The Compass Winter 2023

THE COMPASS

Student at a Time Admissions Team Opens Windward’s Doors to More Families Each Year

One

Jamie Williamson

Head of School and Executive Director of The Windward Institute

Editor

Jana Cook

Associate Director of Marketing and Communications

Contributing Editorial Staff

John Bifone, Lucy Godman, and Nicole Vitale

Contributing Writers

Jana Cook, Meghan Kennedy, Romina

Pacheco, Michelle Spino Andruss, Melissa Stewart, Nicole Vitale, and Jamie Williamson

Contributing Photographers

Victoria Jackson, Susan Nagib, and Nicole Vitale

Design

The Blank Page, NYC

THE COMPASS

A MAGAZINE FOR THE WINDWARD SCHOOL COMMUNITY WINTER 2023

Board of Trustees 2022–23

Patricia L. Wolff Chair

Mitchell J. Katz 1st Vice Chair

Jenny Price 2nd Vice Chair

David Friedland Treasurer

Maria Reed Secretary

Thomas J. Coleman Member-at-Large

Akeela Azcuy, PhD

Reed Brodsky

Elizabeth A. Crain

Peter A. D'Avanzo

Jeffrey B. Goldenberg

Elizabeth Jarvis

Meredith Jenkins

Ian Levine

Staci Marlowe

Janice Meyer

Magdalena Zavalía Miguens

Denis J. O’Leary, III

Katie Puris

Sandip Singh

Marko Sonnenberg

Nicholas Van Amburg

Anike Wariebi

Jennifer Weyburn

The Windward School does not discriminate in admissions, employment, or administration of programs on the basis of gender, race, religion, age, national or ethnic origin, or sexual orientation.

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

It is a magazine for The Windward School community.

Note: At The Windward School, a student’s class year is the same as their high school graduation year.

The Windward School

Westchester Lower School

1275 Mamaroneck Avenue

White Plains, NY 10605

(914) 949­6968

Westchester Middle School

40 West Red Oak Lane White Plains, NY 10604

(914) 949­6968

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

8 One Student at a Time: Admissions Team Opens Windward’s Doors to More Families Each Year

On the cover: Windward students at our Westchester Lower School, Westchester Middle School, and Manhattan Lower and Middle Schools campuses

On this page: Members of Windward's Admissions Team at work

Difference is Power

The Windward School’s Vision

A world where every child with a language­based learning disability is empowered to achieve unlimited success

From the Head of School

By Jamie Williamson, EdS Head of The Windward School

“Human connection is being fully known and fully loved.” This perspective, shared by Dr. John Delony, applies both to our closest relationships and to those within our community. I would add that, to feel fully known, we must feel comfortable embodying our real selves, without filters, without edits, and without concealing those aspects of ourselves that we fear others may not accept. Dr. Delony continued, “We [can tend to] live in the shallow end of our relationships, afraid to go deep because of the potential consequences.”

When we talk about our core value of Community at Windward, we mean it in the true sense of the word: We believe in fostering a culture where everyone feels valued and that they belong. Diving into the deep end in our relationships involves embracing vulnerability, engaging in open dialogue, and approaching our differences with curiosity and an eagerness to learn about one another. It can feel risky, sharing with others that which makes us unique, but it’s the fact that it feels frightening that makes it ultimately so rewarding when true connections are made. Having the courage to lean into the messy, complicated work that truly authentic relationships demand is not an easy endeavor. But as Brené Brown has aptly stated, “You can choose courage, or you can choose comfort, but you cannot choose both.”

As we’ve been engaging in our DEIB efforts, the primary goal has been for every single member of our community to experience a profound sense of belonging at Windward. We have been intentional in this work, holding the firm belief that we cannot fulfill our mission as a school without addressing diverse representation, without advancing equity, without promoting inclusion, and without nurturing belonging. Real, lasting progress is possible, and it involves taking a close look at what we are doing, what we are not doing, and what we can do better. While we have made great strides in the last few years, we acknowledge that there is much work to be done, and this is a journey, not a destination.

I’ve noticed that the word “tolerance” is often used in the context of conversations around diversity, equity, inclusion,

and belonging; I find that it falls short in expressing genuine intentions around these efforts. Tolerance frequently has a negative connotation, as evidenced by its common synonyms: “put up with,” “endure,” and “stomach.” Tolerance is certainly preferable to intolerance, but what if we were to move beyond tolerance—to acceptance and, ultimately, to understanding? Windward’s Director of DEIB, Dr. Romina Pacheco, posed this question recently, and it represents a compelling concept that merits lifting up within our community. If tolerating something connotes “putting up with it,” accepting something takes it one step further, toward affirming it. Only then can we move even beyond acceptance, toward seeking understanding.

Bringing our collective voice to honoring our diverse populations, cultural backgrounds, and lived experiences involves not only acknowledging but celebrating our differences. Every student at Windward deserves to feel truly seen, in their curriculum, by their teachers and administrators, and by their peers. As Windward’s leadership team has reviewed the School’s calendar, for example, we have given careful consideration to including cultural heritage months, days of recognition, and celebrations that accurately reflect our interdependent world, with the goal of preparing our students for responsible citizenship. In this issue of The Compass, Dr. Pacheco expands upon the concept of seeking understanding of one another in her article, “Bridging to Reach Understanding” on page 6.

I’m incredibly proud of the work this community has undertaken around DEIB efforts, as it represents a true commitment to our core values, our mission, and our vision of a world where every child with a language­based learning disability is empowered to achieve unlimited success.

Jamie Williamson, EdS Head of School and Executive Director of The Windward Institute

Looking Ahead for Windward

The Windward School and Manhattanville College Forge Educational Partnership

Collaboration creates Master’s degree program to equip Windward teachers with new research­based approaches for students with dyslexia and other language­based learning disabilities

Teachers at The Windward School will benefit from the latest teaching strategies thanks to a unique collaboration with Manhattanville College.

As of summer 2022, Windward teachers now have the opportunity to pursue a Master’s degree program in Education Studies, with a focus on Literacy. The program, designed exclusively for Windward by the Manhattanville College School of Education, will guide teachers in innovative, research­based approaches that they can use in their classrooms to address a range of literacy challenges.

Jamie Williamson said of the partnership, “Ensuring that our students succeed and realize their full potential is our highest priority at Windward. This collaboration brings the proven, research­based approaches to literacy being developed and taught at Manhattanville College directly to our classrooms to be put into action, broadening the expertise of our faculty and enriching the overall experience of our students.”

The Windward School and Manhattanville have partnered to cover 70% of tuition costs for participating teachers entering their second year or beyond of teaching at Windward.

“This collaboration allows our School of Education to broaden its reach while preparing Windward’s teachers and giving them the latest techniques and tools to develop stronger readers and writers,” said Manhattanville College President Michael E. Geisler, PhD. “As a small liberal arts college with a strong presence in the professions, this partnership is in keeping with our mission to educate ethical and socially­responsible leaders—exactly the kind of professionals who teach at Windward.”

The program marks a significant collaboration between two of the leading Westchester County educational institutions. “The Windward School is highly regarded as among the best at educating students with dyslexia or other language­based learning disabilities and we are very excited to partner with them,” said Shelley Wepner, EdD, dean of the School of Education at Manhattanville College. “We are already looking to the future to expand our partnership with a specialized certificate.”

The Windward School

Welcomes Lucy Godman as Interim Chief Advancement Officer

Windward is pleased to announce the appointment of Lucy Godman as Interim Chief Advancement Officer, beginning in August 2022. Ms. Godman joins Windward’s Advancement team and will lead the strategic and operational vision to successfully advance the School and its programs.

Originally from England, Ms. Godman is an experienced institutional advancement executive with a history of providing leadership in the areas of strategic planning, fundraising, and marketing and communications. Ms. Godman will work with the Head of School, Board of Trustees, faculty and staff, and families to fulfill Windward’s life­changing mission and diversify and increase philanthropic investment in the School and The Windward Institute.

Ms. Godman has held a variety of leadership roles, most recently serving as the Chief Advancement Officer at Marburn Academy since 2017. Her experience is rooted in community engagement and philanthropy, and she has a proven track record as a successful innovator, convener, and strategist.

Ms. Godman and her husband, Brent Duncan, have two adult children, George and Rosa. They share a love for the arts, hosting guests in their Airbnbs, and spending time with their two Sealyham terriers, Tilly and Gwyn.

The Windward Institute

Names Alexis Pochna as Director

Campus Head of Westchester Lower School, Alexis Pochna, has accepted the full­time role of Director of The Windward Institute (the WI) beginning in the 2023­2024 school year. For the 2022­2023 school year, Alexis will continue in her role as Head of Westchester Lower School and will remain actively involved in its day­to­day operations as she gradually assumes increased responsibilities at the WI. This extended transition will give the WLS community the opportunity to celebrate Alexis for her longstanding commitment to the Westchester Lower School before she embarks upon her new role.

Ms. Pochna shared her thoughts and some insights about her new position and how her experiences as a teacher and administrator inform her work: “As the Head of Westchester Lower School, I am actively involved in the daily operations of school life and have first­hand knowledge of the academic experience of our students, the types of supports that teachers find the most beneficial, and the information that families need as active participants in their children’s educational journeys. In my position, I observe the transformative impact of a Windward education each and every day, and I look forward to expanding The Windward School's reputation and expertise with the work of the Institute.”

In addition to her current positions, Ms. Pochna has served in a variety of school building, curriculum, and staff development leadership roles. “As every educator knows, the heart of the work takes place in the classroom,” she said. “However, I will forever identify as a teacher first and foremost. The decade that I spent working directly with students in the classroom has and continues to inform all the work that I have done since. It is ultimately the reason that I aspired to my new role at the WI.”

