Derryfield Today Magazine

Your School, Your Community | Summer 2026

A Defining Day

Celebrating the graduates, traditions, and spirit of the Class of 2026

Congratulations Class of 2026!

Derryfield Embraces Caps & Gowns

This year’s commencement marked a historic milestone for The Derryfield School as the graduating class donned traditional caps and gowns for the first time in the school’s history. What made this evolution truly special, however, was that the change was entirely student-driven.

This effort was led by a dedicated group of students who spearheaded the initiative from start to finish. They facilitated a thoughtful process to ensure the community was aligned, including surveying students to gather diverse perspectives, and provided valuable input that informed the Head of School’s ultimate decision to introduce caps and gowns at commencement. This new tradition stands as a proud testament to the power of student leadership and the lasting legacy of the Class of 2026.

DERRYFIELD TODAY

The official magazine of The Derryfield School

Elaine Loft, Writer & Editor

Andi Leary, Creative Lead & Designer

The Derryfield School is a coeducational, non-sectarian, college-preparatory day school serving students in grades 6-12 from over 50 communities in New Hampshire and Massachusetts. If you note errors, please notify us at 603.669.4524, or send an email to communications@derryfield.org.

For more information about the School, please visit derryfield.org.

A Community In Motion

Message from the Head of School, Andy Chappell

As I reflect on the 2025–2026 school year, I do so with tremendous gratitude and pride for all that our community accomplished together. It was a year marked not only by achievement, but by purpose, creativity, resilience, and care for one another. In classrooms across campus, our teachers challenged and inspired students to cultivate the ten skills embodied in our Portrait of a Derryfield Graduate through innovative instruction, meaningful collaboration, and rigorous academic inquiry. On our fields, courts, rinks, and tracks, our student-athletes competed with determination, discipline, and exemplary sportsmanship. Their efforts were rewarded with an extraordinary year highlighted by State Championships in girls varsity basketball, girls varsity tennis, and boys varsity lacrosse, as well as individual championships in crew and equestrian competition. In our studios, rehearsal spaces, and on our stages, student artists, musicians, and actors shared their talents in award-winning and unforgettable ways that brought our community together.

Most importantly, our students and families continued to honor the vision of our founders, who stated that “academic achievement without compassion and concern for others is meaningless.” Throughout the year, the Derryfield community lived out that ideal via countless acts of service, generosity, and leadership, extending their impact far beyond our campus, and into the wider world. Together, these accomplishments remind us

the true measure of a school year lies not only in what we achieve, but in who we become in the process.

The Class of 2026 led the way, demonstrating tremendous school spirit, authentic leadership, and an unwavering commitment to one another. Their accomplishments in the classroom, on the stage and athletic fields, and in the college process, were remarkable, and worthy of celebration. Yet what distinguished this class most was not simply what they achieved, but how they achieved it. They supported one another, celebrated each other’s successes, and fostered a culture of encouragement and belonging that strengthened our entire community. In doing so, they set a powerful example for future generations of Derryfield students, and embodied the very best of what our school strives to cultivate.

It was only fitting that on the penultimate day of academic classes before seniors departed for their Independent Senior Projects (ISPs), Dr. Paul Leblanc—former president of Southern New Hampshire University, proud parent of Emma ’05 and Hannah ’08, and author of his recent book, Reclaiming Purpose: The University in an AI World spoke to students during a Community Meeting as part of our Isakovich-Critz programming. In reflecting on the opportunities and uncertainties that lie ahead for young people today, he shared a message that resonated deeply across the community: “In terms of the future, you can choose to be fearful, or you can choose to start shaping

the future. I’d urge you to start shaping the future.” The Class of 2026 leaves Derryfield exceptionally well prepared to do exactly that, and I look forward with great optimism to the impact they will make in the years ahead.

At the same time as we launched the Class of 2026 into the world to begin shaping their futures, we also continued the important work of shaping the future of Derryfield itself through the implementation of our new strategic plan— Rooted in Tradition, Reaching Toward Tomorrow—adopted by the Board of Trustees in May 2025. Year one focused on four key initiatives: peer leadership, professional learning communities, digital tools and artificial intelligence, and financial sustainability. Across each of these areas, faculty, staff, trustees, parents, students, and alumni contributed energy, insight, and dedication to meaningful progress. The result has been a year defined not only by ambition, but by action, a year full of thoughtful innovation, collaboration, and forward momentum.

In the pages that follow, we celebrate the many achievements, milestones, and moments that defined this remarkable year, while also sharing updates on the important work underway to build the future we envision for Derryfield. Grounded in our mission, strengthened by the enduring support of our community, and inspired each day by the talent and character of our students, we move forward with gratitude for all that has brought us to this moment, and with great confidence in what lies ahead on River Road.

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STRATEGIC PLAN REPORT

Rooted in Tradition

Reaching Toward Tomorrow

Extraordinary effort shaped the priorities of this strategic plan, ensuring that it acts as a dynamic roadmap and doesn’t sit on a shelf. At the conclusion of year one, we’re honored to share how the plan is "alive and breathing" in our classrooms, and across our community, through four key pillars.

Year One Strategic Plan Initiatives & Accomplishments

Peer Leadership

• The Middle School Council was redesigned to broaden and strengthen the experience of student leadership in grades 6-8.

• Homework Helpers was launched as a student-tostudent tutoring program in the upper school.

• The Peer Assistant Leaders (PALS) pilot program trained tenth grade students to assist in the ninth grade Leadership, Ethics, and Development (LEAD), strengthening social ties and providing younger upper school students with leadership experience.

• The Can We? Project launched, engaging and training upper school students in vital civil discourse technique and opportunities; Derryfield students hosted students from Manchester Memorial for a full day of discussion about real-world topics.

• Equity and Belonging Facilitative Circles were established, providing faculty and staff members with leadership roles in facilitating robust, peer-driven conversations around a variety of topics for all adult employees at the School.

Professional Learning Communities

• A Professional Learning Community (PLC) framework was implemented, allowing specific faculty members to step into a leadership role where they collaborate in small groups to accomplish a goal.

• The PLCs focused on the goal of Portrait-Based Grading, ensuring that teachers are prepared for a full rollout of student assessment based on Derryfield’s Portrait of a Graduate.

Digital Tools and AI Integration

• We surveyed our students and faculty to gauge their comfort and literacy with new digital tools.

• At an all-school Community Meeting, Isakovich-Critz guest speaker Dr. Paul LeBlanc shared with us his views on the necessity of 'human-centered AI.'

• Our administrative teams spent the year exploring how AI can enhance business operations.

Financial Sustainability & Innovation

• Ten years of expense data were analyzed with the goal to ensure every dollar is working for our students.

• The role of Auxiliary Programs and Summer Camps was broadened to inspire greater Derryfield exposure and build revenue leading to the introduction of two new summer camps:

- Arts & Design Camp, a two-week immersive creative experience for rising 5th–12th graders, designed for students who love to create, build, and think creatively.

- Inspirit AI (in partnership with) a two week, halfday, project-based artificial intensive program for middle and high school students, taught by Stanford, MIT and other Ivy League graduates. Participants explore the foundations of machine learning, and explore different applications of machine learning models.

• Alumni regional events and personal visits were expanded.

• The Alumni Hall of Fame was created and launched to honor notable alumni who have made an impact on Derryfield and the world.

• Vision for Impact was drafted to highlight the urgent need to grow our endowment, highlighting how donors can direct their giving to support students, faculty, staff, and programs.

• Hanover Research Group was engaged to gather demographic and income data to enhance our marketing and admission efforts, and understand the needs of current and prospective families.

Portrait-Based Grading: An Update

by Ryan Tanner-Read, Dean of Academics

In the Winter 2026 issue of Derryfield Today, I wrote at length about Derryfield’s new approach to assessment— which we call Portrait-Based Grading—and promised you an update on our progress this summer. For those readers just joining the conversation, Portrait-Based Grading is a grading model that reports student progress in their gradebooks in terms of the transferable skills in our Portrait of a Graduate—skills like critical thinking, problem solving, communication, research and civil discourse. Throughout the year, our faculty have taken a deep dive into the application of this new model, and have learned much in that process. So, where are we today and what have we learned?

Derryfield faculty have spent many hours over the course of the year discussing, debating and developing this innovative approach. They have written more than 150 new rubrics across the school, and developed what they affectionately call “mothership” rubrics in each department that map expectations from 6th to 12th grade for everything from creativity to critical thinking. More than half of our faculty members have also already piloted this approach in their classes. Based on this work, Derryfield will be ready to roll out Portrait-Based Grading across the board in every class for the 2026-2027 school year.

In April, Laurie Byron, our head of upper school, and I also presented this work at the Index Academic Leadership Conference in Salt Lake City. More than half of the presentations at this conference were focused on schools at various stages of developing their Portrait of a Graduate, but very few of these institutions are as advanced on this model as is Derryfield. The reaction to our presentation re-affirmed that this work is on the cutting edge of assessment across the independent school world, and we are proud to be leading.

What have we learned this year? In short, Portrait-Based Grading works. It helps students understand their skills across assignments and classes. It gives them actionable feedback that allows them to focus on the specific skills where they need practice. It helps faculty to think in new ways about their assessments. Most importantly, it puts all of our focus on what really matters: the skills that we know students will need to thrive beyond Derryfield.

CommunityEquity & Belonging

National Partnership in Educational Access Conference

Atlanta, April 15–17, 2026

Derryfield School and Breakthrough Manchester Leadership attended the National Partnership in Educational Access (NPEA) Conference in Atlanta, where educators and administrators from across the country gathered under the theme Collective Power, Shared Purpose, Advancing Access in Education, to share practices that support access, belonging, and equity in schools.

Equity and Belonging (E&B) Circles at Derryfield

Kruščica and McLoud led a roundtable session titled “Building Inclusive Cultures Through Facilitated Group Circles.” The conversation explored how structured, small-group circle practices can foster belonging, shared responsibility, and meaningful dialogue across roles within an organization. Participants engaged with a facilitation model designed to create space for reflection, courageous conversation, and compassionate change.

These Equity and Belonging (E&B) circles are part of ongoing work at The Derryfield School. Over the past year, the School has integrated facilitated circle practices into most professional development days with all employees. Topics are shaped by

faculty and staff voice, reflecting a shared commitment to sustaining E&B work as an ongoing practice rather than a series of isolated moments.

This approach supports a culture in which reflection, dialogue, and collective responsibility are woven into the rhythm of professional learning, continuing to grow and deepen over time.

Within the conference setting, there was thoughtful interest in this work, as participants engaged closely with both the structure and purpose of the circles.

The E&B circle conversations reflected a broader curiosity about practices that are lived over time within community, rather than implemented as a one-time initiative.

The session offered space to consider how similar approaches might strengthen school culture by centering trust, voice, and shared understanding, and by supporting more sustained, relational approaches to equity and belonging.

The conference also provided meaningful opportunities to connect with colleagues from across the country, and to reflect on evolving practices in educational access and school communities.

AISNE High School Students of Color Conference Regis College, Weston, MA, April 18, 2026

A large Derryfield contingent attended the Association of Independent Schools in New England (AISNE) High School Students of Color Conference, hosted at Regis College in Weston, Massachusetts. Grounded in the theme A Celebration of CommUNITY, the conference brought together students from independent schools across the region to learn, reflect, and engage in dialogue centered on identity, belonging, and shared experience.

This year marked a meaningful milestone for Derryfield, as students led workshops at the conference for the first time. Their role as facilitators reflected a growing sense of student leadership within the School and a continued commitment to elevating student voice beyond campus.

Derryfield students shared a series of student-designed sessions exploring identity and lived experience.

In Celebrating Immigrant Voices: Contributions of Students and Families, they reflected on the strength and complexity of immigrant narratives within school communities. In First Generation Journeys: Stories of Resilience and Identity, they centered the experiences of first-generation students and the ways identity, perseverance, and family story shape educational pathways.

In The Power of Names: Honoring Identity Through Accurate Representation, students facilitated conversation about the significance of names and the importance of accurate representation in affirming identity within school spaces.

In a separate session, Intersectionality, students invited participants to consider how overlapping identities shape lived experience and belonging. Another workshop, Student Leadership, focused on the many ways students shape school culture through voice, advocacy, and sustained engagement, framing leadership as lived practice rather than formal role.

Throughout the day, students also participated in additional workshops, keynote sessions, and peer discussions. Anela Kruščica facilitated an affinity group space during the conference, offering an additional setting for reflection, connection, and support within the broader gathering.

Across these experiences, students created intentional spaces for dialogue and reflection, underscoring the importance of student voice in shaping conversations about identity and belonging.

The students returned to Derryfield with new perspectives, and a deeper sense of connection to a wider network of peers engaged in similar work. Their presence at A Celebration of CommUNITY marked both representation and a meaningful step in the School’s ongoing commitment to student-led learning and leadership beyond campus.

