families in New York City,

for more students with language-based learning disabilities

New Jersey, and Long Island. To best serve the growing

to receive the education they deserve at Windward.

student population, additional faculty and staff were hired

As he steps down from acting as head of school,

and trained to ensure all students receive the dedicated

Dr. Russell’s commitment to Windward will remain

attention and services they need, the hallmark of a

steadfast in his new role as executive director of The

Windward education.

Windward Institute beginning July 1, 2019. He will

The professional development arm of Windward,

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research in child development, learning theory, and pedagogy.

devote his efforts to elevating the recognition and

the Windward Teacher Training Institute (WTTI), has

understanding of dyslexia and language-based learning

matured into the robust program it is today, equipping

disabilities in the broader educational community and

all Windward teachers and visiting educators with high-

promoting Windward as the preeminent institution for

quality instruction in research-based teaching practices.

the remediation of these disabilities. In this exciting

As a result of the recognition received by the WTTI’s

forthcoming chapter of the school’s history, Dr. Russell

program, The Windward School has become globally

will continue to fulfill The Windward School’s vision and

known as an expert in current, scientifically-validated

champion the Windward Way.

The Compass Spring/Summer 2019

Dr. Russell (standing in the back row) with his second-grade class at St. Thomas Aquinas School

The Early Dreams of a Brooklyn Boy John Joseph Russell grew up in Brooklyn, NY, with his parents and two sisters. His father was a New York City firefighter and his mother worked as a legal secretary before staying home to raise her family. From kindergarten through high school, Dr. Russell attended parochial schools in Brooklyn. He was one of many in overlarge classes; he recalls 88 students in his secondgrade class instructed solely by one nun. A keen athlete throughout his youth, he joined the baseball, football, and basketball teams, ran track, and swam. Academically, he was drawn to math and, especially, science.

“There wasn’t a lot of nature where I lived in Brooklyn,” reflects Dr. Russell. “The playgrounds and basketball courts were concrete and asphalt. But I still remember vividly, when I was about 10 years old, a person in my neighborhood formed a Junior Naturalist Club that I joined. He took us on hikes and field trips to see the nature that exists in Brooklyn. That was the seed that planted my idea of becoming the next [explorer and ocean conservationist] Jacques Cousteau. On a fictional basis, I wanted to also be like Lloyd Bridges’ character in the television show Sea Hunt, as all he did was dive and save the ocean.”

Becoming an Accidental Teacher Dr. Russell’s interest in science, combined with his dream of emulating the career of Jacques Cousteau, led to a bachelor’s degree in biology from Manhattan College in 1970, followed by a master’s degree in oceanography in 1972 from New York University.

Dr. Russell lined up a job with the Mobil oil company in Galveston, TX, but before he left, a friend asked him to take his place for a teaching position interview. Although he had no interest in being a science teacher, Dr. Russell went as a favor to his friend.

“I became a teacher by accident. And it was the best accident that ever happened to me,” declares Dr. Russell.

So began an unexpected 47-year career in education. After two years at Bishop Reilly High School in Queens, Dr. Russell continued as a science teacher at a junior high school in Darien, CT, from 1974 to 1980. Believing he might have a greater impact as an administrator, he completed a certificate of advanced study in administration at Fairfield University in 1976. He then transitioned to teaching math at a junior high school in the Greenwich School District while concurrently serving as a part-time administrator from 1980 to 1982.

As a full-time administrator and principal of Harrison Avenue

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I asked the students, “What is one thing that I should know about The Windward School?’”A boy named Jeffrey Kempler raised his hand and said to me, “I want you to know that this school saved my life.”

Dr. Russell (center), along with longtime colleague Sandy Schwarz (left), accepting an Excellience in Education award in Washington, DC, while he and Ms. Schwarz were serving at Harrison Avenue Elementary School in the 1980s

Elementary School during the decade that followed, Dr. Russell realized that schools and their districts function as businesses, as well as institutions of learning. He returned to graduate school to study finance and business operations at the University of Connecticut, completing his MBA in 1984. An eternal student, Dr. Russell received his final degree, a doctorate in educational administration and supervision from Fordham University in 1992, with a dissertation on shared decision making in schools.

Dr. Russell then moved on to the leadership position of assistant superintendent of schools for curriculum instruction for the Pelham Public School District. He remained there for three years, until his last role in the public sector as superintendent of schools for the Hastings-on-Hudson School District from 1995 to 2006.

Introduction to The Windward School While faithfully dedicated to a career in the public-school sphere, Dr. Russell became broadly known in Westchester for his expertise in creating effective organizational systems. Thus, in 2004, he was contacted by Head of School Dr. James Van Amburg to assist in developing a formalized teacher observation and evaluation system for his school—The Windward School.

Dr. Russell worked with the Windward administrative team for more than a year on a system that, with slight modifications, is still in use today.

Thinking back on his first interactions with Windward, Dr. Russell asserts, “I was impressed with the administrative team’s insistence on being faithful to the research-based practices that

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The Compass Spring/Summer 2019

they had implemented. They were really well versed in it, and they wanted those practices reflected in the evaluation instrument.

They were adamant about adhering to the research and that impressed me.”

Tragically, Dr. Van Amburg passed away suddenly in the summer of 2005, necessitating a head of school search for Windward. With his recent familiarity with Windward, extensive administrative experience, and undeniable compassion for children, Dr. Russell became the clear choice of the search committee to lead The Windward School through its next phase.

The feeling that Windward was a truly transformational educational institution, quite distinct from his previous schools, was not lost on Dr. Russell. For him, one moment during his interview process for the head of school position made it clear that The Windward School was where he needed to be.

“A part of the process gave current students the opportunity to interview me,” he explains. “They asked me their questions, and, when they were done, I told them that I wanted to ask them a question. I asked the students, ‘What is one thing that I should know about The Windward School?’ A boy named Jeffrey Kempler raised his hand and said to me, ‘I want you to know that this school saved my life.’ His words were tremendously impactful to hear. And I didn’t know it at the time, but his words would be echoed by so many other people over the course of my 13 years here. There are not many days that go by when I don’t think about that idea, which I’ve understood from day one, that we are here to save children’s lives at Windward.”

Dr. Russell with faculty and staff at WLS in 2012

Giving opening remarks at the 2016 Grandparents and Special Persons Day at WLS

Welcoming a student on the first day of school at WMS in 2014

Dr. Russell with WMS students at the 2009 Book Fair

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TIMELINE OF MILESTONES 2006 Dr. John J. Russell Appointed Head of School Internal Windward Faculty Evaluation System Developed 2007 Curriculum Coordinator Positions Established Director of Language Arts Position Established WTTI Receives Accreditation from IMSLEC School Logo Redesigned Attitudinal and Feasibility Study Commissioned 2008 Curriculum Instruction Assessment Committee (CIAC) Established Diversity Coordinator Position Established 1,800 Teachers Participate in WTTI Workshops and Courses 2009 Westchester Lower School (Windward Avenue) Campus Renovated Relationship Established with Reading Lab at Tufts University and with Haskins Laboratories Creation of The Compass Magazine and the We-Blast 2010 NYSAIS 10-Year Reaccreditation Self-Study and Visit 2011 Launch of Windward 2020 Capital Campaign Creation of the Research Associate Position 2012 WTTI Facilities Open at WMS 2013 Associate Head of School Position Established 2015 Temporary Location of Windward’s Manhattan Campus Opens at 97th Street & Amsterdam: Grades 3-6 Maureen A. Sweeney Auditorium Dedicated at WMS 2016 Windward Opens Permanent NYC Location at 212 East 93rd Street: Grades 2-7 Enrollment Growth from 1980 to Today

2017 Windward’s Manhattan Campus Expands: Grades 2-8

1,000 900 800

2018 Windward Welcomes 908 students on the First Day of School (88% Increase in Enrollment from 2006)

700

349 Faculty and Staff Serve all Campuses (113% Increase from 2006) WTTI Earns Perfect Reaccreditation Score by IMSLEC

300

2019 The Windward School/Haskins Laboratories Collaborative Project Established Strategic Plan Adopted Including New Vision Statement Dr. Russell Becomes Executive Director of The Windward Institute

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600 500 400

200

Enrollment Growth from 1980 to Today

2018

2017

2016

2015

2014

2013

2012

2011

2010

2009

2008

2007

2006

2005

2004

2003

2002

2001

2000

1999

1998

1997

1996

1995

1994

1993

1992

0

1980

100

which opened in a temporary facility at 97th Street and Amsterdam Expanding Windward’s Reach and Reputation Avenue with the first 107 Manhattan students. In 2016, the Since his appointment as head of school, Dr. Russell has Manhattan Lower and Middle Schools’ permanent 60,000certainly delivered while executing Windward’s duty to improve square-foot New York City location at 212 East 93rd Street the lives of each student who crosses its threshold. His colleagues welcomed 205 students in grades 2 through 7. In 2017, the note that his leadership style has always been marked by careful Manhattan Middle School expanded to also include eighth listening to learn from others and understand their points of grade, increasing enrollment to 274 students. Now more than view. With mutual respect and drive to fulfill Windward’s 300 children attend Windward’s Manhattan campus to receive mission, he has worked closely with the board of trustees, the education they urgently need while Windward has furthered administrators, and parents. And, of course, Dr. Russell greatly its reputation as the preeminent school for children with dyslexia values his partnerships with the faculty. His personal educational and language-based learning disabilities. philosophy aligns precisely with Windward’s ideology—belief in As Windward continued to grow, increasing its student the power of a teacher who follows research-based programs and population year after year, greater internal practices direct instruction. organizational structure was needed to In his first few years at Windward, one safeguard the integrity of Windward’s of Dr. Russell’s most pressing goals was to carefully calibrated program. Dr. Russell increase Windward’s capacity to serve more “When you think of it, instituted the curriculum coordinator students. “When I first got here, we were positions in each discipline. These department turning away lots of kids because we didn’t it’s incredible that chairpersons monitor their respective have the room,” he says. “The present-day whole families curricula from lower through middle school.

Westchester Middle School campus was only Additionally, all curriculum coordinators recently built, and we were still turning are at graduation regularly meet with the head of school and away far too many children. The general division heads to report on their respective feeling was that Windward couldn’t possibly to celebrate what our departments as a schoolwide leadership expand more; it would be impossible to students have been team, called the Curriculum Instruction replicate the program in a different place.

Assessment Committee (CIAC). Several But I didn’t believe that was true, and I able to accomplish. key administrative positions, designed to thought we could do it if we just planned serve the ever-increasing demands of the very carefully to grow.”

It’s simply the best.” entire Windward community, were also The first step to make this vision a reality introduced, including the director of was raising the funds necessary to build language arts, coordinator of diversity, additional space, so the Windward 2020: research associate, and associate head of school.

