VCS magazine Summer 2022 by www.vcsnyc.org

THE MURAL VILLAGE COMMUNITY SCHOOL • SUMMER 2022

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THE MURA

I SS U E 1 • S U M M E R 2 02 2

Letter from Jen

The Murals

Shaping Graduates Through School Traditions

VCS Spaces

Re-envisioning Reading for Everyone

Kids Love to Work: An Interview with Judy Kashman

The Woodshop

A Day in the Life of the Head of School

Big Buzz: Powering Learning in the Lower School with Robotics

Alumni Enrollments

Report of Giving to the Annual Fund

Report of Giving to the VCS2020 Campaign

Fundraising and Events Committees

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LETTER FROM JEN

Welcome to The Mural We launch The Mural at a time when so much feels new at VCS: a new building, buzzing with student life; new possibilities for our students and our program; even a (somewhat) new Head of School. In this inaugural issue of our new school magazine, you will have a chance to see some of what this historic year has brought to VCS, including the opening of our long-awaited addition, the Eve K. Kleger Wing. Our expansion represents a remarkable feat of collective determination and effort— and the realization of the vision of my predecessor, in whose name the addition is dedicated. It’s only appropriate, then, that this achievement becomes the focus of our first edition of The Mural, that we use words and images to open the new front doors to our far-reaching community of VCS students and families past, present, and future. Our physical campus isn’t the only place VCS continues to grow. Our Mission is to prepare students “for their futures in an increasingly complex and dynamic world”; as that world evolves, so too does our program. The stories teachers have volunteered for these pages reflect the sense of forward momentum that characterizes the student experience. The world inside the school building is just as dynamic as the world outside it, and I am so excited to have this platform to showcase all the ways we are innovating, experimenting, and forging paths into the future. Just as important are all the ways VCS is staying the same. Familiarity and history are more relevant to our lives at school than ever; three years into a global pandemic, having had many of our basic routines disrupted, it is this community’s shared commitment to our fundamental school values and continuation of long-standing traditions that ground us among all the change. The past, too, is celebrated throughout this issue—even the name of the magazine was chosen as a nod to the school’s tradition of student-inspired murals. By expressing the vibrant life of the school’s interior, those murals were always a way of bringing the inside out—and so is this Mural. I hope you will enjoy it.

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The Murals In a 1970 New York Times article announcing the opening of Village Community School, the first students of VCS were reported to have “brought records, books, old shoes, hats and puzzles as their contributions to their new school.” It’s a funny image, especially given the extensive resources—technological, literary, and otherwise—available to our students today. Nevertheless, VCS children still know they each have something special to offer their school, and are invited to develop an appreciation of their individual value in many ways. One of the ways this idea has historically been cultivated is through students’ participation in the creation of collaborative murals. Many alums will recall working on one of the murals on the Big Yard wall, and some may even remember murals in the “Little Yard” originally located behind the Front Lobby of the 2003 building. Our most recent Big Yard mural, featuring audio waves of students saying “We Love VCS” in Spanish, Mandarin, Latin, and English, was recreated on the wall of the new Sky Yard, where it continues to serve as the bright backdrop for student play. Unlike earlier murals, the “We Love VCS” mural was painted by professionals; but by taking recordings of every student as its theme, it perfectly captures the spirit of our mural tradition: every voice matters.

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Shaping Graduates Through School Traditions By Helen Huang

When I came to VCS 13 years ago, I started the school year the way everyone new does: at the Opening Assembly. Hearing children singing familiar songs of welcome, the 8th Graders introducing themselves and new students and staff, and the cheers for the ringing of the bell, I realized this school was unlike any I had been in before. I remember thinking, “Wow. Everyone is all in at this place.”

BIG BUDDIES/LITTLE BUDDIES When an 8th Grader becomes a Big Buddy,

What impressed me so much at that assembly was how

most of them aren’t sure what to expect. Even

personal it felt, like everyone was comfortable sharing

those who were once Little Buddies themselves

themselves with the whole school. And as I continued

recognize the experience will be totally different

through that first year and beyond, I learned that sense

for them this time; now they are the students

of openness was a constant. It was brought out inside the

who once seemed so much older and more

classrooms, but it was also created through traditions like

mature. Big Buddies are exciting company for

the Opening and Closing Assemblies, the Upper School

Little Buddies just by virtue of their age and

Overnight, and Big Buddies/Little Buddies. Each of these

their position as school leaders, and 8th Graders

activities creates a sense of belonging and comfort, while

tend to be happily surprised by the speed and

also encouraging students to consider their own identity

ease with which their partnered Kindergartener

in the context of the communities to which they belong—

or Kindergarteners develop affection for them:

the class, the grade, and the school.

wanting hugs and high fives, joyfully showing them their classroom and their work, presenting

As the Upper School Student Life Coordinator, I am able

them with cards and crafts. These unexpected

to see how VCS students evolve in the years leading up to

gestures not only help 8th Graders appreciate

Graduation, and I’ve come to believe these traditions aren’t

their special position in the school and their

just memorable, but transformative. They are a large part of

responsibility to the community but also feel

what makes a VCS education unique, helping our students

more closely tethered to the community after

feel truly at home. And feeling comfortable isn’t just a bonus

Graduation. Our Big Buddies head off to high

in education: it’s the foundation from which meaningful

school knowing they are remembered and missed

learning happens: social-emotionally and academically.

by many at VCS—including their Little Buddy.

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OPENING & CLOSING ASSEMBLIES Assemblies are often seen as a purely practical part of school life, but VCS’s Opening and Closing Assemblies are not a time to make announcements or hear from a speaker, but to share in the spirit of community with songs, greetings, and cheers. However old you are when you attend your first Opening Assembly, it teaches you that your life at school is inseparable from its community and traditions, including the seating of 8th Graders on the stage. This tradition recognizes our oldest students’ place as the student leaders of the school, but it also suggests what types of leaders they are expected to be: welcoming and kind. They begin the year by introducing

By participating in these and other school traditions, students develop a

themselves, incoming Kindergarteners,

finely tuned sense of right and wrong and the ability to act as leaders when

and all new to the VCS community, and

appropriate, as well as an understanding of when to let others exercise

close the year by leading the audience

leadership. They become more comfortable exploring and sharing their

in an invented cheer, including all

authentic identity, making mistakes, and engaging in complex conversations.

assembled in the joy of their achievement.

All these qualities drive the natural pursuit of learning that is so central to our school’s Mission; they are, in fact, the essential qualities of a VCS graduate.

UPPER SCHOOL OVERNIGHT In taking students away from the school building, the Upper School Overnight allows 6th, 7th, and 8th Graders to loosen any ideas they may have about how they fit into the social structure of the school. They are not only mixing with fellow Upper Schoolers in new mixed-grade configurations, but also in new contexts— completing obstacle courses through the forest, collaborating on improvisational skits, preparing meals together. This creates a sense of familiarity and trust that students will carry with them into the year ahead and beyond. I’ve been on 13 Upper School Overnights—including one on Zoom—and every time I have seen the Upper School leave the experience differently than they entered it: more curious about and compassionate towards their fellow students, closer with their teachers, and less intimidated by unfamiliar activities. The sense of ease we establish with one another out in the woods is brought back into the school building with us when we return.

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VCS SPACES 8 | THE MURAL

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The Eve K. Kleger Wing: 30,000 square feet of new, light-filled spaces where students themselves expand, growing into young scientists, designers, linguists, artists, athletes, and craftsmen. With this three-story addition, designed by Marvel Architects and funded by the VCS2020 Campaign, VCS gained a youth regulation-sized Gymnasium, state-of-the-art Science and Language Labs, dedicated math and language classrooms, a sprawling Sky Yard for play, and a Library stocked with over 12,000 titles and situated at the very heart of the school. Seamlessly blending with our original structures, the completion of our new building in 2021 fulfilled Eve’s long-held vision and marked the beginning of a new era for VCS.

