The Compass Fall 2018 by The Windward School

THE

COMPASS A MAGAZINE FOR THE WINDWARD SCHOOL COMMUNITY

Even After You Leave Windward, Weâ&#x20AC;&#x2122;re Always Here for You

FALL 2018

THE

COMPASS A MAGAZINE FOR THE WINDWARD SCHOOL COMMUNITY

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

FALL 2018

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

Stephanie Huie Managing Editor and Associate Director of Digital Communications & Publications Contributing Writers Laura Bellizzi, Ellen Bowman, Axel Getz '14, Stephanie Huie, Heather Pray, Dr. John J. Russell

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

Contributing Photographers Lindsay Kennedy, Jill Levine, Donna Mueller, Heather Pray Design The Blank Page, NYC

The Windward School The Compass is published twice a year by the School's Communications Office. It is a magazine for The Windward School community.

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

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

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

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

18 Retirement Tribute to Maureen Sweeney CONTENTS

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9 10 12 14

15 16 18 22 26 28 30 32 35 38

40 42 46 48 49 50 52 54

From the Head of School From the President of the Board of Trustees Even After You Leave Windward, Weâ&#x20AC;&#x2122;re Always Here for You: A Q&A About the Outplacement Process Independent and Public School Placements 2018 Commencement Address by Axel Getz â&#x20AC;&#x2122;14 Graduation Ceremony Isabel Greenbaum Stone Master Teacher Award Winner: Laura Bellizzi Upcoming WTTI Workshops Moving Up Ceremonies Retirement Tribute to Maureen Sweeney Divisional Highlights Athletics Performing Arts Visual Arts News Around the School Faculty News & Milestones Faculty Profile: Beth Foltman Looks Back at 40 Years at Windward as Teacher, Administrator, and Parent Ice Skating Party at Bryant Park The Windward School Benefit Marchmester Grandparents and Special Persons Day Windward Parents Association Closing Luncheon Windward Classic Where Are They Now? The Class of 2018 Checks In Alumni News & Notes

On the cover:

Director of Admissions Maureen Sweeney congratulating a fourth grader during the Moving Up Ceremony

On this page:

Director of Admissions Maureen Sweeney enjoying her retirement party in honor of her 39 years of service to Windward

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Fall 2018 The Compass

From the

Head of School

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

Dear Friends,

n pictures and stories, this edition of The Compass captures the highlights of the school year. Thanks to the efforts of students, parents, and faculty, 2017-18 has been another banner year for Windward with a myriad of activities to share and accomplishments to celebrate. Of particular note were the Moving Up Exercises for our Lower School students and the Recognition/Graduation Ceremony for our Middle School students. On June 14, Windward held Moving Up Exercises for our fourth graders in both Westchester and Manhattan. Later that same evening, another milestone event occurred under a tent on Garry Field. More than 1,000 guests and faculty attended a Recognition Ceremony for the fifth, sixth, and seventh graders who are leaving Windward and cheered on the school’s eighth grader graduates. For the first time, we celebrated students graduating from Manhattan and Westchester. With the assistance of our Outplacement Office, all of our students who left Windward at the end of the 2017-18 school year are moving on to pursue their post Windward education in a wide variety of independent and public schools. The list of schools our graduates will be attending is impressive. It, along with an article about the Outplacement Team, is also in this Compass. At the graduation ceremony, alumus Axel Getz ’14 gave an inspiring keynote address in which he highlighted the challenges that he had to overcome to graduate magna cum laude and Phi Beta Kappa from Brown University. His speech is reprinted in this edition of The Compass. Axel’s amazing journey from a non-reader to a doctoral student at Cambridge is yet another vivid example of what Windward students can accomplish. More Windward stories can be read in the Alumni Notes section where our alumni share their experiences.

The Compass Fall 2018

Our alumni frequently credit their teachers at Windward as being instrumental in their successes. Laura Bellizzi, this year’s Stone Master Teacher, also spoke at graduation. Her remarks convey the passion and dedication that are the hallmarks of Windward teachers and help to explain why our students hold the Windward faculty in such high regard. Two other faculty members are featured in this issue. The profile of Beth Foltman chronicles her journey from assistant teacher to lead teacher to Assistant Division Head to Director of Admissions. Maureen Sweeney’s 39 years at Windward are impossible to summarize in a single article, but her profile will reinforce for everyone who reads it the reasons that Ms. Sweeney is held in such high regard by thousands of Windward families. Hundreds attended Maureen’s farewell reception on June 15 to thank her for her dedicated service to Windward and to celebrate her retirement. As we closed the school year celebrating the accomplishments of our students, graduates, alumni and faculty, we began preparations to welcome more than 900 students to the 2018-19 school year. I hope to see all of you at the many school events that we have planned for the year. Sincerely,

John J. Russell, Ed.D. Head of School

From the

President of the Board of Trustees

Dear Windward community,

s I begin my second year serving as president of the Board of Trustees and my 10th as a trustee, I am thinking about the enormous growth and expansion the School has experienced during that time. The most notable change is the addition of Windward Manhattan, which is now in its fourth year. As one school with three campuses, Windward will enroll more than 900 students this year, the most ever! Much of that growth is the result of the visionary planning of the Board from many years ago. The trustees wanted to make a Windward education available to more students as well as showcase Windward’s incredible teaching program, so it committed to opening a campus in Manhattan. That decision was the catalyst for the current board to look even further into the future to find ways for people around the world to benefit from the Windward methodology. Work began last year on the School’s next strategic plan, and we hope to have it complete this fall. Windward’s board is comprised of 27 members, and there are seven standing committees plus two sub-committees. Each member serves on at least one committee and, more often, on multiple committees. What is special, and I think unique, about Windward’s board is that these are working committees, and everyone is dedicated to accomplishing the charge of their committee. In a normal year, that results in busy trustees! However, since the strategic planning process started, there are now five additional committees focused solely on the future of the School and the proliferation of Windward’s teaching methodology. While the new strategic plan won’t be finished until later this fall, two things are clear. Windward’s growth and increased research in language has provided an opportunity to separate the current Windward Teacher Training Institute into two entities, Windward Institute (WI) and Windward Teacher Training Program (WTTP). Windward Institute will serve as an outward

facing educational resource that will partner with renowned research labs such as Haskins Lab at Yale, Tufts, and UCSF to conduct research as well as disseminate its results through lectures and classes. WTTP will continue to be the internal program that delivers a comprehensive and rigorous professional development program in Windward’s teaching methodology to our amazing teachers. Part of these strategic changes have allowed us to begin the Head of School search. The search committee, led by trustee emerita Devon Fredericks, has been working all summer and has met with first-round candidates. I look forward to updating you further in the coming months. I have been honored to serve as a trustee at Windward, especially during such a particularly exciting period of growth. With that, I would like to introduce the five new trustees who are coming on board during this pivotal time. With four-year terms that began on July 1, 2018, Dana Canedy, Staci Marlowe, Jenny Price, Jon Steingart, and Joe Lorono will each contribute to the growth of the School. I am grateful for their willingness to share their experience and expertise with the entire Windward community. I look forward to keeping you all apprised on the board’s work and specifically the new strategic plan. In the meantime, best wishes for the school year!

Ellen Bowman President, Board of Trustees

Fall 2018 The Compass

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

Even After You Leave Windward, We’re Always Here for You

In this interview, Director of

Outplacement Diane Kissner

and Director of Communications

Heather Pray explore the intricate

process of transitioning out of

The Windward School and into a mainstream educational setting. As stated in a key component of the School’s mission statement, “Windward is committed to helping students achieve their full potential in preparation for a successful return to a mainstream educational environment.” The Outplacement department is vital in ensuring smooth passage on to the next school.

The Compass Fall 2018

Heather Pray: What is the purpose of the Outplacement office? Diane Kissner: The office guides families through the process

of leaving Windward. This includes working with teachers and coordinators to determine readiness and then guiding our families to find the right setting. When students are ready to leave Windward, the Outplacement office seeks to place them in an appropriate school where they will thrive and experience challenges worthy of their skills and abilities.

When does the outplacement process begin? Ideally, it begins in the spring prior to the student’s final year at Windward. Students ready to outplace are identified by a team consisting of faculty, administrators, and Language Arts Coordinators. In order to prepare our families for the process, the Outplacement office holds an information session on each campus in the spring, followed by individual meetings with families to begin discussing options. When the School recommends outplacement, how is that determined? Readiness is job one, but we always look at the whole child. We weigh the big picture and look at all the different components including how the student’s transition will be socially and academically. It’s all about whether a student has internalized the skills and strategies they learn at Windward because we want them to be able to use those skills and strategies independently.

In what other ways does Outplacement stay in touch with alumni? Even after the students leave, Windward continues to be a resource for our alumni and their families. For example, after the first couple of months of school, a student might face a challenge trying to learn a foreign language. Families will call us and ask, “What do we do?” They need advice. I do what I can to guide parents and guardians if they’re having any kind of difficulties. We have had families call about colleges and ask for advice about accommodations for class work and tests. I’m delighted to say that I also get calls— maybe three or four per week—from alumni who simply want to call to share how they are doing.

The Outplacement office coordinates an alumni panel for former students to give advice to our current students too? Yes. Every year we present an alumni panel to our eighth and ninth grade students. The purpose of the panel is to give our students the opportunity to hear about what to expect during the transition to high When students are school. The panelists are chosen from every academic setting, including public, private ready to leave Windward, day, and boarding schools. Our former students talk about how they use their the Outplacement Windward strategies for writing compositions office seeks to place and research papers, how they organize their assignments and responsibilities, the them in an appropriate importance of self-advocating, and how they use their accommodations and any school where they additional support. The presentation is will thrive and where very effective as our students hear firsthand about what high school will be like. The they will experience panel is another great way for us to stay in touch with our alumni. challenges worthy of

And the outplacement process ends when students receive their acceptance letters from their next schools? Actually, the outplacement process does not their skills end there. It is true that while kids get settled —they have their next school to go to—and everything is in place, we still track their progress by conducting alumni surveys every three years. Additionally, we love to hear from our students as they progress through middle school and high school and as they begin college, so we stay in touch as much as we can.