Highlights in Writing

Showcasing voice, craft, and perspective

The Happiest Birthday

“Dibuja tus frutas favoritas,” I announced to the large group of giggling elementary and middle school kids. They grabbed their crayons and focused on creating masterful sketches of grapes, bananas, and oranges. “What type of fruits do you like?” asked Alejandro, a young 14-year-old boy who had been coming to the vacation Bible school program every night at the Vivora Church in Cuba. As I sat with him and his friend, I learned he loves oranges, bananas, and cañandonga. Alejandro described it as a dark brown thin banana with a pungent scent that makes your mouth dry and insides squeam, but if your eyes are closed and you take a deep breath in, it has a sweet flavor similar to a honey-covered apple. He told me it was a rare fruit, but if you were lucky enough to find it, it would be your favorite fruit forever.

We only found the game of chess in common. I had grown up failing every Saturday night as I tried to dethrone my father’s alleged champion title. I was actually horrible at chess and embellished my skills, but Alejandro insisted on playing against me after his birthday activities the next day. His parents had planned for him a whole day of visiting the zoo, then getting dinner at Mimi’s Pizza, and then eating a cake together. That sounded like the perfect American

Simeon Kass Award for Writing & Humanistic Inquiry

Established in 2007 by the Boelig family, which includes DS alumni Matt ʼ02 and Derek ʼ05, the award honors Simeon Kass, affectionately known as “Uncle Sim,” a Jewish Parisian and Holocaust survivor who believed in the power of education to push back against the darkness of prejudice and fear. He believed that knowledge, when combined with a burning curiosity and compassion, illuminates the most beautiful things in this world.

The award is presented to a member of the senior class who demonstrates an interest to learn beyond what surfaces in day-to-day life. This year’s recipient was Camille Garcia, for her essay, “The Happiest Birthday.”

birthday, a fun day with family and gifts.

That night, as we sang ‘Happy Birthday,’ I saw for the first time what a celebration really meant. I was about to pass out coloring pages for the kids when Altagarcia, the community school teacher, came in, clapping and singing ‘Happy Birthday to You’ in English to Alejandro. Often, people are embarrassed to be pointed out through the song, but when I turned my head to see Alejandro's face, I saw tears welling up in his eyes as Altagracia came up

behind him and trapped him in a hug. He sobbed in the arms of Altagracia, because his birthday had never been remembered or recognized in his life. The parents and volunteers were crying and smiling because in that moment everyone understood that regardless of the distance we had from each other's lives we all saw the importance of humanity.

Camille Garcia ’26

Excerpt from Garcia's Simeon Kass Essay

Scan to learn how a Derryfield tradition honors exceptional student writing, intellectual curiosity, and the legacy of Simeon Kass.

“

College Essay

Culture and Community

Connor Keenan ’26

A frightened nine-year-old stared into the inky black crowd beyond the wall of the stage lights. In mud stained jeans, an unironed white collared shirt, and tiny black dress shoes, my first, wavering note sliced through the silence. I began to musically illustrate the project that I had practiced memorizing for weeks. Second after second, with my sixty-year-old accordion accompaniment, I demonstrated the power of my childhood conviction. For my first ever solo, a crowd of over one hundred people was no joke. Nine-year-old me stressed over this moment, knowing that this was a chance to prove to myself my efforts had not been wasted. Cheers and applause from friends, family, and scores of unknown faces, instilled pride and confidence that I still recall to this day.

As a child, I knew I wanted to play the violin; or more accurately, the Irish fiddle. The important difference between those is the culture that the players form together. Culture and community have always drawn me with eerie efficacy; I love to foster strong relationships with those who surround me. When I was four years old, the radio exposed me to the hidden community built through a love for soft rock, and other folk tunes. Every strike of the bow to the strings was inviting, calling me to understand the foreign language that hid beneath the precise finger placements.

A few months after beginning fiddle lessons, I went with my parents to watch a performance by the then dubbed “New Hampshire Fiddle Ensemble.” A fiddling group that focused on trying to bring people together, no matter the age or skill level. They preached the power of building community through music; changing lives by bringing the joy of art to New Hampshire. I watched this group from over the balcony, I could see myself among them. Instantly I was hooked. This musical language, that I had only just begun to understand, felt entrancing like the powerful spell of a story.

The next year I joined the Fiddle Ensemble, and discovered a community unlike anything I had ever been exposed to before. Competitiveness, a huge part of my young life, had no place within their walls. My adolescent mind found it refreshing, an escape from sports that were always based on your value to the team. The culture that surrounded the Fiddle Ensemble felt very natural. Fiddling is a chill pastime, it's about jamming with friends and family. In many cases, fiddlers don't even stick to the written notes of the piece, but get into the feel of the music by branching out and improvising. Even with the non-judgemental nature of the ensemble, I struggled to find my

own musical voice, always believing that whatever I produced was never good enough for others to hear. I never participated in the small jam circles that formed in each corner, too scared that I would mess up, too scared that I wasn't good enough.

At nine years old, the support of one loving accordion player pushed me to sign up for my first ever solo during the year's performances. This left me responsible for writing, and memorizing, an entire song. Nothing less than a gargantuan task for a student who could not sit through his classes. This is when I finally understood the strength of the connections I had made.

Today, twelve years after joining the Fiddle Ensemble, I have found my musical voice, and I understand the value of the mentorship and community that was given to me as a child. The ensemble has made me a more collaborative, loving, and hardworking person than I ever could have been without them. I can now feed into this unmissable culture that the ensemble fostered by offering the same support and love to others that was so vital to my own success.

College Essay

“

Following The Clues

Tyl-Elle Fulton ’26

One hundred seventy-four was not enough.

My stuffed animals huddled close to me as I read all of the 174 original Nancy Drew books, again and again. Late into each night, and early before school, I followed clue after clue in the well-worn yellow-spined books; I wanted to be just like Nancy, to spot the clues and to solve the mystery.

As time passed and I grew up, my Nancy Drew books slowly collected dust on wooden shelves. I forgot the lessons she had taught me. But that all changed when I formed StoryShare, a group at a local assisted living facility that resurrected lessons from Nancy Drew. It was through this experience that I learned three essential clues when life needs a little extra sleuthing.

Clue #1: If the door is difficult to open, something important might be on the other side.

Bouncing up the stairs to the residential lounge, cradling books and well-rehearsed discussion points, I braced my shoulder against the door to open it. On the other side, I stopped, seeing a circle of empty chairs, the void punctuated by the distant beeping of an oxygen machine. Then my eyes landed on a slumped-over elderly resident and a staff nurse who sighed and motioned toward him: “He has a story to share.” She was right. He hesitatingly began to describe his Vietnam War

experience, his speech quickening as if the weighty words became lighter. I realized StoryShare already had a purpose; I learned that despite seeing empty chairs upon my arrival, I was able to help someone open the book on his own life, and breathe life into tales that had gathered dust, much like my Nancy Drew novels. When Nancy Drew was discouraged, she kept going despite stuck doors, and wrong turns.

Clue #2: A headphone can be more useful than a megaphone.

One Tuesday, as residents scribbled personal narrative ideas, one woman sat, hands in her lap, pen and paper untouched. As I pulled up a chair beside her, I learned that it was not that she did not want to write about her story, but that she was unable to hold a pen. Parkinson’s Disease had stolen her ability to transfer her thoughts to paper. She listened to everyone in the group, and when I listened to her, she let me write for her. In words heavy with emotion that invited me to listen deeply, she recounted losing her mother as a child, and raising her siblings. Through listening, each of us in the group heard a story of resilience and dedication. “God gave us two ears but only one mouth,” she said. Her words echo in my mind, offering a reminder to temper my voice to be a better listener. Nancy Drew never

solved a mystery through talking, but she did solve mysteries by listening.

Clue #3: The clock shows the time, not how much time remains.

The best part of a Nancy Drew book was trying to predict the ending. In real life, I do not know what chapter I am in until it’s over, or even how many chapters remain. One Tuesday, I arrived eager to help a woman finish her memoir about her immigration as a child. Instead, her chair remained empty. I later learned she had passed away. I learned how quickly a relationship can vanish. The story we had begun together had ended between meetings, without warning, without the neat predictability of a final chapter. Often knowing that time was running out, Nancy didn’t dawdle.

StoryShare has taught me to cling to the idea that people are the story. We do not know where we or others are in our chapters, or how many pages we have left, but we know that the conversations, laughter, and listening are what make them worth reading, just like all of the 174 books of Nancy Drew.

“Arizona

Phoebe Cornwall ’31

Middle School Poetry

I really wish I wasn't in my room at 9:06 pm doing my math notes. I put down my pencil quietly so I don't wake my brother, who's obviously not asleep yet.

I put my arms on the desk, and rest my head on them.

I wish I was in Scottsdale, the happy home in Arizona.

I can see the mountains with continuous cactus running up and down.

The mountains are a copper as similar as a nickel.

I see the national animals of New Hampshire calling over the mountains.

Bald as they can be.

The rattle of the rattlesnakes crawl around the fake rocks by the hotel.

I see a singular leaf slowly float into the pool by the Four Seasons hotel.

The iced tea dripping onto the table with condensation.

The lemon from the tea resting on the table, with the seeds spilling out.

Lizards in groups of two, leaving tiny drops of water from their tiny feet.

I see couples in their late 60’s holding hands, walking down the burning road with Hoka sneakers on.

Police cars drive slowly on the roads which feel fiery to touch.

The Starbucks doors are wide open and welcoming.

If I walked close enough I could feel the air conditioner blasting with the 2020 pop music.

My mind races to the sand dunes where people are sand boarding with their loved ones.

I can feel the teens' hearts racing as they walk down the streets with their crushes, holding a vanilla soft serve.

I see a stray cat running so fast around the trash cans it's like he’s floating.

The sun starts to set around the horizon.

Creating a bubble gum pink that looks like a piece of gum you could grab. With a tinge of yellow that reflects cold refreshing pineapple.

Then slowly but surely the sun sets in a deep magnifying black-blue

When I see people look up to see stars appearing one by one.

Orion the Hunter starts appearing star by star.

Kids obsessed with astrology look up and start drawing him with one eye closed and a happy birthday pencil.

Then...

I feel my head in my arms.

And look up to see I still have 6.89 seconds left of my math video.

The Woods “

James Gillis ’31

i look outside and hear wind

i look outside in the woods i see night in the night i hear a fight a beast in the night a beast red eyes

the beast of the night huge size

big size big eyes on the left slim body blue eyes

orange black and white colored stripes

big razor sharp teeth

long tail

hundreds of people big fight tonight who will win big foot in the woods or tiger on the hunt

“ Two Parts Of One Whole

Balance has a kind of magic to it. A scale equally balanced, a setting sun connecting the light of day and the dark of night, a piece of music with a harmony and a melody that mix admirably. This concept was deep-rooted in a word that has both fascinated and puzzled philosophers, artists, and scientists for generations: duality.

Ancient philosophers integrated the meaning of duality into their writing to be a universal truth we could all recognize, their way of reminding us that life is typically not one thing or the other. We know dark because we have seen light, joy because we have felt sorrow.

For most of my life, this idea felt remote to me. It was only with time that I came to know duality quietly dwelled within my most important relationship, that of my big sister. She has always been my mirror, my nemesis, and my best friend. In many ways, she and I are truly two sides of the same coin, different and yet inseparable.

I would describe my sister’s personality as pink, whereas mine was purple. She radiated confidence, was extroverted, and desired attention. Contrarily, I blended in with the background. She had long, brown, wavy hair that was never disturbed by the wind, while I had curly, dark hair that always seemed frizzy despite trying everything. She loved the spotlight, and I enjoyed my role as her backup dancer, silently following her lead. Our differences were not just differences; they were our definitions.

NH Scholastic Writing Awards

At that time, duality meant separation. Her way and my way. Her light and my light, distinct and divided. It was easier to believe we had to be separate in every possible way than to imagine a world where our separate lights could merge. In my learning and growth, I have come to realize that duality is not about sides of a spectrum, but rather how those sides can meet.

If not for her spirit and determination, and courage, I may not have found the quiet strength that I carry today. While she has a powerful voice, she also taught me valuable lessons in listening, so that I could feel others and also feel myself. I learned that it was not my role to compete with her, nor was it to stay in a fixed role. My role was to understand that two things that seem incompatible could exist together: my instinct to be still, and her instinct to move ahead.

There have been disagreements throughout our friendship, and our duality does not equal perfection. Maybe that sense of jealousy or fear of being forgotten continues to sting from time to time, but now it reminds me of the delicate texture of love. I have had my sister as my fiercest competition and my greatest ally, my most irritating friction, and my softest place to land.

The truth is, we do not make sense without each other. We are separate, yet whole, not despite our differences, but because of them. Duality was never about choosing light or shadow. It was about realizing that one cannot exist

without the other. My sister’s light does not plunge me into darkness; it illuminates and shapes me. And in my own unremarkable way, I also have light, not in opposition to her light, but as her complement.

True duality is not a division, but a connection. A shared rope binding harmony to melody, sunset to sunrise, and two sisters infinitely different but infinitely together. Whatever roles others assign us, we’ve learned to define ourselves by the balance we create, a balance that holds both of our lights like a perfectly leveled scale, steady and whole.