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WORKING

PLAYING

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GATHERING

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“ I like the new hallway because it’s very comforting. It has new colors and we have little places to sit instead of just sitting on the ground or the old benches.” — JULIA, 3RD GRADE

“ I really like the Library because there are comfy chairs. We also do Latin in there, so that’s fun too.” — POPPY, 7TH GRADE

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“ My favorite place in the new building is the Language Lab, because I like being able to learn in a smaller environment. We use it for certain classes, but we can also just do work in there.” — LAILA, 8TH GRADE

“ I like the Sky Yard because it reminds me of the Big Yard and I like being active. It gives me a whole new place to play.” — KIYAN, 6TH GRADE

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Re-envisioning Reading for Everyone By Chris Gollmar

“ Not everyone can read, but everyone can learn how to read.”

In the spring of 2021, a group of Lower School teachers came together to envision a new system for reading instruction

My student Joie shared these words on a September

and support. Our goal was to improve upon our previous

morning, as her 1st Grade class discussed why people read.

approach by offering a mix of differentiated and individualized

She articulated this idea carefully, giving them a sense of

instruction alongside a shared scope and sequence of reading

importance. With a thick, blue marker I wrote her words on

skills. Whereas VCS’s previous reading groups were, broadly

a large piece of poster paper. As if subconsciously trying

speaking, homogeneous—that is, students of similar skill

to model this mindset, I misspelled “read,” crossed it off,

levels were grouped together—our new system would be a

and tried again.

mix of homogeneous and heterogeneous groups. Every week, students spend time learning and practicing reading with the

Some months later, Joie’s words—and my misspelling—

whole class and with peers who are working on mastering

are still posted prominently in the classroom. The poster

similar reading skills.

reminds me and my students that we are each on our own path toward becoming better readers.

Our new system has three components, with slight variations across grade levels. I’m thrilled by the work we have done

What does it mean to become a better reader? Like most

together to re-envision reading at VCS, and I’d like to share

institutions, VCS’s reading instruction in the early years is

with you what each component looks like in my 1st Grade

built around five key components: comprehension, fluency,

classroom.

vocabulary, phonics, and phonemic awareness. In any given classroom, students show a range of skills in each of these

Whole-Class Reading Instruction

five areas. Generally, the range is quite broad in Kindergarten

When we meet as a whole class for reading, I often begin

and 1st Grade, where fluent readers may sit side-by-side

by leading a short lesson to introduce and practice phonics

with classmates who are still mastering letter-sounds.

and phonemic awareness skills. I don’t spend the whole time with systematic phonics instruction, though.

As was the case with nearly every area of students’ lives, the COVID-19 pandemic disrupted some of our core practices in

“I LOVE marshmallows,” I read, “They’re my favorite food!”

reading instruction. Before March 2020, many K-3rd Grade

The class giggles and groans at this last line. We’ve been

students left their homerooms during reading time, traveling

reading a King and Kayla book together, and they know

down the hallway to separate reading groups organized by

that King, a lovable golden retriever, has a new favorite food

skill level. But the protocols we put in place to safely re-open

once or twice every chapter. Our shared book has become an

in-person instruction meant we could no longer mix students

introduction to character traits, an informal study of narrative

between classes. How, then, would we ensure each student

structure, and a rich time to practice reading words with

could learn and practice the right skills at the right time?

consonant blends.

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“ Not everyone can read, but everyone can learn how to read.”

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On another day, a poem by Gwendolyn Brooks connects

I give each student individual feedback. While one student

us to Black History Month while also giving students

is working on reading words with the “silent e” pattern,

practice identifying rhymes and visualizing. In this and

another is working on monitoring their reading for mistakes,

many other ways, students learn to stretch their reading

and another is adding expression to their voice.

skills while surrounded by their peers at all skill levels. One of the joys of teaching 1st Grade is that students learn Small-Group Guided Reading

at different rates and along their own paths. This means that

Two days a week, we shift to working in small groups of

our guided reading groups change several times throughout

3-6 students. While one group reads with a teacher, the

the year, giving students the opportunity to learn alongside

others work on differentiated word study activities, read

new friends.

with a partner, or write about a book. Students who require additional support at the moment may work with a reading

Community Reading

specialist, though the format is the same—a small, guided

We have an additional period twice a week for students to

reading group in the classroom—normalizing the range of

choose reading activities that reinforce the skills we’ve learned

reading skills across the class.

and practiced as a group. If you were to peek into 1C or 1D during Community Reading time, you’d see some students

Though I tend to think of these as homogeneous groups,

reading on their own, some students reading to a partner

it is no surprise to me that even within a small group of

or a teacher, and the rest playing games to practice reading

students with similar reading skills there is quite a bit

and writing. Students who need an additional level of support

of variation! As I listen to the group read a shared book,

may have Community Reading time with a reading specialist,

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once again reinforcing the idea that we all follow our own

Everyone Can Learn How to Read

paths as growing readers while avoiding the potential stigma

Children are often keen observers, and I know they notice

some students may feel about being pulled from class.

the wide range of reading skills within their class community. We’ve worked hard to cultivate a classroom climate where all

In addition to engaging games, I always have a listening

students can feel comfortable growing as readers following

center, where students can explore books and audiobooks

their own paths. In Joie’s words, “everyone can learn how to

on their iPads. I love noticing what students are interested

read,” and they show their dedication to this idea every day.

in. Graphic novels are popular, but my 1st Graders are equally likely to research topics that interest them. Recently, there has been a group of kids in 1C that are becoming experts in trains, while another trio has focused their attention on books about cats. A recent hit in Pods 1C and 1D has been the “book shopping” center, when students visit the classroom library to pick up new books to read. There’s a certain buzz of excitement in the room when a student discovers that a book that they found too challenging just a few weeks ago is now just right!

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Kids Love to Work An Interview with Judy Kashman

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What brought you to VCS? I was working at Walden Lincoln, and Walden Lincoln was closing. And the Art teacher there told me about two positions that were opening: a Woodshop position [at VCS] and a Woodshop position at Little Red. And I interviewed here for the Woodshop, and the minute I walked in the door of that two-car garage I fell in love with the Woodshop and thought, ‘I have to work here, this is an amazing place, I have to have this job.’ And that was 30 years ago. Did that two-car garage serve the goals of the Woodshop program well? In 2006, that shop had gotten pretty dilapidated—it was really starting to fall apart, and I called Eve up and I said ‘Eve, you should come on down here’—it was raining pretty hard—‘and bring an umbrella—because water is leaking into the shop.’ And we renovated the shop and basically kept the same footprint. And when Eve and I sat down to discuss this Woodshop, what was in the forefront of my mind was that we should design this new Woodshop so that it had multi-use tables… not just tables for the youngest of our population but have tables that could be for 6th, 7th, and 8th Graders. And we now have that. We have a wonderful space and we are creating

What are some favorite Woodshop projects?

an environment where both younger kids and older kids can

I like making musical instruments with kids, and that can be

work in the shop; if we pivot to having Woodshop classes for

anything from bottle cap shakers to a spinoff of a four-string

older kids, it’s ready to go. It’s ready for anybody to work in

instrument or ukulele. We’ve made xylophones, usually with

the shop.

1st Graders.

Has the curriculum stayed the same—the projects

And puppets—kids will come who have older brothers and

for each age group?

sisters and say ‘Oh, you know, my brother or my sister made

The curriculum has been fine-tuned over the years. I’m more

that puppet’—so the puppet is kind of a tradition of this

clear these days—probably in the last 15 years of the 30

program.