As the Director of The Windward Institute, Ms. Pochna will serve the same constituent groups through different mechanisms, focusing on reaching more children with the proven methodologies of The Windward School; on providing teachers and other educational

professionals with the tools they need; on empowering families to become advocates not only for their own children but also for the learning needs of all children.

Ms. Pochna continued, “Positive and informed change comes by building actionable connections between theory and practice, which are grounded in the realities of existing logistics and infrastructure at the classroom and school level. I am excited to work with the talented and dedicated team of The Windward Institute to move their essential work forward. Education has a profound and indelible impact on a child’s life, and reading is the foundation on which a child’s educational experience is built. At Windward, we know what it takes to move learning forward for children, and we are hopeful that by sharing our expertise, we can effect positive change for growing communities of learners.”

Mission:

To improve childhood literacy rates by disrupting the educational status quo to save more lives

Professional Development

Partnerships Advocacy Expertise

Bridging to Reach Understanding

By Romina Pacheco, PhD, Director of Diversity, Equity, Inclusion, and Belonging

Recently while having a conversation with one of our lower school counselors, I learned about a book titled Acceptance Is My Superpower. At the beginning of the story, a 7­year­old named Lisa is teased by Lucas, one of her classmates, because she wears glasses. Lucas’s words hurt Lisa’s feelings. When Lisa gets home, she cries and tells her parents that she does not want to be different and would like to be “like others” instead. In response, Lisa’s parents first comfort her and then invite her to appreciate the beauty of being different and living in a diverse world. By using simple and relatable examples, Lisa’s parents make the point that different heights, skin colors, abilities, family structures, languages, interests, hobbies, and other human variations are what make communities more interesting. Lisa’s sadness turns into a sense of pride, and she begins to view her glasses as a special aspect of her identity. The next day, Lucas and Lisa have a restorative conversation where each expresses their feelings and makes amends. Lisa shares with Lucas her new perspective on differences and the choices we can make to accept human variation and diversity. In the end, they both agree that just like petals in a field of flowers, “diversity is beautiful” and “together we will grow.” What I appreciate the most about this story is that it acknowledges the pain and the challenge that can come with living in spaces where diversity is not seen as an asset, yet it highlights that with intentionality and support we can shift challenges into opportunities to learn and to grow.

Like in the story, at The Windward School we believe in fostering a diverse and inclusive community where everyone feels valued and has a strong sense of belonging. We want everyone joining our community to feel welcomed, validated, and appreciated. For that reason, our practices are framed

by three guidelines: 1) we treat all people with decency and respect, 2) we respect and value diversity in all of its forms, and 3) we do not blame or shame ourselves or others, especially when we disagree. Our hope with these guidelines is to encourage our community members to be understanding of each other and practice what john a. powell* of the Othering & Belonging Institute calls bridging: “to bridge involves two or more individuals or groups coming together across acknowledged lines of difference in a way that both affirms their distinct identities, and allows for a new, more expansive identity.” Bridging is an open invitation to acknowledge our shared humanity and reject the them and embrace an us. As powell asserts, we cannot thrive as a society without one another; we need to work together and learn to “turn toward each other, instead of turning on each other.” When we engage in bridging practices, we may even realize that we are more connected to people who seem different from us than we think. Moreover, since bridges are bidirectional, when we build bridges, we open a path to see our own reflection, learn more about ourselves, and experience love and appreciation.

Bridge building requires curiosity, openness, and deep listening. When we encounter a person that we disagree with, we must remain curious and open to learning about their life story and perspective. When we listen to another person's story, our understanding of the person deepens, and our perception likely shifts. This does not mean that our values and belief system automatically change. We may even continue disagreeing with the person’s perspective, but, when we listen, we expand our view. Seeking understanding, rather than judging, invites dialogue and human connection, and it is at that moment that the creation of a bridge becomes possible. We will know that we have built a bridge

* john a. powell does not capitalize his name

“We want everyone crossing our doors to feel welcomed, validated, and appreciated.”

when we are moved to support someone we normally would not be friends with, but we do it anyway because we care enough about them to not want to see them hurt.

It is natural for us to gravitate towards people that have a common identity with us, the same religion, race, or socioeconomic status, for example. But we need to resist the urge to remain in exclusive contact with just “our own” if we want to sustain a multicultural democracy. We should feel proud of those who look, sound, feel, and think like us.

grow, learn, and evolve. As humans we are bound to make mistakes, thus building bridges also requires grace, vulnerability, and humility. When we make mistakes, we need to make amends with the person or community we hurt, so knowing how to apologize becomes an essential skill in bridge building as well. As the years have gone by, I have learned that the more practice I get at being uncomfortable, making mistakes, and apologizing, the deeper my connections to other humans become, and the picture in my head of the world falling apart by unintentionally saying the “wrong thing” to someone different from me becomes less scary or intimidating.

This invitation is not to give up on who you are. Rather this invitation is to lean into wonder. Have you ever asked yourself what you might be missing by not getting to know people who are different from you? Have you ever tried to do an inventory of your relationship circles? To whom are you connected? Whom do you follow on social media? Who else would you like to include? How can you make that possible? Doing this requires stepping out of our comfort zone. We must be willing to put ourselves in uncomfortable situations, as it is precisely when we are out of our comfort zone that we learn and grow the most. Inevitably, with growth comes challenges and discomfort, but like Lisa’s parents did when she came home crying after being teased at school, we can take those moments as opportunities to

Classrooms can serve as spaces to build bridges, find common ground, learn about our similarities and differences, and develop a more profound understanding of who we are as individuals while being part of a community. Children are always watching the adults around them, and when we model openness, curiosity, and humility, they follow. Thus, as adults, we must be intentional and conscientious in our bridge­building efforts. This is what we aspire to at Windward. We do not want to pretend that we have it all figured out. We embrace Diversity, Equity, Inclusion, and Belonging (DEIB) work as a good challenge for our School. The need for adjustments may arise as we continue this DEIB journey, but with openness, curiosity, and humility we will continue to support students with language­based learning disabilities in their whole, beautiful, unique selves. It is exciting for me to think that I can personally contribute to the creation of a community built on bridging and belonging. I hope that you are too. At the end of the book Acceptance Is My Superpower, the author states that “accepting others starts with accepting ourselves” and invites readers to list six things they love about themselves. If you were to engage in that exercise, what would you write?

Dr. Pacheco’s Recommendations for Seeking Understanding and Dialoguing Across Differences:

READ

Crucial Conversations: Tools for Talking

When Stakes Are High (2022) by Grenny, J., Patterson, K., McMillan, R., Switzler, A. & Gregory, E.

For Younger Readers: “A Kids Book About” series. You will find books that cover all types of identities and experiences to help kids build deeper understanding of who they are and the world around them.

Verna Myers’ TED talk “How to Overcome our Biases”

Chimamanda Adichie’s “The Danger of a Single Story”

LISTEN

Listen to storytelling projects like First Person by The New York Times, StoryCorps (storycorps.org), or The Moth (themoth.org).

Listen to the podcast “How to Be a Better Human.”

Explore this podcast for older kids: “Everyday Feels.”

For Parents: Listen to the podcast “Better Grown Up.”

“Have you ever asked yourself what you might be missing by not getting to know people who are different from you?”

One Student at a Time Admissions

Team

Opens Windward’s Doors to More Families Each Year

There’s an interesting phenomenon among families new to Windward. Once they begin to see a transformation in their child, they often refer to Windward as a “magic school.” This phrase pops up frequently in conversations with teachers, administrators, and fellow parents: “It’s a magic school.” The truth is, there is no magic behind what we do at Windward. It’s a science.

This scientific approach is evident in all we do, from our research­based, multisensory, explicit direct instruction model; to the 11,000 hours of professional development provided each year to faculty and staff; to the thoughtful development of courses for educators by The Windward Institute; to the ongoing study in collaboration with Haskins Laboratories, Predicting Literacy Outcomes at The Windward School (P.L.O.W.).

Our Admissions Team at Windward is no different: The science backing their process occurs largely behind the scenes, but its approach is no less rigorous than Windward’s approach in all other areas. And while they must view each prospective student through a lens of data, they never lose sight of the fact that every family they meet is in crisis, in need of guidance, understanding, and support in navigating a path forward for their child. It's a balance this team strikes on a daily basis, between assessing a student’s suitability for the Windward program and providing families with the reassurance and resources they need during a challenging time.

Meet Windward’s oft­unsung heroes, its Admissions Team.

ToniAnn Hutchison Director of Admissions

Before moving to Admissions in 2018, ToniAnn Hutchison spent many years as a Windward teacher and administrator, offering her a unique perspective on the specific needs of our student body. Since joining the School in 2001, Ms. Hutchison has been a teacher at Westchester Middle School (WMS), the middle school math coordinator, and Assistant Division Head for WMS. Becoming part of the Admissions Team expanded

so close to families throughout the admissions process. We form strong bonds and provide them with guidance and reassurance.”

Certainly, having difficult conversations with struggling families has proven to be the most challenging part of the job. This can often entail telling a family that Windward may not be the appropriate educational environment for their child. “Our goal is to do what’s best for the child,” she shared. “By the end of the process, we want to have helped families understand as much as possible about who their child is as a learner.” Ultimately, Ms. Hutchison and the team approach these critical conversations with transparency—adhering to the concept outlined in Brené Brown’s book Dare to Lead: Clear Is Kind—with an eye toward being part of the solution, not part of the problem.

One common misconception that Ms. Hutchison and Admissions often have to clarify for prospective families is the importance of an applicant fitting the profile of a Windward student. She explained further, “I think a lot of applicant families don’t know our criteria. They’ve heard from friends or psychologists that if your child is struggling, go to Windward. Our program is not meant for everyone, so adhering to the criteria is a critical component of admissions.”