Milo Linn-Boggs ʼ26, Silver Key, Personal Essay & Memoir category

“A paracosm is an imaginary world. The term folds two Greek roots together: the word for world, cosmos, and the word for beside, para

For as long as I can remember, the one in my mind has run on hyperdrive. Every time I close my eyes, a city unfurls—glass towers stitched to mountains that shoulder the clouds, trains humming like arteries, alleyways where I can rearrange the graffiti with a thought. In that city, I could script everything: who speaks, what happens, how it ends.

I mistook control for courage. I kept a quiet archive of social scripts in my head: openers, follow-ups, jokes tuned to the group chat. “How’d the chem quiz go?” (If they say “good,” say “Congrats!” If “meh,” say “Want to compare answers?” If “terrible,” make a dumb pun, then offer gum). Mouth filled with toothpaste, I practiced inflection while brushing my teeth and rehearsed the moment where people laugh so I would not step on it. My paracosm made small talk safe. There were no missed cues, no awkward pauses, no one left standing outside the circle… especially me.

My dream world was built out of fear. I was scared of being the weird one, the kid who tries too hard, the laugh that lands a beat late. Sitting in my car after school, I would edit texts three times and still drive home, replaying every word, wanting most of all to be someone people can exhale around.

Then, a friend did not follow the script. “How was your day?” I asked, expecting one of the three standard endings. He stared hard at his shoes and said, “Honestly? Not great.” Every response I had rehearsed flashes through my mind. I panic, and the safety of my city beckons. Deflect. Joke. Move on.

I count one beat, two, three. I was working toward a harder truth. If I didnʼt let go, I couldnʼt connect with him.

“Do you want to tell me about it?”

We lengthen the route to class. He describes a fight at home, the painful awkwardness with his parents. I do not tidy it. I match his stride, open the door for him. Letting the lines loose, I choose to listen.

Connection asks for a kind of wholeheartedness I never had to practice in my city: looking up first, risking the awkward hello, letting a pause linger a beat longer than is comfortable. I still feel the tug to script, but I ignore it and try the braver thing, ask the second question, say someone’s name carefully, admit “I don’t know” and mean it. It's a small, ordinary fear: of being too much, of not enough. I walk through it anyway. No longer in control of the scene, I can be fully within it.

Courage, I have come to believe, is not keeping a plan rigid. Rather, it’s changing pace without losing direction. It’s stepping into the situation with a willing face, asking

the second question when the first one falters, and choosing to be gentle, because gentleness makes room for everyone to speak their truth. I still imagine, but I also notice small, ordinary things: the way someone’s “hey” loses an exclamation point over the week; the three blinking dots that appear, disappear, then return; the smile that appears when you recall a detail they did not expect you to remember. If a joke lands wrong, I say, “Sorry, missed that,” and mean it. No more predicting. My dream city is changing, boulevards leading to unexpected vistas and oceansides, signs pointing not to perfect outcomes but to authentic ones.

Paracosm: an imaginary world beside the real world. I used to live inside mine, safe and alone. Now, as I learn to surrender control, I am realizing what courage is—no script, offering a hand before I know how it ends.

Ten Derryfield students were awarded Scholastic Writing Awards. Both Sophia Zioze ʼ27 and Milo LinnBoggs ʼ26 were awarded Silver Keys for their entries in the Personal Essay and Memoir category.

Athletics Highlights & Shout-Outs

Fall 2025

Fantastic New England fall weather brought vibrant and brilliant results for all of our teams in both the middle school and the upper school. Our middle school and varsity soccer teams had excellent regular seasons, highlighted by our middle school girls making the semifinals, and varsity girls advancing to the quarterfinals. Our JV programs also had very strong roster numbers, and their best season results in recent memory. Middle school and upper school field hockey also saw both programs make the playoffs, with the middle school advancing to the semifinals and the varsity team

making the quarterfinals. Our golf team once again had a tremendous season, going 25-1, and finishing in second place at States. Two individuals advanced to the individual championships and finished in the top ten. The cross country team also saw great results on the boys and girls side, as teams and as individuals at states, and at the Meet of Champions. Our crew program continues to grow, and produced some great results at four New England regattas, with multiple first place finishes and some great results from individuals, doubles, fours and eights.

Winter 2025

A traditional New England winter brought impressive snow totals to New Hampshire, and equally impressive results for our winter teams and athletes. Our alpine and Nordic teams directly benefited from the fantastic conditions, posting great team results at state meets, and sending seven total athletes to the Meet of Champions, with senior Jake Oliverio qualifying for the NH State team at N.E. Regionals. Our swim team benefited from a deep and talented senior class who made waves as a team, and individually, at states. Our ice hockey team followed up last year's championship run with another great regular season and quarterfinal appearance. Sophomores Duru and Defne Inalpolat once again proudly represented Derryfield in gymnastics. Our basketball programs both had outstanding regular seasons, with the boys posting double digit wins and hosting a first round playoff game, while the girls earned the number two seed, and won our first Division II basketball championship ever, and first girls title since 1998.

A Year of Championships!

NHIAA 2026 State Champs!

In February 1998, on the bus ride to Plymouth State University to play in the Class S playoff quarterfinal vs. Alton, the varsity girls' basketball team broke out into song, belting out “My Heart Will Go On,” the ubiquitous hit song from Titanic. At the time, assistant coach David Haight thought to himself, “are you people crazy? Don’t you know what happened to the Titanic?” Then he adds, “but then they went out and won by 25 points, or something like that.”

It was actually 26 points.

And so, on the ensuing bus rides to Plymouth for the semifinal and final, “everybody had to sit in the same seat and everybody broke into that song as we hit the parking lot.” Victories followed in the semis versus Groveton and in the title game versus Wilton, delivering Derryfield its first

state crown in girls basketball after years of building and improving, both in terms of basketball skills, and also in creating the foundations of a team culture that persist to this day.

On Thursday, March 12 of this year, as the varsity girls basketball team prepared to play in the Division II championship game, Coach Cheetham said, “all we did was a dance party. And on Friday we did shoot a little bit, but we were just out of control. We basically didn't practice for two days, but then we played the best we’ve played.” Similar to 1998, the 2025-2026 girls varsity basketball team captured the state title, Derryfield’s second ever, in convincing fashion over Pembroke Academy, 57-41.

In fact, the parallels between the two teams in terms of their pre-game preparations, and ability to find joy and have fun in the face of highpressure situations, aren’t the only things that bind them together.

Figure this:

In the 1997-1998 season, the girls varsity team lost a one-point game to Wilton in the first game of the season. Their only other losses came to Alton and to Groveton.

In the playoffs, they avenged each of those losses—Alton in the quarters and Groveton in the semis—before defeating Wilton handily in the final, 49-22.

In the first game of this past season, the girls varsity team lost a close game to Pembroke to open the season. Their only other loss came to Souhegan in January.

In the playoffs, they avenged the earlier loss to Souhegan in the quarterfinals, before beating Merrimack Valley in the semis, and taking down an undefeated Pembroke in the final.

Sound familiar?

Longtime varsity girls coach Ed Lemire is quick to point out that the core group of players on the 17-3 (regular season) 1998 team endured a 2-16 season just a few years prior, but improved each year, before reaching the pinnacle in ’98. Of those seasons and teams, Liz Bolduc Boswell ’98 says, “the team mentality was that you were there to play, and as long as you hustled, and were trying, and did the little things right, that was what mattered…there were a bunch of us that were seniors that were still there from that first year, that remembered the frustration; but it was constructive, and it led to the building over the next couple of years…we were a complete team that had grown together to figure it out.”

Looking back at six years of Coach Cheetham’s tenure as the varsity coach paints a similar picture: after two years in Division IV (including a trip to the title game in 2022), the team made the jump to Division II, and began to build each year. Coach Cheetham shares, “we went .500 that first year in DII [2022-2023] and lost to Milford in the playoffs. The following year, we won a first round playoff game, which was a huge leap. Then of course last year, we lost in the semifinal.” And finally this year, came the trip to the final and the state title.

So what has allowed our varsity girls basketball program to reach three final fours in five years and capture a state championship? The same thing that helped Coach Ed Lemire build a program that reached 13 final fours, seven state title games, and the one championship in ’98: a culture and ethos that has been dubbed by this year’s captains simply as “Derryfield Basketball.”

Senior Captain Ella LaFlamme ’26 says the philosophy of “Derryfield Basketball” is about “supporting each other, giving our all, and playing

really hard during our practices so that we can play really well during our games when it matters and when it counts.”

Junior Captain Kelsey Beekman ’27 adds that it focuses on “having each person play their role. I think everyone on the team has a specific role and our best basketball is when everyone maximizes theirs.”

It also helps that Ed Lemire now coaches the middle school girls basketball team, taking over in the 2019-2020 season after retiring as the varsity coach in 2018. One of the foundational figures for the program has partnered seamlessly with Coach Cheetham to create a holistic approach, teaching the same playing system as the varsity and JV squads while still focusing on the fundamentals and instilling those values described above by Liz ’98, Ella ’26, and Kelsey ’27.

In another full circle moment from this year, three varsity players,

including captains Kelsey and Anna Fazelat ’28, played on the undefeated middle school Tri-County Championship team under Coach Lemire in 2022-2023. Anna says of her experience coming up through the middle school playing the same system with the same players: “I definitely think it helps with our trust and our ability to play with each other. As a point guard, it's nice: I like to know exactly what people are going to do and be able to predict what my teammates are going to do.”

The traditional saying goes something like, “The more things change, the more they stay the same.” It is an apt description for girlsʼ basketball at Derryfield. Twenty-eight years may separate the two state championship teams, but a culture built on putting the team before self, having fun, and growing and improving together, binds them. It has created a legacy that will contribute to the program’s continued success for years to come.

“

For the third-consecutive year, the girls varsity tennis team won the Division I state championship, defeating the Bedford team, 5-4 in a match played on the courts at Southern NH University on June 3.

Next, the Derryfield doubles team of Sofia Koshy ʼ26 and Annie Lin ʼ29 went on to upset the number one seeded team of Souhegan to capture the state doubles championship in the sweltering heat at SNHU on June 11.

Gustavo "Gus" Moral, Head Coach Varsity Girls' Tennis

It’s the excellence of the players. They are the ones who make it happen every year. They come into the season with a commitment…they want to perform well. And that’s all I ask, for them to go out there and do their best.

Cougar Champs!

Chris Hettler, Head Coach Varsity Boys' Lacrosse

All season long we have been a team of 32 lacrosse players who have helped both the varsity and JV team to wins. Yesterday's state championship victory was no different. Everyone who played this spring was instrumental in the team getting to hold the plaque. Some players had big roles on the field, while others helped to prepare the team. The seniors leave a legacy of 73 wins and 6 loses, having been a part of four straight finals appearances and two state titles.

Varsity lacrosse topped off an 18-2 season with an 8-7 win over the Warriors of Winnacunnet to clinch the DII state championship. Over the years, the Cougars and Warriors have met several times in the playoffs, with the last meeting resulting in a semifinal victory for DS in 2024.

Spring 2026

Spring in New England often brings all four seasons together at once. This year was no different with traditional hot summer weather to end the spring. Our teams were equally as hot with some really impressive results. The Crew program saw fantastic results from their novice and varsity boats as a team with individual highlights coming from Helen Saunders ʼ26 and Logan Garin ʼ27 who advanced to the northeast regionals in New Jersey and then went on to take the silver medal in the mixed doubles category at Youth Nationals in Florida. The track program once again sent an impressive four athletes to states with sophomore Will Licata ʼ28, Brennan Ziegler ʼ26 and Leora Bartoli ʼ28 all breaking their own school records in the 2 mile, shotput and 100M hurdles. Our boys and girls tennis programs continued their dominance with the boys advancing to the Division I state semi finals and the girls once again winning Division I for the third straight year in thrilling fashion over Bedford. Our boys baseball team returned to glory making an incredible post season run making the finals of Division III for the first time ever in program history. Our equestrian team had an impressive four of five riders qualify for states in at least two classes resulting in seven total championships. The girls and boys lacrosse teams also found success with the girls hosting a first round playoff game and advancing to the quarterfinals, while the boys capped off an 18-2 season with the program’s eighth state championship (sixth in Division II). Both programs also had two Academic All Americans.

Athletes in College

Sport Honors: Coaches Award, NHIAA Division II All State Honorable Mention, NHIAA Division II All State Second Team, 1 Year Captain, Selected to Represent NH for Twin State Lions Cup.

Personal Statement: I would like to thank BT, Coach Sean, Coach Hettler, and my parents for helping me through this process. I’d also like to thank Coach Sean and Coach Hettler for being incredible mentors and coaches, and helping me through my journey. In addition I would like to thank my friends, family, and teammates throughout the years for the numerous and varying contributions to my person and athletic ability. I would lastly like to thank my defensive coaches, Coach Alex, Coach Smiley, Coach Bourdreau, Coach Manning, and Coach Billy, your insights and expertise have been beyond critical to my improvement. Go Leopards!