(laughs)—it probably took me 15 years to really get what everybody loves to do. I think I have a pretty good idea

We’ve done a lot of interdisciplinary work with Social Studies

now what kids love to do and what’s appropriate and

classes over the years—one year I think 2nd Grade was

what they’re capable of. I’m able to set high expectations,

studying the Dutch, they made a Dutch house in their room.

knowing that kids are capable of a lot: they’re hardworking,

One year 5th Grade was studying Japan, the kids and I and

they come in ready to go, they don’t want to have long

my assistant planned a Japanese tea house with a sliding door,

demonstrations, they want to get to work.

we built that in a 5th Grade room. Wigwams, covered wagons, Henry Hudson’s boat…

But this program is really meant to be a mix of some required work at the beginning of the year and a choice project in the

Most of the work we do comes from kids’ ideas. I think it’s

second part of the year. Because by that point kids should

important to honor students’ voices and you learn a lot from

have the skills they need to design something—you might

really listening to what they want to do. You know—they like

want to make a birdhouse, I might want to make a table, this

making birdhouses, they like making chairs, they like making

person over here might just want to make a small sculpture,

benches, they like making utilitarian objects, they like making

and there should always be a part of the program where kids

useful things. They like making boxes, they like making toys.

can make a choice about what they’d like to make based on

So all the things we make are based on things I know are

their own personal life and needs.

sure hits.

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What’s your favorite thing about teaching Woodshop?

something and something is tipping over, that’s engineering.

Seeing the most joyful response in all ages of children when

And there’s always measuring, which we probably do more

they realize they have the ability to build things out of wood.

measuring in this Woodshop than most of the students do all year in their classrooms. And you can see it’s hard for kids to

One of my favorite things is watching the Kindergarteners

measure precisely.

when they learn how to nail for the first time, that’s pretty amazing to watch kids that young set up their own workspace

The Woodshop is—I’m sure it always has been—a big draw.

—they all learn how to set up their own workspace, get the

I can’t tell you how many people over the years have said to

tools that they need from the tool wall and be independent.

me ‘when we saw the Woodshop, we decided we wanted to send our child to VCS.’ So many people just walk into the shop

Kids really love to work. Kids love to work. They just have an

and go, ‘Oh! This smells like wood!’ It’s a magical, intoxicating

enormous amount of energy, they can’t wait to get in here,

smell for anyone that walks in; they’re mesmerized by the

it’s hard to stop them. It truly is meeting their needs as a

smell of wood.

whole person—they just want to handle tools and materials and make something that is meaningful to them. Woodshop is the original STEAM. You have all of these things combined—you have math, engineering, technology—in different kinds of ways—science, art. Like three times this week someone has said to me, ‘my sander’s hot’ or ‘my wood is hot.’ So they are making these discoveries…if you’re building

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“ The minute I walked in the door of that two-car garage I fell in love with the Woodshop and thought, ‘I have to work here, this is an amazing place.’” — JUDY KASHMAN

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The Woodshop “I was encouraged to feel limitless

“As I progressed through my

“There was this one spoon I made;

and to truly think outside of the

years I returned to Woodshop as

it took a ton of sanding, I would

wooden box, which often equated

one of my electives in 7th Grade.

literally like walk around just

to me making things that were

During this elective period,

sanding this spoon because it had

too big to bring home, but the

I remember building a cradle

to be really smooth. It was really

takeaway was that I could do

for my sister who was pregnant

time consuming, and it took a ton

absolutely anything I put my mind

with my first nephew. I also built

of patience and it really taught

to….shout out to Michael Falcone,

a checkers/chess table with

me how to be more patient myself

my former Woodshop teacher,

a drawer to store the pieces.

because I was always the type

for instilling the belief in this little

My mother stenciled this table

of person who just wanted to just

brown girl that she was capable

and it is still in our family today.”

get something done as quickly

of doing anything she put her

— LABAN CABRERA, CLASS OF 1984

as I could because I wanted to

mind to.” — SHAUNA KAMIEL, CLASS OF 1995

get that satisfaction quickly. But “My favorite place was definitely the Woodshop. I have so many

“I also loved Woodshop. I made

amazing memories there; and I

a kid chair for a family member.

still have a lot of projects I did

Also, I created a Kwanzaa Kinara

there actually. I built bulldozers,

seven candle holder as a gift for

and boxes, and I think a lot of the

my older brother who celebrated

beginnings of my creativity and

Kwanzaa.”

my confidence expressing myself

— NATASHA HUGGINS LEITCH,

artistically came from VCS.”

CLASS OF 1993

— EVA ZUCKERMAN, CLASS OF 1997

“At Harvard I was President of the

“My mother would not let me

theater organization; I was doing

wear heels, and I was determined

a lot of producing and logistical

to have high heeled shoes.

work but I also did a lot of

I decided I could make them in

costume design, set building and

Woodshop by attaching some

even puppet design on one show.

carpet to a couple of pieces of

VCS’s theater program—and

wood and gluing it all together.

Woodshop!—prepared me well.”

This was probably 1981? I was

— MAGDALENE ZIER, CLASS OF 2008

advised by the teacher that ‘it doesn’t work that way.’” — ERICA TRIPARD, CLASS OF 1985

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learning that sometimes things take time to make it as good as it can be, and to put in that effort and put in that time and in the end when I finally finished sanding everything and I was able to glaze it or put the finish on it, it looked so nice and it felt really nice and it was all smooth.” — LIAN BENZ, CLASS OF 2022

“Throughout life, I have always thought of it whenever I smell wood chips and am grateful for the ability to be at least a little ‘handy’ because of the skills learned there!” — SARAH YARDENI, CLASS OF 1986

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A Day in the Life OF THE HEAD OF SCHOOL

8:15 a.m.

Downstairs for one of my favorite parts of the day—Arrival! It has been so nice seeing families get back in the building for in-classroom drop-offs this spring, and I love starting the day with so many warm hellos—from families and dogs.

8:30 a.m.

My first meeting of the day is with our Director of High School Placement, who has final updates on where our 8th Graders will spend their high school years. I’ve been seeing lots of our soon-to-be-graduates wearing their high school swag around campus, and love how excited they are for this next chapter. Most of them are off to their first-choice schools!

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10:00 a.m.

Every morning includes a meeting with the Educational Council: Dean of Students Ruben Parra, Academic Dean Jessica Romero, and Dean of Faculty (and VCS parent) Sarah Williamson-Broadman. These three have a combined 60 years of experience at VCS; Ruben and Sarah both started their careers here as Kindergarten teachers, while Jessica originally served as the Upper School Director. No one knows everything that’s happening around the school like this group, and I meet with them every day to discuss all school business, from the Lower School Sing-Along to changes to next year’s Social Studies curriculum. On today’s agenda: planning new mixed-grade experiences as we continue our straight-grade homeroom model in K-4th Grade next year.

11:00 a.m.

I take every opportunity to come into classrooms and check out what students are working on—or share something I love with the students. In the fall, I visited K-2nd Grade classes for read-alouds of some of my favorite children’s books, and read Gaia Cornwall’s Jabari Tries to each Kindergarten Pod. Now, I’m making the rounds again with another Jabari story for our youngest students, perfect for the upcoming summer: Jabari Jumps! One of my favorite moments from my time with KA was when students told me about their morning message, which they read together as part of their Morning Meeting routine. Throughout the year, as students become more aware of writing mechanics and rules of reading like punctuation, sight words, and digraphs, they begin to independently apply those rules to the message. It’s wonderful to see the different ways classroom communities connect on a daily basis.

“ I take every opportunity to come into classrooms and check out what students are working on—or share something I love with the students.” —Jen Mitchell, Head of School

12:25 p.m.

Tomorrow morning, I’ll be moderating a conversation among a panel of 8th Graders who will discuss their experience of the K-8 education they received at VCS. The students participating on the panel have all been here since Kindergarten, so they each have 9 years of memories to draw from. I wanted to make sure I met with them ahead of time to get a sense of the areas they really wanted to speak about, and share some of the questions I know parents will be eager to hear their thoughts on, like the high school placement process, student leadership, and how things changed as they moved through their time at VCS.

1:15 p.m.

It was KB’s day for a spring read-aloud too, and after we finished Jabari Jumps, I asked each student to tell me one thing they were really happy about. My favorite answer was from the student who said simply, “life!” Before the end of the afternoon, I saw KB again—they came by to drop off the most beautiful thank you card, which still hangs in my office today.

3:30 p.m.