Holding virtual information sessions has proven to be incredibly helpful for Admissions to share details about Windward’s unique educational program, as well as answer questions that prospective families may have. It’s equally important for them to maintain a personal touch, for example, meeting one­on­one and inviting students to visit and observe language arts classes. “It’s a nurturing relationship. We work so closely for months,” Ms. Hutchison noted.

This effect on families—feeling seen, understood, and supported from the moment they contact Windward’s Admissions Team—lasts long after they sign a contract for admission. “To hear, ‘My child has been at the School for five days, and it’s been life changing,’ and ‘My child actually wants to do homework,’ it makes it worthwhile,” Ms. Hutchison shared. “It feels like we are doing something pretty amazing at this school.”

her awareness to a completely different facet of the school. She explained, “Understanding a family’s whole journey before they get to Windward has been incredibly enlightening.”

Being part of a family’s journey, essentially taking them by the hand to offer them support, has proven fulfilling in ways that Ms. Hutchison hadn’t anticipated: “I didn’t know what admissions really did until I was in it myself. I feel like we get

“By the end of the process, we want to have helped families understand as much as possible about who their child is as a learner.”

Pro

file of a Windward Student

 A written diagnosis or evidence of a language­based learning disability

 An average to superior intellectual potential

 No primary emotional or behavioral issues that would interfere with the instructional program

Tristes Dunn

Assistant Director of Admissions

In 1999, Tristes Dunn was working in the business world and felt compelled to make a change. One day, she came across an ad in the newspaper about openings at The Windward School for teaching assistants; she made the leap and never looked back. After laboring in the corporate sector for so long, working for a school was a welcome change, with Ms. Dunn immediately taking to the environment and the camaraderie she found at Windward.

It was a conversation during a car ride with Maureen Sweeney, former Director of Admissions and Assistant Head of School, that shifted Ms. Dunn’s career path and cemented her future as an integral member of our Admissions Team. “I asked Maureen if Windward needed help in the office during the summer,” she explained. “Her assistant had left, and she and Dr. Van Amburg, [Head of School at the time,] later reached out and offered me that position in Admissions.”

Ms. Dunn soon found that working in Admissions helped her feel she was contributing to the mission of the School in a different way. “Admissions is the reason for the season. Helping kids, helping families, is always at the forefront,” she said. “There’s a constant feeling of helping more and more of the community.”

“Our son recently graduated with honors from high school. He is on cloud nine, and it was a very emotional day for all of us, given his journey and how hard he has worked along the way. Seeing him walk across that stage was a bit surreal.

To say that Windward changed his trajectory in life is probably the understatement of the century.”

—Westchester Middle School Alumni Parent

“Admissions is the reason for the season.”

This drive, to help as many families as possible, defines the work of Ms. Dunn and the rest of the team, and the effect is felt by prospective families, as well. “The way our process is built, it’s designed to constantly reinforce and support the families, so they’re reassured by the fact that there is fundamentally nothing wrong with their children.” In fact, Ms. Dunn has heard from parents/guardians that it’s clear by the way she speaks that she truly understands their child. Families describe a palpable sense of relief when they hear “your child just learns differently.” Constantly reaching out to prospective families— with phone calls, via Zoom, through in­person meetings, and in virtual information sessions—creates a foundation of trust that is critically important.

Because in simplest terms, the mission of Windward can be expressed as welcome, remediate, outplace, Ms. Dunn sees admissions and outplacement as bookends for one another. “We hold the school together this way,” she said. “Alumni families often approach members of the admissions team, at events and in the neighborhood, and describe the impact that Windward had on their lives.”

Dr. Erik Bennett

Tuition Assistance Director

Growing up in New Jersey as a child with both dyslexia and ADHD, Dr. Erik Bennett could have benefited greatly from a program like Windward’s, a fact that informs his work on a daily basis. “The ability to help families like mine, and all those kids who have limited resources, that’s what keeps me here, knowing that I’m able to drive some of that change,” he said.

Ultimately, Ms. Dunn feels most energized at the prospect of making a lasting impact in the lives of students with language­based learning disabilities and their families. “This is why we do what we do,” she explained. She sees a huge opportunity in expanding outreach through the department’s reading clinic, which offers free, virtual screenings to the public, designed to determine a student’s risk for reading difficulty and any need for intervention. In the long term, there is potential for scaling the program to serve even more children, to partner with organizations that provide advocacy assistance in students’ home districts, and to curate additional resources for families.

“I truly believe our office—the amount of experience at play, the history—keeps this train moving. There’s something to be said for the camaraderie in this space, for who we are as people, and for how we feel about the work.”

In 2006, after living and working abroad for 11 years, including a tenure as Director of Admissions at Stockholm International School in Sweden, Dr. Bennett was ready to move back to the U.S. and chart a different path. Having always been a self­described “people person,” Dr. Bennett was interested in giving back to the community in a tangible way. "I was part of the volunteer ambulance corps for 11 years in Englewood, where I grew up. Helping people is an incredible experience. It spurred me to look at the general population with an eye toward, what can I do to help?”

Facilitating tuition assistance, especially for a student population with language­based learning disabilities, has proven to be an ideal fit for Dr. Bennett, who joined the School in 2007: “It is so fulfilling for me to know that I can truly make a difference right off the bat with the family coming in, even before they set foot in the classroom. Affording the opportunity for a child to start out at Windward on the same footing as a student who can afford the tuition, we’re breaking down barriers, especially financial barriers, for that child to attend.”

Dr. Bennett continued, “You don't expect to come to Windward; you come because you know your child needs to be here to be productive and prosper in life.” It is this awareness that underpins all efforts by the Admissions Team, but especially in respect to tuition assistance, to ensure that

From left, ToniAnn Hutchison, Christine Ortiz, Tristes Dunn, and Robin McDonough at New Student Orientation, September 2022

“I truly believe our office— the amount of experience at play, the history—keeps this train moving. There’s something to be said for the camaraderie in this space, for who we are as people, and for how we feel about the work.”

families are approached equitably throughout the admissions process. For this reason, Dr. Bennett takes on a behind­thescenes role, not participating in the initial steps of the process but jumping in as requested to discuss tuition assistance.

As part of its mission, Windward is committed to making a Windward education accessible for those who need it; this translates, in measurable terms, to a need­blind admissions process. When applying, families are not asked for financial information, and the application for admission is 100% independent from the application for tuition assistance. “If a child has gone through the admissions process, we’ll do everything within our means to make sure that child can attend, financially. We know Admissions has deemed that child will benefit from the program. The process is blind. We do not ask for a tuition assistance application to be completed until a child has been accepted or is nearing acceptance,” Dr. Bennett explained.

Many families are surprised by the tuition assistance program being wholly separate from the application for admission, so Admissions outlines the process during virtual information sessions, encouraging interested families to inquire directly with Dr. Bennett. “It’s important for us to make clear to families that we offer tuition assistance, in a range from full tuition (almost 100%) down to possibly $1,000, based strictly on financial need,” he said.

The tuition assistance program has expanded as the school has grown, from serving 59 students in 2007­08 to serving 183 of the student body currently. In future years, Dr. Bennett hopes to expand the program, with the eventual goal to have our student body reflect the U.S. population. “We have come a long way at Windward, but we have a long way to go.” In their efforts to continue increasing accessibility, Admissions provides additional avenues of financial assistance, such as supporting students in need of Windward's Summer Program, many of whom attend from outside schools; offering reduced to no­cost screening for admissions; and covering costs related to extracurricular activities. “We want everyone who needs to attend to feel there aren’t barriers to applying,” Dr. Bennett added.

Tuition Assistance at a Glance

 Each year, Windward provides more than $8M in tuition assistance.

 Around 18­20% of Windward families receive tuition assistance annually.

 The application for tuition assistance is 100% confidential and is independent from the admissions application.

 Tuition assistance is awarded based solely on financial need of the family, not on academic performance or other merits.

“You don’t expect to come to Windward; you come because you know your child needs to be here to be productive and prosper in life.”

“One of the takeaways from Windward was witnessing the incredible work ethic of everyone there. It was the indefatigable energy of the adults at Windward that helped our children to reach their highest abilities. My family will be forever grateful.”

Manhattan Middle School Alumni Parent

Beth Foltman

Assistant Head of School for Enrollment Management

What stands out about the Admissions Department is the depth and breadth of experience that its team members bring to the table. Beth Foltman is no exception: She not only began her career as a teacher at Windward, but she has also viewed the School through the lenses of so many of its constituents—as a new teacher, a senior faculty member, an administrator, and a Windward parent. “I recognized early on that this was a special place,” she said. “All teachers want to make a difference, but, at Windward, we have the resources and the in­depth training. We are trained, we are taught, every detail about reading, language, and how to deliver instruction effectively.”

Having been a teacher at Windward for many years, later Assistant Division Head for Westchester Lower School, then Director of Admissions, and currently Assistant Head of School for Enrollment Management, Ms. Foltman has built a legacy of deep understanding and care for the students we serve. As an alumni parent as well, Ms. Foltman deeply relates

well as inspiring the team to continue to serve as many students as possible. To that end, the Admissions Department is committed to expanding access to the program, recognizing the need to increase the diversity of our student body.

“We are in the process of deeply reflecting upon strategies to accomplish this long­term goal," Ms. Foltman noted.

For children who otherwise could have been lost in their school district, who came to Windward not reading, who are capable and yet were struggling in their former learning environments, giving them the gift of literacy has a profound impact. “Coming to Windward, for our families, changes their lives,; Ms. Foltman shared. “[In fact,] it doesn't just change that child’s life; it changes the dynamic in a family.”

to the uncertainty and stress that prospective families often feel at the beginning of the admissions process. “It’s hard to accept that your child is not learning in the way you anticipated,” she explained. “For some families, this can be devastating. Some are scared—they don’t know what the right environment is for their child.”