Why does Outplacement continue to track the progress of alumni after they’ve left Windward? Windward wants to gauge the success of our students when they outplace, so we send surveys to the guidance counselors and advisors of alumni who have been out of the Windward program for two, three, and four years. Some of the questions include, are they working above average, in the average range, or below average in a particular subject, or overall? Are they receiving support in school, such as a resource room or extra academic instruction? Are they receiving accommodations to which they may be entitled? Are they taking a foreign language? Then we ask about social adjustment: Do they participate in extracurricular activities? We want to know how they’re doing.

and abilities.

Our alumni also have a chance to speak to faculty and staff every year. Why is this valuable? In a Professional Development session on a Friday afternoon, we have an alumni panel speak to faculty about how they use their skills and strategies and how important that is going forward. Through their insights, the alumni give our teachers a sense of what they’re learning, what is expected of students after Windward, and how well prepared they are when they leave our school. Our teachers are interested in the books they’re reading, how projects are assigned, the amount of homework that they’re getting, and how they are advocating for themselves. You offer information sessions and alumni panels to the community at large. But what does the outplacement process look like for an individual family once it begins in the spring prior to the student’s final year? At the first outplacement meeting, we review the students’ progress with their families. This includes a report from each academic teacher regarding skill levels, independent work completion, class participation, and ability to seek teacher assistance if and when needed. We review standardized test scores as well as Fall 2018 The Compass

neuro-psychological reports. Then we begin to develop a list of school options. By the end of the meeting, the family will have a plan, which will be reviewed and updated over the coming months. Then you work specifically with the outplacing students. What does that entail? First, it is important to get to know all outplacing students. This is accomplished by visiting academic classes as well through our own teaching. Director of Outplacement Tanya Ehrlich and I participate in GAINS [Getting Ahead in School] classes, a guidance class offered in eighth grade.

Have there been cases when a school doesn’t know about The Windward School or a school has a misguided understanding of who our students are? The first thing that I felt I needed to do when the office first began was to educate schools about our program and our students. Once schools began to understand our mission and how we achieve that mission with each of our students, they were intrigued, and that Alumni give our interest in Windward students has only teachers a sense of grown. Since then, one thing that has changed over the last few years is that we what they’re learning, have begun exploring some of the New York City public middle schools and high schools what is expected as potential destinations for our students. of students after With the opening of our campus in Manhattan, it became clear that we have Windward, and how to provide our Manhattan families with excellent options for independent, private, well prepared they and public schools.

How do you get to know the schools where our students apply? The first thing that I did when I started this office in 2003 was visit every school to learn all about them and decide which ones would provide an appropriate academic program are when they leave for our students. I started with the day Is the procedure for selecting public schools schools in Westchester, Connecticut, New for outplacement different from selecting our school. Jersey, and Rockland. Since we’ve always had independent schools? kids from Manhattan here in Westchester, When families are considering a public school option, our CSE I became familiar with schools in the city, too. Next were (Committee on Special Education) Parent Liaisons Peter Beardsley boarding schools. Reaching out and making personal connections and Lara Damashek get involved. They work with families whose with admissions directors is a crucial role for our office. Being students have IEPs (Individualized Education Programs) through committed to making the right match means knowing a lot their public schools. Together, the Outplacement and CSE offices about the schools up for consideration and knowing a lot about speak to the public school staff, assess the level of support they the student. It also means making sure that the schools where our provide for their students, and determine whether that level will students want to attend know Windward and are confident in the be an ideal fit for a particular student. The Outplacement office potentials as well as the abilities of our students. Where Do Students Attend School After Windward? Outplacement in 2018

Day School

Total Departing Students: 169 Attending Public School: 61 Attending Independent School: 108 n Day

School: 68

n Boarding

School: 14

n Parochial

School: 26

The Compass Fall 2018

Public School

Parochial School

Boarding School

Words of Wisdom for Parents and Students Ready for Outplacement PA R E N T S

STUDENTS

Keep an open mind. Avoid preconceived notions of where you believe your child should go.

Stay focused throughout the school year. Practice the strategies you are learning in your writing and study skills classes.

Trust the process. Families may not have the same list of schools that Outplacement has in the beginning, but the process works and kids end up where they should be.

Take risks in class. Raise your hand to answer a question even if you’re not sure your answer is correct. Self-advocate if you have questions you need answered or support you need to show your potential. For eighth graders, pay careful attention in GAINS class. This is the class that focuses on who you are as a learner and how students can best thrive in high school.

helps our parents manage the public school process along with Mr. Beardsley and Ms. Damashek.

There have been many inspiring moments! Every time I hear from an alumnus or former parent, I’m thrilled to hear about the achievements of individuals who attended The Windward School. Also, it’s very exciting when families make their final decisions and are looking forward to what is coming next. Finally, I never tire of reviewing the long list of schools that accept our students every year.

Does it ever happen that students are unhappy with their next school, and if so, does the Outplacement office help them as well? Absolutely, we always help and happily. It is an unusual occurrence when a student is not well-placed. Usually, this has more to do with social issues than with academic issues, but either way we are there to provide support. In the exit meeting with a parent Being committed to or guardian, when we are wrapping up, I always say, “We’re always here for you. If making the right match there’s anything that comes up, I really hope you’ll call.” And they do. means knowing a lot

In your 23-year career, working at Windward thus far,—ranging from the Admissions Office, Tutoring department, teaching language arts classes at Westchester Middle School, and Outplacement—what has been your favorite part? I really love visiting schools and educating How do you manage supporting about the schools up the public about what Windward does. I so many students? also love working with the families and, of for consideration Well, I certainly don’t do it alone. Tanya course, working with the kids. But one thing Ehrlich is the Director of Outplacement that’s been fabulous is the fact that I’ve and knowing a lot in Manhattan. She and I collaborate in always taught here. I really know the planning meetings with families. Our about the student. Windward program very, very well, which Administrative Assistant Gina Naclerio is gives me credibility when I’m talking to the the person who handles all the recordkeeping. public. That’s been a gift. The other great She is the gatekeeper for our families, and thing about being here is that I love working with our faculty. she does a magnificent job. To see how the school has evolved, how professional our young people are, and how committed they are to being the best Reflecting on the growth of Outplacement over the past 15 teachers they can be here is really remarkable. years, what has been one of your most inspiring moments while working in this department?

Fall 2018 The Compass

“I always say, ‘We’re always here for you. If there’s anything that comes up, I really hope you’ll call.’ And they do.” —Diane Kissner

The Compass Fall 2018

Independent and Public School Placements and Acceptances 2018 Independent School Acceptances

Abraham Joshua Heschel High School Academia Sánchez-Casal Florida Allen-Stevenson School Archbishop Stepinac High School Barnstable Academy Berkeley Carroll School Birch Wathen Lenox School Brewster Academy British School of Amsterdam Browning School Brunswick School Calhoun School Cate School Columbia Grammar & Preparatory School Dwight School Eagle Hill School Eaglebrook School Fairfield College Preparatory School Fordham Preparatory School Forman School Frisch School

Grace Church School Greenwich Academy Greenwich Country Day School Gulliver Schools Gunnery School Hackley School HAFTR Hebrew Academy Harvey School Hewitt School International School of Amsterdam Iona Preparatory School King School Landmark School Loomis Chaffee School Loyola School LREI Mary McDowell Friends School Marymount School Masters School Millbrook School New Canaan Country School Oldfields School

Packer Collegiate Institute Pennington School Poly Prep Country Day School Proctor Academy Rippowam Cisqua School Riverdale Country School Rye Country Day School Sacred Heart, CT Saddle River Day School Salisbury School SAR Academy & High School School of the Holy Child Solomon Schechter (Westchester) St. Ann’s School St. Luke’s School, CT Suffield Academy Trevor Day School Trinity Pawling School Vermont Academy Wooster School York Preparatory School

Public School Placements & Acceptances Ardsley High School Art and Design High School, NYC Beacon High School, NYC Bernardsville Middle School Briarcliff High School Briarcliff Middle School Bronxville High School Byram Hills High School Clinton School for Writers & Artists, NYC Darien High School Dobbs Ferry High School Eastchester High School Eastern Middle School Edgemont High School Farragut Middle School Fox Lane Middle School

George M. Davis Elementary School Greenville Elementary School Greenwich High School H.C. Crittenden Middle School Hendrick Hudson High School Hommocks Middle School Horace Greeley High School Irvington Middle School John Jay High School LabSchool for Collaborative Studies, NYC Lynrook South Middle School Mamaroneck High School Mattlin Middle School Middlesex Middle School Midland School New Canaan High School

New Explorations into Science, Technology & Math School, NYC Nyack High School Pascack Hills High School Rye High School Rye Middle School Scarsdale High School Scarsdale Middle School Somers Middle School Staples High School Tenafly High School The Bronx High School of Science, NYC Western Middle School Westwood Regional High School