Share the Vision capital campaign launched in 2011. Phase one Dr. Russell has further enhanced the reputation of The Windward raised a remarkable $25 million, and Dr. Russell was instrumental School in the research community by building relationships in advocating for the generous donations from current parents, with leading research scientists including Dr. Maryanne Wolf, alumni parents, grandparents, and friends of Windward. The Dr. Fumiko Hoeft, Dr. Guinevere Eden, Dr. Harold Koplewicz, funds raised supported the construction of a home for WTTI Dr. Kenneth Pugh, and many more. Most recently, in 2019, at the Westchester Middle School campus as well as the new Dr. Russell announced The Windward School/Haskins Laboratories Manhattan campus in the Upper East Side.

Construction of the new facility for the WTTI was paramount, Collaborative Project as part of The Haskins Global L² (Language as both current faculty and those who would staff the forthcoming & Literacy) Innovation Hub, an international and interdisciplinary collaboration of researchers, practitioners, educators, and Manhattan campus would receive the outstanding pedagogical training they needed to effectively teach the Windward curriculum. education technology specialists. This partnership will establish In 2012, the WTTI facility was completed; not only did it provide state-of-the-art Windward Innovation Research and EDucation (WIRED) labs at the school. a lecture hall and classroom space for faculty instruction, but In-school research using neurocognitive measures will be it was also equipped with more administrative offices vital to conducted by Haskins scientists and Windward teachers, and will Windward’s expanding operations as well as the state-of-the-art seek to better understand which instructional strategies work best Maureen A. Sweeney Auditorium. Sandy Schwarz, Director of the Windward Teacher Training Institute, tirelessly led the efforts, for which students, a critical step in moving toward individuated brain-based instructional programs. Cognitive and brain imaging along with Dr. Russell, to transform what was a modest program research will also be carried out to improve early diagnosis of into a model of excellence for teacher training recognized language-based learning disabilities in at-risk preschool children. worldwide. The WTTI received its accreditation from the Finally, a joint Windward/Haskins training and professional International Multisensory Structured Language Education development program will be created for educators, clinicians, Council (IMSLEC) in 2007, and it was reaccredited, earning a researchers, and other stakeholders to achieve critical research-toperfect score, this past year. practice goals.

Three years later, Dr. Russell’s vision to save more children was furthered with the establishment of the Manhattan campus,

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The Unequivocal “Magic” of Windward Many of the watershed moments in Windward’s history during the past 13 years stand out clearly because they have generated tangible results. The community can see the faces of more students and faculty, new facilities, a new campus, and literature documenting the school’s impact on dyslexia research. Of equal benefit to the community, however less visible to the eye, is the positive effect that Dr. Russell has had on those around him— students, parents, grandparents, faculty, and other heads of school.

Leading by example, Dr. Russell cultivated an environment of devotion to students, genuine compassion, and dedication to save as many children as possible. His calendar is often overloaded with the responsibilities of the day-to-day management of three campuses: attending countless internal and external events, observing teachers in the classroom, communicating with the Board of Trustees and the many offices of the school, and addressing legislative issues.

Still, Dr. Russell has always been noted for having an unfaltering, witty sense of humor and a way of treating each person with sincerity in his everyday interactions.

He attributes much credit to his wife, Gerri, as a great support during his tenure as Head of School. “In this job more than any other job that I’ve had, my wife was a critical partner in understanding Windward, coming to events, and being a part of the school community,” shares Dr. Russell. “That’s been a wonderful feature, and it makes being Head of School a family activity, as opposed to just work.”

Together Dr. Russell and Gerri have three adult children, Brian, Christopher, and Jennifer, as well as two grandchildren, Alice and Aiden.

Throughout the past 13 years, Dr. Russell has experienced countless classroom lessons, field trips, athletic games, performances, and various milestones. Yet the most rewarding aspect of being Head of School for him has been the tremendous sense of pride he feels at each Windward graduation.

“I’ve been to hundreds of graduations, from kindergarten ceremonies to university commencements, and there’s nothing like a Windward graduation,” attests Dr. Russell. “The sheer exuberance and sense of celebration for this rite of passage is just fabulous. Our graduation speakers are alumni, who share their stories and wise advice for the graduating students. The turnout of the teachers is unbelievable, as they are there to support our students. I love being under the tent on Garry Field with over a thousand people for a middle school graduation. When you think of it, it’s incredible that whole families—parents, aunts, uncles, grandparents, brothers, and sisters—are there to celebrate what our students have been able to accomplish. It’s simply the best.”

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The Next Chapter Although his next role as executive director of The Windward Institute will undoubtedly have its rigorous demands, Dr. Russell does hope his schedule will allow him to spend additional time this summer with his beloved grandchildren, hiking, and boating on the Long Island Sound.

With the official debut of The Windward Institute set for January 2020, Dr. Russell will continue to serve as a proponent of Windward by fostering relationships with institutions of higher learning, advocating on behalf of dyslexics in legislation, and supporting Windward’s future endeavors. He will also aid in the transition of Jamie Williamson, the next Head of School, by assisting in whatever way he can to advance the upward trajectory of The Windward School.

There is still much work to be done to help the students who do not have the opportunity to attend Windward. More broadly, Dr. Russell believes a shift must occur in the field of education to help all students receive a Windward-type educational experience, long proven undeniably effective by research. At the helm of The Windward Institute, Dr. Russell will dutifully serve as a champion for the Windward way in the School’s next chapter.

Dr. Russell with his wife, Gerri Russell, at the 2008 Benefit

Dr. Russell and Mrs. Russell (far right) at the 2008 Big Apple Circus community event

Dr. Russell’s favorite event at Windward is the commencement ceremony.

Pictured is Dr. Russell congratulating a student at the 2018 graduation.

Each first day of school, Dr. Russell enjoys greeting all Windward students.

Dr. Russell with supporters of Windward at the 2012 Benefit

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Looking Ahead for Windward Jamie Williamson Appointed Next Head of School

I

n November 2018, the Board of Trustees announced that Jamie Williamson was appointed the next Head of School starting July 1, 2019. He will succeed Dr. John J. Russell, who served 13 years in the position.

Mr. Williamson’s appointment as the next head of school was the culmination of a comprehensive national search process that began in 2017. Thanks to the hard work and dedication of the search committee and the thoughtful feedback from a broad representation of the Windward community, including parents/guardians, administrators, faculty and staff members, students, and alumni, the Board of Trustees was able to identify the community’s need for a leader who will continue Windward’s commitment: to deliver a proven, research-based instructional program for students with dyslexia and language-based learning disabilities and to share the School’s expertise with the greater community.

A psychologist with 17 years of experience educating and supporting children with language-based learning disabilities and their families, Mr. Williamson brings an unwavering commitment to Windward’s research-based, effective program of instruction.

As a well-known and respected leader in the education community, he often speaks at conferences around the country on best practices for teaching students with languagebased learning disabilities. His respect for specialized, direct instruction for students and his passion for teacher training based on the most current research, along with his love of children and learning, encouraged the Board of Trustees that he was the right person to take Windward into the future. Mr. Williamson will help the Board of Trustees carry out the new strategic plan to continue what Windward does best—helping students achieve their full potential in preparation for a successful return to a mainstream educational environment.

Mr. Williamson will join Windward after his final year as Head of School at Marburn Academy in New Albany, Ohio. During his time at Marburn, he oversaw the final design and construction phases of a new campus and led their community through substantial growth in its operating budget, enrollment, and staffing. Under his tutelage, Marburn also increased annual giving by 96% and established community partnerships for outreach opportunities. Prior to becoming Head of School at Marburn, Mr. Williamson was Principal at Springer School and Center, a grades 1-8 school for children with learning disabilities in Cincinnati, Ohio.

Mr. Williamson’s appointment was the result of a dedicated search committee which consisted of senior administrators and Board of Trustee members. The search was guided by Spencer Stuart, a national executive search firm with extensive experience finding educational leaders at institutions ranging from independent schools to major universities.

Dr. Russell, administrators, faculty and staff members, and the Board of Trustees will ensure a smooth and successful transition in the coming months ahead.

Mr. Williamson, his wife Krista, and their two children, Isaac and Etta, are looking forward to joining the Windward community. The Board of Trustees shared their enthusiasm in this appointment and for The Windward School’s bright future.

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The Windward School/Haskins Laboratories Collaborative Project Announced

T

he Windward School in collaboration with Haskins Laboratories has announced The Windward School/Haskins Laboratories Collaborative Project as part of The Haskins Global L2 (Language & Literacy) Innovation Hub, an international and interdisciplinary collaborative that brings together researchers, practitioners, educators, and education technology specialists. The mission of the Hub is to improve language and literacy outcomes for children at risk for reading difficulties across languages and cultures. Haskins has an 84-year history of being in the forefront of interdisciplinary neurocognitive research, theoretical development, and technological advances that has led to important insights in understanding the brain bases of speech, language and reading problems, and their treatment. Haskin’s formal affiliations with Yale University School of Medicine, the Yale Child Study Center, the University of Connecticut Institute for the Brain and Cognitive Sciences, and its extensive national and international research partnerships, positions the Global Language & Literacy Innovation Hub to efficiently impact positive changes in language and literacy skills and develop scalable solutions.

The Need for Research/Education Partnerships The Hub is committed to identifying leading educational providers with whom to partner to develop future generations of educational researchers, providers, and leaders who understand the science of reading and language and are trained to translate the growing research in early identification and best practice. To that end, the Hub leadership identified The Windward School, one of the preeminent schools in the country for children with language-based learning disabilities, as a key educational partner in promoting research and training focused on realizing their shared goals of improved language and literacy outcomes for all children.

“There’s an acute need for both sides of the equation to be teaching each other,” says Dr. Kenneth Pugh, President and Director of Research, Senior Scientist, Haskins Laboratories.

“Our scientists have the research tools, and Windward teachers have the expertise in educating children with one of the best educational programs to remediate children with language-learning disabilities. We all need to be speaking the same language to produce better outcomes for students by understanding how they interact with learning environments and the ways their genes, brain, and cognition work in learning environments.”

Dr. Pugh announced the partnership to Windward faculty and staff in February 2019.

An Overview of the Initial Projects of The Windward School/ Haskins Global Hub Collaborative Project This partnership will establish state-of-the-art labs at the Manhattan and Westchester campuses. In-school research using neurocognitive measures will be conducted by Haskins scientists and Windward teachers to better understand which instructional strategies work best for which students, a critical step in moving toward individuated brain-based instructional programs. Cognitive and brain imaging research will also be carried out to improve early diagnosis of language-based learning disabilities in at-risk preschool children. Finally, a Dr. John J. Russell, Head of School; Kenneth Pugh, President and Director of Research at Haskins Laboratories; and Sandy joint Windward/Haskins training and professional development program will Schwarz, Director of the Windward Teacher Training Institute be created for educators, clinicians, researchers, and other stakeholders so that critical research-to-practice goals can be achieved.