Ms. Foltman has found that one of the joys of working in admissions is that the team can provide families with the guidance and support they are seeking. With their inherent compassion, their expertise, and an extensive knowledge of both students with language­based learning disabilities and the efficacy of Windward’s program, the Admissions Department helps make the entire process feel reassuring to prospective families. “It’s not magic. But there is a way to provide these students with skills and strategies to succeed. We’re not changing potential; we’re providing the skills necessary to reach that potential.”

Seeing a transformation in so many students over the years underscores the importance of the work Admissions does, as

If there is one thing Admissions would like prospective families to know, it is that Windward has the capability to make a difference in their child’s life. “The way we do it is using a research­based program delivered with fidelity, care, and compassion. What Windward does so uniquely and beautifully is to combine the right amount of remediation with challenge,” Ms. Foltman said. “With our families, it’s important to build that trust and make sure they have a clear understanding of who we are as a school. Windward students can succeed without limits given the right tools.”

It is these tools, along with their trademark resilience and perseverance, that enable Windward students to thrive academically, socially, and emotionally when they outplace to mainstream settings. And as the School has grown, so has the Outplacement Office, which works closely with the Admissions Team. “The process is not just about admissions— it’s a journey. The two teams work together to ensure that the journey is smooth and that transitions are seamless,” Ms. Foltman explained.

As evidenced by the many stories shared by our alumni families, Windward students have the capacity for unlimited success, with Windward playing a critical part of each student’s journey.

Beth Foltman, pictured with Admissions Team members from left: Melissa Angelillo, Tristes Dunn, and Elisabeth Seocanac

“Coming to Windward... it doesn’t just change that child’s life; it changes the dynamic in a family.”

A Conversation with Admissions

The fact that so many families praise the admissions process is a testament to this department, a tight­knit group of colleagues who embody the School’s mission in everything they do.

Your team feels like a very cohesive, collaborative unit. What is your group’s approach to this work?

Carly Lillo: It helps that we all genuinely like each other. We truly believe in the mission of the School. To know that we are doing something that may change someone’s life makes a huge difference to us. How many people get to wake up and feel like what they do matters?

We’re all lifetime educators: We’re in this because we love the kids and want the best for them.

Kelly Burke: As a team, we represent an accumulation of approximately 200 years of service to Windward, so we are a department of experience and dedication to the School. That helps make us a cohesive unit, having this extensive knowledge across all aspects of the School and its mission.

Rachel Leone: Our care and concern for the students we see doesn’t stop once the admissions process has ended. We’re still talking about students we’ve admitted in previous years. We have genuine care for their progress and enjoy hearing about their many successes. It allows us to continue what we’re doing with integrity.

Beth Foltman: We’re extremely supportive of one another. A perfect

example is how this team pivoted for the pandemic. So much effort went into ensuring we could seamlessly continue to do the work we do for students who need it. We didn’t know we could do that until we did it— when this team was tasked with this challenge, we met it.

Beckham Lindon: We even improved some processes by facing the challenges of the pandemic.

Knowing each other as well as you do, how do you leverage each other’s strengths?

Christine Ortiz: We all play an important role: from the bottom to the top to the middle, each role is important. It could not be done without all these pieces. Our strengths

Group: Back row, from left: Rachel Leone, Christine Ortiz, Kelly Burke, Robin McDonough, Carrie Curtin. Front row, from left: Beth Foltman, Tristes Dunn, ToniAnn Hutchison, Elisabeth Seocanac, Melissa Angelillo, Erik Bennett; Individuals: from top: Carly Lillo, Beckham Lindon, Laura Trifiletti

are different, for example, mine are different not having been a teacher. Our department highlights that.

Laura Trifiletti: From day one, I felt like my opinion mattered. I was made to feel very comfortable, even while I was learning the process. I taught at Windward for 25 years, so I looked at it from a whole different point of view. I can now see how much painstaking work goes into this.

Robin McDonough: We’ve all had different responsibilities at one time or another. These experiences contribute to our philosophy.

Melissa Angelillo: We have all worked at Windward for a long time, in various roles, and I think that just strengthens our team because we can see it from different aspects of the process. We all use our strengths as a team to work to our common goal, which is to help as many students as possible.

How do you acknowledge areas of growth in one another?

Rachel Leone: I think we’re very honest. We can sit down as a team and talk about anything. Everyone’s opinion matters, and we approach tasks as a group. We pool all our resources to solve a problem. We’re willing to try something new and we’re willing to change. Our regular meetings, and our open conversations about what we can do to improve, make us stronger.

Tristes Dunn: The sheer fact that we know and trust each other lends to that process. Acknowledging our colleagues with affirming statements on a regular basis helps. For example, saying “Hey, I noticed you were assertive yesterday.” We also support one another with little gestures, like bringing each other coffee. There’s constant positive reinforcement for everyone.

ToniAnn Hutchison: It’s about having open lines of communication. Whenever there’s a concern, we feel comfortable bringing it up.

Elisabeth Seocanac: It’s the most supportive group. The comfort level is there for all of us to go to one another in person and bring things up to ask for advice.

Kelly Burke: Over the past several years, this department has evolved, and while we all have specific roles, our team truly emulates the phrase, “the whole is greater than the sum of its parts.”

How does the School’s mission inform your daily work?

Beth Foltman: I see a great willingness to listen from everyone. When you have people willing to listen and talk through a situation, you always land in a better place. Solutions are improved upon by discussion as a group. We’re always working to improve and be the best we can be for each other, for the kids, and for the School.

Carrie Curtin: It's also important to share the mission with parents and families. We start by reading what the parents say about their child in the application. We spend more time with the parents. Part of the process is helping parents understand their child better. In some ways, the admissions relationship is with the whole family.

Carly Lillo: We’re Windward’s first impression for a new family, and it’s not something to take lightly.

A lot of your work happens behind the scenes. What is one thing you’d like people to know about the Admissions process at Windward?

Christine Ortiz: We will handhold from the beginning to the middle to the end.

There is always someone available from the moment they reach out, until they become an applicant, throughout the process of admission. There’s constant communication.

ToniAnn Hutchison: We know that families have been through a lot before they arrive at our door. We want them to feel like they’re the only family we’re working with.

Tristes Dunn: We encounter families who are frustrated and fearful. Our job can be difficult, because we sometimes have to tell families things that are difficult to hear.

Rachel Leone: Clear Is Kind: That’s something that drives what we do when we meet with families. We’re not helping students if we’re not being honest.

Tristes Dunn: People see our camaraderie, us de­compressing and being kind and playful with each other, and it’s because this work can be challenging.

Beth Foltman: One of the things that enables this team to say no is that it’s never our goal to have a child in a place where they may fail. When you interpret it that way, even if you have to say no, when you explain clearly and with compassion, you can help parents understand the goal: to serve the child best. We want to help every child. But we have to keep in mind that sometimes we’re not the right answer.

Carrie Curtin: “We can’t look back, we have to keep looking forward.” We use this phrase in both yeses and nos. Beckham Lindon: We encourage families to come to information sessions so they can hear more and decide for themselves if it may be a right fit.

Rachel Leone: If a family can leave us having gained a better understanding of who their child is as a student, we have done our job.

Expanding Access to Windward’s Proven Program

Enrolling at Windward full time may not be the appropriate solution for some families, but for those students who need less­intensive academic support, the Summer Program provides an avenue of assistance. The program has expanded as interest in it has grown, and registration is open to the public, including students with or without language­based learning disabilities.

Following the School’s proven, research­based, multisensory curriculum, the monthlong Summer Program is designed for students in Grades 2­9 who can benefit from review, reinforcement, and repetition of skills in reading, writing, math, science, and study and organizational skills. Tuition assistance is available for families who qualify, whether they attend Windward or another school.

Windward offers rising second­graders a half­day academic program focused on reinforcing skills in reading and math. These prospective students participate in a brief 20­minute screening to assess reading readiness and math skills; the results determine whether the summer program will meet the needs of the student. Through this thoughtful screening process, the admissions committee offers seats to students in both Westchester and Manhattan.

Students in Grades 3­9 have the option to attend in the morning only for academic coursework or for the full day. The full­day schedule includes academics in the morning and one activity in the afternoon from choices such as sports, drama, art, and technology.

Graduation 2022

On June 12, for the first time since 2019, Windward held a joint eighth­grade graduation ceremony for Manhattan and Westchester Middle Schools.

It was an emotional day, with those attending expressing bittersweet feelings of leaving Windward, gratitude for the School’s impact on their lives, and excitement for their futures.

Student Council Presidents

William Yarian (WMS) and Max Kobre (MMS) delivered speeches, and Windward alumna Emily Walsh ’16 shared her insights on her time at Windward and the lessons she’s learned along her educational journey.

Student awards were presented by Chris Eberhard, Campus Head of Westchester Middle School, and Daniele Kass, Campus Head of Manhattan Lower & Middle Schools.

Congratulations to all our 2022 graduates and their families for reaching this incredible milestone!

In 2012, I stood up in front of the Windward community to give my final address as one of the co­presidents of my class. After my brief address, I remember sitting down, smiling, listening to the commencement speaker, and thinking to myself how much I’d love to one day go back up there after gaining a few years under my belt to share just how significant my time at Windward has been in shaping my future.

Now let's fast forward 10 years, and here we are. So thank you to Mr. Eberhard, Mr. Williamson, and everyone involved for giving me the opportunity I’ve dreamt about.

Before coming to Windward, I was a shy, nervous, and insecure little girl. Going to school each day for me was very difficult, and I’d try my very best to hide in the background thinking, “please don’t call on me!” I was lost and seemed to fall even more behind every day.