Fall 2018 The Compass

2018 Commencement Address

Axel Getz ’14 Brown University Class of 2018 and PhD Candidate at Cambridge University

hank you, Dr. Russell, teachers, parents, and students for letting me share a few thoughts with you all on this day. It’s so nice to be back at Windward. Let me start with my first day of school here. Picture this: It was 2002, Star Wars: Episode II—Attack of the Clones had just come out, and I was so excited to talk to all my friends at Greenwich Country Day School about it. I hopped into my family’s minivan, ready to discuss Anakin and Obi-Wan’s antics, and I was off to what I thought was my second grade year at GCDS. Unbeknownst to me, we arrived at Windward’s Lower School instead. Mom pressed the button to release the automatic sliding door, and she said words that I would never quite forget. “Well, Axel, off you go.” As she sped off in the Chrysler Town & Country, thinking that she had pulled one over on me, I asked myself, “Where am I going?" Obviously, my mom really had no idea how to break it to me that I had dyslexia. Obviously, my parents had no idea how to break it to me that I was going to another school. Even though I was only eight years old and didn’t quite understand why I had been transplanted here, in hindsight, that first day and the seven years that ensued truly set me up to be able to succeed in a world that isn’t always accommodating to those of us with learning disabilities. Thankfully, Mrs. Sweeney picked up where Mom left off and greeted me warmly as she walked me into the school for the very first time. So, Class of 2018, you all are graduating! I hope that all of you are excited about this accomplishment. But if some of you are a little scared by what is to come, let me tell you I was in the same boat. Going to high school is stressful enough for anybody, but we Windward alumni have the added concern of not being in an environment that specifically caters to our needs. First off, let me address that concern right now. You are all so prepared to head into high school; I would venture to say even more so than many of your classmates next year. Do you want to know why? Because the techniques you’ve learned here to solve math problems, write papers, and read books could be utilized by anyone to become a better student. I remember we all had to write a 5- or 10-page paper on Andrew Carnegie in eighth grade for Study Skills. (First of all, let me tell you, no eighth grade class before or since has known so much about the American Steel magnate than mine.) Anyway, I remember that paper as being very daunting. What I’m about to tell you next is not meant to scare you, but...the papers keep coming and the word counts continue to climb. But like I said, you already have everything you need to take on this next challenge if you choose to use it. As you go on to high school, I know you might not know what to expect when it comes to school work, as I certainly didn’t. The expectations change, and suddenly you are the one who has to be on top of your work, holding yourself accountable. I know

The Compass Fall 2018

you have probably heard this a million times, but what will set you apart from your peers and allow you to succeed in the years to come are the techniques you learned at Windward. To this day, I use the same brand of planner that Windward gave me. I still think of how to construct a paper the way this school taught me. I study for a test the same way as well. And, gosh, let me tell you it works. You’ll be amazed at what you are going to be able to accomplish in the years to come if you just stick to these skills. At my boarding school, those 5- and 10-page papers showed up more than once a semester. And how did I deal with it? Study skills. When I was abroad at Oxford, I wrote up to ten pages a week, every week. How did I do it? Study skills. I just finished my 60-page honors thesis at Brown. How did I do it? Study skills. Those study skills are your secret weapon when you go to high school and eventually when you go to college. Although research and outlining can be seen as extra steps, I implore you to see them as absolutely necessary in your academic career. There have been times when I didn’t heed this advice myself and realized those extra steps are extra helpful when you want to get a good grade. You have all learned so many techniques here at Windward, which you must promise me you will keep using after you graduate. However, while this school really sets you up for success, there is one thing I think you may not have come across that I hope you’ll take with you. See, having a learning disability in a school that is not specialized in the subject, like Windward, is sort of like being at an Italian restaurant without a fork. One time, I was at a restaurant, and I had ordered some pasta. When it arrived at the table, my friends began to dig in, and I was about to as well, when I realized I had no utensils to eat my dish. Here’s the thing, I sometimes get weirdly nervous to ask too much of the waitstaff because I don’t want to come across as a bother or feel that I am asking too much. Now, I was faced with a choice. I could do one of two things. The first was to believe that my inquiring about getting a fork was too much to ask and then to use my bare hands to shovel the penne alla vodka into my mouth. Or, I could ask the waiter to give me a fork. So, I mustered up the courage to ask for the fork I needed, and, of course, it was absolutely a nonissue for the waiter. Here’s the thing, you must ask for your forks in life. I wasn’t asking for a fork plus a knife, spoon, and glass of champagne. I was just asking for a simple fork, the fork I needed to succeed in my goal of eating this pasta. When you graduate from Windward, many of you are going to be entering environments that may not be as cognizant of the needs of someone with a learning disability, much like that waiter was not aware of my lack of a fork. Even though it sometimes feels a bit unfair that we are the ones who have to be the advocates for

our learning disabilities, it’s a necessary step in accomplishing all realized that pursuing a PhD was the path for me—even if it is a of which we are capable. You are not asking for something that bit of a sadistic path at times. Originally, this dream came from you want; you are asking for something that you need. And if a place of wanting to prove myself, knowing that as a learningsomeone tries to deny you that, you have to be steadfast in the disabled person, this would be a more difficult path than for pursuit of your accommodations. most. I soon came to realize that, after I was accepted by an Ivy Listen, I know that for me, one of the biggest concerns I had League school, I had already proved my intelligence to myself, going into high school was being surrounded by students who and what kept me going was not a chip on my shoulder, but an did not have a learning disability. I was scared to be singled out immense love for the subject I study. because of this facet of my life. Would people think I had it easy As I go off to Cambridge University to pursue a doctorate in when I was given extra time for an exam or allowed to take a test cultural heritage, I am so excited to do what I love, and my in a quiet space? These questions plagued my mind. I was nervous learning disability has been there all along to help me achieve to make my fears known because I did not want to be found out this goal. I am not saying that you should pursue a PhD, by any by my peers. These ideas really held me back from succeeding not means, but I encourage you to pursue whatever you find yourself only academically, but in quite a few arenas in my life. Concealing passionate about. If you haven’t found it yet, that’s totally OK. a part of yourself is exhausting. I do not want you to feel like I But whether you’ve known it your whole life or are still trying to did because you think having a learning disability may come find it, whatever it is, cultivate it. You all have so much more left across as embarrassing or burdensome. to achieve and are more than ready to take That’s simply not true. on those pursuits. Whether that may be I began to really I began to really succeed when I came becoming a PhD candidate, a veterinarian, to understand that my dyslexia is absolutely or a champion Fortnite player, do what you succeed when I nothing to be ashamed of, but rather love and you will be so surprised by where something that has ended up being what that passion will take you. came to understand I regard as one of my greatest assets. It has So, before I conclude, graduating Class that my dyslexia is shown that those of us with dyslexia are of 2018, let’s take a quick second to thank fantastic big-picture thinkers, and, in a everyone who has enriched your minds absolutely nothing continually globalized world, we can really since you came to Windward. I know that begin to use this to our advantage. the teachers here are world class and they to be ashamed of, For example, when I write, I like to deserve a little recognition. I also want to but rather something imagine my mind as something akin to a give a special thank you to Mrs. Sweeney, set of roads intertwined, connecting ideas who was the very first person I met during that has ended up being my second grade year at Windward. It seems to one another. I think that those without a learning disability have more “highways” almost poetic that I am a part of your last what I regard as one in the brain, where they can connect idea A graduation here. Thank you for being the of my greatest assets. very quickly to idea B, then transfer that woman who saw me, my sister, and so many into a Word document. My dyslexic mind, other students into this life-changing school. on the other hand, is a bit like taking the scenic route, slowly Alright. So, graduates! We all experience moments of transition moving from idea A to idea B. But my metaphorical car takes the in our lives that can be equal parts exciting and daunting, and time to explore ideas C, R, and X, which may not directly relate graduation certainly falls under this category. Windward has to my original intention, but have brought a new level of nuance more than prepared you in how to succeed after leaving this to the argument I may be trying to make. place, but hopefully you can take with you the few pieces of Sure, there are times when I want to be able to write a paper advice I have given you here as well, wherever you find your faster, but I realized that I have to let my mind work for me, and minivan dropping you off in the years to come. not make it work the way others might. Coming to terms with First, utilize the study skills you have learned here because that did not come overnight, but as you leave Windward this year they are the secret weapon in finding your success in the years and go on to your next steps, take a second to appreciate how to come. Second, don’t shovel pasta in your mouth because you incredible your mind is. Take some time to figure out how you were too afraid to ask for the fork; nor should you be intimidated can make it work for you, and you’ll be amazed by what you will to ask for the accommodations you need. Finally, take your be able to accomplish. time understanding how you learn best, and turn your learning Back to the beginning for a second: In my first year at Windward, disability into the thing that makes you stand out amongst your we had a fantastic headmaster named Dr. Van Amburg. My fellow peers. Have the best summer, and congratulations on this second grade mind was so confused as to why we had a doctor milestone. And best of luck with all you have yet to accomplish, who wasn’t in the health center. It was not until Dr. Russell Class of 2018! cleared up the topic for me years later that I understood and Fall 2018 The Compass

2018 Commencement

CONGRATULATIONS GRADUATES!