“This partnership marks a historic moment in The Windward School’s 93-year history,” remarks John J. Russell, EdD, Head of The Windward School. “I am proud that Windward will be joining with Haskins Laboratories at the forefront of the continuing efforts to provide all students with language-based learning disabilities with the research-based instruction they need and deserve.”

For more information, visit thewindwardschool.org/haskins.

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The Windward School

W R I T I N G

T H E

Next Chapter STRATEGIC PLAN 2019 Why we exist

M I S S I O N Windward is a coeducational, independent day school dedicated to providing a proven instructional program for children with language-based learning disabilities.

The multisensory curriculum is designed for students of average to superior intelligence who can benefit from the unique educational experience provided.

Through direct instruction in small class settings, a trained faculty assists students to improve their language skills. Academic success, combined with opportunities for social and emotional growth within an intentionally diverse and inclusive setting, enables students to understand their learning differences, build confidence, and develop self-advocacy skills.

Windward is committed to helping students achieve their full potential in preparation for a successful return to a mainstream educational environment.

To meet these goals, the School provides ongoing training to its faculty based on the most current research and shares its expertise with the parent body, other educators, and the broader community.

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What we believe in

What We Will Do

V A L U E S

S T R AT E G I E S The Strategic Plan is focused around the four key strategic areas listed below. We will retain a flexible approach to planning and act opportunistically when needed to help achieve The Windward

A proven, research-based approach

School’s vision.

We believe in a comprehensive, scientifically proven, research-based approach. We are consistent, methodical, and predictable.

A diverse and inclusive community We believe in a caring, nurturing, and empathetic environment where everyone is valued.

A life-changing, transformational program We believe in teaching our students academic and self-advocacy skills to help them succeed and in empowering parents and guardians to be advocates.

Foster leadership

Employ the highest standards of stewardship

Save more lives by expanding our impact

An unparalleled level of commitment We believe our faculty, administration, and the Board of Trustees should be passionate about language-based learning disabilities and dedicated to our students, our alumni, and their families.

Invest to support growth

A growth mindset We believe in impacting the lives of as many students as possible while maintaining our culture and unwavering commitment to research-based approaches.

To read how The Windward School will implement its four key strategies, visit thewindwardschool.org/strategicplan to view the official document.

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Student Support at Windward Progressing Academically, Growing Socially and Emotionally

By Stephanie Huie, Associate Director of Digital Communications & Publications

At The Windward School, social and emotional learning is not simply a curriculum that Windward adds along with our academic and extra-curricular programs. Windward recognizes that social and emotional learning is the foundation of our program. Just as The Windward School infuses rich language instruction in all classes and activities, our students are developing their social and emotional learning with every message and every interaction they have at Windward. It is our intention to offer models of prosocial behaviors and engage students in opportunities that allow them to experience and practice our core values for interpersonal conduct as well as for their own development as individuals.

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Westchester Lower School A community tree bulletin board is displayed on the second floor of WLS, and every student has a leaf represented on the tree. Depending on the topic that is covered in their monthly social skills lesson, students write a personal message on their leaf. The leaves and their individual messages change with the seasons.

S

tudents attend The Windward School to receive Windward’s specialized instruction and proven educational program to remediate their language-based learning disabilities in order to return to a mainstream education environment. Windward’s goal is to provide a successful school experience, and, at the same time, to build students’ self-esteem and confidence. A challenge for lower and middle school students at any school is the acquisition of social Within the framework and emotional of a very academically competencies that will allow them to focused school, we care properly read social and deeply about social and interactions express their own thoughts and feelings emotional wellness. through speech.

With Windward’s research-based, multisensory curriculum combined with a thoughtfully structured support system to guide them socially and emotionally, students at Windward are given the skills necessary to read with confidence, write with purpose, and to lead lives of fulfillment and accomplishment.

“Within the framework of a very academically focused school, we care deeply about social and emotional wellness,” says Ms. Julie Liebman, Dean of Student Support at Westchester

Middle School, who also serves as the guidance counselor in grade 5. “The student support team of guidance counselors and psychologists—as well as all the adults on each campus—cares about the whole child. We want our students to develop self-confidence and self-advocacy skills, which we hope they will carry with them to their next schools and beyond. I hope all our kids learn to not only feel comfortable with their learning challenges but also appreciate their uniqueness.”

As with all Windward programming, lessons are delivered with particular care for our students’ language strengths and challenges. It is worth noting, however, that Windward’s social and emotional learning (SEL) curriculum resonates with a nationally recognized framework of “five core competencies” promoted by the Collaborative for Academic, Social, and Emotional Learning (CASEL) which are self-awareness, selfmanagement, responsible decision making, social awareness, and relationship skills.

Why Is Social and Emotional Well-being so Important for Children, Especially Those at Windward?

While most certainly not every student’s experience, many students arrive at Windward with lowered self-esteem and even an aversion to school as a result of experiencing severe struggles in the classroom. Furthermore, outside of the classroom, languagebased learning disabilities can impact social dynamics for students.

According to the student support team, communication can be a challenge for many students with dyslexia, including common

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issues such as misunderstood peer interactions, misinterpreted conversation meanings, misread tone and facial cues, and difficulties expressing oneself clearly. The combination of academic and social stress along with frustrations in properly articulating one’s thoughts and feelings creates barriers at school for dyslexic students and has the potential to negatively impact their wellbeing.

At Windward, reversing this attitude of discouragement and promoting a nurturing culture of support is of the utmost importance to the entire team supporting each student. By helping students regain confidence in themselves, the guidance counselors, psychologists, teachers, and administrators foster an environment where children can reach their full academic potential.

The Windward School’s mission statement reads, in part, “Academic success, combined with opportunities for social and emotional growth within an intentionally diverse and inclusive setting, enables students to understand their learning differences, build confidence, and develop self-advocacy skills.” Citing this, Ms. Liebman emphasizes that students cannot progress academically if they are not progressing emotionally. The warm and inviting community of teachers and peers understand that every student at Windward shares similarities in how they learn. This recognition eases the stress and pressure of being dyslexic and instead enables students to focus their energies on their academic studies and on developing positive social relationships.

How Does the Windward Student Support Team Promote Wellness?

The primary objectives for the guidance counselors and psychologists are to help students:

• Learn the correct vocabulary so they can express themselves • Understand how to identify and manage their emotions • Encourage positive coping skills • Develop friendships and navigate social situations, including through conflict resolution

• Understand how they learn with a language-based learning disability

• Develop empathy for others • Learn how to advocate for themselves • Boost their self-confidence and build self-esteem • Succeed socially and academically in a mainstream environment The team works towards their goals through four main methods: collaborating with faculty, families, administrators, and external providers (psychotherapists, neurologists, etc.); providing short-term, solution-based counseling for students; developing the lower school social skills curriculum; and teaching group guidance lessons in middle school.

“We really try to take care of our students here at Windward,” shares Dr. Ania Siwek, psychologist at the Manhattan Lower

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and Middle Schools. “We want them to be able to take care of themselves so we provide them with all the tools and information they need. They then leave here knowing what their weaknesses are and what they need to do to overcome them. We want our students to know how to be self-advocates and ask for the help they may need, so they can effectively navigate their world.”

Supporting Students in a Collaborative Manner The faculty at Windward We tell parents frequently seek the expertise and guardians of the guidance counselors and psychologists at their campuses to please call for help in managing situations that arise in the classroom. anytime, and we “Teachers will consult with really mean it. guidance, share observations and/or ask us to observe, and then together we’ll work as a team to develop an appropriate support plan,” says Mike Ackerman, speaking of the guidance counselor roles that he and Lauren Fulco both occupy at the Manhattan Lower and Middle Schools. “For example, we may develop a chart system for particular students to incentivize meeting certain goals, such as increased participation or reducing call-outs.”

Similar collaboration between the student support team and faculty occurs at both Westchester campuses as well. At the Westchester Lower School, Arielle Papadam, the division’s guidance counselor, explains, “Building self-esteem and helping students feel successful are incredibly important. My work with students, faculty, and families centers around supporting Windward students in mastering challenges and using skills to become confident learners.”

The student support team covering all three Windward campuses meets monthly to connect and ensure every guidance department member is approaching problems from the same perspective. They talk about different ideas and strategies for grade-level issues or individual student cases, so every Windward student receives the appropriate support no matter where they are located. “It’s helpful that we have a large team and can collaborate across campuses,” comments Mr. Ackerman. “The student bodies in Manhattan and Westchester may have different experiences, in part because of the differences between the urban versus suburban setting; however, we can all offer each other different insights, ideas, and strategies based on our various perspectives.”

Supporting Parents and Guardians While parents and guardians will always be the primary influences in fostering self-esteem and building effective coping skills in students, The Windward School makes a significant effort to partner with families in helping students understand and

navigate their academic, social, and emotional growth. During the school year, monthly parent seminars are held on topics that relate either to the educational and social/emotional programming students receive at Windward or on advocacy and research concerning dyslexia and language-based learning disabilities. Individual parent/teacher conferences are held three times a year, and any member of a student’s team is available when a parent or guardian is needing additional support.

“We appreciate hearing from parents and guardians when they reach out and inform us of an issue that we might not know about,” says Ms. Liebman. “Little problems are easy to fix. If we’re not aware of a situation, it may escalate into a larger problem, which is harder to rectify. When we tell parents and guardians to please call anytime, we really mean it.

Short-Term, Solution-Based Individual Support for Students Counseling with students occurs in different forms in the lower school versus the middle school. In the Manhattan Lower School and the Westchester Lower School, one of the ways in which the guidance counselors provide support for students is by running short-term lunch groups with small groups of students to strengthen peer connections.

During these informal lunch sessions, the guidance counselors reinforce social skills, such as making friends, maintaining personal space, conversational reciprocity, taking turns, and staying on topic during conversations.

Older students in the Manhattan Middle School and the Westchester Middle School will often seek out help from the guidance team themselves if they are experiencing challenges, such as anxiety or conflict with a friend or teacher. Dr. Siwek reaffirms why the availability of short-term counseling, in addition to their group guidance classes, for Windward students is critical. “Many of our Windward students struggle with communication skills, either in expressing themselves or picking up on the nuances of others’ direct messages to them,” she says. “This creates opportunities for misunderstandings, especially with today’s technology—with group chats, Instagram, or Tik Tok videos.”

Over the years, she has noted that children’s environments have changed drastically as they are exposed to more of the world through technology at younger and younger ages. The prevalence of social media, for example, has led to higher rates of anxiety among youth.

Clear and consistent expectations at home regarding computer and cell phone use is critical for the social and emotional safety of students.

While Windward can neither impose nor enforce limitations on the exposure of students to social media outside of the school day, faculty and staff are always available to support families as they navigate this new landscape of social and emotional challenges.