Wentworth Institute of Technology

A listair Wright LACROSSE Defense Ava Kosakowski

FIELD HOCKEY Midfield Bates College

Sport Honors: 4 Year Varsity Starter, 2 Year Captain, All-State Honorable Mention, National Field Hockey Coaches' Association (NFHCA) Academic Squad: Scholar of Distinction, Class of 1970 Award.

Personal Statement: Thank you so much to my family for supporting me through this entire process. Thank you for never giving up on me and for all that you have done to get me to this point. Thank you to my teammates and coaches who have consistently pushed me to grow, who built a community that fostered my love for this sport, and who made all those days of conditioning worthwhile.

Helen Saunders ROWING Openweight

M assachusetts Institute of Technology

Sport Honors: Class of 1970 Award, The Ernestine Bayer Cup for fastest women's single scull (NH Champs fall 2025), Silver Medalist at US Rowing Youth Nationals.

Personal Statement: Thank you to my parents, teachers, coaches, teammates, friends, and everyone else who made this possible. Thank you to all of my dance and rowing coaches for helping me make my dreams come true, and encouraging my love of movement and rowing.

Liesel Gregor SWIMMING

Bates College

Sport Honors: Class of 1970 Award, 4 Years Varsity, 2-Year Captain, Top 5 State Finisher ʼ23 and ʼ24.

Personal Statement: I am incredibly excited to continue both my academic and athletic career at Bates College. I am so grateful for my DS teachers and advisors for guiding me throughout my time at Derryfield, shaping me into a more confident and capable student and person. I would also like to thank my friends for always being there when I need a shoulder to lean on. I am grateful for my coaches and teammates, who have continued to show up to late-night practices and early-morning meets, igniting my passion for competitive swimming and driving me to become the best athlete I can be. Finally, I would like to thank my family for their endless support both in and out of the water. Through every hardship and success, they never stopped believing in me. Their constant support has not only propelled me forward but also has guided me toward a bright future.

Rivier University

Sport Honors: NHIAA Division III

All-state 2nd team, NHIAA Division III All-state Honorable mention, Selected to represent NH for Twin State Lions Cup game, 4-year varsity starter, 1 year captain, 2 Year leading goalscorer, 2 Year MVP.

Personal Statement: Thank you to my family and friends for constantly pushing me and supporting me through every high and low of my journey. I’m especially grateful to my coaches for everything they’ve taught me over the years and for shaping me into the player I am today.

Arts

Performance & Visual Design

Joe Acone Named NAEA Independent School Art Educator of the Year

The National Art Education Association’s (NAEA) Independent School Art Education (ISAE) interest group named Joe Acone, chair of the Arts & Design Department, as its Independent School Art Educator of the Year for 2025. The award honors art educators who demonstrate exceptional leadership and advocacy for the arts within independent school settings.

The ISAE formally recognized Acone at the NAEA National Conference in Chicago on March 6, 2026. ISAE Co-Presidents Cristina Pinton and Cynthia Hersch expressed enthusiasm about celebrating the honor in person and praised Acone’s “engagement and excellence in the field of art education.”

As chair of Arts & Design at Derryfield, Acone has played a pivotal role in reimagining the school’s arts program through interdisciplinary collaboration. Under his leadership, visual arts, performing arts, and STEAM have been unified into a cohesive program that encourages creative cross-pollination. His curricular innovations—including courses such as Art of Worldbuilding and Prop Design—invite students to connect artistic practice with storytelling, design thinking, and technology. Colleagues credit him with inspiring faculty across disciplines to integrate creativity into their teaching.

Beyond the classroom, Acone has elevated the visibility of the arts within the school and broader community. He has curated dynamic exhibitions in Derryfield’s Lyceum Gallery, redesigned admissions events to showcase student creativity, and collaborated with the school’s equity and belonging initiatives to host exhibitions featuring newly arrived refugees. These efforts have helped position the arts as a central, community-building force.

Students and families consistently describe Acone’s classes as joyful, inclusive spaces that foster confidence, critical thinking, and a strong sense of identity as artists. His mentorship has empowered students to engage with personal and social narratives in their work, and to take on leadership roles, including founding Derryfield’s chapter of the National Art Honor Society.

I'm honored to be the recipient of the award, and that it means a lot to be recognized for my work. Every classroom I am charged to mentor is unique, and I try to read and react to what my students need. While I feel this allows me to create authentic connections with my students, it can also create a lot of ambiguity in terms of how I manage my content. To hear from the teaching community that I am creating meaningful experiences for my students affirms my values and lends me some resolve in my approach.

Joe Acone, Derryfield Arts & Design, Department and Chair

2026 Scholastic Art & Writing Award Winners

Twenty-one Derryfield students and 65 incredible works of art received recognition in the 2026 New Hampshire Scholastic Art Awards.

Nine Derryfield students received Gold Key awards, the highest level of regional recognition: Maggie Szal ʼ26, Maddy Solso ʼ29, Julia Small ʼ27,

Upper School production of Guys & Dolls

Jane Levesque ʼ28, Reina Johnson ʼ27, Grace Howe ʼ28, Chad Horner ʼ29, Emma Farr ʼ27, and Megan Chu ʼ27.

For the second year in a row, Grace Howe ʼ28 was awarded a National Gold Key, and traveled in June to Carnegie Hall in New York City to receive her award.

The Derryfield School Theatre Company enjoyed great success with their production of the upper school musical Guys & Dolls. All signs pointed to a successful run after the opening night’s response from the boisterous and enthusiastic crowd. The momentum carried through the weekend with rousing standing ovations for the immensely talented cast. Behind the

scenes, the backstage crew was equally key to the success of the show, executing flawless transitions, led by the extraordinary leadership of Stage Manager Maddy Solso ʼ27. Drake Glover’s (ʼ28) running of the soundboard was equally impressive. It is with bittersweet emotions that the Company needs to say goodbye to our phenomenal seniors, who

shared their talents and have graced the Derryfield stage, both on and backstage, for many years. They are: Marvelous Alabi, Jeffrey Bartlett, Emma Branch, Izzy Devine, Tate Gregor, Marshall Hartshorn, Audrey Labbe, Aidan Lamothe, Jack Lewis, Alex Moore, Casey Peters, Felix Read, Eli Schein, and Maggie Szal. A heartfelt thanks for all the joy they brought to us with their amazing talents.

ARTS

Middle School Musical & Instrumental Performances

From under-the-sea adventures in The Little Mermaid Jr. to dynamic instrumental performances throughout the year, middle school performing arts students brought energy, creativity, and dedication to the stage. These experiences challenged students to grow as performers, collaborators, and confident young artists while sharing their work with the broader Derryfield community.

The Upper School Concert Choir and our Middle School Instrumental Ensemble fill the theater with music during one of the year's culminating concerts.

Through colorful characters and comedic moments, sixth-grade performers share the results of weeks of rehearsal in The Best Birthday Ever.

Harmonies & Rhythms

Whenever she has free time, you might find Kai Yue ’28 in the music room, quietly finger-picking on the acoustic guitar, running through chords on the piano, or clicking through her latest musical arrangement on her laptop. Whatever she is doing, she is concentrating deeply and creating music.

Kai started making music years ago when she took piano lessons; however, during the COVID epidemic, Kai’s brother

brought home a ukulele from his music class. He didn’t like to play or practice, but Kai loved it and was soon learning chord progressions and songs from instructional videos on the web. A passion pursuit was born! When asked about this stage of her musical journey, Kai says, “It was very different from the piano which I had been playing for about four years. I started finding music that was a departure from Disney soundtracks.”

Now Kai has learned to play bass guitar, rhythm

guitar, and is learning to play the ocarina. She has also learned to arrange music for the ensemble and is proud of the two songs that were played for the Spring Concert in May. “I think arranging strengthens my ear and musicianship. I also am better at transcribing so I am better at playing.” Kai enjoys focusing on a musical arrangement, immersing herself in the music, experimenting with different instruments and the interplay between instruments. She talks about how she “likes sounds and how

harmonies fit together. I also like rhythms. That's why I like strumming instruments. I like how the rhythm fits under the longer notes of a string section or other melodic instruments.”

Kai has learned to use more complex chords and rhythms. She enjoys experimenting with the “color” of the music. The result. “I get to share a song that I like or love with fellow musicians and an audience. Making a composition my own instead of just transcribing is an awesome experience.”

STUDENT LEADERSHIP

NAIS "THRIVE" CONFERENCE

Elevating

Student Leadership

Seattle, Washington | February 2026

This February, The Derryfield School was proud to have Dr. Reina Stimpson serve as a featured presenter at the National Association of Independent Schools (NAIS) annual conference, Thrive, held in Seattle, Washington. Bringing together educators and thought leaders from across the country, the conference focused on innovation, wellness, belonging, and the future of independent school education. Dr. Stimpson’s workshop highlighted one of Derryfield’s greatest strengths: cultivating authentic student leadership experiences that empower young people to lead with purpose.

As a key presenter, Dr. Reina Stimpson shared Derryfield’s evolving model of student leadership programming, and findings from her doctoral research. The School’s research-based approach is supported by the Strategic Plan within the Peer Leadership strand. This work elevates both curriculum (through LEAD), and experiential learning opportunities. Rather than limiting leadership to titles or traditional roles, the presentation emphasized how schools can create broad pathways for students to develop confidence, responsibility, and the ability to positively influence others. At Derryfield, leadership is not reserved for a select few; it is intentionally woven into the student experience.

Conference attendees learned how Derryfield students are encouraged to lead through robust Explorations, which are student-led in the upper school, service initiatives, peer mentorship, campus programming, elected student roles, captainships, and communitybuilding opportunities. Dr. Stimpson explored how leadership development can begin early and expand throughout a student’s academic journey, allowing students to discover their strengths while learning collaboration, communication, and resilience.

A central theme of the presentation was the importance of designing leadership opportunities that are meaningful and inclusive. In many schools, leadership can become transactional or symbolic. At Derryfield, leadership is cultivated through real responsibility, student ownership, and reflection. Students are trusted to organize events, mentor younger peers, propose ideas, and help shape the culture of the school. These experiences help students see themselves not only as participants, but as contributors.

Dr. Stimpson also shared practical strategies for schools hoping to strengthen student leadership programming, including faculty mentorship structures, student training models, succession planning, and creating systems that invite emerging leaders to step forward. Attendees responded enthusiastically to the presentation’s blend of actionable ideas and student-centered philosophy. The role of adults is critical in fostering the positive risktaking students need to engage in and in helping create a mindset that reframes challenges as opportunities for growth.

Having Derryfield represented on a national stage was both an honor, and a reflection of the School’s continued leadership in innovative education. The invitation to present at NAIS affirms that the work happening daily on our campus resonates well beyond New Hampshire. It also speaks to the dedication of Derryfield faculty and students, who consistently build a culture where initiative, kindness, and engagement matter. Most importantly, the workshop celebrated the students themselves. Their creativity, compassion, and willingness to lead are the reasons Derryfield’s model stands out. Every student who starts a club, welcomes a new classmate, organizes a fundraiser, leads an Exploration, or serves the community contributes to a larger story of leadership in action.

As Derryfield continues to prepare students not only for college, but for life, opportunities like the NAIS Thrive conference remind us that leadership is not simply taught, it is practiced. And at Derryfield, students are thriving.

Student Leaders Building Dialogue and Understanding THE Can We? Project

One of the most meaningful additions to student leadership programming at The Derryfield School this year has been participation in the Can We? Project, an initiative founded by Waynflete School in Portland, Maine. Focused on helping young people engage in productive dialogue across differences, the program teaches students how to listen deeply, communicate thoughtfully, and collaborate with empathy. In a time when civil discourse can feel increasingly rare, the Can We? Project offers students the tools to lead conversations that matter. Supported by Dr. Reina Stimpson and history teacher Mr. Fitzgerald as co-liaisons, training was offered through the year for both students and adults to facilitate constructive conversations.

Derryfield was proud to become the first school in New Hampshire to join this growing regional initiative. This year, approximately twenty-five students ranging from sophomores through seniors participated in the program, with another twenty-five already expressing interest for next year. The enthusiasm surrounding the project reflects a strong student desire to learn how to navigate difficult conversations with respect, curiosity, and confidence.

Students in the Can We? cohort met during Exploration block, one of Derryfield’s signature opportunities for experiential learning and student engagement. Held for thirty minutes, two to three times each week, Exploration block allows students to pursue leadership, service, creative interests, and collaborative projects beyond the traditional classroom. Through Can We?, students develop facilitation skills, practice active listening, and examine issues from multiple perspectives.

Throughout the year, participants engaged in training sessions centered on self-reflection, empathy, inquiry, and creative collaboration. Students explored important questions such as: Who am I? What shapes my beliefs? How can I better understand someone whose experiences differ from my own? How can people with different viewpoints work together toward common goals? These conversations challenge students to move beyond debate and toward genuine understanding.

Alexandro Pierre Philippe ʼ28 engaged in leadership training.