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2018 Isabel Greenbaum Stone Master Teacher Award Winner

Laura Bellizzi The following speech was delivered on June 14 at the 2018 Graduation ceremony by Ms. Bellizzi.

ood evening, everyone. I would like to thank Dr. Russell, the administration, the Stone Foundation, Windward faculty, and above all, my students for this tremendous honor. To my colleagues—I am so grateful to work with such a dedicated, passionate group of teachers. You are the hardest working people I know, and I am inspired by your commitment to our students. I would also like to thank my family for being here tonight and supporting my dream of becoming an educator from a young age. Throughout my childhood, I spent hours upon end playing school with my “students,” which included stuffed animals, dolls, and my favorite pupil, my younger brother, Michael. While my lessons might not have always made sense and my “students” were not always eager participants, what was clear was my determination to help others through the field of education. Although I always envisioned myself as a teacher, I wasn’t sure where my path would take me as an adult. Seven years ago, I graduated from the University of Delaware with a degree in social studies education and found myself applying to jobs and graduate programs. Like many of you here tonight, I was uncertain of what the future held and was nervous to begin the next chapter of my life. It was then that my mother suggested I reach out to Daphne Daddino, a cousin who was the division head of a private school in White Plains. Little did I know, this phone call would change my life. Upon speaking with Daphne, I was awestruck by her description of an incredible place known as The Windward School. From the school’s mission statement to the student body, I couldn’t imagine a more rewarding place to work. After our conversation, I decided to take a leap of faith and apply for a position at The Windward School. I was also inspired to enroll in a master’s program in special education at Pace University. To my delight, I was offered a position as a lower school teaching assistant in 2011. From there, I went on to serve as a middle school instructor at the Westchester campus and, most recently, at the newest campus in Manhattan. Windward’s mission states, “Transforming Student Lives the Proven Windward Way.” Upon starting my career at The Windward School, I had not anticipated just how much this

institution would transform my own life. During my first few years as a Windward faculty member, I was captivated by the school’s teacher training program and research-based approach. I quickly learned that in order to master the “Windward way,” I would have to have both grit and resilience. Thankfully, I also had the support of my colleagues, who helped guide me along my journey to becoming a master teacher. I soon found myself incorporating Windward’s teachings into my everyday life. For instance, during graduate school, I outlined my essays in key words and phrases using an MPO and made sure to incorporate varied sentence starters and appositives into my writing. When asked by a graduate school professor where I learned to write so effectively, I simply replied, “Windward, of course!” Windward had such a profound influence on my life, I even renamed my family cat, “Little Bud” in honor of the cat in the Merrill Readers. While Windward’s research-based program is second to none, it is the students who truly make Windward a magical place to work. Windward students, you are a true inspiration. During your time at this school, you have worked tirelessly to overcome numerous challenges and achieve unparalleled success in the classroom and beyond. Since I’ve had the pleasure of working with some of you in Westchester and even more of you in Manhattan, I’ve had the unique opportunity to watch your growth from your time at the Lower School to your days at the Middle School. I will always cherish the many wonderful memories we have shared, filled with learning, laughter, and above all, our love of Windward. As you embark upon your journey into high school, I encourage you to reflect upon all the lessons you have learned during your time at Windward. Whether its sequencing notecards for a research paper, solving a multi-step math equation, or advocating for yourself, you have acquired a unique set of skills that you will carry with you for the rest of your life. And though at times you may stumble and fall, just remember that you have all the tools you need to build yourself back up again. In the words of the great Theodore Roosevelt, “Believe you can, and you’re halfway there.”

In honor of The Windward School’s founder, Isabel Greenbaum Stone, the award is given at the end of About the Isabel Greenbaum Stone each school year to an exemplary faculty member that has been at The Windward School for four years or more. The prestigious award serves as a reaffirmation of the importance Mrs. Stone placed on excellent Master Teacher Award instruction that meets the individual needs of students. All members of the Windward community are invited to nominate a faculty member. Visit thewindwardschool.org/stoneaward for more information. 14

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Don’t Miss These Unique Learning Opportunities! Windward Teacher Training Institute The Windward Teacher Training Institute (WTTI) provides year-round professional development based on scientifically validated research in child development, learning theory, and pedagogy. Courses, workshops, and lectures address a broad range of developmental and curricular topics appropriate for both mainstream and remedial settings. For parents and guardians of The Windward School, WTTI workshops can provide families with reliable and practical information for those seeking to enhance their knowledge and expertise.

POSITIVE DISCIPLINE: A Roadmap from Elementary School Through High School

EXECUTIVE FUNCTION SKILLS IN CHILDREN: What You Need to Know and Why It Matters

Anyone who interacts with children or adolescents can find themselves perplexed by the question of how best to deal with challenging behavior. In this workshop, Dr. David Anderson, a clinical psychologist and the Senior Director of the ADHD and Behavior Disorders Center at the Child Mind Institute, will engage in a discussion on how to provide structure at home and in school and increase positive behaviors, utilizing proactive behavioral techniques drawn from decades of research on discipline.

Executive function is responsible for self-monitoring, planning, organizing and is related to both emotional regulation and resilience. Many choices we make as adults can impact the development of executive function in children as it evolves from infancy to young adulthood. This workshop will include a discussion of how research on executive function can guide teachers and parents in making wise decisions with children of any age.

Location: WTTI Westchester Presenter: David Anderson, PhD Date: Thursday, September 27, 2018 Time: 4:00 pm – 6:00 pm

Location: WTTI Manhattan Presenter: Mark Bertin, MD Date: Tuesday, November 27, 2018 Time: 4:00 pm – 6:00 pm

DYSLEXIA: What Is It, Really? WHEN YOUR CHILD WORRIES: Anxiety in Children and How Adults Can Help In this workshop, Dr. Rachel Busman, a psychologist at Child Mind Institute, will discuss how to recognize anxiety in children and highlight specific anxiety disorders and their unique presentations at home and in the classroom. She will identify practical solutions to help children face fears and worries, rather than avoid them. Using current event topics, she will also identify ways to ensure that parents and teachers aren’t inadvertently communicating anxiety to children. Location: WTTI Westchester Presenter: Rachel Busman, PsyD Date: Wednesday, October 3, 2018 Time: 4:00 pm – 6:00 pm

Referencing research and personal reflections, Emerson Dickman, Esq., an attorney who specializes in the representation of children with disabilities, will answer the questions: What is dyslexia? What can be done? What works? The answers to these questions will provide participants with a better understanding of the complexities of dyslexia. Location: WTTI Manhattan Presenter: Emerson Dickman, Esq. Date: Thursday, Janury 17, 2019 Time: 4:00 pm – 6:00 pm

MINDFULNESS AND ADHD: Practical Tools for Daily Life Decades of research suggest that mindfulness-based techniques can support children, adults and families with ADHD by reducing stress, improving cognitive flexibility and problem solving, and facilitating the growth of healthy relationships. In this workshop, Dr. Bertin will review research into the science of mindfulness, including how it relates to ADHD, and provide practical tools for getting started. Location: WTTI Westchester Presenter: Mark Bertin, MD Date: Thursday, February 7, 2019 Time: 4:00 pm – 6:00 pm

All workshops listed have a fee of $115.

For a complete listing of WTTI courses, workshops, and lectures, and to register, visit: thewindwardschool.org/courses.

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Manhattan and Westchester Lower Schools

2018 Moving Up Ceremonies

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A Fond Farewell to

Maureen Sweeney After 39 Years of Service at The Windward School

or many parents of Windward students, Maureen Sweeney was the first person they encountered when they stepped through the doors of The Windward School. After 39 years of tireless dedication to thousands of students and their families, hundreds of teachers, dozens of trustees, and five heads of school, Maureen Sweeney, Director of Admissions and Assistant Head of School, retired on June 30. In 1979, Ms. Sweeney joined the Windward faculty as an assistant teacher, with a specialty in mathematics. She was quickly recognized as an asset to the School and was asked to take on roles of increasing responsibility. Eventually, she became a group teacher and later, head of Windward’s Upper School. She was appointed Director of Admissions in 1993; her knowledge of Windward and its programs and her innate charm and gift dealing with the public made her the ideal choice for the new leadership position. Then in 1996, because she had been such an effective spokesperson for Windward and had such a thorough understanding of its goals and programs, she was asked to accept the additional role of Assistant Head of School. For the past 22 years, she has served jointly as Director of Admissions and Assistant Head of School. Since 1979, Windward has undergone a period of growth and development that is truly astounding. The student body has increased by 1200%; the original building has been modernized and expanded; and the Westchester Middle School and the Manhattan campus have been established. Most important of all, Windward has built a language-based instructional program that has given the school international renown for its success in educating learning disabled students. It is no coincidence that Ms. Sweeney has been at Windward during the time that these changes were taking place. In fact, she was instrumental in bringing them about. Dr. John J. Russell, Head of School, congratulated Ms. Sweeney on her retirement saying, “I would like to thank Maureen for her 39 years of devoted service to The Windward School community. Her intellectual curiosity, deep ethical grounding, tireless optimism, kindness, insane energy level, and sense of fun are characteristics at the heart of what Maureen Sweeney has meant to Windward. She has been unwavering in her dedication to preserving the traditions and values that have defined Windward throughout its 92-year history. She has exhibited warmth, kindness, and accessibility to our students and to the entire Windward community. Her ability to address complex issues with wisdom and clarity has been a constant strength of her leadership.” When reflecting upon her years as a colleague of Ms. Sweeney, former Head of School Dr. Judith C. Hochman, shared a few phrases that immediately came to mind: “a legend in her own time, a force of nature, national treasure, and a fashion icon! We shared an office for a year, a very small office. I had a front and center seat to listen to Maureen, as Director of Admissions, taking and making countless phone calls to parent applicants, alumni students, and colleagues. I was in awe of her patience, on target questions and responses, and invariable kindness. She cares. She related to every parent and felt so deeply for every child who struggled. And somehow she’s invariably upbeat and encouraging. We’ve been through a lot together as colleagues and friends, professionally and personally. Maureen is a brilliant educator, a valued colleague, a treasured and beloved friend. There’s no one like Maureen Sweeney.” Ms. Sweeney’s impact on the lives of Windward students and families is immeasurable. The entire Windward community is grateful for the wisdom and expertise Ms. Sweeney has imparted to everyone.