Lower School Social and Emotional Learning The student support team members at both the Westchester Lower School and the Manhattan Lower School work together to develop a year-round lower school SEL curriculum and keep the content consistent at both campuses. The lower school homeroom/

Manhattan Middle School In one lesson with Ms. Fulco, fifth graders discussed ways they could help prevent rumors and gossip from spreading in the school community.

The students reflected on why rumors start and how the subjects of those rumors might feel.

Normalizing Discussions of Dyslexia in the Fourth-Grade Learning Disability Unit Dr. Jackie Britt-Friedman and Dr. Siwek, psychologists at the Westchester Lower School and the Manhattan Lower School, respectively, meet with students in fourth grade to introduce them to the concept of a learning disability and to answer questions. The unit is supported by literature that the fourth graders read in class, and parents and guardians are offered an in-persom opportunity to learn about and experience the lesson prior to its being delivered to students.

“Important goals of the unit are to provide a positive framework around learning disabilities and to promote a sense of resiliency in the students,” notes Dr. Britt-Friedman. “Students must internalize the reality that their learning disability is not connected to their intelligence, and their potential as learners is unlimited. We highlight their strengths and reinforce that continued hard work and determination will help them not only meet the rigorous demands of a Windward education but also overcome future challenges.”

Defining a learning disability clarifies for the fourth graders why the methodologies utilized at Windward work for them. For those who previously were unaware of their dyslexia, the unit is often a revelation and offers a sense of relief as they come to know why they are at Windward.

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Middle School Group Guidance Topics GRADE 5

• Empathy • Social Media and Cyber Bullying • Kindness and Compassion • Diversity and Celebrating Differences • Teasing vs. Bullying • Friendship

GRADE 6

• Trustworthiness • Friendship • Empathy • Rumors and Gossip • Conflict vs. Bullying • Social Media and Safe, Interpersonal Communications • Respect • Diversity and Celebrating Differences • Conflict Resolution

GRADE 8 The eighth-grade guidance program consists of a more in-depth course called GAINS (Getting Ahead In School).

Students focus on self-advocacy skills as they prepare for outplacement and success in high school. They build upon their knowledge of topics covered in earlier years, such as stress reduction, drug and alcohol education, and diversity and tolerance. The GAINS teachers discuss the application process for high schools, providing checklists for choosing the right school, they teach a lesson on the Individualized Education Program (IEP) process, and they review typical high school requirements and grading systems. In one particularly important lesson, eighth graders practice being self-advocates.

After choosing a class in which they want to improve, students independently set up meetings with their teachers to ask for help and make plans to meet their performance goals.

Additional Grade 8 Topics • Micro Aggressions • Sexual Orientation • Responsible Use of Technology • Diversity: Celebrating Differences • Flirting vs. Sexual Harassment • Kindness • Empathy

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GRADE 7

• Social Challenges: Difficult Decision-Making • Conflict Resolution • Appropriate and Respectful Behavior at Parties Managing Feelings and Emotions • • Social Media and Safe, Interpersonal Communications • Social Media and Cyber Bullying • Being an “Upstander” • Diversity: Gender Stereotyping • Friendship • Empathy

GR A D E 9 For ninth graders at the Westchester Middle School, students participate in a high school advisory period in which they discuss study skills and other academic and social concerns. Similar to GAINS classes, the ninth-grade advisory program reiterates strategies for outplacement.

SEL discussions take place with these older students on an ad hoc basis regarding many topics, including but not limited to the following:

• Respect • Empathy • Diversity

• Maturity • Bullying vs. Teasing • Proper Use of Technology

Ninth graders also enrich their social and emotional learning by taking part in a community service program that includes reading to lower-school students, administering a food drive, delivering donations to Lifting Up Westchester, and making meals for the needy.

Manhattan Lower School Ms. Fulco and Dr. Siwek run short-term lunch groups with small groups of students to reinforce social skills, such as making friends, maintaining personal space, social reciprocity, taking turns, and remaining on topic during conversations.

Westchester Middle School During the WMS monthly community meetings, the guidance counselors acknowledge students who were “caught being kind.” Any adult in the building can share a moment in which they witnessed a student performing a random act of kindness. The students are publicly acknowledged for their good deed and are awarded a “caught being kind” bracelet.

social studies teachers teach discreet lessons on a regular basis, organized into a three-year rotating curriculum. The lessons are on the topics of kindness, empathy, inclusivity, considerate communication with others (peaceful conflict resolution), handling mistakes and taking responsibility, how to be a good friend, teasing and bullying, coping skills, cultivating an attitude of gratitude, problem solving, managing impulses, and digital citizenship. All throughout these lessons, common language is emphasized to reinforce target skills across classes. All homerooms also display social skills posters for daily visual reminders. Language arts and social studies classes also regularly include discussions that explore perspective-taking and promoting empathy.

The lower school social and emotional learning program exists well beyond the formal curriculum. For instance, at the start of the school year, new student gatherings are coordinated to strengthen peer relationships and reinforce prosocial skills.

During “New Student Mornings,” students have the opportunity to meet classmates and acclimate themselves to their new school prior to their official first day. In September, the annual “Makea-Friend, Be-a-Friend Day,” a day filled with games requiring teamwork and collaboration, is another wonderful introductory community-building activity.

Community meetings are held regularly and include all lower-school grade levels gathering together to learn about or celebrate a community service effort, a national holiday, or simply a core value of the school. Each lower-school's student council also hosts monthly community service initiatives to encourage compassion towards others.

Middle School Social and Emotional Learning Curriculum The middle-school guidance counselors and psychologists each teach group guidance classes in a curriculum that is a modified version of the Yale Decision Making Program and is aligned with New York State SEL standards. These classes build a sense of community and offer regular opportunities for students to learn from each other in an intimate context. Students are able to check-in with their guidance counselors individually as they need support to manage personal, family, and social challenges, and counselors are always kept informed when concerns arise for students.

While similar themes and lessons will cycle through different grades, the middle-school curriculum is grade-specific and tailored in content to the particular development levels of the students in each grade. Due to the ever-changing landscape of social and emotional challenges facing students (e.g., social media, technology, news stories, fads, etc.), Windward’s curriculum is flexible to respond to new events as necessary.

Additional school-wide programs include community meetings that promote prosocial initiatives and often showcase student accomplishments. Student council community service projects for different causes and organizations include grade-level breakfast projects that create valentines for seniors, thank-you notes for veterans, and more. A big buddy program pairs older students with younger students to encourage peer-to-peer support.

Grade-level meetings are held as necessary to discuss timely topics, and during Step-Up Month, there are yearly presentations on diversity issues. Student of the Month is a significant honor for a student to receive at a community meeting, recognizing an individual who consistently exhibits the character and performance values that faculty wish to highlight. A final example of a middle school SEL tradition at Windward is the “Caught Being Kind” initiative at community meetings, which recognizes and celebrates students who are caught doing random acts of kindness.

It Is All About Helping the Students Windward’s guidance counselors and psychologists enjoy coming to work every day for one specific reason—the students.

Every member of the Student Support team is in their profession because they want to teach students the skills they need so that they can become their own problem solvers.

“In our work, it’s sometimes hard to see the progress from day to day,” says Ms. Liebman. “But when you look at the big picture and watch how a student has blossomed into a whole child, it is so gratifying. It’s the reason why we do what we do. When you see a child who at the beginning of the year had no self-esteem and was so insecure to then be filled with great confidence by the end of the year, it is an amazing thing. Our students are here at Windward for the academics, and we see their character evolve most effectively when Windward and families partner together to support our students’ social and emotional growth.”

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Faculty Profiles

Meet the Student Support Team Mike Ackerman

Lauren Fulco

MLS/MMS Guidance Counselor BA from Vassar College MSW from Fordham University

MLS/MMS Guidance Counselor BS from University of Florida MSEd from Hunter College

Mr. Ackerman initially planned to pursue a career in film or television; however, he found himself missing the experience of working with children, as he was active as a camp counselor, tutor, and youth development program coordinator in his teen and college years.

Mr. Ackerman transitioned to schools as an assistant teacher in a New York City school, moved to Concord, MA to serve as a guidance counselor at an elementary school, then finally joined Windward’s Manhattan team. In his personal life, Mr. Ackerman likes to go to the movie theater nearly every week, write, ski, and practice photography.

Before joining Windward this year, Ms. Fulco was a special education teacher in various public and private schools in New York and London.

She wanted to continue supporting students with learning disabilities but “With every with a focus on helping them further conflict, mistake, develop their socioemotional and or challenge, communication skills. Guidance is there is an a perfect blend of her passions of helping others, understanding human opportunity behavior, and working with children. to learn.”

Outside of Windward, Ms. Fulco practices yoga, reads, solves crossword puzzles, shoots photography, and enjoys traveling.

“Active listening is a valuable and important tool for open, honest, and respectful communication.”

Dr. Ania Siwek MLS/MMS Psychologist BA from Brandeis University; MA and PsyD from Yeshiva University Dr. Siwek has been a member of the Windward community since 2001. She took a break to raise her two children but returned to the psychologist role when Windward’s Manhattan campus opened. Prior to Windward, Dr. Siwek worked with the Jewish Board of Family and Children’s Services and in private practice. Apart from her career, Dr. Siwek loves spending time with her children, going to the movies, and traveling to new places.

“A language-based learning disability is like having a traffic jam on a highway in your brain that leads to the language garage. Learning and practicing new strategies that Windward teaches you forces those cars in your brain to take new roads.

Eventually, your cars automatically take these new roads so that what was once challenging isn’t anymore.”

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Dr. Jackie Britt-Friedman WLS Psychologist BA from Middlebury College PsyD from Yeshiva University Dr. Britt-Friedman grew up in a family of role models in helping professions, and she always loved learning about people and “I hope all Windward connecting with others. She students know and came to Windward initially to believe ‘I am wonderful, cover Dr. Siwek’s maternity leave at WLS, but then spent five years capable, and stronger as the Assistant Director of with every challenge Admissions before eventually returning to her role as psychologist. I encounter.”

Dr. Britt-Friedman is an active person and, outside of work, she loves to meet new challenges like running 10Ks and participating in Spartan races.

Arielle Papadam

Nicole Hanby

WLS Guidance Counselor BA from Syracuse University MSW from New York University

WMS Guidance Counselor BA from Messiah College

During the week, Ms. Papadam can be found at WLS serving as the part-time guidance counselor or at her private practice where she provides psychotherapy for children, adolescents, and their families. Previously, Ms. Papadam provided counseling services to students in various New York City independent schools, acted as a social worker through the Department of Education, and worked as a primary clinician for Astor Services for Children and Families in the Bronx. In her personal life, Ms. Papadam loves to cook, travel, take spin classes, and spend time with her newborn son.

“Keep working hard and never give up!

Windward students have the full ability to accomplish anything they set their minds to, so keep working hard and success will follow!”