This spring, one of the most impactful training sessions brought students from Memorial High School’s civics classes to Derryfield for a collaborative on-campus workshop. The Derryfield students served in facilitation roles within small groups, guiding discussions with Memorial underclassmen on topics ranging from politics in schools to family experiences, values, and identity. Rather than focusing on winning arguments, students were tasked with creating space for honest conversation, respectful listening, and shared learning. The experience demonstrated the leadership growth of Derryfield students, who confidently stepped into roles as moderators, listeners, and bridge-builders. It also showed the power of cross-school partnerships in helping students recognize both common ground and meaningful differences. By sharing personal stories and perspectives, students from both schools practiced empathy, and built connections that extended beyond labels or assumptions.

The Can We? Project reinforces an essential truth: leadership is not only about speaking up, but also about listening well, asking thoughtful questions, and bringing people together. Through this initiative, students are learning skills that will serve them in college, careers, communities, and civic life. As Derryfield continues to prepare students for a complex and interconnected world, programs like Can We? exemplify the kind of leadership education that matters most—developing young people who can think critically, engage respectfully, and help strengthen the communities around them.

Peer Assistand Leaders (PALS): A Strategic Plan Initiative

In the fall of 2025, a dozen 10th graders were selected to be peer leaders in the 9th grade LEAD classes. In addition to acting as role models, the sophomores planned team building activities for each of their cohorts, shared stories of their own transition to freshman year, and encouraged the freshmen to become engaged in the Derryfield community, and to learn how to “lead even if not elected.” PALS fulfills a first year initiative of the Strategic Plan: “develop a comprehensive approach to peer leadership— spanning student, faculty, and staff programs.”

We see so much value in having sophomore PALS in the freshman lead class because it allows them to feel close to older students in a unique environment. It also allows the teachers of the lead class to truly hear what's working and what's not from a student perspective. – Titi Latinwo ’28

Homework Helpers: Students Supporting Students

This spring, Derryfield launched Homework Helpers, a student-driven peer tutoring initiative created by senior Sam Bradley ’26, with support from Obie Mousa ’28 and Drake Glover ’28. Designed to strengthen both academic support and community connection, the program trains students to serve as peer tutors and places them in Academic Blocks alongside faculty in departments where they feel most confident, most notably in math, science, and world languages.

Homework Helpers has quickly become a valuable resource for students seeking extra help in a collaborative, low-pressure environment. Tutors work directly with their peers to reinforce concepts, review assignments, and build confidence in challenging subject areas. At the same time, the program provides tutors with meaningful leadership experience and the opportunity to give back to the school community.

An added benefit is that participating tutors are able to log community service hours, making the experience both impactful and rewarding. By combining academic support with service, Homework Helpers reflects the best of Derryfield’s student leadership and commitment to learning.

This initiative highlights how empowered students can make a real difference, both in and beyond the classroom.

Service in the Community

Answering the Need

Many people are surprised to learn that Derryfield does not require a designated number of community service hours for graduation. Is this because we, as an institution, do not value service? Quite the opposite. Community service is a fundamental part of everything we do here. The School’s founders put it at the heart of their philosophy, stating,

“Academic achievement without compassion and concern for others is meaningless.”

This ethos is not about quantifying hours of effort, meticulously counting up time spent serving the common good. It’s about cultivating a habit of volunteering and building a school culture where giving back is the norm.

This spirit is evident in the way that Derryfield students respond when there is a need. At Thanksgiving, every year, advisories pitch in to assemble baskets of food for donation to Families in Transition. Every student and advisor contributes at least one item to the basket—stuffing, gravy, yams,

cranberry sauce, green beans—all the classics for a traditional holiday meal. This year, though, was different. Just as we were putting the finishing touches on more than 70 baskets of food, we got a call from Courtney Perron, Director of the Center for New Americans in Manchester. Derryfield’s GIVE Club members have built a connection with the Center over three years of volunteering as reading and writing tutors in the Amiko Program, an after-school program for students in Manchester schools who arrived as refugees.

The Center normally provides extra food for the families they serve at holiday time, but this year their usual source fell through. When we publicized this need to GIVE Club, the response was swift. By the next day, twelve students had stepped up to be “basket captains” and organize their friends to assemble abundant baskets of nutritious, culturally appropriate foods like lentils, garbanzo beans, rice, spices, and fresh fruit. Adding a personal touch, Anya Vaidya ʼ28 volunteered to craft origami animals to ornament their family tables.

It's really impactful being part of the tutoring program. You get to see improvement in their reading skills over time which makes it meaningful.

– Will Licata ʼ28, re: tutoring refugee students at Center for New Americans for the last two years

Iʼve learned that service is not just about providing resources like money or clothing, but about offering emotional support, compassion, and reminding others that they are seen, valued, and cared for. These experiences have shaped my outlook on life and reinforced my belief that kindness is free, yet incredibly powerful.

– Camille Garcia ʼ26, recipient of the Senior Service Award

Giving Back Year Round

Community service has a rhythm, as each season has its signature events. Volunteering kicks off in the fall with our school-wide Day of Service, followed by the Thanksgiving baskets, plus the Flag Football Tournament and canned food drive to benefit the New Hampshire Food Bank. In the winter, the GIVE Club’s Giving Trees brighten the halls of both the Upper and Middle Schools, gathering gifts for Manchester Head Start preschoolers. As we turn to spring, groups of students head to Waterville Valley for the Special Olympics Winter Games, and to North Carolina to build houses with Habitat for Humanity. Derryfield’s fabulous Dancing with the Stars competition raises funds for Waypoint’s efforts to combat youth homelessness, and our team

of walkers and face painters volunteer at Families in Transition’s Walk Against Hunger in May. Throughout the year, Derryfield students tutor after school at the Center for New Americans, and share food and craft activities with residents at the FIT Family Shelter each term.

These organized, publicized, regularly scheduled events are the most visible manifestation of community service at Derryfield, but they do not tell the whole story. It’s the habit of giving back, of stepping up, and being ready to help wherever there is a need that is the most meaningful aspect of student volunteerism.

Global Education

Marine Ecology and Sustainability

ELEUTHERA, BAHAMAS

Sixteen middle school students, led by MS math teacher Mike Jenkins and Director of Academic Support Jenny Boesch, ventured to Eleuthera, Bahamas, to study marine ecology and sustainability. During their six-day program they took part in experiential activities on land and in the water; participated in marine ecology and wildlife research; and built team and leadership skills.

“Mike Jenkins, Middle School Math Teacher

It was an amazing experience with multiple hands-on activities. We touched whale bones, held giant conchs, hunted lion fish, and licked mangrove leaves. Our Island School teachers were knowledgeable and passionate about the ocean, and literally dove off cliffs to lead the way.

“Jasper Hoess '31

I enjoyed the biking, and I thought the island was really beautiful.

“Jenny Boesch, Director of Academic Support

Our visit to the Island School provided students opportunities to immerse themselves in the natural world in an unspoiled part of the Bahamas. Whether they were dissecting lionfish, coaxing conchs out of their shells, diving in blue holes, or picking up trash to cleanse the beaches, students had many opportunities to interact with the knowledgeable Island School staff and discover the world of marine biology with a Bahamian flare. They even got to try fried conch to complete the experience.

“Witnessing the power of the Thames Barrier and how climate change threatens a near-ancient city was eye-opening to me. It really got me to reflect on the importance of the natural world and the impact that humanity has on our global community.

Discovering STEM LONDON, ENGLAND

Upper School science teachers

Sarah Capps and Kevin Van Dam led 14 students on an exploration of science, technology, and innovation during an immersive week in London. Highlights included hands-on STEM experiences at the renowned Science Museum, a visit to the Thames Barrier to study climate change and flood defense, and an astronomy discussion at the historic Greenwich Royal Observatory. Students also dived into the thrilling physics of roller coaster design at Thorpe Park, ascended The Shard for a discussion on modern engineering, and took part in a conservation-focused workshop at the ZSL London Zoo. There were also side trips to iconic sites, such as Trafalgar Square, Westminster Abbey, and Buckingham Palace.

Kevin Van Dam, Upper School Science Teacher

The opportunity for students to enrich themselves on these global trips is one that they should all seek. Our trip to London allowed us to experience everything the city had to offer and then some!

GLOBAL EDUCATION

Habitat for Humanity

WINSTON-SALEM, NORTH CAROLINA

Since 2006, The Derryfield School has enjoyed a partnership in service with Habitat for Humanity. Thirteen Upper School students traveled to Winston-Salem, NC, under the leadership of Taylor Fitzgerald, history teacher and Paris Smeal, Spanish teacher, to spend a week building homes alongside construction staff and local volunteers. Aside from working hard and learning new skills, students came home with a sense of satisfaction and appreciation for the need for affordable housing.

Taylor Fitzgerald, Upper School History Teacher

While some students choose the industrial streets of London or the sun and surf of the Bahamas, the group that went to Winston-Salem chose service. Along with providing a helping hand with installing flooring and supporting a local food bank, students undertook a life-changing adventure to help change the lives of locals in North Carolina. It was an amazing experience where belonging and collaboration were key.

“

Connor Bradley '26

Today was the second day in our homestay, and the experience has been incredible. We had breakfast with our homestay families before heading off to Spanish lessons, where we got to practice our Spanish skills with local teachers, surrounded by a beautiful coffee farm.

In the afternoon, we had the chance to learn about the deep-rooted history of agriculture in Guatemala, and how it connects indigenous people through spirituality and community. We also had the chance to reflect on how food in our own life provides us much more than just sustenance.

Western Highlands, Language & Culture GUATEMALA

Guided by World Language Department Chair, Courtney Carter, and Upper School Science Teacher, Andrew Myers, 13 Upper School students experienced language, culture, and community resilience during an immersive journey in Guatemala’s Western Highlands. Centered around Lake Atitlán, the program blended Spanish language learning with meaningful engagement with indigenous Maya farmers, artisans, and cooperatives. Highlights included hands-on activities in sustainable agriculture and traditional arts, homestays in San Juan La Laguna, as well as discussions about migration. The trip concluded in the historic city of Antigua for final reflections and celebration.

The first day at the home stays, we met with our family. It was a little difficult to converse in Spanish, but we mostly made it work. I was trying to come up with a word for lamb, so I said “little sheep” or so I thought. I said “oreja pequeña” was a delicacy in the US. I was a little confused when my home stay family looked shocked, did they not eat lamb here? Oveja is sheep. Oreja is ear. We had a good laugh about it. Our homestay mom said that she was wondering “small ears of what??”

A Culture of Opportunity

Designed with intent and rigor

An overarching philosophy in Derryfield’s middle school is that students should be encouraged—and, in some cases, required—to take full advantage of a wide array of opportunities both in and outside of the classroom. Importantly, this takes careful consideration in our schedule and our programming to minimize conflicts that could limit the opportunities that our students have to both discover new and explore existing interests. Mark Blaisdell, the head of the middle school, explains, “The hallmark of any great middle school is to provide a full buffet of opportunities, and then make sure that students can (or sometimes must) sample all that a school has to offer. A good example of our commitment to maximizing opportunities can be seen each spring, when middle school students can fully participate in both athletics and the middle school music simultaneously.”

Meet Arvin Vaidya ʼ31

Arvin Vaidya is not your average seventh grader. Arvin speaks with more passion, speed, and optimism than one might expect from a typical preteen.

Arvin joined Derryfield in sixth grade along with his older sister, Anya, who joined in grade nine. Like many DS families, the Vaidyas had friends who enrolled their children at Derryfield—they’d heard good things, and thanks to the grade 6-12 model, the family could stay grounded in the culture and calendar of just one school.

Reflecting on the first two years of his middle school experience, Arvin identifies a significant shift. While his hobbies—soccer, basketball, and coding—have remained constant, his mindset and maturity have evolved, and he credits this to the peer group at Derryfield.

"The people here are way more sophisticated, and I think that helped with focus and everything," Arvin notes. "My peer group definitely raised the bar for me."

This maturity is evident in how he balances Derryfield academics with a newfound passion for the stage. Having never participated in drama before sixth grade, he was "forced" into it by the required sixth grade drama performance, only to find a genuine love for the experience. In the middle school musicals, he has portrayed Toto in The Wizard of Oz (braving a "sweaty fursuit") and he recently performed in The Little Mermaid as Sebastian.

In addition to his theatrical success, Arvin remains a dedicated STEM enthusiast. He has been coding for six years, a journey that reached a peak in Coder X with his favorite teacher, Ms. Ek. When Arvin looks toward the future, his perspective is remarkably pragmatic for a 13-year-old. While he loves computer science, he is keeping a close eye on the rise of artificial intelligence and considering a shift toward mechanical engineering, reasoning that "coding-related jobs are slowly disappearing" and engineering offers more longterm stability.

Arvin’s approach to social life is unfailingly optimistic and direct. When asked how he makes friends across grade levels, his practice is simple: “You say, ‘Hi, do you want

to be friends?’ ” This openness has allowed Arvin to build a network of friends across different grades, whether he met them because their lockers were next door, they played on sports teams with him, or participated in X-Blocks like Rubik’s Cube Club.