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Maureen Sweeney (fourth from left) with colleagues, former students, and family at her retirement party

“I will miss seeing Ms. Sweeney’s caring smile in the hallways. She always remembered my name and small details about me, which made me feel important and special. Ms. Sweeney made me feel like Windward is the perfect school for me and that it will help me.” – Windward student

“I remember Maureen Sweeney as one of the first people to really ‘get’ our children and what they needed educationally.” – Windward alumni parent

“I believe in guardian angels because I know one, and it’s Maureen Sweeney. Maureen guided our family going back 30 years when our son started in the 7th Grade at Windward. Maureen welcomed him with extraordinary warmth, built his confidence, and gave him a positive educational experience. The next generation of our family are benefitting from her guidance, kindness, and all the special gifts that comes with a Windward education.” – Windward alumni parent

“Ms. Sweeney perfectly embodies the ethos of Windward. You are the first rays of light for parents, and they never fade.” – Windward alumni parent

“Maureen has been a teacher, a mentor, a cheerleader, a shoulder to lean on, a role model, and a friend. Always an inspiration, I will always think of Maureen wearing a beautiful smile and an awesome outfit, and, of course, always with a warm and loving heart.” – Windward staff member “And St. Francis of Assisi also comes to mind when thinking of you, when he said, ‘Remember that when you leave this earth, you can take with you nothing that you have received – fading symbols of honor, trappings of power – only what you have given: a full heart, enriched by honest service, love, sacrifice, and courage.’” – Windward parent and trustee Fall 2018 The Compass

“Thank you, thank you, thank you. We are just so grateful to Ms. Sweeney. Her thoughtfulness and kind and gentle demeanor welcomed our family as we pondered our child’s future. Windward changed our entire family dynamic for the better. Ms. Sweeney provided determined assurance, and she definitely did not disappoint. We will miss seeing her smiling face, but at the same time, we know we need to share Ms. Sweeney with the rest of the world.” – Windward parent

“Maureen’s name will always be synonymous with Windward! She has left an indelible mark on the school and on all of those who had the pleasure to work with her.” – Windward staff member

“Ms. Sweeney is the embodiment of The Windward School. The gatekeeper. I was at my wit’s end trying to help my child, and what a relief it was when someone understood with compassion, kindness, and sharp intellect about the stress, heartache, and anguish I was feeling. She said, ‘It’s going to be OK.’ It was, it was OK. Ms. Sweeney made a difference in the life of my child and a difference in the families and lives of many. There are no words to express the gratitude of what Ms. Sweeney represents.” – Windward alumni parent

“I want to thank Ms. Sweeney for letting me be a part of The Windward School. It has had a huge impact on my life.” – Windward student “Most people know Maureen as a dedicated, caring, delightful individual with an unbelievable heart. Working with Maureen the last 30 years has been my absolute privilege. Still, when I think of her, I remember her as a hiker with the longest strides. For me to keep up with her, that meant running! Maureen is truly irreplaceable!” – Windward staff member

“We remember always the day that Ms. Sweeney confirmed our belief in our son’s curiosity and eagerness to learn, and how she offered us hope!” – Windward alumni parents 20

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Manhattan Lower School

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Westchester Lower School

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Manhattan Middle School

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Westchester Middle School

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SPORTS Manhattan Middle School and Westchester Middle Schoolâ&#x20AC;&#x2122;s sports seasons were very successful. Students developed strong bonds with their coaches and established close-knit friendships with each other.

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PERFORMING ARTS All three Windward campuses were alive with the sound of music and delightful shows. On Westchester Middle Schoolâ&#x20AC;&#x2122;s campus, students presented Matilda. The students at Westchester Lower School debuted their production of Fairytale Theatre. In Manhattan, the Lower and Middle Schools performed together in the musical Annie. Congratulations to all cast and crew members on wonderful performances.

Westchester Middle School

Matilda

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Westchester Lower School

Fairytale Theatre

Manhattan Lower and Middle Schools

Annie

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VISUAL ARTS The Visual Arts department aims to complete several major projects each quarter or about eight drawing, painting, sculpture, clay, and mixed media pieces over the course of the year. With 800+ students between the three campuses, thatâ&#x20AC;&#x2122;s more than 6,400 works produced during the 2017-18 school year!

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The Manhattan Middle School eighth graders were learning to apply detail to a drawing. First, the students used pencils to practice drawing, shading, and detailing human eyes. Then they researched â&#x20AC;&#x153;artistic interpretations of eyesâ&#x20AC;? and used images found to begin their projects. Finally, they used their detailing skills to add as much detail as possible to produce these final drawings.

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

Board of Trustees Announce Plan to Restructure the Windward Teacher Training Institute Over the last decade, the Windward Teacher Training Institute (WTTI), which offers teacher professional development and resources for parents, has experienced unprecedented growth. Given the significant impact of its increased responsibilities, the Board of Trustees has decided to separate it during the 2019-20 school year into two entities: the Windward Teacher Training Program (WTTP) and the Windward Institute (WI). WTTP will recruit, hire, train, monitor, mentor, and retain Windward teachers. WI will focus on and be a resource for both Windward teachers and external constituents (e.g., non-Windward teachers, alumni, parents, and other research and educational institutions).

Windward Parents Association Sponsors Author Visits to All Campuses Every year, the WPA brings authors to the three campuses so students have a chance to meet adults who are writers. The Manhattan and Westchester Middle School students heard about how author Lauren Tarshis went from a struggling reader to acclaimed author. The middle schoolers were eager to ask Ms. Tarshis many questions during their time with her. The Westchester Lower School welcomed author/illustrator David Biedrzycki to share his experiences as a writer and artist. Manhattan Lower School students listened to awardwinning author/ illustrator Eric Velasquez explain how his love of comic books as a child helped him overcome his reading struggles and develop his storytelling and art skills. During each session with the lower schoolers, Mr. Velasquez made a sketch of a student audience member.

Students Dream Big with Olympic Gold Medalist Meryl Davis

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Middle School students had the opportunity to hear Meryl Davis, 2014 U.S. Olympic gold medalist in ice dancing, talk about growing up with dyslexia and her journey to success. Ms. Davis returned to Windward as part of Dream Big, a Windward Parents Associationsponsored event for Middle School students. Dream Big was the vision of former Windward Parents Association President Leslie Breck, who wanted to create an annual tradition of hosting guests who have struggled with learning disabilities and succeeded in overcoming them. Diagnosed with dyslexia in third grade, Ms. Davis struggled with reading until she was a junior in high school. She shared, “One of the reasons that I have become such a believer in Windward and everything it’s done is because I wasn’t fortunate enough to have a place like Windward...[to] have somewhere that’s determined to tailor-make something that is well-suited to you...that’s very special to me.”

Film Screening of Screenagers Prompts Discussion on Finding Balance Navigating the Digital World A film screening and panel discussion for the documentary Screenagers was held for Windward parent and guardians at Westchester Middle School. Produced by physician and filmmaker Delaney Ruston, the documentary explored the impact of the screen time (6.5 hours a day for an average child) and about the friction occurring in homes and schools around negotiating screen time. After the screening, members of Windwardâ&#x20AC;&#x2122;s guidance and technology departments offered thoughts on some of the issues faced by students with language-based learning disabilities before answering questions from the audience.

Grade 9 Read Aloud In January, ninth graders had the opportunity to engage with a Lower School audience by reading aloud the book The Snowy Day by Ezra Jack Keats to first grade students.

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NEWS AROUND THE SCHOOL Ms. Betty Knoop, Holocaust Survivor, Speaks to Middle School Students In collaboration with the Holocaust & Human Rights Education Center, Ms. Betty Knoop, a Holocaust survivor, visited Windward and shared her story with eighth grade students. Ms. Knoop shared stories about her childhood in Amsterdam, her experiences in the Westerbork and Bergen-Belsen concentration camps, and her life following the liberation. She began her presentation to the students by stressing that they were probably some of the last generation to hear a Holocaust survivor speak and that she was sharing her story with them so that no one would ever forget what happened. Since she had been a child when she was deported to Bergen-Belsen, Ms. Knoop also stressed how important she felt it was to share her experience with others on behalf of all those, particularly the children, who were unable to tell their stories. After her presentation, she told the students that they must stand up against genocide, racism, and injustice. To prepare for her visit, students read her biography

in their social studies classes. They prepared questions in advance to ask Ms. Knoop during the Q&A portion of the presentation. Ms. Knoop also took the time to personally speak with several

students and faculty members after her presentation. To thank her for visiting Windward, she was presented with a bouquet of flowers.

Lessons in Neuroscience Can Build More Informed Classrooms For the 25th anniversary of the Robert J. Schwartz Memorial Lecture, Dr. Laurie Cutting, an educational neuroscientist and professor at Vanderbilt University, explained the fundamentals of neuroscience, its application for education, and the future

integration of science and classroom. In her address, Dr. Cutting highlighted three conclusions about how neuroscience will continue to address how families and educators identify and remediate reading disorders. 1. Families and educators should consider the role of genetics and familial risk of reading disabilities, including dyslexia, when screening and identifying children at risk of developing a reading disorder. 2. Due to the brainâ&#x20AC;&#x2122;s neuroplasticity, the brain can change with the right intervention to target reading difficulties. 3. Future advances in technology could lead to deeper understanding of the brainâ&#x20AC;&#x2122;s structure and function and provide more efficient ways to identify and diagnose children at risk of developing a reading disorder.

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Faculty News & Milestones Education Update Names Leslie Zuckerwise Outstanding Educator of the Year Manhattan Lower and Middle School Division Head Leslie Zuckerwise was named Outstanding Educator of the Year by Education Update, an award-winning publication focused on education. The award is given each year to honor teachers and administrators who enrich the lives of children in classrooms around New York City every day. On June 22, Ms. Zuckerwise was presented with her award at the Harvard Club of New York City, along with 29 other teachers and administrators nominated for the award. Ms. Zuckerwise has been a teacher and administrator at Windward for the past 17 years.

Three Windward Delegates Attend NYSAIS Diversity Committee’s “The Privileged Poor” Workshop On May 3, WTTI Administrative Assistant Erikka Ramkishun, WTTI Administrative Assistant Asante Robinson, and Westchester Middle School Teacher Liz Mignon attended the NYSAIS Diversity Committee’s Spring Faculty, Staff and Administrators of Color Dinner Meeting at Spence School. Pictured are Ms. Ramkishun, Director of Diversity and Inclusion at Buckley Country Day School Lynne Sullivan, and Ms. Robinson. The workshop entitled “The Privileged Poor” featured speaker Anthony Abraham Jack, a Junior Fellow at the Harvard Society of Fellows and Assistant Professor of Education at the Harvard Graduate School of Education. He shared his research documenting the diversity among lower-income undergraduates: the Doubly Disadvantaged—those who enter college from local, typically distressed public high schools—and Privileged Poor—those who do so from boarding, day, and preparatory high schools.