The amazing Community Service Committee has organized a school-wide service opportunity benefitting Food Bank for New York City. Earlier today, Upper School students met with representatives from the Food Bank to discuss nutrition and food insecurity, then packed healthy snack packs for an in-school pantry on the Lower East Side. Now, it’s K-5th Graders’ turn! By the end of the event, students in K-8 had packed over 1,000 pounds of food for fellow New Yorkers. After I say goodbye to families on the Sky Yard, I’m heading back to my office to work on my Graduation remarks—the Class of 2022’s Graduation Ceremony will be the first to be held at VCS since 2019!

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BIG BUZZ: POWERING LEARNING IN THE LOWER SCHOOL WITH ROBOTICS By Lindsay Kent

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In the VCS Lower School, educational robotics serve as tools for providing students with an introduction to programming and computational thinking in a playful and interactive way. The vertically-aligned robotics program grows with students as they continue to expand and build upon their knowledge each year. Other content areas—such as Mathematics and Social Studies—are connected to students’ robotics work to create engaging interdisciplinary learning experiences. This early introduction to robotics fosters the development of essential skills including teamwork and perseverance while engaging our students’ cognitive and creative potential.

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A VCS student’s robotics journey begins in 1st Grade with

using markers to draw color codes the Ozobots’ sensors

Bee-Bots, colorful and easy-to-operate robots designed

respond to. By experimenting with different combinations

for the youngest learners. Students begin by making a

of these codes, students control the movement and trajectory

connection between their knowledge of sequencing from

of their robots, all while learning the fundamentals of coding.

literacy to computer programming. They discover how to

Students make connections between the input of a sequence of

program their Bee-Bots using a series of simple commands

colors and the output of direction and speed. After completing

including moving forward and backward and turning left and

assigned challenges, they have an opportunity to engage in

right. By doing so, they gain fluency with planning, testing,

self-guided discovery by taking their bots on a “road trip”;

problem-solving (debugging) and directionality. Working in

using a blank sheet of paper, they draw their own pathways

partnerships, 1st Graders take on the roles of “navigator”

and apply what they’ve learned about color codes to change

(plans the program using command cards) and “driver”

their bot’s movements, speed and direction as it travels from

(programs the Bee-Bot by pressing the buttons). The students

a starting point to a final destination. These student-designed

tackle two challenges: programming their Bee-Bots to follow

paths range from race tracks for some friendly bot competition

a sequence of steps to do a “bug dance” and programming

to vocabulary words that the Ozobots can “spell” out.

their bots to navigate a shape maze.

Ozobots also make an appearance in a 2nd Grade math lesson where they assist students in practicing their coin counting

In 2nd Grade, students’ robotics work continues as they

skills. Students collect coins as their bots pass them on a

graduate to Ozobots, small and versatile educational robots

color-coded track and then find the sum of their earnings.

that offer a multimodal approach to programming and opportunities for independent and shared exploration.

In Technology class, 3rd Graders review color codes and

At this age, students focus on screen-free programming,

begin using the OzoBlockly online coding editor to advance

30 | THE MURAL

their skills to block-based coding. After creating a program

during Black History Month, students learn about Dorothy

in OzoBlockly, students send it via Bluetooth to their Ozobot.

Vaughan, a Black pioneer in computer science, and simulate

Next, 3rd Graders explore the programming concept of loops

work she completed as a programmer at NASA using Ozobots.

as they program their bots to move in different patterns.

Students are introduced to functions in programming and

An integrated math activity gives students an opportunity to

use variable blocks in OzoBlockly to have their bots model

apply their knowledge of 2D shapes and multiplication while

a rocket with enough force to take off.

working with their Ozobots. Students program their bots to randomly select a number of units for the length and width

Robotics with Bee-Bots and Ozobots in the Lower School

of a rectangle, then use the numbers to draw the rectangle

is a launchpad for the exciting work students will engage in

on grid paper and find the area by multiplying the length by

during STEAM class in both 5th Grade and the Upper School,

the width.

when their robotics work will expand beyond programming to encompass engineering as students build robots from

More complex programming concepts including conditionals

scratch and experience the joy of hands-on creation.

and variables in OzoBlockly await students in 4th Grade, where young programmers begin by playing a game of

Next time you’re walking through the hallways of VCS,

Ozobot tag in which they program their bots to react to their

listen carefully for the buzzing sound of a Bee-Bot, an Ozobot

hand movements using conditionals. Next, in a maze game

cruising along at “turbo” speed, or the cheers of students

challenge, students apply their knowledge of conditionals

celebrating their bots successfully completing a maze.

to program their bots to move through a maze, respond to

You’ll be hearing tomorrow’s innovators at work.

obstacles and rewards, and celebrate reaching the finish line. As an integrated project with 4th Grade Social Studies

SUMMER 2022 | 31

Class of 2022 Acceptances Avenues The World School

Friends Seminary*

Saint Ann’s School*

Berkeley Carroll School*

Grace Church School*

St. Bernard’s School*

Brooklyn Friends School

Hewitt School

Spence School

Collegiate School

High School for Language and Diplomacy

Stuyvesant High School

Columbia Grammar & Preparatory School*

Kent School

The Brearley School*

Dwight School

Léman Manhattan Preparatory School*

The Calhoun School*

Dwight-Englewood School*

Marymount School of New York

The Chapin School*

Elisabeth Irwin High School – LREI*

Millbrook School

The Winchendon School*

Essex Street Academy

Nightingale-Bamford School

Trevor Day School

Ethical Culture Fieldston School*

Packer Collegiate Institute*

Trinity School*

Faith Christian School*

Pennington School

United Nations International School

Forman School

Poly Prep Country Day School*

York Preparatory School

Frederick Gunn School

Riverdale Country School*

*Indicates school choice

32 | THE MURAL

Colleges and Universities Currently Enrolling VCS Alumni Amherst College (3)

Harvard University

Stony Brook University

Babson College

Haverford College (4)

SUNY Albany

Bard College (2)

Indiana University

Syracuse University

Barnard College (2)

Kenyon College

Temple University (2)

Bates College (2)

Lafayette College

Tufts University

Bennington College

London School of Economics

Tulane University

Boston College

Loyola Marymount University

University of California Los Angeles

Boston University

MICA – Maryland Institute College of Art

University of Chicago (2)

Bowdoin College

Mount Holyoke College

University of Colorado in Boulder

Brown University (3)

Naropa University

University of Kansas

Bryn Mawr College

The New School

University of Miami (2)

Bucknell University

New York University (3)

University of Michigan

Carnegie Mellon University

Northeastern University (3)

University of North Carolina Chapel Hill

Case Western Reserve University

Oberlin College

University of San Diego

Chapman University

The Ohio State University

University of St. Andrews

Colgate University

Parsons School of Design

University of Southern California

Colorado College (2)

Pitzer College

University of Virginia

Cornell University (3)

Point Blank Music School Los Angeles

University of Wisconsin-Madison (2)

Deep Springs College

Princeton University (2)

Vassar College (2)

Delaware Valley University

Queens College

Wake Forest University

Dickinson College

Rhode Island School of Design

Washington University at St. Louis (3)

Elon University

Rochester Institute of Technology (RIT)

Wesleyan University (5)

Emory University (3)

Scripps College

Whitman College

Fashion Institute of Technology

Skidmore College (5)

William & Mary College

George Washington University

Smith College (2)

Williams College (2)

Georgetown University (2)

Southern Methodist University (2)