A curious coder, dedicated performer, and thoughtful peer who isn't afraid to "raise the bar" for himself, Arvin is a joyful addition to Derryfield’s middle school!

Meet Charlotte Sirlin ʼ31

Before joining Derryfield, Charlotte Sirlin attended a small private school, and then experienced a brief period of homeschooling ("That didn't go super well," she laughs), and two years of public school. Back then, Charlotte was defined by the hockey rink, and the kitchen—she loved to bake!

This balance between creativity and physical activity has followed Charlotte to Derryfield, although she has traded cake decorating for singing and acting, and her ice hockey stick for a field hockey stick.

Charlotte’s transition to Derryfield’s middle school, and in particular this year in seventh grade, also brought a higher bar for learning. She notes that while the work isn't just "more," it is certainly deeper. For example, in coding, she’s no longer just writing lines of script; she’s analyzing the "why" behind the work.

“Our teachers have always given us helpful feedback and encouraged a positive mindset…this helps me never give up and to try harder things.”

Perhaps the most surprising chapter of Charlotte’s middle school career is her accidental love affair with the stage. Despite never doing theater before Derryfield, she jumped into the sixth-grade play and The Wizard of Oz. Now, she’s taking on major roles, such as her recent performance as Ariel in The Little Mermaid, fueled by a simple, brave philosophy:

"Try something new because you might like it, and if you don't, you don't have to do it again. But just open the door and try."

Her favorite learning moments happen when things actually get messy and hands-on. Whether it’s charting the taxonomy of imaginary fish (middle school alumni… remember this project?) or observing and understanding the reaction of an eggshell dissolving in vinegar, Charlotte lives for the "aha!" moments.

Charlotte also credits her Derryfield teachers for challenging her to grow:

With a background in ice hockey, Charlotte quickly fell in love with field hockey. She had never played the sport before coming to Derryfield, but to fulfill the school’s two-sport requirement, Charlotte agreed to try it and now she admits:

“Iʼm always excited to go to practice…always excited for games. Sometimes Iʼm a little nervous, but I think that shows that I really love it!”

When she’s not on stage or on the field, Charlotte is soaking up Derryfield’s fun culture. She’s a diehard member of Team White for Winter Carnival, and prefers the Middle School's "Happenings" over traditional dances because they keep the focus on fun with friends, without added social pressure.

When asked the legendary admission question—what fruit or vegetable would you be?—Charlotte didn’t hesitate. She’s a passion fruit. Why? Because she’s “occasionally tart" and she's "versatile." It’s true. Whether she’s decorating a cake, learning the rules of field hockey, or having a blast on the stage, Charlotte Sirlin is a multi-talented ingredient in the Class of 2031!

Reaching Across Divides

Individuality and Community

Made possible through The Isakovich-Critz Family Fund for Community Enrichment

Building on the success of the Isakovich-Critz Fund’s inaugural year, our second year adopted a more intentional rhythm by curating one signature speaker or experience per month. While the unpredictable New England weather occasionally had other ideas—forcing us to reschedule several featured speakers to a packed spring calendar—the delay only served to build anticipation for what became a transformative series of events. This year’s theme, “Reaching Across Divides,” allowed us to explore the dynamic tension between two Derryfield Core Values: Individuality and Community.

After the series launched in the fall with two incredible author visits (see previous magazine), we welcomed alumnus Will Keller ’10 in November as our Veterans Day speaker. He framed military service as a powerful example of the theme, noting that while soldiers serve a shared mission together, the experience also provides a unique place to meet and honor individuals from all walks of life. His insights provided a perfect preamble

to our new partnership with The Can We? Project, which launched this fall with an initial cohort of twenty students dedicated to developing the practical dialogue skills needed to navigate complex social dynamics. We closed the 2025 season in December with Kaleb Joseph, a Nashua native and former Syracuse University basketball player. During his visit he shared his journey—dealing with anxiety and addiction—with our students and faculty, and in his powerful presentation, Kaleb encouraged our students to open themselves up to others and shared tools for navigating anxiety and stressful situations.

The momentum continued into the spring of 2026 with a focus on civic cooperation and human connection. In March, alumna and Democratic NH House Representative Jennifer Mandelbaum ’10 was joined by Republican Representative Tom Mannion to discuss their work on the Veterans Affairs Committee. Together, they demonstrated that even in a polarized political climate, it is possible to effectively work across the aisle to achieve meaningful results. This spirit of connection took a physical form during the April Head’s Holiday when Rodney Eric Lopez visited campus. By teaching the entire school to dance, he illustrated how movement can be used to teach people to connect with one another, using rhythm as a universal language to bridge personal differences.

Later that month, the community welcomed Dr. Paul LeBlanc, who spoke on the critical necessity of "humancentered AI" and the importance of maintaining our humanity as technology grows more sophisticated. Finally, we concluded the year by embracing spontaneity with Jake Keefe ’06 and the Zany Bats. Through an energetic improv show and workshop, they offered our students a final opportunity to step out of their comfort zones, reminding us that sometimes the best way to reach across a divide is through shared laughter and a willingness to try something new.

We are excited to announce that our theme for the 2026-2027 school year will be “Resilience in Action,” while raising up the two Core Values of “Aim High” and “Balance.” As a tie-in, the 2026 all-school summer read will center on the incredible story of Sir Ernest Shackleton who has long-been lauded as a definitive example of grit: a mission-driven explorer determined to cross Antarctica (Aim High) who, when his ship was crushed by ice, pivoted to prioritize the morale and survival of his team (Balance). We look forward to the conversations that will unfold next year!

BreakthroughManchester

Breakthrough Manchester - 35 Years of Students Teaching Students

Breakthrough Teaching Fellows welcome students in the early days

“While some kids are splashing away at Lake Sunapee and others boogie-boarding their way toward hypothermia in the waters off Hampton Beach, others are busy acting out Shakespeare in a classroom at The Derryfield School. Willingly, I might add. These students are taking part in the “Summerbridge Manchester” program, an adventure in academic enrichment”, surmised New Hampshire Union Leaderʼs John Calyton in an article from 1997.

Summerbridge, now known as Breakthrough Manchester, was founded at Derryfield

A six-year path to college and beyond

These same objectives guide Breakthrough today with a unique “students-teachingstudents” dual mission, providing six years of intensive, tuition-free academic programming to support Manchester students from marginalized communities on their path to college while inspiring emerging leaders in high school and college to be the next generation of educators and advocates for educational equity. In conjunction with Breakthrough’s 25th anniversary, we joined forces with Southern New Hampshire

in 1991. A Union Leader article at that time shared, “The conceptappropriately named “SummerBridge Manchester” because it spans the educational gulf between the closing of one school year and the beginning of the next—is targeted at “youngsters who are academically bright and talented, but because of low income, a language barrier, or other family issues are not learning to their potential or are being sidetracked in their ability to learn,” said Marc Hurlbut, headmaster of Derryfield and the originator of the Manchester program. Hurlbut said a major objective of the summer program is to create an academic foundation for these kids and sell them on the value of education…”

University to forge a six-year continuum from grade 7 through college matriculation.

Everyone is a teacher and a learner at Breakthrough! Breakthrough has been a leader in educational equity and access for three and a half decades. BTM builds skills and resilience to help students succeed in college, breaking their families’ cycles of socio-economic hardship, low-wage jobs, and language barriers. Breakthrough gives our students and their families hope.

All (100%) BTM alumni who have completed six years of BTM programming pursue higher education, with 98% attending four-year colleges. Alumni persist, and graduate from college at higher rates than comparison groups, and beat the national graduation average for all students. There are many stories of BTM students, now college graduates, pursuing their passions in the workforce as engineers, lawyers, doctors, educators, and more.

The heart dissection in 7th-grade biology is a core Breakthrough memory.

On the flip side, countless Teaching Fellow alumni pursue careers in education as classroom teachers, school administrators, college and university faculty and staff, nonprofit leaders, policymakers, and advocates for equity in education. Natalie Koepp, director in the late 1990s, shared in Clayton’s article, “The kids who come here as teachers are not necessarily looking for teaching careers,” said Koepp, with a gleam in her eye, “but we find that by the end of their time here, the majority

Breakthrough Manchester’s 35th summer of students-teachingstudents was bittersweet as it was Executive Director Deb McLoud’s 8th and final summer—she will retire this fall.

Deb joined Breakthrough in August 2018. Her varied career path prepared her well for Breakthrough’s dual mission.

Deb has a wonderful ability to bring joy, learn, grow, and give

are leaning that way…” The same holds today. Over the past three years, 78% of Fellows who completed college have launched careers in education, many who are committed to teaching in under-resourced communities, where compassionate teachers are needed most.

After his first summer as a Teaching Fellow, Nathaniel Barrett ʼ24 shared, “Breakthrough has truly changed my perspective on my life so much that I am now considering a career in the political science or international relations field because I am interested in social justice. I truly felt like I was a part of a great movement last summer, and that my daily efforts as a teacher were furthering my students' access to educational resources.”

Breakthrough is so grateful for our 35-year partnership with The Derryfield School; the two are mutually compatible. Derryfield

grace, all of which she has brought to Breakthrough, impacting youth in Manchester. She fosters strong communities and builds impactful relationships with everyone she meets. Despite being new to Manchester, Deb strengthened Breakthrough’s community connections and expanded the program’s network of collaborators. In partnership with Program Director and Breakthrough alumna, Chau Ngo, she gracefully navigated COVID-19, providing additional support to Scholars and their families. Deb embodies positivity that keeps the Breakthrough momentum going and the spirit high.

Empowered by the statistic that when students from a poverty background achieve a 4-year college degree, they are 96% less likely to return to poverty, Deb is

students discover Breakthrough and join us as school-year Teaching Interns and summer Teaching Fellows, and Breakthrough Scholars discover Derryfield and enroll as students. This year, 16 Derryfield students or alumni worked with Breakthrough, and ten Breakthrough Scholars attended Derryfield. Breakthrough and Derryfield truly are “better together.”

Breakthrough founders and leaders at the 25th Anniversary Celebration in 2016.

passionate about educational equity. Breakthrough Scholars come from underrepresented demographics on college campuses. Our goal is to widen that representation.

With 100% of Breakthrough graduates going on to higher education, Deb knows Breakthrough’s work is truly making a difference. She works tirelessly to make this happen, and when Deb cares about something, nothing gets in her way of ensuring positive results. Deb is an incredible advocate for students, teachers, and staff. She is always in your corner and will go to bat for you or provide you with the tools to advocate for yourself. She does this with a smile, a positive outlook, and a dance move to congratulate successes!

Turning the Tassle

New traditions, proud accomplishments, and one unforgettable Commencement.

Every new and uncomfortable experience has the possibility of allowing you to grow, but the best way to do so is by embracing that discomfort and accepting the experience as it is. - Maggie Szal ʼ26

Awards

FOUNDERS’ DAY AWARD–PETER AND ELLIE FREEDMAN

FOUNDERS’ SCHOLAR

Maddy Solso ’27

HEAD OF SCHOOL AWARDS

The R. Philip Hugny Award

Teagan Peabody ’26

The Ralph J. Scozzafava Award

Helen Saunders ’26

The William B. Pfeifer Award

Jeffrey Bartlett ’26

The Marcus D. Hurlbut Award

Connor Bradley ’26

ACADEMIC AWARDS

Dr. Barbara J. Stahl, Ph.D.

Life Science

Chloe Larson ’26

Physical Science

Helen Saunders ’26

English

Tyl-Elle Fulton ’26

Latin

Teagan Peabody ’26

Spanish

Audrey Barger ’26

Dennis F. Holland

Mathematics Award

Sawyer Robbins ’26

History

Jahja Ibrakovic ’26

SENIOR CLASS AWARDS

The David G. and Barbara J. Stahl Award

Maggie Szal ’26

Clifford R. Nyquist

Memorial Scholarship

Elise Cataldo ’26

Alumni Award

Sam Bradley ’26

Class of 1994 Award

Milo Linn-Boggs ’26

Mayor's Award

Mitchell Grunbeck ’26

SENIOR SERVICE AWARD

Camille Garcia ’26

ARTS AWARDS

Visual Art

Maggie Szal ’26

Drama

Aidan Lamothe ’26

Instrumental Music

Jeffrey Bartlett ’26

Vocal Music

Tate Gregor ’26

STEAM

Alex Moore ’26

ATHLETIC AWARDS

Ken Piatt Award

Jake Oliverio ’26

Ava Kosakowski ’26

2026 Lamplighter

Ella LaFlamme ’26

Myles Rozen ’26

2026 Scholar Athlete

Teagan Peabody ’26

Johnny Brown ’26

JUNIOR CLASS AWARDS

Derryfield Community Scholar

Eddie Zahn ’27

Mary Halpin Carter

Classroom Innovator

Kelsey Beekman ’27

Rensselaer Medal

Julia Small ’27

Matthew Lawrence Young '88 Memorial Scholarship

Emily Sanchez Torrez ’27

Richard Crafts Memorial Music Scholarship

Melanie Vargas ’27

Henrietta Mesches

Memorial Scholarship

Ana Perez ’27

Jackson MacKenzie ’07

Memorial Scholarship

Charlize Garcia ’27

There is no single path waiting for us, and no version of success that looks the same for everyone here. What we all have in common, however, is the ability to define ourselves. We get to decide what kind of people we want to be. We get to cultivate our values through our actions. And we get to determine how we respond to the world around us. - Teagan Peabody

We can also see the achievements that risk taking has led our class to accomplish…each of these accomplishments were only possible because we took that risk.