And then, one day, I was sitting in my bedroom at home when we got the call that I’d moved off the waitlist at Windward and would be officially joining the fifth grade class in the fall. With how overjoyed and emotional my parents were at that moment, I again felt confused and had questions. “What is happening? Why are you crying? What is changing? And by the way, what’s for dinner?”

That next fall, I began what would become the most powerful and influential journey of my life. This would be when I would figure out who Emily really was. I remember my very first day at Windward vividly. Walking into homeroom with Ms. Mahoney, who is here with us today. She greeted each and every one of us with so much love. Before heading

2022 Commencement Address

Emily Walsh ’16

A Windward alum is invited each year to speak at Commencement. On June 12, Emily Walsh ’16 spoke at our first joint Manhattan Middle School and Westchester Middle School eighth-grade graduation ceremony since 2019.

Emily attended Windward from fifth to eighth grade, after which she attended Berkshire School. She graduated Cum Laude from Union College in 2020 with a major in Psychology. She is currently a Wholesale Account Coordinator at Nouvel Heritage, and she is active at Windward as an Alumni Ambassador and Co-Chair of the Fundraising Committee.

off to our first period class, she led us in a breathing exercise to set us up for the day. Teaching us to set each day with an intention to empower ourselves, and find success in all that we do. In my very young eyes, that set the tone for what these next four years would look like for me.

Over four years, my whole life shifted. Suddenly things began to make sense that never had before. I made some incredible friendships, some of whom I am still very close to today. I learned how to feel confident enough to do my homework without throwing a temper tantrum every night. And most importantly I learned that asking for help was not something to be ashamed of; it was something to honor.

Following graduation, I went to a boarding school called the Berkshire School. Now, if you know me, you know that this was totally not what anyone would have expected, because I am one of the biggest homebodies you will meet. I, of course, was scared and nervous with all the change. Not only was I leaving the comfort of Windward, but I was also leaving the comfort of my own home to adjust into my new life. However, my transition to Berkshire went smoother than I could have ever imagined. I was ready to prove to myself that I could do this, just remember who you are and you’ll find your rhythm.

One of the most important moments during my time at Berkshire was something that happened on my first day. I was sitting in the first class of my Berkshire career. The English teacher explained that we would be going around reading select passages from a book. As we began going around the table, I looked over at one of my new friends who

Below is a copy of Emily’s commencement address.

became more uncomfortable by the second. Before either of us were able to read, the bell rang. I walked up to my friend, and asked, “Is everything all right?” She looked at me, and said “No, not really. I’m dyslexic and I’m terrified to read out loud.”

And then it hit me. I saw it here in real time, just how lucky I was to have been coming from Windward. I often refer to Windward as a gift, because that’s exactly what it is—a gift.

I’d been given this INCREDIBLE opportunity to go to a school like Windward where I learned that I was capable; despite any stigmas that may stand around learning disabilities, I was smart and able to take on any task handed to me. I had this overflowing toolbox, all supplied by Windward, of ways to continue to be a success even after I walked out of the building. I kept this notion close to me throughout the remainder of my time at Berkshire, throughout my entire college career at Union, and still today.

In March of 2020, Union College shut down due to the pandemic. I remember sitting in my off­campus house with my 11 roommates thinking, oh not to worry, we’ll be back in two weeks, tops. However, we would soon learn that that would not be the case. After a few months, we decided that we would return to Union to enjoy the remaining time we had together until our virtual graduation on June 14th.

On the morning of my graduation, I remember waking up around 7:00 am. I couldn’t sleep, so I headed out onto my porch, which overlooked the campus. All these thoughts ran through my mind and so many emotions piled on. The one thought my mind kept coming back to was exactly this…“look where I am standing, look what I have accomplished, look at all that I’ve overcome, and look who I’ve become.” I sat back, and all my memories from my childhood started playing in my mind. The early days in elementary school, where I was that insecure, lost girl, to becoming someone finally seen and heard and valued at Windward. All the incredible obstacles I’d learned to overcome and work through based on the guidance and teaching of my teachers here at Windward. All those tools, as I’d referred to before, that I’d physically carried with me throughout the rest of my academic career all brought me to this moment. I was graduating from Union College Cum Laude.

So, now that you know my story, you know that Windward never strayed far from my mind no matter how old I got or how far away I was. Because of how grateful I am to be a Windward Alum, I was so eager to try to stay as involved within the Windward community as possible. But how could I give back to a school that had given me so much? That’s when I joined the Alumni Ambassador program, where we work to continue the conversation post­Windward

and continue gathering support for this wonderful place that has done so much for us all. Graduates, I’m hoping that you'll consider joining us after you settle into your next space! Okay, I know that was a lot, but I thought it was vital for me to share all of that with you so that you could get a better understanding of who I am and how the magic of Windward continues to impact me today. So, I’m looking at you, graduates of 2022, when I say, first and foremost, congratulations! I’m so incredibly impressed by you for overcoming adversity and pushing through with heads held high. Now is your time to step out into the world, inventing the you that you want to be, taking with you everything you’ve learned here at Windward. Before I close, I just want to leave you with a few pieces of advice.

1. Set clear goals for yourself at the start of your next school year. Write them down on a sticky note, and leave them on your desk. Refer back to those goals periodically and ask yourself, am I doing what I need to be doing to meet these goals?

2. Don’t be afraid to ask for help. Get to know your teachers and share with them who you are, where you came from, and what you bring to the table.

3. Be a leader—you’ve been given this beautiful gift to have had the opportunity to learn from some of the best in the most supportive and caring community that could ever exist. Take everything you’ve learned, go out into the world, share it with those around you, and remember that support and kindness go a long way.

4. Take all the outlines and strategies Windward gives you to your next high school. The outlines are gold and will remind you even though you may no longer physically be present at Windward, Windward is never lost from you.

I’d like to thank you again for having me and congratulate the class of 2022 on a job well done. I am wishing you all the best in what I know will be a tremendously successful future!

Thank you!

Pictured are Associate Head of School Jon Rosenshine, Emily Walsh ’16, and Head of School Jamie Williamson

Toni Tolentino Retires After 22 Years of Dedication to Windward

Toni Tolentino has always felt compelled to serve others, a mindset that has served her well in her 22 years at The Windward School. Ms. Tolentino credits her mother for instilling in her a strong work ethic and sparking her interest in facilities management. “My family was involved in real estate, and they owned personal properties as well. I found this type of work challenging and interesting,” she shared.

Ms. Tolentino began her career in operations as a property manager of high­rise luxury apartments on Central Park South, working for a private family who owned the properties. It was during her 15­year tenure in this job that one of the owners, a medical doctor, shared an insight with her that impacted her entire world view. “I remember him telling me, ‘If you don’t follow up on things, especially if you’re a doctor, the patient could die.’ That stuck in my head all my life. I follow up. I have the memory of an elephant,” she laughed. “Sometimes I had to manage five to six things at once, which was never a problem for me.”

After the family sold the properties, Ms. Tolentino moved on to work for Tiffany & Co., as Assistant Director of Facilities and Operations for their retail store and offices in Manhattan. She later moved on to Memorial Sloane Kettering in a similar position, and, finally, landed at NYU as Director of Facilities and Operations for about 15 years.

Major life changes in the mid­1990s prompted Ms. Tolentino to consider relocating, so she began looking in Westchester for opportunities. She’d found that she enjoyed a school atmosphere and was fortunate to meet Stephen Littell, Assistant Head and Director of Finance

and Operations at Windward at the time, whose responsibilities included facilities, maintenance, and operations. “Stephen wore a lot of hats!” she said. “I dropped off my resume and luckily he kept it. A few months later, he called me.”

One aspect of Windward that stood out for Ms. Tolentino was the collegial atmosphere. She was struck by the fact that everyone on the team made it their business to help others. “Everyone cooperated with one another and was always willing to lend a helping hand,” she noted. Ms. Tolentino’s drive to serve others meshed well with the environment at Windward, as her colleagues attest; “She is very precise at her job, she pays attention to a lot of details. One other thing with Toni is that she’s always willing to help anybody in the entire school,” Administrative Assistant Mary Riddle­Armiento shared. “Toni is a no­nonsense person who gets the job done! Working with her over the last few years, I have experienced her strong work ethic and dedication to Windward. She takes pride in a job well done and creates relationships with outside companies that help her accomplish all the behind­the­scenes work for Windward.”

In her retirement, Ms. Tolentino hopes to spend more time with her family. “I’m very close with my nephews,” she said. “I have been all my life. They are a tremendous part of my life.” Her family is also very involved in hockey, and she hopes to have more time to attend games. Wherever her path takes her, Ms. Tolentino knows that she wants to be of service to others. “Whether I’m retired or not, that is my make up. My personality is to help people as much as I can.”

One aspect of Windward that stood out for Ms. Tolentino was the collegial atmosphere. She was struck by the fact that everyone on the team made it their business to help others.

Faculty/Staff News & Milestones

Sarah Nordgren and Anna Sewell Earn Reading Specialist MA Degrees from Columbia

Manhattan Lower School

Teachers Sarah Nordgren and Anna Sewell celebrated their graduation from the Columbia University Teachers College on May 22. They both earned their master of arts degrees through the reading specialist program in 2020, but their formal graduation ceremony was delayed until this past spring. Ms. Nordgren and Ms. Sewell were glad to support each other throughout their program.

Dr. Pacheco Co­Edits Book

Director of DEIB Dr. Pacheco co­edited a book, Teaching for Diversity and Social Justice, published in August 2022. The publisher’s website noted, “Filled with ready­to­apply activities and discussion questions, this book provides teachers and facilitators with an accessible pedagogical approach to issues of oppression in classrooms. The revised edition also focuses on providing students and participants with the tools needed to apply their learning about these issues.”