Danielle Scorrano Accepted to Johns Hopkins University School of Education Doctoral Program Research Associate and Manhattan Middle School Teacher Danielle Scorrano is now a doctoral student studying the specialization area of Mind, Brain & Teaching at the Johns Hopkins University School of Education. The competitive program addresses the changing landscape of education in the 21st century and prepares an exceptional corps of practitioner-scholars to set the bar for transformational leadership in education through scholarship, professional development, and networking with educational leaders and researchers.

Two Teachers Awarded IMSLEC Certifications Congratulations to Westchester Lower School Teachers Jessica Sorna and Erica Zanzarella for being awarded certifications at the teaching level by the International Multisensory Structured Language Education Council (IMSLEC).

Jessica Sorna Named Sandi Galst Scholar Award Recipient Determined by the Head of School on an annual basis, the Sandi Galst Scholar award recognizes an outstanding Windward reading teacher. The faculty member recipient is provided with financial assistance through the Sandi Galst Faculty Education Fund to further his/her education through academic course work or other professional experiences related to The Windward School. The 2018 Sandi Galst Scholar was Jessica Sorna. She loves to spread cheer to her fellow faculty members, is considered to have the ultimate “zen” classroom, and is an experienced language arts teacher.

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Faculty News & Milestones The Windward School Faculty & Staff Honor Hudson Valley Veterans for Honor Flight #20

New Positions for 2018-2019 for Current Faculty/Staff

Students from each division of The Windward School participate in monthly community service projects benefitting local, national, and international organizations every year. This past May, Kim McCrea, an administrative assistant at the Windward Teacher Training Institute’s Westchester location, represented Windward in showing its gratitude by honoring local veterans through the Hudson Valley Honor Flight (HVHF). HVHF is a chapter of the National Honor Flight Network and flies local veterans to Washington, D.C. for a day of tribute and honor. Initially introduced to the Westchester Middle School campus at last November’s Veterans Day community meeting by teachers Tim Caccopola and Stephen Orfei, the HVHF’s mission inspired Ms. McCrea to show her thanks on behalf of Windward faculty and staff members by writing 61 thank you letters to the veterans going on the May 19 flight to D.C. Her letters, as well as those contributed by many others, were distributed to the veterans on the flight during a mail call en-route to D.C.

Michelle Spino Andruss Director of Alumni Relations Laura Bellizzi Manhattan Social Studies Chairperson Carrie Curtin Admissions Screener Kara Donovan Assistant Teacher Staff Developer Laura Dreyer Assistant Teacher Staff Developer Tanya Ehrlich Director of Outplacement Marsha Finkelstein Assistant Director of the Windward Teacher Training Program ToniAnn Hutchinson Assistant Director of Admissions Rachel Leone Assistant Coordinator of Special Services Cristina Lerchen Language Arts Support John Manganiello Westchester Middle School Assistant Division Head Ann Spataro Lower School Language Arts Coordinator

Windward Babies Westchester Middle School Study Skills Coordinator and Teacher Tim Caccopola welcomed a daughter, Eva Valentina Caccopola, who was born on April 11.

Westchester Lower School Teacher Danielle Scavone celebrated the birth of Madelyn Louise Scavone on March 23, who weighed in at 7 lbs. 10 oz. and was 20 inches tall.

Eleanor (Ellie) Jane Gramajo was born on July 3 to mother Executive Assistant to Head of School Katie Gramajo. She was 7 lbs 1 oz. and 19.75 inches long

Baby Dean Sinnot was welcomed home by dad, Westchester Middle School Teacher Bob Sinnot.

Davis Eastman Rathbun, son of Westchester Lower School Assistant Division Head Amanda Rathbun, arrived on May 23. He was 9 lbs. 1 oz. and 21 inches. 36

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Everett Matthew Tracy was born on June 21 to Westchester Lower School Teacher Briana Tracy. He was 9 lbs. 9 oz. and 22 inches. He was welcomed home by big brother Donovan.

Director of Communications Heather Pray celebrated the birth of daughter Alice Catherine Russell on July 11. Tyler Maxwell Papadam arrived on July 29, weighing 7 lbs. 15.5 oz. and was 21 inches long. He was welcomed home by Guidance Counselor Arielle Papadam. Henry Grant Amato was born on February 25 to former WPA Coordinator and Special Events Assistant Christine Amato.

Six New Members Join the Platinum Circle – 20+ Years of Service

The Platinum Circle is a prestigious group comprised of faculty and staff members who have served The Windward School for 20 years or more. The School is grateful to Platinum Circle members for their stellar commitment to helping students with language-based learning disabilities. The esteemed group of faculty and staff has made a difference in the lives of thousands of students who have graced the halls of Windward through the decades.

15 Years

20+ Years Shelley Donato Jill Fedele Patricia Gay

Viviane Goodwin Diane Happas Laura Trifiletti

10 Years

5 Years

Year of Service Recognition 15 Years Criag Allison Lauryn Belgrove Patricia Farano Shannon Kelly Karen Ralph Amanda Speer

10 Years Douglas Dalessandro Stephanie Dunn Wilson Holguin Lindsay Kennedy Diane Kessler Deveraux Pillette Christine Teahan

5 Years Jeremy Bletterman Ashley DiSalvo Diane D’Onofrio Hannah Ewing Jessica Hauben Neil Jaggermauth Katherine Kaneko Paul Lennihan

Christine Moloney Danielle Ngo Stephen Orfei Jonathan Rosenshine Danielle Scorrano Emily Shaw Katherine Sullivan Erica Zanarella

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Faculty Profile

Beth Foltman Looks Back at Nearly 40 Years at Windward as Teacher, Administrator, and Parent Enrollment Growth from 1980 to Today 1,000 900 800 700 600 500 400 300 200

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reading,” she explained. Science teaching positions then were part-time, and Ms. Foltman jumped at the opportunity since her family had grown to include three young children. Ms. Foltman holds fond memories of being a science teacher during this part of Windward’s history. Her experience differed greatly from that of the science teachers today who have seven science labs across all three campuses. “It was quite a challenge,” she reminisced. “I was hauling buckets of water around the School. I didn’t have a room to store everything in; I just had a locker in the copy room to store supplies.” Ms. Foltman’s Lower School science classrooms would receive an upgrade a few years later when the Westchester Middle School moved to the 40 West Red Oak Lane campus. The Lower School had finally gained its first official science lab. “The Middle School moving over to Red Oak was an exciting time for the school,” noted Ms. Foltman. “We finally had a real science lab to teach in the Lower School! The Middle School move also allowed us to expand the Lower School science program.” With Sandy Schwarz, Director of the Windward Teacher Training Institute, Ms. Foltman developed a new Lower School science curriculum tailored to Windward’s methodology. With the School’s academic program being delivered consistently and effectively under the leadership of Dr. Hochman and Ms. Sweeney, the School’s reputation grew stronger, and its student population grew.

“When a child has really struggled in school and is feeling defeated, telling a family ‘We have a place for you’ is a great feeling.”

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t is not often that you meet someone who has worked for 38 years in the same school where she started her teaching career. It is even rarer that the same person has viewed that workplace —in this case, The Windward School—through the lenses of so many of its constituents: new teacher, senior faculty member, administrator, and parent. This is Beth Foltman. For the past three years, Beth Foltman and Maureen Sweeney have been Co-Directors of Admissions for The Windward School. With Ms. Sweeney’s recent retirement, Ms. Foltman will solely lead as Director of Admissions. In the fall of 1980, fresh from Lesley University in Massachusetts with a degree in special education, Ms. Foltman brought her lifelong desire to be a teacher to The Windward School. She began her time at Windward as an assistant teacher while pursuing a master’s degree in teaching at Manhattanville College. The Windward School of the early 1980s was very different from the one you know of today. At the time Ms. Foltman joined the School, 70 students in the whole School occupied the hallways of 13 Windward Avenue, where the Westchester Lower School exists today. To put that into perspective, more than 900 students will be enrolled for the 2018-19 school year. While the School received its certification by the New York State Board of Regents as a school for learning-disabled children in 1976, it was not until 1988 under the leadership of Dr. Judith C. Hochman that Windward narrowed its focus to remediating languagebased learning disabilities only. When Ms. Foltman first came on board, The Windward School was a small, struggling school that “you never knew if it was going to open from year to year. It was really teetering on the edge. When Dr. Hochman took over, that’s when you saw the mission really tighten and focus on children with language-based learning disabilities,” explained Ms. Foltman. “In addition to that, you really saw the Windward academic program develop.” After a few years as an assistant teacher, Ms. Foltman led her first homeroom of third graders. Later, when her family started to grow, an opportunity became available in the science department. “There had been several science teachers here, but they were never Windwardtrained teachers in that they hadn’t had a homeroom and taught