Lauren Howard

“I hope that every Windward student internalizes a message of hope and confidence in their abilities to succeed.

Each student is unique, and I want them all to know that their learning difference is a part of them, but it does not define them.”

Julie Liebman

WMS Guidance Counselor BA from Manhattanville College MS from The College of New Rochelle A local from nearby Putnam County, Ms. Howard joined Windward this year after serving as a school counselor at South Kortright Central School in upstate New York. While working in an art therapy and counseling program during her graduate school years, Ms. Howard realized she was meant to pursue a career in school counseling. At Windward, she most enjoys working with her students and watching them grow.

Outside of school, Ms. Howard’s personal interests include yoga and art, specifically drawing and sculpting.

Ms. Hanby first came to Windward in 2004, when she served as an assistant teacher and simultaneously completed a guidance internship. Ms. Hanby worked in three local public school districts as a school counselor before finally returning to Windward as a guidance counselor in 2015.

As a mother of three energetic sons, Ms. Hanby spends most of her time outside of school attending events with her husband and children. Her family particularly enjoys spending time outside.

WMS Dean of Student Support and Guidance Counselor BS from SUNY New Paltz MS from CUNY Hunter College

“I hope that every Windward student internalizes that any obstacle they face does not have to prevent them from achieving greatness.”

When Ms. Liebman relocated to Westchester County from New York City, she was seeking a position in an alternative school setting that specialized in helping students who needed something “extra” and she found Windward. Although the School at the time did not have an existing guidance counselor role or guidance program, Ms. Liebman was excited by the extraordinary opportunity to develop a curriculum and protocols to benefit Windward students. When she is not in school, Ms. Liebman hikes, gardens, cooks, and volunteers with a suicide prevention and awareness organization.

“When students leave Windward, I hope that they carry forth the skill of self-advocacy and understand that asking for help is a sign of strength, not weakness. Last, but of greatest importance, is that being an empathetic, kind person always matters.”

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Faculty News & Milestones Windward Delegates Attend NAIS People of Color Conference

Tim Caccopola and Robin McDonough Present at IDA Annual International Conference The Windward School was represented by Westchester Middle School Teachers Robin McDonough and Tim Caccopola at the International Dyslexia Association’s annual conference in October. Their presentation of the School’s research-based program, “Study Skills: Essential Strategies for Planning and Writing a Research Paper,” garnered interest from national and international conference attendees.

From November 28 – December 1, seven faculty and staff members traveled to Nashville, TN to attend the 2018 National Association of Independent Schools’ People of Color Conference (PoCC). The theme, “Equitable Schools and Inclusive Communities: Harmony, Discord, and the Notes in Between,” served as a focal point for the conference’s hundreds of workshops, professional development, networking opportunities, and the presentations of the esteemed featured speakers. Some workshops that the Windward delegates participated in included: “Racial Diversity in K-3 Literature,” “Rethinking American History: Creating an Equitable and Inclusive Narrative for All,” “To Buffer or to Broadcast: Helping Schools Face Current Events in Nursery Through Grade 8,” and “Real Talk Done Right: Engaging Our School Communities in Difficult Conversations.”

Each Windward division was represented at PoCC, so the delegates could return to their campuses and share their experiences to enhance the School’s commitment to diversity in teaching and learning. In attendance were (pictured) Westchester Middle School Teacher Katherine Kaneko, Westchester Middle School Teacher Ashley Di Salvo, Associate Director of Digital Communications & Publications Stephanie Huie, Manhattan Middle School Teacher Rachel Rubino, Manhattan Lower School Teacher Danielle Ngo, Coordinator of Diversity Christine Moloney, and Coordinator of Math Lori Squillante.

Asante Robinson Advocates for Breast Cancer Awareness During Breast Cancer Awareness Month, WTTI Administrative Assistant Asante Robinson was invited to share her breast cancer survivor story as a panelist at a Stamford Jewish Community Center event. Ms. Robinson discussed how research has determined that both women of African descent and Ashkenazi Jewish women have an increased genetic susceptibility to breast cancer. She also shared how the Windward community personally helped her and her family during her chemotherapy and radiation treatments, as well as throughout her recovery. Additionally, Ms. Robinson hosted her own event, collaborating with women of color breast cancer survivors and Norwalk Hospital’s Smilow Family Breast Health Center, which featured top oncology doctors, nurses, and survivors to dispel myths about breast cancer. For her advocacy work, Ms. Robinson was featured on Connecticut News12 and WNLK AM Radio. She dedicated her efforts in honor of her mother, Sandra L. Green, who died from the disease in 2004.

Diane Kessler Gains Training in “Science in Action” at STANYS Annual Conference From November 3-5, Westchester Lower School Teacher Diane Kessler attended the STANYS (Science Teachers Association of New York State) Annual Conference. She met with teachers from The Calhoun School and The Browning School, various public schools, and college professors who train educators. She learned about many ideas, experiments, and activities that she will “Windwardize” and share with her fellow Science department colleagues.

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Windward Attendees Gain More Insight on 19 Faculty Members Represent Windward Connecting Research and Classroom Practices at Everyone Reading Conference On March 11, Westchester Lower School Teacher Julie Bondor, Westchester Middle School Teacher Melanie Murphy, Manhattan Middle School Teacher and Research Associate Danielle Scorrano, and WTTI Assistant Director Annie Stutzman attended AIM Institute’s 7th Annual Research to Practice Symposium in Conshohoken, PA. The four Windward attendees listened to expert presentations on the benefits and challenges of bridging the gap between the latest literacy research and best practices in the classroom.

Windward Engages in Latest Dyslexia Research at Harvard Medical School

Every year, Windward sends a large contingent to the Everyone Reading Conference, which focuses on dyslexia and related learning disabilities. Participants learn new strategies from experts in the field and experience the latest in teaching resources, technologies, and programs. This March, Windward was well represented with 19 attendees, including Manhattan Middle School Teacher Cabel Alfriend, Westchester Lower School Teacher Kelly Balkun, Manhattan Middle School Teacher Lauren Benjamin, Coordinator of Special Services Ronnie Berish, Westchester Middle School Teacher Dina DiGiacomo, Westchester Middle School Teacher Ashley Di Salvo, Westchester Lower School Teacher Susie Gardiner, Westchester Middle School Teacher Christina Goodnough, Manhattan Lower School Teacher Katherine Lemone, Manhattan Lower School Teacher Rachel Manaster, Manhattan Lower School Teacher Morgan McCall, Westchester Middle School Teacher Melanie Murphy, Westchester Lower School Teacher Danielle Scavone, WTTI Director Sandy Schwarz, Manhattan Middle School Teacher Anna Sewell, Westchester Lower School Teacher Amanda Speer, WTTI Assistant Director Annie Stutzman, Westchester Middle School Teacher Allyn Thompson, and Manhattan Middle School Teacher Ben Yassky.

Christine Moloney Presents Workshop at NYSAIS Diversity Conference and Receives Narrative 4 Training WTTI Assistant Director Annie Stutzman, Manhattan Middle School Teacher and Research Associate Danielle Scorrano, and Westchester Lower School Teacher Jessica Sorna attended The Dyslexia Foundation’s “Dyslexia and Literacy: Language Connections to Reading” conference at Harvard Medical School on October 12. The group enjoyed the fascinating presenters and learned about the latest genetic studies as a basis for understanding current practices for assessment and intervention.

Coordinator of Diversity Christine Moloney presented a workshop titled “Race and Racism Language for Predominantly White Schools” at the 2019 NYSAIS Diversity Conference on April 9 at Lycée Français De New York. Her workshop focused on teaching educators about racial awareness and literacy development. Additionally, Ms. Moloney trained as a facilitator for Narrative 4 on February 23. Facilitators lead the N4 story exchange process, which equips people to use their stories to build empathy, shatter stereotypes, break down barriers, and make the world a better place.

Windward Babies Westchester Lower School Teacher Mandy Paulson welcomed a happy and healthy boy, Ellis Paulson Wright, on November 24. He weighed 9 lbs.

3.5 oz. and measured 20.5 inches tall.

Henry Sullivan Russo was born on December 18 to Westchester Lower School Teacher Erin Russo. He weighed 7 lbs. 3 oz.

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Reflections on My First Year

By Karen Kao

The following speech was given at the New Faculty & Staff Orientation on August 30 to the 45+ incoming members of the Windward community.

G

ood morning everyone. Welcome to Windward! My name is Karen Kao and, last year at this time, I was sitting where you are now; this will be my second year at the Manhattan campus. I am very happy to be here sharing some insight on my first-year experience at Windward. It does not matter which campus you are on, you will find in the upcoming weeks, months, and year that you have entered a community with an overwhelming generosity of spirit, designed to help support your endeavors as a teacher and lifelong learner.

More critically, I want to share an anecdote about the efficacy of the Windward program and the profound impact it can have on a child’s life. Before I begin my reflection on my first-year experience, I will share a brief overview of my background.

I graduated from Columbia University with a degree in East Asian languages and cultures. I worked in banking and then for an NGO in Asia. My experiences abroad convinced me that an appreciation of other cultures and languages builds mutual understanding between people and allows for multiple modalities of expression. Knowledge of another language can be an amazing foray into a world of exchange.

Armed with this conviction, I returned to Columbia for graduate school to study bilingual and bicultural education. In various bilingual teaching contexts, I observed multiple classrooms in both independent and public schools. In each class, there were always two or three children who clearly struggled with internalizing information presented to them, not only in Mandarin, Spanish, or French, but more strikingly in English. This observation led me on my path of inquiry to examine students who have difficulty expressing and learning through the English language. For many of these students, school has become a means to reinforce negative learning cycles—perpetuating frustration and low self-esteem.

After completing my bilingual courses, I changed my focus to special education. During my student teaching placement, despite well-intentioned teachers, not all students’ learning needs were being addressed. When optimal learning is occurring, one can observe this in a child’s demeanor, body language, and interactions with peers and teachers alike. When optimal learning is not occurring, it is unfortunately all too clear. I was searching for a

place that could truly help students with learning challenges.

When I began my Windward journey, sitting in your seats a year ago, I was not sure if such a school existed. I now know, it exists at Windward.

Through happenstance and serendipity, this past year I was placed in the sixth grade, where two students from my student teaching position had begun their first-year journeys at Windward as well. Over the course of the year, I saw both students adjust to the structure and academic rigors of the Windward methodology and grow into strong, confident learners. One student, “John,” struggled in his previous school contexts. When I first met his parents during parent/teacher conferences, they relayed that John was bullied by other students for being a slow learner and that he did not like school. Pre-Windward, I observed how he struggled to understand the material presented to him. John kept to himself, would not raise his hand to participate, his handwriting was small, his written assignments were always brief, and he did not like to draw attention to himself.