Windward Master’s Degree Recipients

Westchester Lower School teacher Dan Steinmetz graduated from Manhattanville College with a master’s degree in Childhood Education in May 2022.

Manhattan Lower School teacher Jamie Carroll completed a master’s degree in General and Special Education from Bank Street College of Education.

Admissions Associate Christine Ortiz and her husband purchased their first home in March 2021 in Connecticut. She shared, “During the pandemic, we realized this was an opportunity to give our children a house they could grow into. My husband and I are both New York natives, and my husband was born and raised in the Bronx. I resided in the Bronx for almost 20 years. Being that I grew up in Long Island, living in Connecticut brings back the warm memories that I grew up with as a child.” Ms. Ortiz and her family are thrilled with their new home.

Christine Ortiz Celebrates Milestone Move

Jamie Carroll on graduation day

Faculty/Staff News & Milestones

Congratulations

2021–2022 Faculty & Staff Award Recipients

In June, The Windward School held its End­of­Year Faculty and Staff Luncheon at The Surf Club in New Rochelle, NY. The event welcomed employees to celebrate their work throughout the school year, acknowledge retirees, recognize milestone employee anniversaries, and present annual faculty and staff awards. During the ceremony, six awards were presented to members of Windward faculty and staff.

The Heart of Windward Awards

The annual Heart of Windward Awards were given this year to one faculty or staff member from each division that exemplifies outstanding commitment to the Windward community.

The Manhattan Lower School recipient of the Heart of Windward Award is Ms. Elly Steiker­Pearl. Ms. Steiker­Pearl always has a smile on her face and exudes positivity. She is equally beloved by faculty, Windward families, and students alike.

Assistant Director of Lower School Athletics and PE Ms. Kristin Galvin is this year's Westchester Lower School Heart of Windward Award recipient. Ms. Galvin is often found in the hallway talking with students about big sports games and upsets! She is a natural problem solver and is loved by many in the WLS community.

Congratulations to the Manhattan Middle School recipient of the 2021­22 Heart of Windward Award, Ms. Karen Jimenez. Ms. Jimenez is a DEIB advisor for the MMS campus and an integral part of the sixth­ and eighth­grade teams, and she consistently models kindness and inclusivity for our students.

Finally, The Westchester Middle School recipient of the 2021 Heart of Windward Award is Mr. Angelo Nobile. Mr. Nobile truly embodies Windward's core values. He is a stellar member of the technology team in Westchester and is always there to help when you need him. Mr. Nobile also celebrated 25 years of employment at Windward.

Isabel Greenbaum Stone Master Teacher Award

Each year, the Isabel Greenbaum Stone Master Teacher Award is given to an exemplary member of The Windward School faculty.

Congratulations to this year’s recipient, Westchester Lower School teacher Ms. Briana Tracy. Ms. Tracy is a deeply committed educator who goes out of her way to connect with our students.

The Sandi Galst Scholar Award

The Sandi Galst Scholar Award is given annually to an outstanding Windward reading teacher. The recipient of this award is provided with financial assistance through the Sandi Galst Faculty Education Fund to further their education through academic course work or other professional experiences related to The Windward School. This year’s recipient is Ms. Nicole Halper­Weiss, Westchester Middle School teacher. During her tenure at Windward, Ms. Halper­Weiss has been a dedicated teacher of Math, Social Studies, and Language Arts. Ms. Halper­Weiss is an incredible mentor teacher and Assistant Teacher Staff Developer with a joyous and giving attitude to help others thrive.

Windward Weddings

Congratulations to the award recipients for the 2021–22 school year, and thank you for your continued dedication to Windward students!

Associate Director of Marketing and Communications Nicole Vitale wed Nicholas Nearchou on May 29 at The Venetian in Garfield, New Jersey.

Chelsea Brewer and Nathan Steward, both teachers at Westchester Middle School, wed on September 24, 2022.

Westchester Lower School teacher­in­residence Andrea Rodriguez got married on October 15, 2022.

Windward Babies

Harper Laurel Stewart (left) was born on June 10, 2022, to Westchester Middle School Teacher Hannah Ewing. The newborn weighed 7 lbs. 4 oz.

Josephine Rose Milic (Di Salvo) (right) was born September 29, 2022 at 8:02 a.m. to Westchester Middle School teacher

Ashley Di Salvo. Josephine weighed 5 lbs. 13 oz. and was 18 inches long.

Congratulations to Westchester Lower School Coordinator of Activities Tom Kruze and his wife Gab. They welcomed Jack Everett Kruze (left) on September 14, 2022. He weighed 7 lbs. 11 oz. and was 20.5 inches long.

On July 3, 2022, Manhattan Lower and Middle Schools teacher Laura Bellizzi married Glenn Morgan at The Art Factory in Paterson, New Jersey.

NEWS AROUND THE SCHOOL

A brief recap of some of the many activities that happened across all three campuses

May 26

Windward Recognizes Significant Figures During AAPI Heritage Month

The month of May is also known as Asian American Pacific Islander (AAPI) Heritage Month, and the language arts department organized a thematic three­part read­aloud series for students that highlighted AAPI voices and stories. Thank you to MMS Teacher Shirley Hwang, WMS Teacher Katherine Kaneko, and Director of Information Technology Dr. Kwamé LaBassiere for reading to students.

May 27

Manhattan Lower School Grade 5 Trip to Museum Village

MLS fifth­grade students enjoyed a trip back in time at Museum Village in Monroe, NY. The class was led around multiple buildings with demonstrations to get a sense of what life was like in the 19th century.

June

Lower School Spring Concerts and Art Shows

Westchester and Manhattan Lower School students delivered beautiful performances during their spring concerts! Afterwards, they proudly showed their artwork to family and friends.

June 2

Grade 4 Manhattan Lower School Students Sightseeing Trip

The fourth grade at Manhattan Lower School took a sightseeing cruise for a field trip. They traveled along the Hudson and East Rivers to see famous historical landmarks and view the Manhattan skyline!

June 3

Manhattan Grade 5 & 6 Track Team Win 11 Medals

The Manhattan Grades 5 & 6 Track team brought home 11 medals from their championship meet! We are incredibly proud of each member of the track team and their hard work this season. Shoutout to all of the coaches who offered guidance and support for the athletes every step of the way—Ms. Bruchman, Mr. Williams, Ms. Payne, Mx. Endter, and Mr. Arnold!

June 7

Manhattan Middle School DNA Lab

As part of their unit on genetics, Manhattan Middle School seventh­grade students created DNA models out of candy!

June 8

WLS Students Visit Bronx Zoo

Westchester Lower School students had an awesome field trip to the Bronx Zoo. We were so thrilled to return to in­person field trips to close out the school year!

June 9

Rocket Day at WMS for Grade 6 Middle School Students

Each year, students learn about Newton’s laws of motion and how they apply to rocketry and rocket design. To culminate their studies, they launch rockets on Garry Field with their classmates. Sixth graders from Manhattan Middle School joined their classmates at Westchester Middle School to launch rockets they built in science class.

June 10

Field Day Friendly Competition at Windward

Team cheers, potato sack races, frisbee tosses, the 50­yard dash, a scooter challenge, home run derby, tug of war, and much more added up to AWESOME Field Days! The overwhelming amount of spirit and energy made the 2022 Field Days ones to remember. Huge kudos to the awesome PE departments at Windward for coordinating fantastic days of fun!

June 13

Trip to Dorney Park for Westchester Middle School Grades 8 and 9

Following graduation, the Westchester Middle School eighth­ and ninth­grade students headed to Dorney Park! It was a great day of fun, relaxation, and final middle school memories.

July

The Windward School Summer Program

Each year, The Windward School Summer Program welcomes Windward and non­Windward students to its campuses for four weeks in July. The program includes academic courses in the morning, and afternoon creative sessions, including sports, drama, and science lab.

September 8

Start of the School Year

Windward welcomed back students for the first day of school! Our faculty and staff saw a lot of enthusiastic faces ready to start the year off strong.

September 18

Back­to­School Picnic Fun

We were happy to see that so many students, faculty, staff, and their families came out to enjoy a great day at Westchester Middle School. Thank you to the Windward Parents Association for hosting this fun­filled event for the community! Another special thank you to Flik Dining Services for serving up some delicious food for us!

September Lower School Make a Friend/Be a Friend Days

In September, Westchester and Manhattan Lower School students participated in Make a Friend, Be a Friend Day. Students played games on the field while getting to know other students in their division.

September 29

MLS First Community Service Program Project of the School Year

For their first community service program project, Manhattan Lower School students in Grades 3, 4, and 5 worked together to create welcome packets for all of the new students in Grades 1 and 2. Students were incredibly enthusiastic to be leaders in welcoming the new classes to Windward!

September 30

Middle School Yankees Game Friday Trip

Westchester Middle School and Manhattan Middle School students enjoyed a Yankees game as an after­school field trip!

October 12

WMS Students Elect Grade 8 Student Council President and Vice President

Westchester Middle School students voted for their Student Council Grade 8 President and Vice President. Following candidate speeches, students voted for one pair of candidates to represent the campus. Congratulations to President Jocelyn R., and Vice President Lexi P!

October 18

Grade 4 Students Create New York State Clay Relief Maps

Each year, Grade 4 students create clay relief maps as the culminating project for their New York State geography unit in their social studies classes. Colorful clay is used to represent the different landforms and waterbodies in New York State.

October 21

Westchester Lower School Students Learn About the Invention of the Potato Chip

Grade 5 WLS students in Ms. Kucera and Ms. Amazan's class learned about the innovative chef who created the potato chip, George Crum. In an effort to find Saratoga Chips for her students, Ms. Kucera contacted the company directly and had a box shipped overnight so students could try the chips themselves! Associate Head of School Mr. Rosenshine joined in for a great lesson and yummy snack.