In 2004, Ms. Foltman became Assistant Division Head for the Lower School. During that same year, the last high school class graduated, and the fifth graders moved over to the Red Oak Lane campus to become part of the Middle School. In 2006, when Dr. Russell became Head of School, the total student population for both campuses was 484. Windward had come a long way in two decades, and it still has room to grow. Ms. Foltman’s appointment as Assistant Director of Admissions occurred during the 2011-12 school year. After staying on for one more year as a Westchester Lower School Science Teacher, the nature of the position called for Ms. Foltman to leave the classroom behind. In 2015, she was named Co-Director of Admissions alongside Ms. Sweeney. “I had always enjoyed the direct contact with the students, and all of my previous positions gave me that opportunity,” she reflected. “However, the testing process for admission is something I really value because it gives me an opportunity to work with kids and understand how a child will fit into The Windward School. “The best part about being in Admissions, though, is being able to tell a family that they have a seat,” said Ms. Foltman. “When a child has really struggled in school and is feeling defeated, telling a family, ‘We have a place for you’ is a great feeling.” As a parent of a Windward student, Ms. Foltman can empathize with the experience of those families. “It’s a tough position to be in because you’re terrified. You know this is the right place for your child, but you don’t know if you will get a seat. Once you do, you’re washed with relief. As a parent of a hardcore dyslexic daughter, I know she never would have learned how to read unless she came here. So I am forever grateful.” As Windward has grown over the years, Ms. Foltman believes that the School’s commitment to its mission and to maintaining a strong community spirit have remained the same. “Everyone is committed to trying to save our students,” she said. “Our mission is so important because so many were suffering in their schools—getting into trouble, getting lost, and not having the opportunity to reach their potential. But when they arrived at Windward, you could see the change. You knew that the kids were having doors opened to them. I feel so lucky to be a part of an institution that has allowed these students an opportunity to learn to read and write well.” When not at Windward, Ms. Foltman’s outside interests still influence her embrace of the School’s mission and approach. Her roots—hailing from Nova Scotia and growing up on the water in Rye—mean she can be found on a sailboat with her husband. Sailing amongst lesser-known Caribbean islands with their iguanas, turtles, and flying fish, she sees lessons to be learned. “What you learn in sailing is that you have to adjust your sails, and sometimes the best path is not always the easy way,” said Ms. Foltman. “I think here at Windward we teach our kids to adjust their sails, so their hard work will allow them to reach their final destination.”

“I feel so lucky to be a part of an institution that has allowed these students an opportunity to learn to read and write well.”

Manhattan Lower School Accepting Applications for First Grade For the 2019–20 school year, Manhattan Lower School is welcoming applications for first grade students. Entering its fourth year of operation this year, the Manhattan campus currently serves a total of 315 students in Grades 2-8. For more information, visit thewindwardschool.org/ admissions.

Fall 2018 The Compass

Windward Winter Ice Skating Party at Bryant Park

The Compass Fall 2018

More than 450 members of the Windward community enjoyed the annual ice skating party tradition at Bryant Park on January 28. It was wonderful to see so many students, parents, guardians, recent graduates, friends, faculty, and staff on and off the ice. Thank you to the Windward Parents Association for sponsoring refreshments.

Do you follow The Windward Schoolâ&#x20AC;&#x2122;s

social media accounts? Below are our top posts during the 2017-18 school year.

thewindwardschool.org

TheWindwardSchool

Windward_School

Fall 2018 The Compass

The Windward School Benefit On March 10, more than 600 guests joined The Windward School community in raising more than $1.3 million to support the school’s mission and to provide more students with access to the Windward education program through increased financial aid. Held at Cipriani 42nd Street in Manhattan, the biannual tradition was chaired by parents Lisa Bezos and Donna Poyiadjis. The evening’s honorees were introduced by alumnae Yaania Bell ’20, Skylar Handler ’14, and Skye Lucas ’17. The honorees included Anderson Cooper, host of CNN’s Anderson Cooper 360°; Christine and Stephen A. Schwarzman, worldwide philanthropists with a passion for education and literacy; and Drs. Sally and Bennett Shaywitz, pioneers in dyslexia research and co-directors of The Yale Center for Dyslexia and Creativity.

The Compass Fall 2018

Fall 2018 The Compass

The Windward School Benefit

The Compass Fall 2018

Fall 2018 The Compass

MARCHMESTER Marchmester is held during one of the two spring break weeks each year. This year, 90 students from all three campuses descended upon the Westchester Middle School campus for a variety of activities including cooking, mad science, clay studio, photography, sports and games, mixed media art, 3-D printing, theater, mosaic tiling, Sphero coding and programming, and much more.

The Compass Fall 2018

Make Marchmester a Part of Your Childâ&#x20AC;&#x2122;s Spring Break Plans

Give your child a unique and engaging extracurricular experience for Spring Break.

Marchmester 2019

Monday, March 18 through

Friday, March 22

thewindwardschool.org/marchmester

Fall 2018 The Compass

Grandparents and Special Persons Days Each May, Grandparents and Special Persons Days are held at Westchester Lower School and Manhattan Lower School, providing a wonderful time together for students and their loved ones. After enjoying mornings of presentations and refreshments, our special guests spent time with the students and their teachers in language arts and homeroom classes.

The Compass Fall 2018

Windward Parents Association

Closing Luncheon The Windward Parents Association celebrated an extraordinarly successful 2017-18 school year at their annual closing luncheon held at The Coveleigh Club in Rye, NY on June 7. Part of this annual event’s program is a Windward alumni panel reflecting on their post-Windward years and how Windward helped them get there. Alumni on the panel included: Brewster Academy graduate Salim Fabio ’18, Scarsdale High School Graduate Ali Schwartz ’18, rising 10th grader at King School Olivia Fragner ’20, and Blair Academy graduate Callie Toal ’18. Thank you to outgoing President Staci Marlowe and committee members for their service.

Outgoing WPA members Westchester Middle School Representative Michelle Taub, President Staci Marlowe, Vice President of Manhattan Vanessa Waye, and Manhattan Lower School Representative Amanda Lowenthal.

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The Windward Classic 2018 Thanks to the generosity of our Windward community, we raised more than $72,000 to support teacher training through Windward Teacher Training Institute at the 8th Annual Windward Classic Golf and Tennis Outing at Quaker Ridge Golf Club on June 19. The Classic featured 18 holes of golf, a round robin tennis tournament, bidding on auction items, and swag bags. A few of the items included in the auction were two VIP tickets to the Ryder Cup in Paris, France; two VIP tickets to the PGA Tour at Ridgewood Country Club; four tickets to a Yankees Game in the SKY360 Suite; and a day of golf at Fenway Golf Club. We look forward to seeing you again next year. Special thanks to our Golf Committee Co-Chairs, Mitch Katz and Nick Finn; our Tennis Co-Chairs, Jenny Price and Amerika Williamson; and to all our sponsors.

The Compass Fall 2018

Congratulations to the Golf and Tennis Award Winners!

Low Gross and Low Net Team Winners Clayton Sherman, Greg Regan, Ryan Ward, and David Hass Tennis Winner James Eisenberg

Save the Date for the 9th Annual Windward Classic

June 3, 2019 at Quaker Ridge Golf Club

Fall 2018 The Compass

The Class of 2018 Checks In

Where Are They Now? A key component of The Windward

Benjamin Alpert

School’s mission is “helping students

Attended Windward: 2007-2014 After Windward: The Dwight School College: The University of Vermont

achieve their full potential in preparation for a successful return to a mainstream educational environment.” The Outplacement staff works with every Windward family to find the

“Windward helped me in many ways. The most significant way was teaching me to organize my thoughts into writing. Through this fundamental skill I have learned to better communicate not only in writing but also in the rest of my life as well.”

appropriate educational match to

Avery Greenberg

ensure their child’s continued academic

Attended Windward: 2007-2014 After Windward: New Rochelle High School College: NYU College of Arts & Science to major in computer science and math Awards: Advanced Regents Diploma with Honors from New Rochelle High School, Principal’s Award for having over a 100 average, Math Department Chairman’s Award, Memorial Scholarship for Growth and Achievement

success once he or she departs the School. Upon graduation from high school, Windward alumni enroll in a broad range of colleges and universities. We reached out to a few students in the Class of 2018 to ask what schools they plan to attend in the fall and how Windward helped them achieve their academic goals.

“For students like me, I don’t want them to feel there is a low bar set for them. I learned to raise the bar for myself at Windward. Once I was in 9th grade in high school, I was placed in an academic lab and in co-taught classes. The first semester was brutal, and I didn’t think I could make it. I asked my mother to start exploring other schools. By the third semester, I had adapted and found study methods that worked, and I then proceeded to work incredibly hard. I also advocated for myself time and time again, making sure I got the accommodations I needed. I started taking a foreign language, too, something very challenging for someone with my learning differences. This was because not only did I believe in my abilities, but so did my teachers.”

James Kelly Attended Windward: 2008-2014 After Windward: Archbishop Stepinac High School College: Catholic University of America

The Compass Fall 2018

“I believe Windward gave me the tools, confidence, and self-advocacy to succeed in high school and beyond.”

Reese Kennedy

Matthew Robbins

Attended Windward: 2007-2012 After Windward: Packer Collegiate Institute College: Stanford University

Attended Windward: 2009-2014 After Windward: Greenwich High School College: Rhodes College

“Windward helped me in many ways. I became a proficient reader before I was far from confident. Most importantly, Windward introduced me to my love of theatre, an activity that has become a major part of my life.”

“Windward helped me by teaching me the importance of organization. It seems like a simple skill, but in high school things can get hectic, and you can lose track of assignments quickly. Being organized helped me complete my work on time.”

Serena Korchak

Daniel Safdeye

Attended Windward: 2010-2014 After Windward: The Dwight School College: Franklin & Marshall College

Attended Windward: 2007-2014 After Windward: Solomon Schechter Westchester College: Emory University

“I’ll always be grateful for my amazing teachers at Windward, who taught me how to overcome the challenges that come with dyslexia.”

Olivia Linnartz Attended Windward: 2007-2014 After Windward: School of the Holy Child College: Denison University “Windward gave me the skills to feel more confident and be a self advocate.”

Noah Platt Attended Windward: 2009-2011 After Windward: White Plains High School College: Babson College (after a Gap Year) “Windward taught me to read and write, and that if I worked hard, I could achieve my goals.”

“Windward supplied me with tools and skills such as organization, writing, and advocating for myself. My knowledge allowed me to do well in high school as well as a future at the college of my dreams.”