The College of Wooster

Gettysburg College

Spelman College

Yale University

Hamilton College

St. Lawrence University

SUMMER 2022 | 33

Report of Giving to the Annual Fund in 2019-2020 and 2020-2021 Our profound thanks to the many donors who have made gifts to the Annual Fund during the 2019-2020 and 2020-2021 school years. These contributions, spent in the year they were given as part of the operating budget, allowed VCS to meet the challenges that arose during the pandemic. These included hiring additional teachers, providing 1:1 technology for all students and staff, specialized professional development for teachers, outfitting our building with health and safety measures, and COVID-19 testing for students and staff, as well as increasing financial assistance benefits for many families. Thank you! Anonymous (5) Otibhor & Casimir Agbi Anne Ahrens Grace & Nosa Aigbogun Idalee & Bill Alderson Jessie & Steve Aldridge Theo Altides Shira & Michael Altman American Express Elissa Levy & Adam Ames Wendy & David Amsterdam Anita Girdhari & Rajeev Ananda Carrie & Adam Angley Karri Ankrom Stacy & Craig Antell Claudia & Sebastian Arango Kelly & Craig Arcella Kelley & Jude Arena Patricia Arpino Akua Asare & Jeremy Pelt Liza Colon-Astacio & David Astacio Olga Evdos & Dimitrios Asters AXIS Capital Michelle Ayoub Karen & Andrew Azoulay Bank of America Eva Chen & Thomas Bannister Mangue Banzima Kyra Tirana Barry & David Barry Bree Jeppson & James Bassett Anthony Bator Gina Barac-Bauer & Andreas Bauer Nazli Fard & Amir Bazargan Jiyeun Lee & Riccardo Benedetti Jenny Bennett Grace Benz ’07 Amy Hu & Obie Benz Daniela & Guy Ben-Zion Barbara Deli & Neeraj Bewtra Barbara Binswanger Charlton & Jim Charlton Laura Bishop Janice & Mark Blake

34 | THE MURAL

Esther Wahrhaftig & Marc Blazer Hella & Robert Blazer Nicole Deller & Matthew Bliwise Adam Bobker Christie Bonfiglio Katy & Peter Bordonaro Andrea Bott Marya Dalrymple & Charles Boyce Danah Boyd & Gilad Lotan Isolde Brielmaier Barbara Briones Valerie Sherman & Richard Broad Lorie & David Broser Ari Brown ’14 Rachel & Kris Brown Fleur & Neil Brown Noa Brown ’18 Alexandra Browne Bethany Sousa & Josiah Brownell Katie & Brett Brumberger Oneaka Hendricks & Victor Bryan Judith & Phillip Bukberg Stephanie & Michael Bulger Danielle & Mitchell Burakovsky Cathy Burke Kristina & Thomas Burke Judy Cohen & Richard Butensky Stephanie Caffarelli-Diaz Natalie & Orlando Calder Meagan Callahan ’04 Karen Salamon & John Carlo Calzolaio Alexandra Cunningham Cameron & Seth Cameron Luis Caraballo Joan & Alan Caskey Lisa Silver & Jean-Christophe Castelli March & Philip Cavanaugh Constance Gill & Sean Cavanaugh ’83 Giuliano Celle Clarisa Cerro Rachel Winell & Andrew Chanyi Florence & Dwayne Charles

Nisha & Ashwini Chhabra Nidhi Jain & Manoj Chirania Russell Chong Lisa Kim & Eunu Chun Hajin & Michael Chung Rosemarie Sullivan & Edward Cisek Citizens Bank Danielle Coggin Michelle Hellman Cohen & Adam Cohen Rita & Jonathan Cohen Nagelah & Patrick Cohen Lisa Lowell & Ken Coleman Katrina Collins Jessica & Mark Connell Leigh & Stephen Cooper Lisa Goldenberg Corn & Andrew Corn RuthAnne Visnauskas & David Correa Brooke Picotte & Scott Corrigan Andrea Couch Lee Ann Gschwind & Christopher Cox Keina & Adrian Croft Shannon & Brian Curry Hartmann Jinyang Li & Frank Dabek Kameron Daniel Gabriella De Ferrari Jennifer Nyp & Giro de Simone Orna Ophir & Hendrick de Vries Maria Rodriguez & Donnie Delarose Ona Bernini & Sebastien Delasnerie Beth & Daniel Demba Shanet & Christopher Dennis Deutsche Bank Chiara Di Lello Kristine & Stuart Dickson Luka Djunic Ann & Joseph Donahue Natalia D’onofrio Richard Rodriguez Douglass Joyce Doyle Joan & Alan Dubin Marc Dubin & Marina Benaur Haydee Duran

Joan Dziekanski Perry Dziekanski ’01 E.H.A. Foundation, Inc. Nikki & Justin Ehrlich Lorin & Raymond Ennis Carolina Espinoza Linda Ventresca & Andre Fadul Kevin Farrant Donna Milrod & Peter Feeney Stephanie Feinman ’99 Dina & Eric Felder Fidelity Charitable Gift Fund Sarah Gordon & Peter Flint, Jr. Wendi Kopsick & Todd Fogarty Christopher Fontana ’84 Joan Fontana Alexandra & Grant Frankel Ali Frazer Denise Frazier Kaylan & Dustin Freeman Christa & Manuel Frey Marty Friedman Minjal Dharia & Nikunj Gandhi Lynnel Garabedian Felix Garcia Roland Garrison Jennifer Gaum Holly Gewandter & Nancy Heller Caitlin Moore & Tony Gibbons Lindsay Gilbert ’06 Lucy & Mickey Gilbert Robert Gilbert ’01 Jennifer Gladkowski Jenni & J. Littleton Glover, III Sarah Best & Sahil Godiwala Lindsey & Jeff Goldfaden Goldman Sachs Gives Goldman Sachs Philanthropy Fund Christopher Gollmar Hilary Gomez Nicole & Josh Goodman Google Inc. Mimosa & Jonathan Gordon Melissa Gordon & Chris Culler Sherry & Paul Grand Audra Alexander Grant & Christopher Grant Luba & Scott Greeder Susan & Alan Green Gabrielle Green ’ 06 LaTisha & Locksley Green Zachary Green ’09 Ellen Greenberg Michael Greenberg Sherry Springer & Sherlan Griffith Alvin & Margaret Groce Caryn Groce ’86 Anthony Guardino Eleanor Guardino Paula & Garrett Hall Jenny Hall Christina Lewis & Daniel Halpern

2019-2020 ANNUAL FUND GIVING BY LEVEL Gift Levels

Amount Raised

Legacy

$50,000 & Above

$100,000

Number of Gifts 2

Visionary

$25,000 – $49,999

$110,000

Benefactor

$15,000 – $24,999

$182,500

Innovator

$10,000 – $14,999

$199,936

Patron

$5,000 – $9,999

$151,673

Sponsor

$2,500 – $4,999

$62,825

Supporter

Up to $2,499

$90,363

241

$897,297

326

Total Gifts

2020-2021 ANNUAL FUND GIVING BY LEVEL Gift Levels

Amount Raised

Legacy

$50,000 & Above

$100,000

Number of Gifts 2

Visionary

$25,000 – $49,999

$120,000

Benefactor

$15,000 – $24,999

$200,628

Innovator

$10,000 – $14,999

$153,676

Patron

$5,000 – $9,999

$168,935

Sponsor

$2,500 – $4,999

$61,430

Supporter

Up to $2,499

$115,338

297

$920,007

380

Total Gifts

Jill Hanekamp Kerrys & Leland Hensch Juliet & Jhaelen Hernandez-Eli Erin & Jerome Hershey Barbara & Eric Hippeau Jane & Joel Hirschhorn ’78 Melanie Hirschhorn Vetter ’73 & George Vetter Conway Irwin & Michael Hirson Ronya & Wade Holland Michael Houston Marion & Mark Howard Helen Huang Hudson Bay Capital Management Corrente Schankler & Nathan Hunt Mizuyo Suganomata & Yoichi Imai Cecilia Irusta Ippei Iwashiro ’89 Jocelyn & Adam Jachimowski Phyllis & Stanley Jachimowski Jessica & Todd Jacobs Courtney & Ram Jagannath Lynn Janovsky ’78 Monique & Robert Jefferson Gabriele & Dinkar Jetley Jewish Communal Fund Jennifer & Erick Johnson Leslie Johnson Benjamin Jurney ’06