October 31

Halloween Fun at Windward

All Windward students were invited to dress up this Halloween. Students enjoyed fun activities and lower school students participated in the beloved Halloween Parade!

November 9­11

Windward Parents Association Annual Book Fair

Students across Windward campuses enjoyed shopping at the annual Windward Parents Association (WPA) book fair.

MLS Student Abigail Berg Co­Authors First Book, The Gift of Being Different

Why wait until you grow up to accomplish your dreams? One of Windward’s own, Manhattan Lower School student Abigail Berg, asked herself that question, and she answered back with a resounding, “Don't wait.” Abigail just co­authored her first book, The Gift of Being Different, a children’s book about a journey of selfdiscovery after a dyslexia diagnosis.

In the autobiographical story, the protagonist, Abigail, learns she has dyslexia. Quickly, she realizes that being different than other children is her superpower. She embraces the challenges of having a language­based learning disability like a true superhero: with grit, strength, and perseverance.

Abigail’s own path to Windward mirrored that of the main character in the book. At her previous school, she struggled academically, noticing early on that the books she was assigned weren’t as exciting to her as the ones other students had the opportunity to read. She explained, “There were three other kids in my reading group—we had a wall that separated us from the rest of the class. It felt weird. I would hear people playing a game while I was doing a worksheet. I didn’t like being separated, and I felt disappointed that I couldn’t be with the rest of the class.”

Abigail found herself spending hours on daily homework in addition to working for two hours each day with a tutor, which wasn’t sustainable. Her mom, Monica, said, “She was exhausted.” The Bergs sought out a therapist for a psychoeducational evaluation, in the hopes of reaching clarity of diagnosis.

This professional appears as Dr. Laura in the book.

“After

figuring out that I have dyslexia, and going through that process, my mom and I decided that this message had to be shared with other people, that everybody has their own superpower,” Abigail said. Her mom added, “Once she realized what she had, she was so resilient in that process. By the second day, she was going around saying, ‘I have a superpower—it’s dyslexia. What's yours?’ I’m so proud that she reframed it as empowering rather than something that could hold her back.”

One message the Bergs wanted to convey in discussing the process of writing the book is that you don’t have to be an exceptional reader or writer to tell a story. “You just need imagination and the confidence and sometimes the support to put your thoughts on paper,” Monica said. Mother and daughter greatly enjoyed the process, holding deep conversations with one another before the story took shape. “Abigail communicates beautifully to me her vulnerability and her emotions. That really helped us craft the narrative,” her mom continued.

The process of writing together was so rewarding that they have planned a series of ten books, titled On Being. The series will tackle topics related to social, cultural, and economic issues, in addition to differences such as autism and Down syndrome. “The opportunities for the reader are to learn kindness, selfcompassion, empathy, and humility,” Monica explained. If there is one thing that Abigail wants other children with dyslexia to know, it’s that they are not alone, and there is a way to frame the diagnosis in a positive way.

“I know what they’re probably going through,” she said. “Maybe they think, ‘Why am I like this?’ and want to get rid of it. But if they were like anyone else, it would be pretty boring. If everyone was the same, what would we do? Nothing would happen. It's a good thing that everyone is different from each other. Everybody has a superpower, and they shouldn’t forget it.”

Windward agrees wholeheartedly with Abigail: All kids need to feel good about what makes them unique, and this is why it’s so important that, as a School, we both implement evidence­based programs and advocate in the broader educational space for adequate supports for all students with language­based learning disabilities. Abigail’s accomplishments are proof that, with effective instruction, students with dyslexia have the potential to achieve unlimited success.

Making a Difference

Volunteers are at the heart of Windward. Whether it is by serving as a Trustee, on one of many WPA or School committees, selling SpiritWear at an event, soliciting for The Windward Fund, or manning the cotton candy station at a picnic, there’s an opportunity for everyone to enhance our sense of community and belonging.

The Windward Fund

The Windward Fund raises nearly $3M annually to support the School’s operating budget. It is only with the generous help of over 50 parents, alumni, alumni parents, grandparents and faculty/staff volunteers that we can do so. Our Windward Fund volunteers not only solicit donations, but they also help raise awareness among their peers on the importance of giving back through annual participation in the Fund at any level. Each volunteer has a different

“Our family receives financial assistance. Without it, we could never afford to send our daughter to Windward. We can’t give a lot to the Windward Fund, but we give what we can to help afford others the opportunity to attend, and we can donate our time.”

—Windward Fund Volunteer

capacity to give and volunteer gifts range from $25—$25,000, but each shares their giving story with others. Most express feeling grateful and lucky their child, grandchild, or they themselves had the opportunity to attend Windward. They hope to play a part in affording that opportunity to others, while also expanding Windward’s impact on students with language­based learning disabilities and teachers outside the School through The Windward Institute and external partnerships.

Windward Fund volunteers breathe life into each of our core values: commitment, impact, growth, and community.

Unrestricted gifts to the Windward Fund allow Head of School, Mr. Williamson, and the Board of Trustees to direct donations where they are most needed—for example, in 2020, for COVID­19 curricula, facilities

Wadaptations, and health and safety protocols; and, in 2021, for flooding repairs and continued COVID­19 support.

Today, Windward’s annual funding priorities focus primarily on supporting tuition assistance, the Windward Teacher Training Program (WTTP), The Windward Institute (WI), technology, and campus maintenance and enhancements:

• The Windward School offers more than $8M annually in tuition assistance to qualified families. Nearly 20% of our students receive some level of financial support.

• The WTTP annually provides its faculty with over 11,000 hours of weekly research­based training, scientifically proven to drastically improve literacy outcomes.

• The WI provides lectures and training to parents and educators across the country and around the globe, helping to provide students with language­based learning disabilities outside Windward’s campuses access to the School’s evidence­based programs.

• Innovative technology integration supports our multisensory instruction and student and faculty communication in and out of the classroom in real time. Microsoft Office 365 is standard; all classrooms are equipped with interactive whiteboards; graphic calculators and oneto­one laptops are provided for Grades 7–9; and laptops and desktops on carts and dedicated spaces are available for younger students throughout our campuses.

• Our 3 campuses are meticulously maintained and regularly improved by our dedicated Facilities Team. Windward maintains a 5:1 student/faculty ratio in Language Arts classes, 9 state­ofthe­art science classrooms, 3 full­size gymnasiums, light­filled art rooms, and playing fields or rooftop playgrounds across all 3 campuses.

The Windward Parents Association

The Windward Parents Association (WPA) is at the center of the Windward community. The WPA is driven by their mission to foster community for parents, faculty, administration, and trustees. Yearly, the WPA sponsors many programs, meetings, social events, and fundraisers to accomplish this goal. From the Backto­School Picnic to the annual Book Fair, WPA events are beloved by the Windward community and offer Windward families an opportunity to connect and share their stories with one another.

Volunteering with the WPA in any capacity is a wonderful way to get involved and meet other parents while supporting Windward and its mission. Some of the activities that the WPA sponsors include:

• Back­to­School Picnic

• Faculty and Staff Appreciation Days

• Faculty and Staff Holiday Luncheon

• Book Fair

• Mentor Program

• SpiritWear

• Spring Fair

Windward’s SpiritWear sales, as well as proceeds from the book fair and class photos, help to support the activities of the WPA.

The Windward Fund

2022–2023

Co­Chairs

Lauren & Dan Levy, MLS

Meredith Gotlin & Reed Brodsky, MMS

Michael Cummins, MMS

Dan Cayer & Nomi Kleinman, WLS

Gail Cirlin­Lazerus & Erik Lazerus, WMS

Alumni Co­Chairs

Grace Desiderio ’19

Emily Walsh ’16

Harry Zimmerman ’12

Alumni Parent Co­Chairs

Christine Costello

Lori Garbin

Sharon Moody

Jorge Solares­Parkhurst

Grandparent Co­Chairs

Kathy & Marc Lorber

Betty & Michael Maslin

Faculty/Staff Co­Chairs

Laura Bellizzi, MMS

Ryaneileen Duffy, WMS

Ashley Anne Fairbank, MLS

Tara Iodice, WLS Would

Windward Parents Association

2022–2023 Executive Board

Christine Baker McGrath

President

Lauren Larsson

Manhattan Lower School VP

Wendie Lopez

Manhattan Middle School VP

Lizzie Lindstrom

Westchester Lower School VP

Linda Davidoff

Westchester Middle School VP

Kathy Schwartz

Treasurer

Ingrid Bateman

Recording Secretary

Amy Kazanoff

Administrative Secretary

Katayoun Akbari

MLS Division Representative

Jasinta De La Cruz

MMS Division Representative

Wendy Katz

WLS Division Representative

Michelle Humi­DeFunis

WMS Division Representative

For The Windward Fund please contact Windward Fund Director, Melissa Stewart at mstewart@thewindwardschool.org or 914­949­6968 ext. 2847.

For The Windward Parents Association please contact WPA President, Christine Baker­McGrath (christine_wwpa@aol.com) and Manhattan Vice Presidents, Lauren Larsson (lauren.larsson@gmail.com) and Wendie Lopez (wendievick@yahoo.com).

Homecoming 2022

Windward Homecoming was attended by over 150 alumni, alumni parents/ guardians, faculty, staff, and friends on October 22 at the Westchester Lower School.

The day started with our College Planning Seminar, which was attended by over 40 high school age alumni and alumni parents. Attendees grabbed a cup of coffee and a snack from Ramblin Coffee Truck before the program began. Our guest speaker, Daniela Rosenblatt, helped parents understand and navigate the often­complicated process from high school to college. You can view the presentation in its entirety on the alumni page of the School’s website.