-

Christina Nguyen

Senior Profiles

Isabella Devine

ʼ26

Londonderry, NH American University Communications, Legal Institutions, Economics & Govt. (CLEG)

Sam Kellner ʼ26

Hollis, NH

Maine Maritime Academy

Marine Transportation Operations

Jack Lewis ʼ26

Hollis, NH

Fordham University

Theatre & Performance

American University embodies a perfect blend of academic excellence, community involvement, and practicality. One of the main reasons I chose AU was for the PPL Scholars Program, with its interdisciplinary focus on politics, public policy, and law. I was especially drawn to the program’s small cohort of only 22 students, which creates opportunities for close collaboration and personalized connections with both peers and faculty, similar to the supportive environment I experienced at Derryfield.

The college process was definitely stressful at times, but it also helped me learn a lot about myself and what I wanted in a school. I felt wellsupported throughout the process by my Derryfield teachers, counselors, and mentors. I especially appreciated the personalized attention from having a one-on-one college counselor who encouraged both students and families to be involved. The strong relationships I built with teachers made a huge difference during the application process.

Class of 2026 Matriculation

American University

Bates College

Bentley University

Boston College

Bucknell University

Columbia University

Connecticut College

Cornell University

Eckerd College

I chose Maine Maritime Academy because I knew I wanted a different college experience compared to others. MMA offers courses in engineering, management, science, and transportation. I was seeking an environment that was structured and disciplined, with an emphasis on camaraderie. My love of the ocean also dictated where I wanted to go. At MMA I will get international sea-time on either the training ship or the Schooner Bowdoin, cadet shipping aboard commercial vessels, and cooperative education assignments.

My Derryfield college counselors were really helpful through the application process. They helped prepare me for the in-person interviews I had to take part in throughout the college process. When I conveyed to my counselors my passions, and what I wanted my future to look like, they were incredibly helpful with suggesting all types of colleges and universities that catered to my desires.

Elon University

Emmanuel College

Emory University

Fairfield University

Fordham University

Hamilton College

Hobart and William Smith Colleges

Maine Maritime Academy

Massachusetts Institute of Technology

McGill University

For a long time, I believed I would ultimately pursue musical theatre. However, in the end, the acting performance program at Fordham University felt impossible to turn down, especially with the opportunity to train in New York City, surrounded by a professional arts community. Fordham felt like the place that would challenge me the most, and help me grow both artistically and personally.

As someone pursuing acting, I entered one of the most competitive and selective college application processes possible. Not only did I have to meet a strong academic standard, but I also had to prove myself artistically through months of preparing songs, monologues, dances, and auditions from the end of junior year through the winter term of senior year. Derryfield really helped me balance both sides of that process by preparing me academically, while also supporting the artistic demands of an auditionbased path.

Middlebury College

New York University

NHTI

Northeastern University

Providence College

Purdue University

Quinnipiac University

Rensselaer Polytechnic Institute

Rivier University

Saint Anselm College

Milo Linn-Boggs ʼ26

Wilton, NH

Yale University

Psychology & Global Affairs

Christina Nguyen ʼ26

Manchester, NH

Tufts University

Biomedical Sciences

Shantya Singh ʼ26

Auburn, NH

Northeastern University Biology

The college counseling office was always available to help me review my essays and prepare for interviews. College admissions can be a stressful process for both students and families; Ms. Teeters and the whole office were always there to answer my questions and to be a friendly face when a deadline was approaching.

Growing up in rural New Hampshire, I knew that I had wanted to attend a world class university where I could interact with and meet people from all walks of life. I also knew I wanted the opportunity to conduct high-level research with professors, while still being able to explore the expansive fields of a liberal arts education, and explore my various interests. I am so excited to spend the next four years at Yale University, an Ivy League institution with vast resources, and equally strong departments in the arts and the sciences.

My Derryfield counselors provided me with excellent resources and information to help me learn how to apply to colleges. They also offered a lot of guidance as I sought to create a strong application. Through the fabulous college counselors and Scoir, a college planning network, I was provided dozens of potential colleges and universities I would be interested in based on my preferences, which helped me create and narrow down my college list. Before I attended Derryfield, I did not know what FAFSA or a CSS profile were. However, the college counseling office taught me what these important financial aid forms were and when to apply for them, which was extremely helpful since my family did not know what these forms entailed. With the information and guidelines that the Derryfield college counseling office provided me, I was able to successfully prepare for college without feeling overwhelmed and clueless.

Derryfield has prepared me for my next educational chapter by helping me develop strong critical thinking and time management skills. Through challenging coursework and supportive teachers, I’ve learned how to approach problems with confidence and curiosity. The school’s emphasis on community and collaboration has also taught me the value of working with others and learning from different perspectives. Overall, Derryfield has given me both the academic foundation and personal growth needed to succeed in college and beyond.

After three summers as a Breakthrough student, I applied to Derryfield and was named an Amoskeag Scholar. This program supports students with a tuitionfree merit scholarship, and priority is granted to students admitted from the Breakthrough Manchester program. I am headed to Northeastern in the fall, thanks to the support I received from Breakthrough and the Amoskeag Scholar program.

Stonehill College

Suffolk University

The University of Tampa

Trinity College

Tufts University

Union College

University of British Columbia

University of California (Berkeley)

University of Connecticut

University of Miami

University of Notre Dame

University of Southern California

University of Utah

University of Vermont

University of Virginia

Vanderbilt University

Villanova University

Wentworth Institute of Technology

Worcester Polytechnic Institute

Yale University

Thank you to our 2026 PFA Spring Celebration business sponsors! With your generous support, we were able to raise over $22,000 for The Derryfield Fund.

This year’s event, hosted by our Parent Faculty Association, was another fun evening of music bingo filled with time connecting with others in the community, laughter, friendly competition and lots of yummy food. Thank you to everyone who was able to join us.

A Day of Pride and Connection: Honoring the Past and Sharing the Present at Derryfield

Two events, Founders’ Day and GrandFriends’ Day, have been cherished Derryfield anchor events for over 40 years. Now combined, the singular May event honors the rich and distinctive history of Derryfield by remembering our Founders and their vision for our school, while also sharing a student’s Derryfield experience with a chosen special guest. While many of the guests are grandparents, they are just as often aunts and uncles, cousins, friends, or former teachers. In May this past spring, we were honored to welcome Louise Hirshberg, one of our 39 original founders. Like many of our founders, Louise has devoted a lifetime of activism to many vital causes, including civil rights, women’s rights, and the antiwar movement. Two of her children graduated from Derryfield: Gary ’72 and Susan ’74.

Also in the audience was Joni Taube, Derryfield Class of 1969, whose parents were among the small, passionate community of people who believed in this school's educational philosophy from the very beginning. In turn, Joni and her husband Eliot Sirkin sent their daughters Jenna ’00 and Kayla ’06 to Derryfield. At this year’s Founders’ and GrandFriends’ Day, Kayla honored us as the guest speaker, sharing her poignant and sometimes hilarious DS memories and life lessons. We hope you take a minute to watch the video of her speech, by scanning the QR code.

All in the Family

Generations of Excellence.

Honoring the families who have made our community a tradition, generation after generation.

Alumni Profiles

ALUMNI SPOTLIGHT:

Matthew Scotch ’94

The Path of the "Virus Detective": From Birdwatching to Biomedical Informatics

When Dr. Matthew Scotch started at Derryfield, he considered himself just an okay student, who was never any good at standardized tests. His path to Derryfield is similar to many alums—his parents thought he needed more focus, and decided that DS was an attractive alternative to the public school system. His journey from Derryfield to his current position as associate dean of research and professor of biomedical informatics, as well as assistant director of the Biodesign Center for Environmental Health Engineering at Arizona State University took about 14 years, but was strongly influenced by lessons learned at Derryfield.

As a student, he had Allison Barker for classical studies, and shared, “She was a fantastic teacher. We read the Iliad and the Odyssey, which gave me an appreciation for how you break down language. Every now and then I still use the skills I gleaned from that class to figure out a word origin.”

His favorite elective sparked a lifelong passion. “Our science teacher, Rick Harding, had a special interest in ornithology, and taught a senior elective on the topic. We dissected birds, as well as headed down to Stark Park, with rental binoculars, to look for species. Inspired, I later volunteered at the Audubon Society in Concord. To this day, birdwatching is my pathos.”

After receiving a B.A. in health and society at the University of Rochester, Scotch headed to an internship at William Mercer, an employee benefits consulting company, in New York City. My parents suggested grad school as a next step. “I wasn’t interested in med school, so I researched other options, and eventually learned of a field called bioinformatics, and enrolled in a two-year program at Columbia University.

A Life Changing Diagnosis

Scotch progressed from an M.A. to a Ph.D. (University of Pittsburgh, 2006) to a simultaneous M.P.H. and post-doc fellowship from Yale (2008). Just as he was completing work as associate research scientist at Yale, he received a diagnosis of testicular cancer. After successful treatment, he was ready to move on, but with a new mindset. “It was, of course, an extremely stressful ordeal. It made me reassess things. I thought, ‘It’s okay to take risks,’ so I accepted a job offer at Arizona State University.”

The Virus Detective

After working for five years as an assistant professor, Scotch became the assistant director of the Biodesign Center for Environmental Health Engineering. At the Center, they were looking to paint a picture of what was going on in terms of circulating viruses–population level impacts. March of 2020 was, of course, a game changing moment in public health.

“We had been monitoring for flu-illnesses affecting the upper respiratory tract. When the coronavirus appeared, we took advantage of federal fundraising opportunities and transitioned our work to this new, little known virus. We actually found some early cases on the ASU campus. We were some of the first to publish our research on coronavirus. We felt it was our duty, as scientists, to provide data informed decisions.”

Derryfield Takeaway

“One of the best lessons I learned at Derryfield was that academics shouldn’t be your sole focus. You should enjoy life, expand your social network, play sports, develop an outside interest (like birdwatching). Your studies are important, but other things are equally important. You can both work hard and enjoy life.”

Abridge, specifically, Summerbridge (now known as Breakthrough), brought Celine Boutin ʼ12 to the Derryfield campus in 2006. Encouraged by the Summerbridge staff, Boutin took the SSAT, and much to her surprise, landed a “solid score.” So she submitted her application, was accepted, and launched her Derryfield journey. Her love of science, nurtured during her years at DS, guided her into the field of medicine. Today Boutin is a nurse practitioner on the vascular surgery team at Concord Hospital.

At Derryfield, Boutin was a member of the debate club, wrote for the school magazine, and participated in several sports. She reminisced about her student days:

“Everyone seemed to get along at Derryfield—you could spend time with anyone—I had friends in many different groups. We also had sincere relationships with our teachers—we were encouraged to reach out to them whenever we needed help. I am so glad we were required to play sports—I never would have taken up rowing, a sport I came to love.”

After Derryfield, Boutin headed to UNH, intending to study philosophy while pursuing a premed curriculum. Her academic journey took a turn due to her friendship with several nursing students.

She switched majors, jumping onto the nursing track. This afforded her the opportunity to start her career early; she had over two years of work experience as a licensed nursing assistant by the time she graduated from UNH in 2017.

Boutin launched her full-time nursing career at Catholic Medical Center in Manchester, in the cardiovascular surgical unit. After two years at CMC, she hit the road as a travel nurse, specializing in cardiac and progressive care. Post-Covid she returned to NH as a full-time student at Rivier University in Nashua, where she obtained her MS in nursing. After completing her ARPN fellowship at Lamprey Health Care, she recently landed at Concord Hospital.

When asked about lessons learned at Derryfield that she has carried into her professional life, Boutin replied:

“We were encouraged to reach out to our teachers via email if we had questions—not a two line email, but complete sentences in proper format. But they also emphasized that we shouldn't be afraid to ask for help—we shouldn’t be intimidated by adults. This definitely instilled confidence in all of us—learning to advocate for ourselves. When I got to UNH, I immediately felt comfortable interacting with my professors.”

Boutin’s love of science, which started during her years at Derryfield, has carried forward into her career. “My desire to help people steered me out of the lab and classroom, and into a profession that offers so many opportunities for growth. I look back on my days at Derryfield with fondness and thankfulness for the many ways Derryfield prepared me for my future.

Since the creation of an international student program in 2010, Derryfield has welcomed thirty-six students, primarily from the People’s Republic of China. Songnan Wang ʼ13 came to Derryfield in 2012 from Jinan in the province of Shandong. Wang, who reports she knew from a young age that she wanted a career in medicine, noted that her favorite DS class was anatomy, where we got ‘hands-on’ dissection time—a rare opportunity in high school.