This past year at Windward marked a major shift in John’s intersection with learning. He would frequently comment that he understood what he was doing and liked school. I saw him begin to raise his hand to share his ideas. His writing folder showed remarkable progress from short, brief answers to fuller expressions of his ideas. At the parent/teacher conferences this past June, his parents remarked what a difference Windward has made in John’s life. Windward not only has a positive impact on his academics but also has a positive impact in his belief in himself. Windward sets high expectations for students and provides all the tools to help them succeed.

Windward will challenge you in this upcoming year but know that you are supported each step of the way. The program is not only designed for students to succeed but also intentionally designed to help you succeed. One of the lessons that I have learned this past year is everyone within the Windward community —parents, students, and the people surrounding us here today— is my teacher. I am constantly humbled at everyone’s dedication, but even more so by the passion of the community and generosity of spirit here. You need only to reach out, and you will quickly find support and guidance from top down and bottom up.

Windward has changed my perspective on what a powerful impact

Windward has changed my perspective on what a powerful impact a school can make in a child’s life, but also on mine.

2828 The Compass Spring/Summer 2019

Do you follow The Windward School on

social media?

a school can make in a child’s life, but also on mine. I have been inspired to adapt a growth mindset and challenge you to do the same this year. Not only will you see your students make progress this upcoming year, but also you will mark your own growth personally and professionally.

I conclude in offering this advice: take advantage of the myriad of resources at Windward—the WTTI courses, the staff development, and the firstyear meetings. Reach out to your mentor teacher, the other first-years, and the administrators. Volunteer for the Friday night field trips, coach a sport, or teach an after-school club to develop a rapport with our students, who you will quickly find are amazing and talented people. We are all here to support you in this upcoming year and look forward to growing together with you. Welcome to the Windward family!

Windward will challege you in this upcoming year but know that you are supported each step of the way.

FOLLOW US thewindwardschool.org TheWindwardSchool TheWindwardSchool Windward_School

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NEWS AROUND THE SCHOOL A brief recap of some of the many activities that happened during the school year.

September 6

October 10

Record High Enrollment on First Day of School

MLS Make-a-Friend/ Be-a-Friend Day

On the first day of school, Windward welcomed 908 students across the three campuses, a record high enrollment number. Pictured are Ms. Pochna, Westchester Lower School Division Head, and Dr. Russell, Head of School, with students arriving to the WLS campus.

September 21

First Parent Seminar with Phyllis Bertin Parent Seminars are held nearly every month at the WMS campus and the Manhattan campus. The topics range from defining dyslexia to unpacking particular aspects of the Windward curriculum. The first September Parent Seminar, “The ABC’s of Reading at The Windward School,” was presented by Phyllis Bertin, co-author of the Windward reading program, PAF. She discussed how PAF differs from other reading programs and why it has been so effective in teaching Windward students.

September 28

WMS Friday After-School Trip to Black Rock Forest

On many Fridays during the school year, middle school students at WMS and MMS can partake in special after-school field trips. Pictured are WMS students who hiked to the peak of Storm King Mountain in Cornwall-On-Hudson, NY with Mr. Steiker.

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The lower schools hold their annual Make-a-Friend/Be-a-Friend Day each year. Students participate in team building activities that foster friendship and community spirit. Pictured are MLS students completing a hula hoop challenge.

October 29

MMS Girls Volleyball Team Marks First Season The 2018 season was the inaugural year of the MMS girls volleyball team.

Coached by Ms. Zimmerman and Ms. Hsu, the girls had a fantastic time developing their abilities with their teammates.

October 31

November 8

WMS Grade 7 Multimedia Turtle Project

WLS Grade 4 Daffodil Planting

Seventh graders in Ms. Tolliver’s class created their own turtles through a multimedia art project. The students used black glue, Sharpie markers, metallic paint pens, and watercolor paint to complete their designs.

November 12

WMS Honors Veterans Day

November 27

#WindwardGIVES Giving Tuesday a Success!

Each campus recognized Veterans Day with presentations on the history of Veterans Day and ways in which students could support veterans.

The community wore red, white, and blue to school in honor of the holiday. At WMS, veterans from the Valhalla American Legion Post 1038 group were welcomed as special guests. Pictured are the eighth graders who presented, veterans from AL Post 1038, Division Head Mr. Eberhard, Assistant Division Head Mr. Manganiello, and teachers Mr. Caccopola and Mr. Orfei.

The Windward community came together on Giving Tuesday to give 269 gifts totaling over $600,000 during a 24-hour period on November 27. Windward received an additional $100,000 towards the Annual Fund from two very generous Windward families, increasing the total amount raised for #WindwardGIVES to $700,000.

December 6

MLS Grade 2 Learn About Hanukkah Holiday Traditions Second grade students used their handprints to create their own menorahs. Then they used their fingerprints to light a candle for each night of Hanukkah. This art project culminated the students’ learning about various December holidays.

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More than 50 fourth-grade student volunteers planted 100 daffodil bulbs, provided by the White Plains Beautification Foundation, at WLS. The students enjoyed digging in the flower beds and beautifying the campus. Pictured is Ms. Rathbun, Assistant Division Head, explaining instructions on how to plant daffodils to students.

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December 12

MLS Grade 2 Read Aloud with Ms. Zuckerwise

NEWS AROUND THE SCHOOL

Division Head Ms. Zuckerwise enjoyed visiting with a secondgrade class to read aloud the story, A Wish to be a Christmas Tree.

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December 14

December 18

MMS Supports Toys for Tots with Holiday Toy Drive

WMS Grades 5 and 6 Musical Revue

In the spirit of giving, all three Windward campuses held holiday toy drives in December to benefit their local communities. Through the efforts of the Windward community, hundreds of toys were collected for children throughout New York.

Pictured are MMS students with a few of the Manhattan campus contributions.

January 10

MMS Engineers Race Junk Cars

Fifth-grade students at MMS and WMS learned the fundamentals of basic physics and mechanics by participating in a hands-on unit about the six types of simple machines. They designed and built their own “junk cars” from recycled material that incorporated as many of the six simple machines as they could. Pictured are MMS students racing their junk cars down a ramp, being timed by Mr. Lennihan and Ms. Straface.

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Under the direction of Ms. Hooper and Mr. Peña, fifth and sixth graders sang and danced to selections from classical musicals, such as Newsies, The Sound of Music, Annie, and Hairspray.

January 16

January 30

MLS Student Council Raises Donations for Animal Shelter Through Good Deeds

WLS Beat That Challenge Spirit Day

During the month of January, MLS students earned donations to benefit Best Friends Animal Shelter by helping at home. For completing various chores, such as walking the dog or shoveling snow, the students helped raise nearly $700 for the shelter.

February 6

WLS Grade 4 Performs Wish Upon a Star

February 7

WTTI Mindfulness and ADHD Workshop

Parents, guardians, and faculty attended the popular “Mindfulness and ADHD: Practical Tools for Daily Life” workshop presented

by Dr. Mark Bertin. He reviewed the research into the science of mindfulness and shared techniques that could support children with ADHD by reducing stress, improving cognitive flexibility and problem-solving, and facilitating the growth of healthy relationships.

February 14

MMS v. WMS Boys Basketball Showdown To conclude the WMS Spirit Week and to kickoff MMS’s Spirit Week, the seventh and eighth grade boys WMS and MMS basketball teams competed in an exciting doubleheader at the WMS gymnasium. The bleachers were full at the tip-off when the friendly competition began. The teams were evenly matched, and the scores were close in both games. WMS was able to hold its lead and came away with two wins in thrilling games.

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Directed by Ms. Minio, fourth graders in the WLS Drama Club held two presentations of Wish Upon A Star for their teachers, family, and friends.

The WLS physical education department hosted the actionpacked Beat That Challenge Spirit Day, where students compete in unique games to test their motor and cognitive skills. High energy, team spirit, and great sportsmanship were displayed by all.

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February 14

March 14

WMS Celebrates Spirit Week with Pep Rally

MLS/MMS Drama Club Presents The Wizard of Oz Musical

From February 11-14, Spirit Week took over the WMS campus. Each day represented a different theme, and students had the opportunity to wear sports jersey attire, dress up as a tourist, wear the clothing of a particular decade, and dress in Windward’s school colors. The culminating activity for WMS’s Spirit Week was the pep rally, and pictured are the WMS cheerleaders who performed at the rally. MMS celebrated their spirit week the following week in February.

Students in the Manhattan campus drama club performed The Wizard of Oz musical, refreshed with some modern-day dialogue.

March 13

WLS Grade 4 Recreates an Edible Version of a Literary Scene

February 21

MLS Watches Chinese Lion Dance Performance

After Ms. Kempin’s fourth-grade students finished reading the book Kindred Souls in their language arts class, they were very intrigued by the part of the story where the ten-year-old narrator built a sod house to surprise his grandfather. During recess and lunch periods, the class embarked on a project to construct their own “sod houses,” made with cocoa rice krispie treats and green frosting.

March 25

Marchmester Kicks off Spring Break

In celebration of the Lunar New Year, performers from the New York Chinese Cultural Center introduced MLS students to a variety of traditional Chinese dances, such as the lion dance. After viewing these performances, a few student volunteers learned beautiful ribbon dance moves and performed a short piece for their classmates.

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Many students from all three campuses participated in Marchmester this year at the WMS campus.

Classes included cooking, photography, making circuits, sports and games, origami, theater, Sphero coding, and multimedia art.

April 4

Chancellor of the NYC Department of Education Visits Windward

MMS Alumni Panel for Eighth Graders

Each year, eighth graders at MMS and WMS enjoy a special luncheon where alumni return to share advice and wisdom about life after Windward. Pictured are MMS moderators and panelists (standing) Co-Director of Outplacement Tanya Ehrlich, Lizzy Spira ’22, Kendall Messler ’22, Manhattan Lower and Middle Schools Division Head Leslie Zuckerwise, (seated) Brooke Leon ’19, Douglas Forbes ’22, Will Jenkins ’22, and Diego Bey ’23.

April 17

WLS Welcomes Kate Klise for Author Visit

April 11

WPA Features Robert Carroll as Dream Big Speaker

New York State Assemblymember and Windward alum Robert Carroll ’04 visited the Manhattan campus to speak with MMS and WMS students about growing up with dyslexia and his journey to success. Dream Big is an annual WPA-sponsored event where guests share how they have overcome their learning disabilities.

The librarians and the WPA host annual author visits at each campus to give students the opportunity to hear about the careers of professional writers and illustrators. Award-winning author Kate Klise visited WLS to share her writing process and what inspired her to become an author.

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New York City Department of Education Chancellor Richard Carranza, along with Michael Benedetto, chair of the NY State Standing Committee on Education and assemblymember; Jo Anne Simon, member of the NY State Standing Committee on Education and assemblymember; Drs. Sally and Bennett Shaywitz, co-founders and codirectors of the Yale Center for Dyslexia & Creativity; Robert Carroll, Windward alum and New York State assemblymember, visited The Windward School's Manhattan campus.