Maya Schatsky Attended Windward: 2012-2014 After Windward: The Dwight School College: Boston University “Windward helped shape me into the person and student that I am today. Without Windward, I would not be able to feel confident when completing my work and feel prepared to take on challenges in Boston this fall!”

Sasha Worenklein Attended Windward: 2009-2014 After Windward: Westchester Hebrew High School College: Fashion Institute of Technology “Windward taught me how to write and speak properly, and it helped me find my voice. Using my YouTube channel, Sasha Anne, I help young women and girls find their voices. With my voice, I encourage young women and girls to follow their dreams and never give up. I was once that shy little girl who was too shy to speak, and I tell everyone that story.”

Fall 2018 The Compass

Alumni News & Notes Note: At Windward, a student’s class year is the same as his/her high school graduation year. To submit a note or share your Windward memories for the next issue, please email development@thewindwardschool.org.

2012

2015

Emma Badner is working on dual master’s degrees in education (early intervention) and social work at Bank Street Graduate School of Education and Hunter Silberman School of Social Work in New York City. Last year, she was participating in City Year, an AmeriCorps program, in Denver where she was working to boost academics, attendance, and behavior in a lower income middle school. Emma helped implement and bring Eye to Eye, a mentoring program for students with learning disabilities, to her school.

Samuel Fogel completed his junior year at Indiana University, where he’s studying liberal arts and leadership. Over the summer he worked in Chicago as an intern for Pizza City USA.

In May, Sandon Chevlin graduated from Florida Atlantic University with his master’s of music degree in composition. His graduate thesis was an orchestra piece titled, “Standing At The Precipice.” In the summer months, Sandon participated in the Vienna Summer Music Festival’s Musicology Colloquium where his research focused on Alban Berg’s opera Wozzeck. Those interested in his music can explore his website sandonchevlin.com. Joseph Orlando happily announced that he was named the District Office Director for Assemblyman David Buchwald.

2013 Alyssa Spencer works at the fundraising department at Clark University. She commented, “If anyone is interested in Clark or working in fundraising, do not hesitate to contact me!”

2014 Anna-Alexia Novogratz graduated from Princeton University in June with a degree in history. She now teaches elementary special education with Teach for America in Chicago.

2017 After graduating from Scarsdale High School, Lauren Blum became both a nationally and New York State certified EMT. She worked locally at Scarsdale Volunteer Ambulance Corps whenever she was home from the University of Vermont. Lauren is currently majoring in human development and family studies while minoring in behavioral change health sciences. She proudly made dean’s list for her freshman year. She said, “Windward left me well prepared for all my academic and life challenges. I would not be thriving without the help I received at this amazing institution.” Over the summer Lauren worked as a nurse at her local day camp and travled to Paris, London, Guadalajara, and Los Angeles. Pictured is Lauren during a macaroon class in Paris.

2018 Gabriel Gendzier, his brother Luca Gendzier ’22, and their father and trustee Alex Gendzier completed the Spartan Race in Rutland, MA on May 13. The course was 5.5 miles with 20 obstacles. Gabriel came in first of his group and the prior groups, with Luca, the youngest Spartan that day, not far behind. Both Gabriel and Luca doubled back to run with their dad for the last mile and jump over the row of burning logs. Alumni parent and trustee Alex Gendzier with his sons Luca ’22 and Gabriel ’18 after their Spartan Race

The Compass Fall 2018

Thomas Cleasby left Windward in 2012, as he was relocating to South Africa, but still has fond memories of his time as a student. He shared, “My time at Windward really helped me adjust to schooling. I would be lying if I said it was easy, but Windward students and alumni are made of stronger stuff. I would like to say thanks to everyone at Windward for helping me and influencing who I have become today.” Thomas is in Matric (the South African term for the final year of high school, Grade 12) at St. Andrew’s College boarding school in the Eastern Cape, where he is the Vice-Captain of the Shooting Club. He is empowered by the Latin quote “Una Salus Victis Nullam Sperare Saluten” by Virgil, which translates to “The only hope for the doomed is no hope at all,” as he explained his view that “dyslexic people will always in the eyes of others be considered doomed, so it’s our jobs to keep on fighting.” Schuyler Gardner has loved The School of the Holy Child, which she graduated from in May. She is now enrolled in the dual B.A. program of Columbia University and Trinity College Dublin. See an additional note about Schuyler and Grace Desiderio ’19 under the 2019 section. Salim Fabio graduated on May 26 from Brewster Academy in Wolfeboro, NH. Salim was an honor roll student and has excelled in theater arts, performing in the lead role of Sky Masterson in Guys and Dolls. He held two campus-wide leadership positions and represented the Student Diversity Leadership Council at the People of Color Conference for the last two years in Atlanta and Anaheim. Salim always has fondly remembered his five years at Windward.

2019 James Butterfield will be graduating from Hackley School. He plays tennis and takes photography. During the summer, Jordan Esrig served as one of the 30 Senate Pages after being appointed by Senator Schumer. Afterwards, Jordan interned for PBC US, a commercial real estate company in NYC.

Grace Desiderio and Schuyler Gardner ’18 were both in the production of Hairspray in March at The School of the Holy Child. Westchester Middle School Teacher Ms. Ralph went to see the two alumni perform.

2020 Jamie Beer completed her sophomore year at HAFTR High School, where she was an honor roll student last year. She was accepted to the Honors English program as well as Honors Physics, after completing a rigorous academic program. In the spring, Jamie visited both the Westchester Lower and Middle School campuses to reconnect with her teachers, and she had a wonderful day sharing her accomplishments with them. At Trinity Pawling, it’s all about academics, athletics, and acting for Rodger Ecker. He is in Honors and AP classes as well as the cross country, squash, and lacrosse teams, and he starred as Demetrius in A Midsummer Night’s Dream. This school year, he is the captain of the Varsity Squash team and Drama Officer for the Theater Department.

2021 Fourteen-year-old Ty Switzer was profiled in The Islander News for his prodigious abilities in tennis. Splitting his time between New York City and Key Biscayne, FL, he is now being coached by tennis player Patrick McEnroe as he tries to realize his dreams of playing in the ATP tour. McEnroe praised Ty’s pure athletic ability, but his training should further develop his game. In the Universal Tennis Rating System, Ty is rated as an 11, where Men’s Division 1 collegiate players usually rate about a 12. He has competed in Jamaica, Puerto Rico, Bahrain, Kuwait, and Dubai, but he hopes to begin participating in competitions in the U.S. soon. Ty is currently home schooling, and when he’s not on the court, he is passionate about snowboarding and athletic shoes.

2022 Luca Gendzier, his brother Gabriel Gendzier ’18, and their father Alex Gendzier completed the Spartan Race in Rutland, MA on May 13. See photo of Luca on page 54.

Fall 2018 The Compass

Alumni Panelists Share “Life After Windward” Wisdom Every year, Windward alumni return to speak to eighth and ninth grade students about “life after Windward.” This memorable day includes a very special lunch and panel presentation. For the first time ever, alumni presented to our first eighth grade class at the Manhattan Middle School campus. Thank you to all the alumni that shared their post-Windward experiences with our students.

Many thanks to our alumni panel presenters at the Manhattan Middle School: Myles Bard ’20, Drew Lazarus ’19, Olivia Friedland ’20, Sam Liftin ’21, and Brice Eber-Morris ’21. They are pictured with Director of Outplacement Tanya Ehrlich. In attendance but not pictured were Nicholas Brodie ’23 and Gordon Dewey ’23.

At the Westchester Middle School, the alumni panel presenters included: Stella Daskalakis ’21, Eva Fragner ’21, Grant Doherty ’20, Rex Weil ’21, Dylan Douglas ’18, and Ali Schwartz ’18. They are pictured with Director of Outplacement Diane Kissner.

Upcoming Alumni Event

Homecoming All alumni and alumni parents are invited to come back and connect with friends and teachers!

Saturday, October 13, 2018 Email development@thewindwardschool.org to RSVP 56

The Compass Fall 2018

Westchester Middle School 40 West Red Oak Lane White Plains, NY 10604

Mark your calendars for

#WindwardGIVES

Tuesday, November 27 All gifts made in the 24-hour period of November 27 will support The Windward Schoolâ&#x20AC;&#x2122;s Annual Fund. To make a gift to the 2018-2019 Annual Fund, visit thewindwardschool.org/give

The Windward School

40 West Red Oak Lane White Plains, NY 10604-3602

Non-Profit Org US Postage PAID Permit #375 Nashua NH

Return Service Requested To be added to The Compass mailing list, please email hpray@thewindwardschool.org.

COMMUNITY LECTURE 2018

The Windward School

Windward Teacher Training Institute

Beyond the Buzzwords of Grit and Resilience:

The Research Behind Motivation, Performance and Well-being Embodying grit and resilience can profoundly affect how students live purposeful academic and personal lives. The characteristics of grit and resilience are universal human traits, and in recent years they have received much attention in the popular and scientific communities. In this lecture, the presenters will discuss these relevant bodies of research that support the roles of grit and resilience and explain how specific non-cognitive traits can be integrated to support the academic and personal flourishing of students. Educators and parents will learn how to foster academic and personal strengths including intrinsic motivation, positive behaviors, emotional well-being, self-control, and executive functioning skills. The presenters will also discuss some of the controversies currently surrounding these important topics. Attendees will gain a research-based framework as well as practical strategies for increasing grit and resilience in all areas of student life.

Thursday, November 1, 2018 7:30 p.m. â&#x20AC;&#x201C; 9:00 p.m. Fee: FREE â&#x20AC;&#x201C; reservation required

RSVP online at thewindwardschool.org/lecture

Presented by

Jon Rosenshine and Danielle Scorrano The Windward School Westchester Middle School 40 West Red Oak Lane White Plains, NY 10604-3602