After graduation, Wang stayed in the United States, matriculating at Johns-Hopkins University, where she earned a bachelor of science in chemical and biomolecular engineering in 2017. Two years later, she entered Stanford University School of Medicine.

“My study (at Stanford) is focused on harnessing our body's own innate immune system to fight against cancer. I help develop drugs that inactivate these immune checkpoints, thereby unleashing the immune system's power to detect and kill the cancer cells.”

Once she completes her program, Wang aims to become a physician-scientist.

Congratulations to the inaugural inductees to Derryfield's Hall of Fame

Distinguished Alumni Award

Jamie Ducharme ’11

Alumni Arts Award

Ken Eluto ’71

Alumni Service Award

Gay Shanahan ’76 (Not Pictured)

Alumni Athletics Award

Regina Salmons ’14

In the winter and spring of 2025, a group of trustees, alumni, and staff began exploring the creation of an alumni hall of fame.

At 62-years-old, and with alumni ranging in ages from 18 to 76, Derryfield had reached the right time to begin honoring the many alumni who represented the School exceptionally as students, and went on to remarkable careers and journeys in business, science and technology, the arts, law, and so much more.

Many alumni and community members may recall that on Founders’ Day, the School used to present two eisting alumni awards— the Alumni Service Award and the Distinguished Alumni Award—both of which were first conferred in 1991.

The Alumni Service Award is presented to an alum who has made a major contribution to the School, and the Distinguished Alumni Award is presented to an alum who has made a distinct or unique contribution within their career or profession to society.

All of the prior recipients of those two awards are included as members of the new Alumni Hall of Fame.

Also as a part of creating the Hall of Fame, the group added two new awards—the Alumni Arts and the Alumni Athletics Awards.

The Alumni Arts Award recognizes an alum who displayed a strong passion for the arts during their time at Derryfield, and who has continued that passion throughout their career or profession.

The Alumni Athletics Award recognizes an alum who

personified the values of Derryfield athletic competition, teamwork, sportsmanship, and leadership.

All four alumni awards and their recipients are now enshrined on the wall underneath the Class of 2024 Clock in The Matarese Commons.

Alumni Service Award: Gay Shanahan ’76.

Following her graduation from Derryfield, Gay attended Colby College and later, Columbia University for her master’s, before a career in finance and banking.

In the late 1990s, as Derryfield raised funds to build the middle school, Gay served on the Alumni Committee for the campaign, and as the Decade Chair for the class years of 19751979. Her work on the campaign helped bring that building project to fruition, creating the welcoming home for our 6th, 7th, and 8th graders that many students and alumni have fond memories of.

In 1999 she joined the Board of Trustees, and served until 2005, during which time she provided valuable financial insight and expertise in the school’s operations and planning.

During the Thinking Forward campaign to build the Athletic & Wellness Center and the Science & Innovation Center, Gay joined the group of 2nd Generation Visionaries which was comprised of families, alumni, and individuals in our community who committed sixfigure gifts to the campaign and helped make many of the physical changes on campus over the last decade a reality.

Distinguished Alumni Award: Jamie Ducharme ’11.

A graduate of Northeastern

University, Jamie began a career in journalism, becoming a health correspondent for TIME magazine. In 2019, she had a cover story published which explored the effects of vaping and investigated the e-cigarette company, Juul.

Jamie then transformed that initial cover story into a full-length book, entitled Big Vape: The Incendiary Rise of Juul, which received excellent reviews, and was picked up by Netflix to adapt into a docuseries in 2023.

The docuseries, “The Rise and Fall of Juul,” also won an Emmy for Outstanding Business and Economic Documentary.

Jamie returned to campus last spring to speak to students at Community Meeting, and then for a special evening event open to the community, where she shared her story as a journalist and writer.

During her memorable presentation where she shared anecdotes of her journey as a journalist, Jamie challenged Derryfield students with the following words: “Storytelling can change hearts and minds. Storytelling can shape society. How will you tell your own story? No one can tell your story but you.”

Jamie now works as a freelance journalist and has had pieces published in The Atlantic and TIME Magazine, for the BBC and NBC News, and more.

Alumni Arts Award: Ken Eluto ’71

After Derryfield, Ken attended Temple University in Philadelphia before embarking on a long and decorated career in television editing.

His credits include work on shows such as Frontline, Homicide: Life on the Street, Oz, 30 Rock, The Unbreakable Kimmy Schmidt, Modern Love, Succession, and The Four Seasons.

His work on Succession and 30 Rock garnered him American Cinema Editors awards for Best Edited Drama Series in 2022 as well as Best Edited Half Hour Series for Television in 2010.

Finally, Ken is also a nine-time Primetime Emmy nominee, with one win. In 2009 he received the Outstanding Picture Editing for a Comedy Series award for his work on 30 Rock

Alumni Athletics Award: Regina Salmons ’14.

During her time here at DS, Regina was a member of the crew team, and her accomplishments included winning the New Hampshire championship in the women’s single her senior year.

She then went on to attend and row at the University of Pennsylvania, during which time she also competed in the World Under-23 Crew Championships in 2016 and 2018.

Following college, she joined the US Rowing training program in New Jersey, and went on to represent the United States at the 2021 Tokyo and 2024 Paris Summer Olympics as a member of the women's eight, where they finished fourth and fifth, respectively.

Regina is Derryfield’s first and currently only Olympian.

Regina has also represented the US at the 2023 World Rowing Championships, and the 2022 and 2024 World Rowing Cup on the women’s eight.

Following those 2021 summer games, Regina was also gracious enough to spend much of that fall back here in New Hampshire with Derryfield’s crew team, helping to coach and share all that she has learned with our rowers.

Events

ALUMNI CONNECTIONS: FROM CAMPUS FIELDS TO THE NATION’S CAPITAL

This past year, The Derryfield School hosted a variety of events–from the New Hampshire seacoast to Washington, DC– to keep our alumni community connected to campus and each other.

We continue to strengthen our alumni athletic offerings, bringing former athletes back to compete against each other and current students in soccer, lacrosse, and basketball. The season began on the Derryfield turf with alumni soccer in August, followed by a Thanksgiving break lacrosse game at the Hooksett bubble. In December, we hosted alumni basketball games and celebrated the raising of the 2025 Girls Tennis State Champions banner in the Athletic and Wellness Center. These events are not only enjoyable for our alumni, many parents and families join us as well to cheer on the athletes.

Our regional events kicked off in September on the NH Seacoast with a gathering hosted by Ryan Abood ʼ97 and his mom Trudy. Our Boston Gathering in February, was hosted by Neal ʼ78 and Clea Winneg, joined by Head of School Andy Chappell and Director of Philanthropy and Engagement Anna Moskov. Current faculty members Jeffrey Cousineau, Ryan Tanner-Read, and Regina Assetta also made the trip to Boston, and enjoyed connecting and reminiscing with alumni.

In March, Mr. Chappell and Ms. Moskov traveled to meet with alumni in New York City and Washington, D.C. A highlight of the NYC trip was a special outing to see alumna Emma Flynn Bespolka ’15 starring as Glinda in Wicked on Broadway—a remarkable moment of pride for the entire Derryfield community.

If you would like to see an athletic or regional event added to the calendar, reach out to Anna Moskov to discuss your ideas! (amoskov@derryfield.org)

BACK TOGETHER

On May 15 and 16, alumni traveled from near and far back to campus for Alumni Reunion!

The weekend kicked off with lunch in The Matarese Commons on Friday, May 15, where alumni had the opportunity to connect with current students, sharing their own experiences as well as hearing all about life on campus today.

On the afternoon of May 16, we welcomed alumni to campus for lunch, lawn games, and tours of campus. The sounds of joy and laughter filled the air as children ran around on the grass in front of The Matarese Commons under clear blue skies and a warm breeze, making for a fantastic afternoon.

Later that evening, members of classes ending in ’1 and ’6, former faculty, as well as alumni from the classes of 1969, 1974, and 2014, gathered for the Reunion Class Dinner and Alumni Hall of Fame Induction.

In addition to the Alumni Hall of Fame, members of the Class of 2021, celebrating their 5th Reunion, officially commemorated the Diane Wall Garden, which they created in her honor with their class gift at Commencement in June 2021.

Thank you to all alumni, family, current and former faculty, and friends who shared in another memorable Reunion.

May 21-22, 2027, when we will celebrate classes ending in ’2 and ’7 and induct the next members of the Alumni Hall of Fame.

In Memoriam

Former Trustee

Former trustee Sheila Ellen (McKinstry) Steele passed away on November 10, 2025 in Park City, Utah. A long-time resident of Amherst, and more recently Milford, NH, Sheila is survived by her husband Bill, their daughters Kelly Reis ʼ97 of Amherst, NH and Meredith “Ditty” (Chad) Bannon ʼ99 of Park City, VT and grandchildren Lila ʼ31 and Margot Reis and Clyde and Arlo Bannon.

Sheila was born in Lewiston, Maine on May 19, 1951, the daughter of Norman McKinstry and Ruth Schmidt McKinstry. She attended Lunenburg (MA) High School, where she met her future husband, William G. Steele, Jr.

After matriculating from Fitchburg State College, she worked as a medical technologist. Later, after receiving a master’s degree from Fitchburg, she had a long tenure at the college, where she taught immunology and microbiology. She also had her own business, started in her basement with a friend, where she made horseback riding helmet covers and apparel.

In her retirement, Sheila was an active and dedicated volunteer for many organizations. In addition to her tenure on the board of trustees of Derryfield, she held significant roles at the Souhegan Boys & Girls Club and the Amherst Garden Club. Sheila was also dedicated to the Animal Rescue League of NH, and (with her husband Bill), the Mark Stebbins Community Center in Manchester. Among other achievements, she earned her Master Gardener certification from UNH, and climbed all of the 4,000-footers in NH.

Former Faculty/Staff

Anthony "Tony" Evans, 87, of Allenstown, passed away peacefully at home with Margaret "Peggy,” his wife of 63 years by his side on March 1, 2026. A beloved husband, father, grandfather, great-grandfather, brother, uncle, cousin, and friend, he lived a full and generous life.

Tony grew up in Utica, New York. He earned an AB degree from Union College, and an M.Ed. from the University of Massachusetts, Amherst. He began his career as an English teacher, department chair, and coach, first at the Thomas More School in Harrisville, NH, later at Derryfield, where he taught English from 1972-1974. He was admired by his students for his warmth, wit, and ability to inspire. In the mid-1970s, he embarked on a new professional chapter in financial services with Northwestern Mutual, Connecticut Mutual, and MassMutual Financial Group.

Service to others defined much of Tony's life and he devoted countless hours to his Manchester community. He was heavily involved at St. Catherine of Siena Parish, and served in leadership roles at New Horizons for NH, Serenity Place, Heritage United Way, and the Human Services Council of Greater Manchester. Tony's love of sports led him to co-found the Manchester North Soccer League, and coach baseball in the Manchester North Little League and American Legion Post 79.

A Lasting Commitment to Derryfield’s Future

THE 1964 LEGACY SOCIETY recognizes those in our community who have committed to supporting Derryfield’s future through a planned gift, such as a bequest in their will or a life insurance policy.

Since Derryfield is still relatively young—founded in 1964—growing our legacy society is vital to ensure the school’s second century is as robust as its first. While annual giving keeps the lights on and the classrooms buzzing today, legacy gifts are the primary engine for growing the endowment.

While there are many ways to create a legacy at Derryfield, Michael Broad ’69 opted for a Charitable Gift Annuity. He shared how this gift serves as both a smart financial strategy and a meaningful investment in the future of Derryfield.

“When I turned 73 and began taking Required Minimum Distributions (RMDs) from my tax deferred retirement accounts, I realized I didn’t actually need the full amount. Simply withdrawing the funds would have increased my taxable income and potentially triggered higher Medicare premiums. Fortunately, I discovered a way to avoid those drawbacks while supporting Derryfield.

Once you reach age 70½, you can make a Qualified Charitable Distribution (QCD). This allows your IRA custodian to send funds up to $111,000 annually, directly to a nonprofit like Derryfield. Because the gift counts toward your RMD but is excluded from your Adjusted Gross Income (AGI), you don't pay taxes on it. For most, this is far more tax-efficient than taking a standard withdrawal and then writing a check.

There is even a unique, once-in-a-lifetime opportunity to use up to $55,000 of your RMD to fund a Charitable Gift Annuity (CGA). This creates a win-win: you receive fixed payments for life, and the remaining value eventually establishes your legacy at Derryfield.

I began by setting up a CGA during my first RMD year. The next year, I found I had some flexibility, so I directed part of my required distribution to Derryfield as a QCD. Now, I have the freedom to decide each year how much of my distribution I want to use to support Derryfield.”

Scan the QR code, to read more about CGAs and other planned giving tools by visiting our website.

Save the Date: Founders ʼ and Grand Friendsʼ Day Friday, May 7, 2027