Pictured are Mr. Benedetto, Ms. Simon, Drs. Shaywitz, Chancellor Carranza, Dr. Russell, Mr. Carroll, and Mr. Williamson.

April 12

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Thank You Windward Parents Association

The Windward Parents Association (WPA) is a constant presence throughout the school year on all three campuses. The WPA helps build community by hosting and contributing to numerous events for Windward students, parents/guardians, faculty, and staff members to enjoy.

Over the course of the school year, the WPA executive board and members have been busy welcoming Windward parents and guardians to the Westchester and Manhattan Back-to-School Cocktail Receptions; hosting the annual Back-to-School Picnic; planning and organizing faculty and staff appreciation holiday luncheons on all three campuses; coordinating grade-level parties for students to interact with their classmates and for parents to meet other parents in their child’s grade; assisting with each campus’s photo day and book fair; providing refreshments and beverages at the annual Winter Ice Skating Party; sponsoring events for students, like Dream Big and the divisional author visits; coordinating the mentor breakfast program for incoming families; and creating new traditions like the April CommUNITY Service Day. If the Windward logo adorns any of your student’s or your clothing, it is thanks to the WPA volunteers for ordering, organizing, and delivering each family’s order. You will also find WPA members at parent coffees before each Parent Seminar and the many other school events as well.

If you would like to learn more about the WPA, email wpa@thewindwardschool.org or visit thewindwardschool.org/wpa.

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Annual Back-to-School Picnic

More than 1,200 students, family members, faculty, and staff attended the Back-to-School Picnic on Sunday, September 23 at the Westchester Middle School campus. There were a variety of activities for attendees to enjoy, including inflatable obstacle courses, slides, bounce houses, face painting, field games, and a photo booth, as well as a delicious spread of picnic foods. Thank you to the Windward Parents Association for sponsoring the annual beloved event.

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Winter Ice Skating Party at Bryant Park

Nearly 400 members of the Windward community attended the Winter Ice Skating Party at Bryant Park in New York City on January 27. Thank you to everyone who joined the festivities, and thank you to the Windward Parents Association for providing food and beverages.

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Leadership Donors Reception at New York Yacht Club On October 3, many generous supporters of The Windward School were honored at a reception at the New York Yacht Club. The event was sponsored by alumni parent and former trustee, Michael S. Bruno, Jr., and his wife, Meg. Over 100 people joined Dr. Russell, Head of School, and trustees in celebrating the fundraising success of the 2017-18 school year. Windward is fortunate to have such a committed and generous community supporting its mission—thank you!

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Director of Outplacement Tanya Ehrlich, Charlotte Merrin ’22, Oriana Lawi-Zekry '22, Alexios Poyiadjis ’22, Manhattan Middle School Assistant Division Head Jeremy Bletterman, Harrison Rich ’22, and Associate Director of Development Jenny Nichols

Alumni Homecoming

Stephen Flaxman ’88 and his daughter Natalie ’25

Windward’s Alumni Homecoming, which took place on Saturday, October 13, was a great success with more than 200 people returning to campus to reconnect with former classmates and teachers. The Westchester vs. Manhattan soccer game tradition continued for its second year, and the BBQ, pizza, and ice cream trucks were a big hit!

Thanks to all who came back to campus to celebrate Windward.

Hayven Green ’20, Amber Perry ’21, and Mackenzie Moore ’21

Director of Admissions Beth Foltman, Gibson Emery ’20, Head of School Dr. John J. Russell, and former Director of Admissions Maureen Sweeney

Jenna Musoff ’22, Westchester Middle School Teacher Hannah Ewing, Jordana Klein ’22, Ellie Tirschwell ’22, Jake Levy ’22, and Will Coale ’22 42

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Natalie Soltz ’21, Rachel Schenfeld ’21, and Paris Smith ’21

Alumni and Friends Reconnect at Holiday Alumni Reception On Thursday, December 20, an intimate gathering of alumni, faculty, administrators, and friends toasted the holidays at The Windward School’s Manhattan campus. Between browsing past yearbooks,

Skylar Handler ’14, Maxwell Levy ’14, and Samantha Aloi ’14

reminiscing about prior years at Windward, enjoying the spread of hors d’oeuvres and refreshments, touring the Manhattan campus, and reconnecting with former teachers and classmates, many new friendships were established at the reception.

To conclude the evening, Dr. John J. Russell, Head of School, shared a video, “How Windward Changed Our Lives,” in which several alumni shared how transformational attending Windward was for them, not just academically but personally as well.

The attendees also received an exclusive first preview

Manhattan Lower and Middle School Division Head Leslie Zuckerwise, former Director of Admissions Ms. Sweeney, Associate Head of School Jon Rosenshine, Westchester Middle School Teacher Roberta Plotycia, Head of School Dr. Russell, and Trustee Denis O'Leary III ’06

of the trailer for the new Windward short film, The Windward Way: Teachers Transforming Lives, which details the unique qualities of the Windward education program and the teachers that deliver the scientificallyproven program. Maureen Sweeney, Windward’s former Director of Admissions, also made remarks about the strength of the Windward alumni network and how the bond between alumni and Windward

Casey Masback ’93

Trustee Denis O'Leary III ’06 and Associate Head of School Jon Rosenshine

prevails no matter the number of intervening years.

Expanding on those sentiments, Trustee Denis O’Leary, III ’06 encouraged his fellow alumni to remain engaged with Windward and give back to the School that gave them the tools to succeed in life, whether that be as a guest speaker, an organizer, or a donor.

Trustee Denis O'Leary III ’06, Former Director of Admissions Ms. Sweeney, and Maxwell Levy ’14 Spring/Summer 2019

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Alumni Profile

Anna Novogratz ’14 Inspired to Teach Special Education

By Stephanie Huie, Associate Director of Digital Communications & Publications

I

f Anna Novogratz could give one thing to every student, what would she give to them? An education at The Windward School. Why? After three years at Windward, the trajectory of Anna’s life was radically altered. She received endless support from her teachers, which instilled a desire for her to help others with disabilities, and she curated a toolbox of useful lifelong skills, which helped her reach her full potential. Anna’s experience at Windward had a profound impact on her, and her journey as a dyslexic led her to where she is today.

Following her graduation from Princeton University last June, Anna joined Teach for America as a special education teacher at a public elementary and middle school in the South Side of Chicago. The main reason she chose to work in her specific position was because of her time at Windward.

“From my teachers at Windward, I learned how much change one person can effect,” asserts Anna. “After experiencing that level of support myself, I decided that I wanted to be a special education teacher, so I could teach kids with disabilities how to read because the ability to read is the key to life. Being a teacher is a real privilege; you can really make an impact on someone’s life.”

She teaches a range of grades and subjects, including thirdand fourth-grade math, seventh- and eighth-grade English, and seventh- and eighth-grade social studies. All of Anna’s students have special needs, from moderate to severe cases. Her school’s neighborhood, though vibrant and full of Latinx culture, has been plagued with poverty and gun violence over the years, and the district lacks sufficient resources. Although Anna admits that every day presents a different kind of battle, she loves her students and believes strongly in her work as an educator.

Anna tells her students every day that each of them can achieve their goals if they truly work hard. She shares with them stories of her journey from feeling isolated and angry as a young child to gaining confidence from Windward’s specialized program to earning a degree from her dream school of Princeton.

Anna was diagnosed with dyslexia when she was in second grade. She recounts the moment when her family knew it was time for her to get tested. Her younger brother was learning to rhyme, so the family was naming words that rhymed with ‘cat.’

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Anna and her thesis The Cost of Courage: The Robert R. Moton Students, the NAACP, and Davis v. County School Board of Prince Edward County

Anna remembers feeling certain that her answer was right when she screamed ‘beaver.’ Her mother then suspected dyslexia.

Her own father was a dyslexic, and she thought the rhyme misunderstanding could be an indicator.

Meanwhile, going to school was a draining experience for Anna. She desperately wanted to be able to read, to be like her peers, and grasp what was happening in the classroom. Despite her best efforts to be an engaged student, she had no success.

With no explanation as to why, this led to extreme frustration. Anna constantly experienced moments where she felt like a failure—being unable to open a locker or tell time in front of the class—so she frequently lashed out at home. Finally, after her official diagnosis and much research seeking a place that could best help Anna, the Novogratz family found The Windward School.

“My grandfather had dyslexia, and he was an extremely successful man who spoke multiple languages and had a PhD,”

At Windward, I was the priority for the first time in a long time.

shares Anna. “So my mom knew Windward was worth the investment to give me the best possibility to reach my potential.

But my dad was hesitant at first. And now being on the other side of the table as an educator who deals with parents of recently diagnosed children, I understand his reaction. Parents hate to see their kid struggling, and they think it’s a reflection of themselves.

I always reiterate that a diagnosis for a disability has nothing to do with the parents and not intervening will hurt the child. Some parents just need a little time to understand. That being said, I remember that once we visited Windward, my dad became ‘Mr. Windward’ and never looked back. We all thank Windward every single day, and we are very grateful.”

Anna attended Windward from third to fifth grade. In her first year, she recalls how she finally grasped what being dyslexic meant. That clarity gave her confidence that she could be successful academically. Anna credits the Windward teachers, in particular, with helping her feel comfortable in the classroom.

“At Windward, I was the priority for the first time in a long time,” emphasizes Anna. “Before I would feel like I was drowning because I was lost and no one would realize. But Windward was different. Windward didn’t give me a chance to be lost because my teachers were always there for me and invested in my success.”

Anna then outplaced to Columbia Grammar & Preparatory School for the rest of middle school before attending Poly Prep Country Day School for high school. She focused on excelling academically, but still managed to be a peer tutor, president of the AIDS Awareness Club, and the student government president of her class.

I decided that I wanted to be a special education teacher, so I could teach kids with disabilities how to read because the ability to read is the key to life.

Years of perseverance resulted in Anna’s acceptance to Princeton University, where she studied African-American history.

She was alarmed to learn how whitewashed history lessons were taught in most primary schools and the many notable stories left out of textbooks. Her thesis explored the untold story of a young girl named Barbara Johns who began a grassroots student strike in 1951 that contributed to the landmark Brown v. Board of Education Supreme Court case.

In anticipation of her thesis, Anna admits she fretted over whether she could actually read through the dense informational texts required for her research or write a 120-page paper. She relied on the skills that she learned at Windward, however, to complete the work and earn her degree. “I’ve never changed the way I’ve written,” states Anna. “My language has become more sophisticated, but the way I look at how to write and how to structure a paper is completely based on what I learned at Windward.”

Apart from her academics, Anna started teaching a GED course at a medium security youth facility through the Petey Green Program. She became passionate about the power of education to rehabilitate the incarcerated youth she taught.