Judith & Riaz Jurney Dorina Yessios & Konstantinos Kambouroglou Jessica & Farzam Kamel Paula & Jack Kaplan Jill Kaplan Judy Kashman Carly Kaskel Norma & Michael Katz Brigid Fitzgerald & Michael Katz Sara El-Sawy & Jonathon Kaufman Erin Kellerman Beverly Israely & Frederick Kelly Lindsay Kent Allyson & Andrew Ketler Teri & Bruce Ketler Emily & David Khasidy Amy & Chris Kiplok Matthew Klein Joele Frank & Laurence Klurfeld Elizabeth McNellis & Cem Koray Lindsay & Evan Kornhauser Christine Magdo & Paul Krieger Barbara Nicolini-Kriss & Jody Kriss Jill & Leo Kron Monica Manzutto & José Kuri Ellen Manobla & John Kurtz Michelle & Jeff Kuykendall Boutaina Jedaa & Abdelaziz Lakhlifi

SUMMER 2022 | 35

Report of Giving to the Annual Fund continued Kristin Caskey & Tom LaMere Ingrid & Nicholas Lamia Meredith Landis ’79 Karen & Scott Langan Emily Lanning Sheila & Laurence Latimer Anikka Lebron Esther O. Lee Sherese Robinson Lee & Randy Lee Michelle Chung & Thomas Lee Susan & Scott Lehrer Rainy Lehrman Dorothy Roskam & Robert Leibel Natasha Leitch Huggins ’93 Meryl & Joey Levin Lauren & Jeffrey Levin Danielle Levy Giaa Park & Yu Hwa Lin Alexis & Scott Litman Shari Loeffler Loews Corporation Jessica & Mark Lonergan Evelyn Lo-Smith & Garrison Smith Rebecca & Blake Loweth Danielle & Kevin Lundquist Debbie & Rex Madden Onika Lewis & Vishuanath Mahabal Candice & Donald Malkin Jordan Malter ’01 AnnaMarie Sheldon & Mark Mandell Cheryl & Barry Mapou Tracey Mapou Amanda & Jordan Markham Sara Preschel Markus & Gavin Markus Shelia Martin Dorothy Caeser & Robert McCabe Anna Boiardi & John McCue John McGivney Caitlin & Mike McKoy Lily Medina Rosalina Medrano Parul Jajoo & Amit Mehrotra Sara Meltzer Maya Memling Microsoft Corporation Jeannette Miller Donna Milrod & Peter Feeney Jennifer Mitchell Yelda & Andrew Moers Oscar Molina Lisa & Charles Moran Morgan Stanley Vanessa & Jeremy Morris-Burke Nicole Berrie & Nikolay Moshkovich Sarah Allentuch & Greg Mottola Dan Mulaj Jennifer & Adan Muller Edward Munves, Jr. Vanessa Munz Pauline & Thomas Nakios Marisa Ricciardi & Rishi Nangalia

36 | THE MURAL

LaVon & Dan Napoli Beth & Michael Neumann Alicia & Kevin Neveloff Arlene & Jay Neveloff New York Life Insurance Co Lucy Newlove Moctar Niang ’11 Edris Nicholls Latoya Nichols ’93 Dessi Nikolova & Svetlin Krastev Novartis Aura & Thomas Novembre Tiffany Bissey & John O’Callaghan Jessica & Tim Ogilvie Lucy Tupu & Eric Oldfield Eva O’Neill Amanda & Anthony Orso Anni Muir & Russell Osur Julia Ott Dorie Lederfajn Paparo & Ari Paparo Ana Oropeza-Parra & Ruben Parra Bianca & Jonathan Peachey Christina Donahue & Randall Peacock Melissa & Lluis Pedragosa Christina Pelekanos Leigh & Charlie Penner Elizabeth Fearon Pepperman & Richard C. Pepperman, II Freddie Peterson ’16 Danielle Chung & Justin Peterson Erin Crandall Phillips & Benjamin Phillips Candace Grant & Winett Phillips John D. Picotte Family Foundation Maggie Pisacane ’90 & Seth Goldbarg Kristen & Dustin Pizzo Juliana Ruecker & Nicolas Poitevin Susan & Jordan Press Sophia ’00 & Ben Preston-Fridman ’98 Michelle Pepperone Prini & Josef Prini Prudential Foundation Stacey & Benjamin Pucay Camilo Quinones Valerie & Alex Rafal Alison Kleger-Ramsey & Scott Ramsey Shweta Rawat & Sunil Rao Carol & Victor Raskin Jennifer Phillips & Ed Rawlings Nancy Regalado Damaso Reyes ’92 Dalton Richardson Lori Taliaferro & Kiesean Riddick Rosalie Rivera-Chacon Eugenia Naro-Maciel & Leonardo Rocha Maciel Mariana Silfa & Joseph Rolon Jessica Romero Hila Cohen Rosen & Saul Rosen Andrew Rosenberg ’93 Jennifer Podurgiel & Ari Rosenberg Jean Rosenberg Wendy & Craig Rosenblum

Lauren & Edward Rosenfeld Lauren & Yoav Roth Tara Russo Rosemary & Michael Ryan Jane & Carl Sackheim Ratna Saha Choudhury & Prakash Saha Alyson Palmer & Tony Salvatore Emily & Aaron Samel Monica & James Samuels Victoria Sanger Katrin Maggi & Frederic Sardari Rebecca Wertkin & Praveen Saxena Tedi Schaffer Casey Scherr Allison & Craig Schlanger Breanna & Jordan Schultz Scopia Capital Marci & Christopher Scott-Hansen Danielle DeSimone & Paul Seraganian Megan & Ben Shaoul Rebecca & Peter Shapiro Amit Sharan Jennifer & Eric Sheffield Liz Shelley Haesther & Scott Shnay Jacqueline Cooperman & Jason Shrednick Shrieking Meadow Foundation Siadat Family Foundation Pam Tanowitz & Dan Siegler ’76 Stan Silver Melissa Michaels & David Silverstein Lisa Paterson & Ryan Simonetti Siri Odegaard & Aaron Simons Danika Underhill & Jeremy Sirota Steven Skulnik Lauren So Freida Sokol Connie Sopic Natalie Sopic ’93 Jennifer Allan Soros & Jonathan Soros Katherine & Anthony Sousa Roberta & Ron Spalter Annie Parisse & Paul Sparks Alison Spencer Stephens ’85 Sherry Springer & Sherlan Griffith Julie St. Germain Wendy & Todd Stanley Lauren & Javier Starkand State Street Foundation Suzanne & Jon Stout Jean Strait Ann Glazer & Barkley Stuart ’73 Stuart Four Square Foundation Rosemarie Sullivan & Edward Cisek Megan & Michael Sussman Alda Arazi & Pierre Takal Jim Taylor The Monteforte Foundation, Inc. The Oshkosh Corporation Foundation The Schlanger Family Foundation The VanDyke Family Foundation

The Vermillion Family Foundation The Warburg Pincus Foundation Rachel Reiter & Neil Thelen Thomson Reuters Jason Tillis Mia Ting ’80 Annie & Robert Tirschwell Natalie To Yuu Fujita & Phillip Toews Carla Serrano & Philip Toledano Alexis Tomarken Ann Trenk ’77 & Richard Cleary Carrie & Michael Trenk ’74 Emily Eakin & Mark Tribe Erica Tripard ’84 Jennifer Truesdail Blaine North-Turnbull & Atiim Turnbull UBS Cynthia & Michael Valentin

Wendy & Tim Van Patten Georgia & Peter VanDyke, Jr. Vanguard Charitable Fund Kristina Vaskys Bonnie & Paul Vengrow Richard Vermillion Yvonne Force Villareal & Leo Villareal April Brown Vodounou & Christos Vodounou Shirley Wagenseil Victoria Ruffolo & Rick Wall Jane & Floyd Warren Lorraine Waters Catherine & Simon Watson Toni Weeks Pauline & Alan Weinstein Jill Linker & Jay Weintraub Betsy & Ron Weis Ali Marsh & Fred Weller Wells Fargo Foundation

Alison Wiggins Ilana Rosengarten & Michael Wiles Sarah Williamson-Broadman Jenny Wolf John Wolf Mary Beth & James Wolfe Suwen Lo & Cavan Yang Eve Aschheim & John Yau Meki Adefris & Eliot Yaxley Rachel & Scott Yedid Sarah Hall & Eric Zohn Nicole Bergen & Andrew Zuckerman Ariel ’86 & Adam Zurofsky Special Funds We thank the Russell Ferber Foundation for a grant to the Russell Ferber Memorial Fund, created in memory of Russell Ferber (VCS ’94) who died in July of 2002.