It was a special year for some of our alumni who were celebrating their 35th Reunion: David Feldman ’87, Theodore (Ted) Moy ’87, and Mai Plath ’87 reminisced with Stephen Flaxman ’88 and Maureen Sweeney, former Assistant Head of School, about life at Windward during the late 80s.

The 4th Annual Westchester vs. Manhattan Soccer Game was a huge hit, with Manhattan taking the win while everyone enjoyed brick oven pizza and salads from Ash & Ale Pizza Truck. Attendees also indulged in ice cream from Andy’s Ices, owned by Andrew Miscioscia ’00.

Our 2nd Annual Faculty/Staff vs. Alumni Kickball Game was a battle until the end, with Captains Mr. John Ader and Mr. Dan Smith ultimately leading the faculty and staff to another victory.

Grace Desiderio ’19, Alumni Ambassador, emceed and kept the crowd entertained and updated with a play­by­play of the games. “It was a great day to see our alumni and hear about their journey since leaving Windward. They were so happy to be back, and we were all so excited to see them,” said Chris Eberhard, Campus Head of Westchester Middle School.

Alumni News & Notes

1993

Elan Etstein became Partner & Chief Marketing Officer in February 2022 at Hands­On Physical Therapy, one of the oldest physical therapy companies in New York City and Long Island (Est. 1992), and one of the only PT companies to offer Diagnostic Services in the U.S. They are accredited as a Laboratory for Electromyographies (EMG's) and Musculoskeletal Ultrasounds. As part owner, Elan is in charge of solidifying strong relationships with physicians, attorneys, and the local communities­at­large. He oversees all the marketing, customer success, and digital advertising initiatives throughout the organization, including many in their sister company, Hands­On EMG Testing. Elan shared, “Over the past two decades, I have achieved great success in the fields of customer service, marketing, sales, public relations, and relationship cultivation, particularly in the healthcare industry.”

1996

Martin A Cashin, “Mac,” graduated from UNH in 2000 with a BA in Kinesiology. In 2003, he joined the NH Police Academy and is now the chief of police at the Franconia New Hampshire Police Department. He is also the president and owner of Specialized Training Solutions, LLC. He is married, with two children and a dog named Turk. He is also a sponsored athlete and competitive USPSA shooter with Atlas Gunworks.

2005

Max Esh is currently a realtor in New York and New Jersey at eXp Realty, NYC. He is married to his wife, Jennifer, and they have one daughter, Eliza.

2009

Anelise Feinstein is currently being featured as an exhibitor in Hewitt Gallery of Art (personal exhibition). She also created a graphic novel series, A Fine Esilena, which will serve as a primary product to be marketed and sold by the FeinPrint company/sale­proprietorship.

2013

Matthew Vitale got engaged in Amalfi, Italy on June 1, 2022 and is set to be married on October 8, 2023! He’s currently working for the FDNY.

Lizzie Cohen is working as a teaching assistant at Manhattanville College while pursuing her master’s degree. Lizzie was also First Place Winner, Fagin Award, for her senior art project!

2014

Matthew Freud graduated from SUNY Farmingdale with a BA in Automotive Science in December of 2021. He currently works as a fleet specialist for The City of New York, Department of Environmental Protection.

2016

Seth Brooks graduated from University of Albany with a major in Anthropology and a minor in Criminal Justice. He is currently on deployment in the Middle East.

2017

Aaron Ocken graduated Cum Laude from Washington University in St. Louis in May 2022. He relocated to Seattle, Washington in August, and began working for Boeing as a manufacturing engineer.

2018

Dillon Potter graduated this year from the Nolan School of Hotel Administration at Cornell University and started this month at Noble Investment Group in Atlanta, which is a private real estate fund.

Luc Ayoub graduated from the Syracuse University Whiteman School of Management and has moved to California, working as an account development representative at Mulesoft, a Salesforce company.

Simon Brooks graduated from University of Hartford with a degree in Civil Engineering. On June 1, he started a full­time position at a construction company in Pennsylvania.

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

Dylan Douglas graduated from Brown University with a degree in History. Westchester Middle School faculty member and one of Dylan’s favorite teachers, Patricia Gay, surprised him by joining him and his family for the event!

2019

Tamar Levine served as marketing intern at the law firm of Tarter Krinsky & Drogin during the summer of 2022. She also visited Morocco on an overseas summer program with her university!

2021

Maya Lebowitz attributes part of her success in high school and being admitted to a competitive university to her Windward education, which she also credits for teaching her the importance of advocating for herself. After spending a gap year in Israel, she is now attending Washington University in St. Louis.

Brice Eber­Morris was asked to join the freshman honor society at Emory University. His family shared, “We realize this incredible achievement wouldn’t have been possible without attending Windward, and his diligent work ethic! Sending the biggest ‘thank you’ to the entire Windward staff!”

2022

Connor Flanagan graduated with honors from Berkshire School and is now attending Colgate University. Upon his graduation from high school in May, Connor shared, “To say that Windward changed my trajectory and life is probably the understatement of the century.”

Milo Flamenbaum, who graduated from The Harvey School in May 2022, was a member of the Japanese National Honors Society in 2021 as well as 2022. As shared by The Harvey School: In order to be eligible for this honor, students must be in at least their second year of Japanese language study and have a 3.5 cumulative grade­point average (GPA) in Japanese and a 3.0 overall GPA. Only a little over 1,000 students have earned this recognition from among the over 40,000 American high school students who currently study Japanese.

Luke Potter, (brother of Dillon Potter ’18), graduated in 2022 from the Salisbury School with High Honors and started in fall 2022 at the Kelley School of Business at Indiana University,

The Windward School alumna founded Edukate NYC, inspired by her own experience as a student with dyslexia. Ms. Karsevar first conceptualized Edukate NYC, an organization that provides resources and support to students with dyslexia, as a school project. She then parlayed her passion for assisting other dyslexic students into officially launching Edukate NYC, a non­profit organization, which provides academic scholarships for financially disadvantaged students, advisory services to connect children and their families with mentors to help navigate their educational journey, community outreach to raise public awareness, and information to students and their families about resources available to them. To achieve their goals, Edukate NYC partners with academic institutions and organizations that provide programs created specifically for dyslexic students.

This fall, Edukate NYC supported an incoming student at The Windward School by granting tuition assistance and pro bono legal services. This dynamic partnership directly serves the mission of each organization in their efforts to provide students in need with the skills and strategies required to succeed in school and achieve their academic potential.

with a focus on finance. Ray and Lotte Potter shared, “Thank you again for all the efforts that the teachers and administrators did to educate our boys!”

Phoebe Rosenthal is currently playing Division 1 soccer for Elon University.

2023

Alex Conoscente was also inducted into the Japanese National Honor Society at The Harvey School. Congratulations Alex!

Julien Feuerman was voted student body president at Poly Prep Country Day High School for 2022­2023. He also plays varsity football on the school’s team.

To submit a note, share your Windward memories, or give notice of a deceased alumnus/alumna for the next issue, please email alumni@thewindwardschool.org.

2024

Peter Lewis is a junior at St. Luke’s in New Canaan, CT and is enrolled in all honors classes. He also participates in three varsity sports. Peter regularly reflects upon the gift of Windward and what his teachers did for him. He said, “Windward got me to where I am today, and I would not be where I am if not for the Westchester Middle School.”

Sophia Comuniello is attending Ursuline High School, where she has become the head of the medical club. She also completed an internship in a hospital.

Matt Egelberg is our third alum to be recently inducted into the Japanese National Honor Society at The Harvey School. Japanese language teacher and languages chair at the school, Mr. Cornell, stated, “Our students’ initiation into the Japanese National Honor Society not only reflects their strong academic performance in Japanese, but also their desire to learn about and better understand the culture of Japan.”

Charles Ferragu is currently attending Greens Farms Academy, where he is a high honors student!

2025

Elle Brown and her tennis partner, Margaux Vasilescu, won the girls varsity doubles of the Mayor Dinkins Cup in June. Formerly known as the Mayor’s Cup, the competition is the largest interscholastic tennis competition in the nation, with 500 players representing all five boroughs. Elle was representing Dwight School as a freshman.

Cora Davis is currently attending Bay View Academy in Rhode Island and is on their rowing team.

In Memoriam

Become an Alumni Ambassador

Co-chaired by Denis O’Leary ’06 and Grace Desiderio ’19, Windward’s Alumni Ambassador Program is composed of passionate alumni representatives who will deepen engagement with the Windward alumni community through an array of initiatives that support, strengthen, and increase our alumni community worldwide.

Our alumni ambassadors are involved with:

• Contributing to the bi­annual alumni newsletter

• Making thank you calls to alumni donors

• Fundraising for the Windward Fund

• Planning and hosting alumni events

• Networking with fellow alumni

• Speaking opportunities with current students/families

The success of our alumni validates Windward’s teaching methodology and pedagogy to reaffirm that students with dyslexia and other language­based learning disabilities, if given the right support, can accomplish great things.

If you are interested in becoming an alumni ambassador, visit www.thewindwardschool.org/ambassador or email alumni@thewindwardschool.org.

2026

Dylan Goldstone earned straight A’s all last school year, and she received four academic awards in writers workshop, study skills, science, and algebra. This year, Dylan was placed in two honors classes.

Quinn Weinger received the “Choosing to Matter” grant, which was awarded by the Julie Foudy Leadership Foundation. On the foundation’s website, they explain, “The ‘Choosing to Matter’ grant is awarded to students who develop a unique and thoughtful project to create positive change in their respective community. The grant’s purpose is to serve as support funding to ensure the beneficiaries have what they need to follow through with their project.”

The Windward School received the sad news of the passing of the following individuals. 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 community member for inclusion in the next issue of The Compass.

Haim Hallac Alumni Parent

Michael Graves

Father of Hunter Graves ’28

Return Service Requested

To be added to The Compass mailing list, please email communications@thewindwardschool.org