Anna joined the Students for Prison Education and Reform (SPEAR) club to advocate for education being treated as a right, not a privilege, for the incarcerated. Additionally, she worked as an English and language arts teacher with The Steppingstone Foundation, a Boston-based non-profit organization that prepares low-income students of color for educational opportunities that lead to college success.

These experiences demonstrated to Anna the rewards of a teaching career that suited her well. Following her two-year commitment with Teach for America, she plans to transition out of the classroom to enroll in law school. Anna will study education policy in order to further pursue her belief that education can play a major part in dismantling the poverty to prison pipeline.

The Windward School community will be able to hear more of Anna’s journey and advice for graduating students when she returns to the Westchester Middle School campus on June 13 to deliver the 2019 Commencement Address.

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Alumni News & Notes 1961 Nancy Steinhaus Zisson is a current Windward grandparent.

1974 Bill Wolfram and Giles Hunt had an unplanned meetup at their local Costco.

1993 Elan Etstein and his wife, Ira Cabrele, welcomed their son Leonardo Etstein on November 12. He was born at Mt. Sinai West in Manhattan. The family resides in New York City.

1994 Melissa Grubb Hailemelekot welcomed her daughter, Skylah Rae Haile, on November 21.

1997 In the winter, Farley Rentschler moved to London to finish a master’s degree in fine and decorative art at the Sotheby’s Institute. She is a painter and photographer. Before relocating, she traveled extensively within Europe in the UK, Spain, and Portugal. Previously, Farley owned a production company called Flotsam and Jetsam Productions, which created documentary films. She currently sits on two non-profit boards, The Purnell School in Pottersville, NJ and the American Heritage Center in Laramie, WY. Farley has two 12-year-old Maltese dogs, Muffy and Wimbley.

2000 Rachel Fehr Mankiewicz and her new husband, Chris, are happily married and celebrating life in San Francisco, CA. She is very proud to be the child development specialist at the Jewish Community Center San Francisco, helping children, their families, and teachers support students in the classroom. Rachel is also an author of the children’s book, Percy the Porcupine’s Anxiety. Crediting

Windward for helping her become the woman she is today, Rachel shared, “At Windward, I grew in more ways than I knew, and I continue to use the lessons I learned, such as study skills, organization, and how to enter into social situations, every day.”

2002 Tracey Lemle Levy attended the Windward Upper School from ninth to twelfth grade, when Windward had a high school program.

Although she was falling behind and was getting lost in her classes, Tracey was initially hesitant about transitioning to Windward and leaving the familiarity of public school. Looking back almost 17 years later, Tracey is certain that she would not have accomplished all that she has without the skills learned and confidence gained from her time at Windward. She shared, “Windward not only made me feel smart but the school let me know that I was smart. The tools that I learned in those four years allowed me to go on to college with barely any need for extra help. I knew what I needed to succeed and how to excel in college.” In 2014, Tracey launched a health coaching practice called Kale with a Side of Fries where she helps burnt out sales and marketing professionals who want to gain more energy and learn strategies on how to balance their hectic life through food and lifestyle changes. She helps her clients find ways to implement a 90/10 lifestyle, where 90% of the time healthy foods are consumed and fitness becomes routine and 10% of the time there’s freedom to eat fries.

2003 Ali Blaser Pawlowsky is married with two daughters, Jessa and Noa.

2006 In the spring, Windward Trustee Denis O’Leary III was awarded the Harold Rosenthal Fellowship in international relations. He will act as an advisor to the Department of Defense on industrial policy throughout the summer. The selective fellowship allows foreign affairs scholars the opportunity to see the inner workings of agencies of the federal government, and fellows are chosen for their outstanding academic achievements, for their character, and for their commitment to the study of international affairs.

Note: At Windward, a student’s class year is the same as his/her high school graduation year.

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2009

2015

Oliver Zabar was featured in the August 27 issue of The New York Times, as he discussed the October opening of his Lower East Side casual restaurant and cocktail bar, Devon. Offering elevated American bar food with a French influence, Devon was named after Oliver’s mother and Windward Trustee Emerita, Devon Fredericks. “I set out to create my ideal neighborhood spot. Good, accessible food; great drinks and a comfortable environment where you can feel at home,” said Oliver. Devon is located at 252 Broome Street (between Orchard and Ludlow Streets).

Ryan Bellissimo is enrolled in a 3-2 economics and computer science dual-degree program with Claremont McKenna College (CMC) and University of Southern California. While at CMC, Ryan created a club for students who wanted to work with dyslexic students at local elementary schools. He shared, “I want to use my passion for computer science to help a greater audience of dyslexic children around the world.” Ryan hopes to build either a mobile application or website platform with resources to remotely help dyslexic students.

2012 Carly Bernstein graduated from the University at Buffalo with a degree in communications in 2016. Following her graduation, she worked at Lockard and Wechsler as an assistant account planner in her hometown of Irvington.

In February, Carly began a new role as a sales planner position at Captivate in New York City.

Pictured are Carly (center) with Windward classmates Hally Gordon (left) and Lily Roberts (right) together in Chicago.

2013 Julia Yankelowitz is an English teaching assistant in Tacurembo and Montevideo, Uruguay through The Fulbright Program.

She teaches at 11 different local primary, secondary, and tertiary institutions. In September, Julia connected with Head of School Dr. Russell at the El Cerebro y la Lectura conference in Buenos Aires, Argentina. Julia was attending the conference professionally, while Dr. Russell was a featured speaker presenting on the success of Windward’s reading program.

2014 Annabelle Brody graduated from Tulane University and is attending Christie’s fine arts master’s program.

Jacob Rosen graduated from the University of Tampa.

2016 Grace Halvey is a junior at the College of The Holy Cross in Worcester, MA. This past spring semester, she studied “abroad” in Washington, DC, where she interned full-time at the Obama Foundation. Simultaneously, Grace wrote a 50-page thesis paper.

She credited Mr. Manganiello and his 8th grade research class at Windward for preparing her well to write her thesis with confidence.

Beau Duval, a University of Vermont student, is now a lifelong member of the Golden Key International Honor Society, the world’s largest collegiate honor society, which recognizes the top 15% of each class and their outstanding academic achievement.

Beau is a junior in the College of Engineering and Mathematical Sciences at UVM. He served as the student vice president of the honor society this year and will be the student president next year.

2017 William Dooley is enjoying his experience at Boston College, exploring new areas of interest and expanding his insight into the world. He starred as Mr. Bingley in the Pride and Prejudice Main Stage fall play of the BC Theatre Department. William credited Windward for much of his confidence, sharing “I could not process and think the way that I do today if it was not for Windward. I cannot thank Dr. Russell and my teachers enough for those seven vital years in my academic development. The way that the School turns anxious and confused children with dyslexia into intellectual superstars is magic to me!”

2018 Dylan Douglas graduated from The Masters School and is attending Brown University.

Jordan Fisch is attending Muhlenberg College on a merit scholarship.

Matt Friedman graduated from The Masters School and is enrolled at Tulane University.

To submit a note or share your Windward memories for the next issue, please email development@thewindwardschool.org.

Spring/Summer 2019

The Compass

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Allison Schwartz has been greatly enjoying her first year at the University of Hartford.

Heather Smith graduated from The Masters School and is attending the University of Vermont.

Caroline Stemerman was a student at Windward for three years from grades 4-7.

After graduating from Scarsdale High School, she enrolled at Boston University Music School. She dreams of becoming an opera singer, and Boston University provided her with an opportunity to work with one of the best teachers in that arena, while also allowing Caroline the flexibility to take classes outside of her vigorous music program. She has studied classical music for seven years, including at the Manhattan School of Music precollege division. Caroline shared, “I cannot begin to express how grateful I am to all the teachers that helped me at Windward. I would have never been able to do what I love to do or be able to handle the pressures of attending two schools (Scarsdale High School and Manhattan School of Music), one of which I was required to learn and comprehend three to five different languages.”

Sasha Worenklein launched her own brand of lip gloss called SashaAnne Teeny Wee lipgloss. Her lipgloss was designed to be small enough to fit into a jeans pocket or in a small evening clutch. “Having a company gives me a voice and platform to help other teens and tweens find their passion and voice to follow their dreams. I also have a YouTube Channel, Sasha Anne, where I do makeup transformations and encourage other young women to find their confidence and voice,” said Sasha. Her goal is to expand her brand and company.

2019

Liam Seibold was admitted to Franklin & Marshall College as a recruited rower. He credited his early athletic experiences at Windward running cross country, playing squash, and fencing for helping set him up for success in his sport of rowing.

2020 Christopher McCormick enjoys living in Miami, FL, where he can surf and swim year-round. He attends Gulliver Preparatory School and spent part of last summer at the Island School in Eleuthera, Bahamas, to study sustainability, marine ecosystems, and scuba diving.

2021 Owen Tyler is flourishing at Long Island Lutheran High School.

He is on the honor roll.

2022 Asher Rosenblatt runs cross country, plays third base for his baseball team, plays golf, and is an avid woodworker.

2023 Harrison Gradin is now living in Naples, FL, where he attends the tennis academy, Academia Sánchez-Casal Florida. He has a mental training coach, a physical coach who helped train Maria Sharapova, and a tennis coach who taught Andy Murray and Grigor Dimetrov.

2024 Hayden Lucas won four individual gold medals in the Collaborative Writing event of the New York City round of the World Scholar’s Cup. Hayden competed as a member of The Dwight School at the event at Brooklyn Technical High School on January 24.

Julia Goldenberg published her second book, Imagine Cade: Branded, under her pen name JD Gold in November. Her first novel, Undefined, was released in January 2017.

In Memoriam The Windward School received the sad news of the passing of the following alumni. The Windward community extends its condolences to the family and friends of the deceased. Please email alumni@thewindwardschool.org if you receive notice of a deceased alum/na for inclusion in the next issue of The Compass.

Julie Anne Attina ’03

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The Compass Spring/Summer 2019

Gil Erskine ’39

Andrew Sandler ’04

SUPPORT WINDWARD Make a Gift to the Annual Fund by June 30!

As members of the Windward community, you understand the amazing expertise, dedication, and attention that Windward students receive from their teachers every day.

You can show your gratitude for their commitment to the students by making a gift to the Annual Fund at thewindwardschool.org/give or through Venmo @TheWindward-School.

The Annual Fund runs through Sunday, June 30 and directly supports the intensive training the teachers receive in order to deliver Windward’s program.

If you have any questions or would like to make a gift of appreciated stock, contact Director of Development Barb Drayer at (914) 949-6968, ext. 2280 or email bdrayer@thewindwardschool.org.

The Windward School

40 West Red Oak Lane White Plains, NY 10604-3602 Return Service Requested To be added to The Compass mailing list, please email hpray@thewindwardschool.org.

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V I S I O N A world where every child with a language-based learning disability is empowered to achieve unlimited success

DIFFERENCE IS

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