This report reflects contributions made from July 1, 2019 to June 30, 2021. We have made every effort to acknowledge all who have contributed throughout these two fiscal years. We apologize if we inadvertently omitted or incorrectly acknowledged your gift.

Report of Giving to the VCS2020 Campaign With a goal of $11.5 million, the VCS2020 Campaign was the most ambitious fundraising effort in the school’s history. Gifts of all sizes came from every corner of our community, enabling us to not only meet that goal but exceed it: the VCS2020 Campaign closed out with a total of $11,800,000! Thank you for supporting the dream of our state-of-the-art expansion, bringing our school’s Endowment to a record high, and supporting our new Eve K. Kleger Endowment for Tuition Assistance. It was a remarkable way to celebrate 50 years of VCS and create a legacy for all those families coming after.

Anonymous (4) Yoshimi Otsuka & Robin Adams Norgieru & Izu Aigbogun Grace & Nosa Aigbogun Theo Altides Shira & Michael Altman Elissa Levy & Adam Ames Wendy & David Amsterdam Anita Girdhari & Rajeev Ananda Carrie & Adam Angley Karri Ankrom Kelley & Jude Arena Patricia Arpino Liza Colon-Astacio & David Astacio

Olga Evdos & Dimitrios Asters Michal Shtender & Michael Auerbach Austin & Co Michelle Ayoub Karen & Andrew Azoulay Claudia & Shane Azzara Sheri Lee Babbio Donna Ball Bank of America Mangue Banzima Bree Jeppson & James Bassett Anthony Bator Gina Barac-Bauer & Andreas Bauer Nazli Fard & Amir Bazargan

Jiyeun Lee & Riccardo Benedetti Elisabeth Benjamin Amy Hu & Obie Benz Daniela & Guy Ben-Zion Kathy & Andrew Berkman Scott Berrie James Best and Eve’s Friends at The Dalton School Barbara Deli & Neeraj Bewtra Jacqueline Biery Jenny & Jason Biggs Barbara Binswanger Charlton & Jim Charlton Dianne Black Janice & Mark Blake

SUMMER 2022 | 37

Report of Giving to the VCS2020 Campaign continued Hella & Robert Blazer Nicole Deller & Matthew Bliwise Sabra Krock & Randall Blumenthal Adam Bobker Christie Bonfiglio Karin Tran & Romain Bonnans Katy & Peter Bordonaro Isolde Brielmaier Valerie Sherman & Richard Broad Lorie & David Broser Ari Brown ’14 Fleur & Neil Brown Rachel & Kris Brown Alexandra Browne Katie & Brett Brumberger Danielle & Mitchell Burakovsky Kristina & Thomas Burke Karen Salamon & John Carlo Calzolaio Luis Caraballo Eli Casdin & Jennifer Haythe Lisa Silver & Jean-Christophe Castelli Clarisa Cerro Rachel Winell & Andrew Chanyi Florence & Dwayne Charles Nisha & Ashwini Chhabra Lisa Kim & Eunu Chun Rosemarie Sullivan & Edward Cisek Citizens of the World Charter School Leadership Team Judith Clements Danielle Coggin Nagelah & Patrick Cohen Rita & Jonathan Cohen Lisa Lowell & Ken Coleman Jessica & Mark Connell Nicola Cooney & Jonathan Heuser Leigh & Stephen Cooper Vivian & Marcial Cordon RuthAnne Visnauskas & David Correa Graham Corrigan ’13 Lee Ann Gschwind & Christopher Cox Keina & Adrian Croft Shannon & Brian Curry Hartmann CWC LA Board Jinyang Li & Frank Dabek Ona Bernini & Sebastien Delasnerie Beth & Daniel Demba Chiara Di Lello Kristine & Stuart Dickson Kate Williams & Matthew Dixon Luka Djunic Ann & Joseph Donahue Richard Rodriguez Douglass Joyce Doyle Norma & Hubert Duncan Tammy Dunn E.H.A. Foundation Inc. Nikki & Justin Ehrlich Lorin & Raymond Ennis Susana Epstein Carolina Espinoza

38 | THE MURAL

Linda Ventresca & Andre Fadul Mary C. Falvey Donna Milrod & Peter Feeney Dina & Eric Felder Fidelity Charitable Lindsay & Ben Finestone Wendi Kopsick & Todd Fogarty Anne & Ryan Foster Alexandra & Grant Frankel Denise Frazier Christa & Manuel Frey Lynnel Garabedian Felix Garcia Roland Garrison Jennifer Gaum Holly Gewandter & Nancy Heller Caitlin Moore & Tony Gibbons Hillary Blumberg & Alex Ginsburg Lindsey & Jeff Goldfaden Goldman Sachs Gives Christopher Gollmar Hilary Gomez Krista & Steven Goodman Nicole & Josh Goodman Deirdre Goodwin Melissa Gordon & Chris Culler Mimosa & Jonathan Gordon Kristen Sosulski & Steven Goss Sherry & Paul Grand Susan & Alan Green LaTisha & Locksley Green Sherry Springer & Sherlan Griffith Caryn Groce ’86 Alvin & Margaret Groce Solomon R. Guggenheim Foundation Jenny Hall Tim Halpern Christina Lewis & Daniel Halpern Jill Hanekamp Rana Kardestuncer & Dan Heasman Holly & Jack Heine Kerrys & Leland Hensch Anne & John Herrmann Erin & Jerome Hershey Janie Lou Hirsch Nancy & Joel Hirschtritt Ronya & Wade Holland Marion & Mark Howard Helen Huang Natasha Leitch Huggins ’93 Corrente Schankler & Nathan Hunt Mizuyo Suganomata & Yoichi Imai Jocelyn & Adam Jachimowski Phyllis & Stanley Jachimowski Jessica & Todd Jacobs Courtney & Ram Jagannath Monique & Robert Jefferson Gabriele & Dinkar Jetley Leslie Johnson Suzette & Emery Johnson Jennifer & Erick Johnson

Mary Johnson Benjamin Jurney ’06 Dorina Yessios & Konstantinos Kambouroglou Jessica & Farzam Kamel Paula & Jack Kaplan Jill Kaplan Judy Kashman Norma & Michael Katz Betsy & Jack Kaufman Sara El-Sawy & Jonathon Kaufman Beverly Israely & Frederick Kelly Allyson & Andrew Ketler Emily & David Khasidy Amy & Chris Kiplok Eve K. Kleger Adina Klein Matt Klein Tami Ishida & Scott Knoll Elizabeth McNellis & Cem Koray Lindsay & Evan Kornhauser Dessi Nikolova & Svetlin Krastev Michelle & Jeff Kuykendall Dawn Davis & Mac LaFollette Kristin Caskey & Tom LaMere Ingrid & Nicholas Lamia Karen & Scott Langan Sheila & Laurence Latimer Mark & Chris Lauria Derry Swan & Michael Lawley Sherese Robinson Lee & Randy Lee Michelle Chung & Thomas Lee Meryl & Joey Levin Danielle Levy-Mason Alexis & Scott Litman Loews Corporation Jessica & Mark Lonergan Rebecca & Blake Loweth Onika Lewis & Vishuanath Mahabal Sybil Maimin Jordan Malter ’01 AnnaMarie Sheldon & Mark Mandell The Eldridge Marcus Family Sara Preschel Markus & Gavin Markus Cara & Dan Marriott Shelia Martin Dorothy Caeser & Robert McCabe Anna Boiardi & John McCue Kate McGivney Caitlin & Mike McKoy The McMahon Family Lily Medina Parul Jajoo & Amit Mehrotra Sara Meltzer Maya Memling Courtney Prince & Ryan Miller Jennifer Mitchell Yelda & Andrew Moers Oscar Molina Young Ran Yun & Leo Moon Brandi Moore Lisa & Charles Moran

Vanessa & Jeremy Morris-Burke Dan Mulaj Jennifer & Adan Muller Edward Munves, Jr. Vanessa Munz Pauline & Thomas Nakios Marisa Ricciardi & Rishi Nangalia LaVon & Dan Napoli Beth & Michael Neumann Alicia & Kevin Neveloff New York Life Insurance Co Edris Nicholls Juan Noriega Aura & Thomas Novembre Kirnav & Parvinder Obhrai Tiffany Bissey & John O’Callahan Jessica & Tim Ogilvie Lucy Tupu & Eric Oldfield Amanda & Anthony Orso Anni Muir & Russell Osur Julia Ott Dorie Lederfajn Paparo & Ari Paparo Ana Oropeza-Parra & Ruben Parra Bianca & Jonathan Peachey Christina Donahue & Randall Peacock Melissa & Lluis Pedragosa Leigh & Charlie Penner Candace Grant & Winett Phillips Brooke Picotte & Scott Corrigan John D. Picotte Family Foundation Maggie Pisacane ’90 & Seth Goldbarg Kristen & Dustin Pizzo Carol & Marc Pohl Juliana Ruecker & Nicolas Poitevin Jayoung Nam & Eshan Ponnadurai Dorothea & Frank Potochnik Susan & Jordan Press Sophia ’00 & Ben Preston-Fridman ’98 Michelle Pepperone Prini & Josef Prini Stacey & Benjamin Pucay Camilo Quinones Valerie & Alex Rafal Alison Kleger-Ramsey & Scott Ramsey Shweta Rawat & Sunil Rao Jennifer Phillips & Ed Rawlings Alexandra Lewis-Reisen & Alexander Reisen Dalton Richardson Lori Taliaferro & Kiesean Riddick Rosalie Rivera-Chacon Eugenia Naro-Maciel & Leonardo Rocha Maciel Mariana Silfa & Joseph Rolon Jessica Romero Jean Rosenberg

Jennifer Podurgiel & Ari Rosenberg The Rosenblatt Family Wendy & Craig Rosenblum Lauren & Edward Rosenfeld Lauren & Yoav Roth Sarah & Daniel Rueven Tara Russo S&P Global Ratna Saha Choudhury & Prakash Saha Alyson Palmer & Tony Salvatore Monica & James Samuels Victoria Sanger Katrin Maggi & Frederic Sardari Rebecca Wertkin & Praveen Saxena Tedi Schaffer Cathy Bacich & Edwin Schallert Casey Scherr Carole Schmidt Breanna & Jordan Schultz Schwab Charitable Judith & Milton Schwarz Scopia Capital Marci & Christopher Scott-Hansen Danielle DeSimone & Paul Seraganian Megan & Ben Shaoul Rebecca & Peter Shapiro Amit Sharan Jennifer & Eric Sheffield Trevor Day School Joan Shell Haesther & Scott Shnay Jacqueline Cooperman & Jason Shrednick Stan Silver Tracie & Jason Silvers Melissa Michaels & David Silverstein Lisa Paterson & Ryan Simonetti Danika Underhill & Jeremy Sirota Steven Skulnik Evelyn Lo-Smith & Garrison Smith Angie & Milton Smith Eileen & Russell Smith Freida Sokol Rushmi & Chico Soni Connie Sopic Nicole Casellini & Sasha Sopic ’91 Natalie Sopic ’93 Jennifer Allan Soros & Jonathan Soros Susan Sortino Katherine & Anthony Sousa Alison Spencer Stephens ’85 Julie St. Germain Olga & John Staffen Wendy & Todd Stanley State Street Foundation

Helen Steriti Robina & Ryan Stolte Douglas Summer ’86 Megan & Michael Sussman Gail Wahle & Rick Taffer Michael Tam Udai & Aparna Tambar Jim Taylor The Browning School The Chelsea Day School The Estée Lauder Companies The Reginald F. Lewis Foundation The Russell Berrie Foundation The Schlanger Family Foundation The Vermillion Family Foundation Inc. Rachel Reiter & Neil Thelen Hyejeong Thurman Jason Tillis Annie & Robert Tirschwell Natalie To Alexis Tomarken Emily Eakin & Mark Tribe Jennifer Truesdail Diana & John Tully Blaine North-Turnbull & Atiim Turnbull UBS Vanguard Charitable Kristina Vaskys Bonnie & Paul Vengrow Richard Vermillion Yvonne Force Villareal & Leo Villareal Jane & Floyd Warren Lorraine Waters Catherine & Simon Watson Toni Weeks Pauline & Alan Weinstein Jill Linker & Jay Weintraub Ali Marsh & Fred Weller Alison Wiggins Ilana Rosengarten & Michael Wiles Sarah Williamson-Broadman Jenny Wolf John Wolf Avery Wolff ’05 Dr. & Mrs. Richard Wolff Eve Aschheim & John Yau Meki Adefris & Eliot Yaxley Funda Ozkan & Orhan Yuzen Kim Wurster & Stuart Zamsky Sarah Hall & Eric Zohn Nicole Bergen & Andrew Zuckerman Ariel ’86 & Adam Zurofsky

We have made every effort to be accurate and complete. Please report any errors or omissions to the Advancement Office at 212-691-5146 or VCSAdvancement@vcs-nyc.org.

SUMMER 2022 | 39

Fundraising & Events Committees We are deeply grateful for those who volunteered their time to make our Fundraising and Community Events a success in the 2019-2020 and 2020-2021 school years. We applaud the innovative ways they devised to come together virtually when we could not be together in person. Keeping our traditions and philanthropic goals alive was a vital part of our connection to our school and to each other.

VCS2020 Campaign Committee 2017-2021 Cara Marriott, Co-Chair Dan Marriott, Co-Chair David Broser, Co-Chair Lorie Broser, Co-Chair Alexis Litman, Co-Chair Scott Litman, Co-Chair Eve Kleger Denise Frazier David Amsterdam Wendy Amsterdam Riccardo Benedetti Hillary Blumberg Eunu Chun Scott Corrigan Alex Ginsburg Adam Jachimowski Jocelyn Jachimowski Bree Jeppson Michael Katz Norma Katz Jonathon Kaufman Amy Kiplok Chris Kiplok Jiyeun Lee Pauline Nakios Jessica Ogilvie Brooke Picotte Praveen Saxena Jennifer Allan Soros Jonathon Soros

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Major Gifts Committee 2019-2020 & 2020-2021 Amy Kiplok, Chair David Amsterdam Wendy Amsterdam David Broser Lorie Broser Eunu Chun Scott Corrigan Adam Jachimowski Jocelyn Jachimowski Bree Jeppson Jonathon Kaufman Alexis Litman Scott Litman Pauline Nakios Jessical Ogilvie Brooke Picotte Praveen Saxena Lauren Roth Yoav Roth Phonathon Committee 2019-2020 & 2020-2021 Amy Kiplok, Chair Andrew Azoulay Janice Blake Stephen Cooper Beth Demba Dan Demba Mimosa Gordon Oneaka Hendricks Bree Jeppson Allyson Ketler Stacey Pucay Liz Romain Sherry Springer

Events & Committee Chairs 2019-2020 & 2020-2021 Fall Festival Katie Brumberger Jill Linker Dorie Lederfajn Paparo (19-20) Valerie Rafal (19-20) Annal Fund GIving Amy Kiplok Book Fair Meryl Levin Sara El-Sawy Dance Party Lauren Roth (19-20) Sara Preschel Markus Spring Soirée Ronya Holland Elizabeth McNellis Jessica Ogilvie Community Service Committee Melissa Pedragosa Jennifer Phillips (19-20) Marci Scott-Hansen (20-21) Catherine Watson

TH E M U RAL Editor Ellen Greenberg Photography Matthew Septimus Ellen Greenberg Layout CZ Design Illustration Kathleen Fu Printing JS McCarthy To update your alumni information, write to alumni@vcs-nyc.org.

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272-278 West Tenth Street New York, NY 10014 www.vcsnyc.org

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